Pedagogical Discourse in Higher Professional Education of the Future

Abstract

Scientific discourse in the pedagogical sphere implies coverage of the activity of all subjects of the educational space. Scientific exploration aims to coordinate the positions of education applicants, teachers, and representatives of the administrative cluster possible in the organization of a comprehensive pedagogical discourse. The task of the article is to develop effective theoretical-methodological and practically oriented guidelines, which will become a reference point for the construction of higher professional education of the future. The methodological arsenal for conducting this type of research served as general scientific, educational-pedagogical, and philosophical methods. The key issues shaping the agenda of pedagogical discourse on the prospects of education are the definition of short-term pedagogical innovations and long-term strategies for the development of higher professional education. A promising area of research is the correlation between the potential of the educational environment and the potential of socio-cultural space. Thus, pedagogical discourse is called to implement synergetic models of educational development. Despite the conservatism of education, the present and, even more so, the future of this sphere requires innovative transformations. Scientific-technological and humanitarian-informational progress allows updating education and forecasting its development based on further transformations. Higher vocational education is in dire need of constant updating of the pedagogical discourse because the abilities and skills acquired (acquired) by future professionals immediately turn into indicators of professionalism, which is a determining factor in the competitive environment of the modern world. Flexibility, mobility, multidisciplinarity, openness, accessibility, efficiency - are the attitudes that guide the construction of future education perspectives and meet the principles of dynamism in this sphere of social activity.

Introduction of Innovative Technologies and Methods of ICT Competency Building of Scientific-Pedagogical Staff Under the COVID-19 Pandemic: Preconditions and Challenges of Future Education System (Ukrainian Experience)

“…For example, it includes the development of personalized learning systems to individualize the educational process using digital data. Thus, society gets a lot of expectations relying on a post-digital educational future (Sapiński & Ciupka, 2021).…”