METHODOLOGICAL MODEL OF COMPARATIVE PEDAGOGICAL RESEARCH OF ADULT EDUCATION
DOI:
https://doi.org/10.28925/2412-124X.2024.13.9Keywords:
adult education, comparative pedagogical research, comparative pedagogy, European Union countries, methodological model, pedagogical research, vocational training.Abstract
The article summarizes the experience of modeling comparative pedagogical research and proposes a methodological model in the context of adult education. The study actualizes the issues of comparative pedagogical research in the field of adult education in Ukraine in the context of European integration of social development. It is found that the generalization and systematization of practical experience of the countries of the European community is of particular importance in this aspect. The synergistic methodological model proposed in the study includes several levels – analytical and theoretical, interpretive and methodological, generalizing and comparative and effective. The author identifies the optimal methodological approaches for each of the four levels, as well as methods and tools for their implementation. The potential for applying the proposed methodological model in practice, in particular, for studying the adult education system in the countries of the European community, is investigated. The possibility of using this experience for the purpose of its implementation in the adult education system in Ukraine is analyzed. The potential of informational education, which is a process of self-organized acquisition of certain competencies, is investigated. It is proved that, being not necessarily purposeful and structured, information education actively contributes to the expansion of professional knowledge and skills and is positioned as one of the key competencies of the individual. It has been established that the concept of information education forms the prerequisites for self-realization, acquisition of new knowledge, skills and abilities, increasing motivation and level of professional competence. The policies and programs that should be implemented in response to the globalization of education as a tool for maximizing its potential are identified. The analysis of the national level of internationalization of adult education is carried out, its organizational strategies are considered through the prism of targeted programs and personal motivation of students.
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