The aim of this study was a holistic analysis of aspects of expanding the interaction between the state and civil society on the example of the experience of foreign countries, namely Austria, Belgium, France, Italy, and Poland. The research involves such methods as sociological analysis, systemic and case study methods, structural and comparative methods, as well as the dialectical method. The factors of expanding the interaction of the judiciary as a representative of the state, which protects the rights and interests of civil society, were identified in accordance with the results of the study. As a result, conclusions were drawn on the need for the judiciary, as a representative of the state, to use methods to expand the interaction between the state and society, in the person of every citizen. The use of those factors in relation to such interaction will further help increase public confidence in the state, which will ensure effective protection of the rights and interests of society.
The article raises the issue of management of the development of interaction between higher education institutions and public authorities. The author found that the need to manage the development of interaction between higher education institutions and public authorities is due to current challenges to increase the competitiveness of educational institutions, ensure the quality of education, interaction with stakeholders. Perspectives of cooperation between higher education institutions and public authorities are based on leading foreign experience. The author revealed the essence of managing the development of interaction between higher education institutions and public authorities, which consists in forming the readiness of the management and teaching staff to interact with public authorities; creating opportunities for cooperation between the university and public authorities; developing measures to develop the interaction of higher education institutions with public authorities. The main management measures for the development of interaction between higher education institutions and public authorities have been identified. Such measures include: acquaintance of heads of structural subdivisions of higher education institutions and officials of local self-government bodies with leading foreign experience in the development of interaction between the university and public authorities; clarifying the readiness of public authorities to develop cooperation with the university; determining the features and conditions of interaction between the university and public authorities; development of a management system for the development of interaction between higher education institutions and public authorities.
<p style="text-align: justify;">The aim of this study was to investigate how the use of the technologized model of critical thinking development affected the self-study process of students of higher educational institutions (HEIs). The research methodology was based on a combination of qualitative and quantitative empirical methods, as well as a descriptive approach to data analysis. The study involved a quasi-experimental model supposed to influence the variables under study. The technology-based educational model of autonomous learning with a focus on the critical thinking development in students of HEIs consisted of the following processes, such as: communication, analysis, synthesis, problem-solving, evaluation, and reflection. The Watson Glaser Test was adapted to monitor the level of students’ critical thinking. The average score on the final control of students’ knowledge was used to monitor the experimental group students’ performance. By monitoring the development of students’ critical thinking and the dynamics of their performance in the course of training, where 90% of the time students studied independently, it was established that the use of a technological educational model had a positive effect on the critical thinking of students of HEIs, and as a result, the effectiveness of their self-study.</p>
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