The subject of the research presented here is the language and content of the definitional terms, categories and concepts relating to museum education in the historiography of the topic. The article is a review that provides an analysis of selected papers on museum education, surveying the categories, terminology and definitions proposed by Polish, Ukrainian and Russian researchers. The study also involved looking at museum websites to review the descriptive terms, concepts and categories used in the sections relating to the museums’ educational activities. Finally, against this background the authors present their own approaches and definitions relating to museum education. The work is partly a result of the experience of the authors’ own common educational practice and investigations. The cultural contexts of museum education are significant and influential in the quality of the services provided in each of the surveyed countries and museums. The generalisations presented are appropriate to the specific contexts of the research reports and educational projects quoted.
Russia's military aggression against Ukraine has challenged the whole existence of our state, its sovereignty, unity and has caused a number of serious problems for the national education system, which are associated with the large-scale destruction of educational institutions, forced displacement of all the participants of the educational process both within Ukraine and abroad, as well as limited access to education for many Ukrainian schoolchildren and students in terms of wellbeing and safety. Despite the negative consequences of the military actions, a number of international organizations emphasize the importance of continuing education in crisis situations. Thus, the Ministry of Education and Science of Ukraine developed a number of educational projects to meet the key priorities of educational policy for the period of martial law. One of the aspects in ensuring effective educational process is the creation of a safe, accessible educational environment, comfortable for all participants in the educational process, necessary for sustainable functioning and development. Under the accessible educational environment in the times of war we understand the system of psychological and pedagogical conditions aimed at organizing safe educational interaction of the participants in the educational process; creating opportunities for equal access to education for all school-age children both in educational institutions (in person) and remotely. The main principles of creating an accessible educational environment are: integrativity, differentiation, individualization, practical orientation, adaptability.
The article considers various aspects of the application of smart technologies and smart education (smart learning) in the modern educational space. The authors emphasize that smart education is a reflection of a new type of education system aimed at the process of acquiring skills and competencies for flexible and adapted interaction of pupils and student youth with the social, economic and technological environment. The idea of smart education is based on the provision of various educational services, the creation of individual educational trajectories, the use of global open educational resources and creates real opportunities to use the advantages of the global information society to ensure educational needs and interests.The basic principles of smart education and the role of modern smart technologies in the domestic educational space are defined, their innovative and creative character is emphasized.The article points out the importance and necessity of taking into account three important elements of smart education in education, which determine the disclosure of its potential - innovation, flexibility and creativity.
The authors of the article analyze various aspects of conducting model lessons in school disciplines in the space of the museum and note its role as a center of interdisciplinary relations for the effective organization of the educational process. The article discusses examples of conducting model lessons in a museum based on participation, inclusion, interactivity, creativity and universality. The authors of the article note that model museum lessons belong to the category of integrated classes and contribute to the growth of students' interest in the learning process, the development of cognitive abilities, and the formation of a holistic interdisciplinary picture of the world. The authors focus on the effectiveness of model lessons in the museum and the prospects for their widespread introduction into the educational process of secondary schools.
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