Valentyna Kovalenko,  Maiia Marienko, Alisa Sukhikh

Urgency of the research. Due to the transfer of the educational process for school education to a distance learning format, the need for professional development of specialists, namely digital skills and the ability to use them in educational activities, is increasing. At the same time, the leading demand in the system of professional development is the development of specialist's flexible skills "Soft skills", which are essentially a set of non-special skills and ensure high productivity and effectiveness of the professional activity.

Target setting. There is a need to expand both the infrastructure of cloudbased systems and the services provided to meet the growing needs for research data not only for scientists but also for teachers. Also, the use of cloud-based open science systems for lessons and new research projects is promising.

Actual scientific researches and issues analysis. The peculiarities of the introduction of the paradigm of open education and science and its tools in scientific and educational practice are described in the works: M. W. Beck, P. Budroni, T. Heck, I. Peters, V. Yu. Bykov, A. Yu. Vasylenko, M. P. Leshchenko, Yu. G. Nosenko, A. V. Yatsishin etc.

The research objective. Analyse the available services and tools of open science that can be used for selfeducation and self-development of teachers.

The statement of basic materials. The study analyses the services and tools of open science, appropriate to use for self-education and self-development of educational workers. Digital technologies, in particular open science and education tools, are an effective tool to meet the need for the selfeducation of educational workers. The use of these tools will contribute to: saving time and money; a quick search of various materials; saving materials in digital format for further work with them and use; access at any time interval; collaborative work (collaboration with colleagues); exchange of experience, etc.

Conclusions. Open science tools are an important element for use in the educational process; self-educational activity of the pedagogical worker with the application of tools of open science provides: open access to actual results of scientific researches; assists in the implementation of student research projects; promotes communication, international cooperation, and exchange of experience; advanced training and development of digital competence, etc.

Keywords: open science, cloud services, digital technologies, selfeducation, professional development of teachers, teachers.

References:

1. EOSC Portal – A gateway to information and resources in EOSC. Available from: <https://eosc-portal.eu/>. [15 September 2021].

2. European Commission / Shaping Europe’s digital future. Open Science. Available from: <https://ec.europa.eu/digital-single-market/en/news/open-innovation-open-scienceopen-world-vision-europe>. [15 September 2021].

3. Mayer, K 2019, ‘Open Science Policy Briefing’, ERA Portal Austria. Available from: <https://www.researchgate.net/profile/Katja-Mayer4/publication/286922886_Open_Science__Policy_Briefing/links/56785b0b08aebcdda0ebd39f/Open-Science-PolicyBriefing.pdf>. [15 September 2021].

4. Open Innovation, Open Science, Open to the World-a vision for Europe. Available from: <https://ec.europa.eu/digital-single-market/en/news/open-innovation-open-scienceopen-world-vision-europe>. [15 September 2021].

5. Shaping Europe’s digital future. Open Science. Available from: <https://ec.europa.eu/digital-single-market/en/news/open-innovation-open-scienceopen-world-vision-europe>. [15 September 2021].

6. Armeysʹka, LV 2019, ‘Profesiyna kompetentnistʹ ta neperervna samoosvita: shlyakhy samorealizatsiyi y samovdoskonalennya pedahohichnykh pratsivnykiv (Professional competence and continuous self-education: ways of self-realization and selfimprovement of teachers)’, Problemy suchasnoyi osvity, № 10, s. 5-14.

7. Kashyna, HS 2020, Teoretyko-metodychni zasady informatsiyno-tekhnolohichnoho zabezpechennya pryrodnycho-humanitarnoyi pidhotovky pedahohiv u systemi pislyadyplomnoyi osvity (Theoretical and methodological principles of information and technological support of natural and humanitarian training of teachers in the system of postgraduate education). Avtoreferat doktora nauk, Natsionalʹnyy pedahohichnyy universytet imeni M. P. Drahomanova, Kyyiv.

8. Kyrychenko MO, Otych OM & Oliynyk VV 2018, ‘Problemy i perspektyvy rozvytku pislyadyplomnoyi osvity v informatsiynomu suspilʹstvi (Problems and prospects for the development of postgraduate education in the information society)’, Informatsiyni tekhnolohiyi i zasoby navchannya, № 3 (65), s. 25-36. Dostupno: <https://journal.iitta.gov.ua/index.php/itlt/article/view/2380/1358>. [15 Veresenʹ 2021].

9. Korsikova, K·H 2020, ‘Samoosvita suchasnoho vchytelya yak bezperervnyy protses udoskonalennya pedahohichnoyi maysternosti (Self-education of a modern teacher as a continuous process of improving pedagogical skills)’, v Tekhnolohiyi, instrumenty ta stratehiyi realizatsiyi naukovykh doslidzhenʹ. 20 bereznya 2020 r., s. 97-99.

10. Kryva, M & Pylypetsʹ S 2018, ‘Realizatsiya profesiynoyi samoosvity vchytelya pochatkovykh klasiv u suchasnomu osvitnʹomu informatsiyno-komunikatsiynomu prostori (Implementation of professional self-education of primary school teachers in the modern educational information and communication space)’, Molodʹ i rynok, № 10 (165), c. 62-67.

11. Lytvynova, S·H 2021, ‘Zasoby i servisy khmaro oriyentovanykh system vidkrytoyi nauky dlya profesiynoho rozvytku vchyteliv litseyiv (Tools and services of cloud-based open science systems for professional development of lyceum teachers)’, Naukovyy visnyk uzhhorodsʹkoho universytetu. seriya: “Pedahohika. Sotsialʹna robota”, vyp. 1 (48), s. 225-230.

12. Mandziy, LS 2020, ‘Profesiynyy rozvytok pedahoha: novi mozhlyvosti u 2020 (Professional development of a teacher: new opportunities in 2020)’. Dostupno: <https://nus.org.ua/wp-content/uploads/2020/03/Prezentatsiya-MONPidvyshhennya-kvalifikatsiyi-pedagogiv-ZZSO.pdf>. [15 Veresenʹ 2021].

13. Marienko, MV & Shyshkina, MP 2020, ‘Platforma vidkrytoyi nauky ta zastosuvannya yiyi komponentiv v osvitnʹomu protsesi (Platform of open science and application of its components in the educational process)’, Journal of Information Technologies in Education (ITE), № 4(45), s. 32-44.

14. Ryabova, ZV & Yelʹnykova, HV 2020, ‘Profesiyne zrostannya pedahohiv v umovakh tsyfrovoyi osvity (Professional growth of teachers in digital education)’, Informatsiyni tekhnolohiyi i zasoby navchannya, tom 80, № 6., s. 369-385.

15. Tolochko, SV 2019, ‘Vymohy tsyfrovoho suspilʹstva do kompetentnosti vykladachiv u systemi pislyadyplomnoyi pedahohichnoyi osvity (Requirements of the digital society to the competence of teachers in the system of postgraduate pedagogical education)’, Innovatsiyna pedahohika, vypusk 12, t. 2, c. 178-181.

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Tamara Rudenko, Olha Potishchuk, Hanna Kostromina

Urency of the research. The peculiarity of modern social production is that the scope of mental labor in comparison with previous periods has increased significantly, which requires an increase in the number of specialists in production. The development of information technologies positively affects the expansion of knowledge and its use in the process of production.
Accordingly, a modern specialist must have a high level of education and quality that would increase its professional qualifications. Intelligence of man, its knowledge, the ability to strategically correctly use information is an integral condition for effective production. Strengthening the role of intellectual capital of a person among factors of production will increase in the future.

Target setting. Analysis of modern scientific researches and consideration of generalized interpretations regarding the essence of human capital, intellectual capital, knowledge indicates insufficient illumination of the defining features of these concepts, their interconnection. Consequently, the study of intellectual and human capital today is quite natural, taking into account those changes that are related to socio-economic processes and the development of philosophical thought.

Actual scientific researches and issues analysis. Research on the issues of formation and development of intellectual capital devoted to the works of V. Bazylevich, M. Bratnitsky, O. Butnic-Siverskiy, V. Geets, N. Gavkalovoy, O. Grishnovoy, G. Zavoronkova, N. Kilchevskoy, B. Leontieva, N. Markovoy, N. Ushenko, L. Fedulovoy, Yu. Fiyalkovskoy, A. Chuhno, A. Yarugovoy.

The research objective. The purpose of the study is to determine the role of knowledge as the main element of human capital in the development of modern social production, the logic of interconnections of such concepts as human capital, knowledge, intellectual capital, social production.

The statement of basic materials. Formation and application of intellectual, professional abilities and knowledge, determining their role in the production process has always been the focus of the research of domestic and foreign scholars. Accelerated development of information technologies, globalization of public life has created conditions for collecting, accumulation, dissemination and preservation of various information and knowledge. As a result of professional activity, self-expression and self-realization of personality occurs, it not only realizes itself as a specialist, but also as a creative personality. The result of human creative activity is new material and spiritual values, acquired experience and assimilation of new knowledge. Individual capital form personal qualities, individual and social skills, experience, abilities, knowledge, obtained in the process of training and advanced training. Changes that occur in various production spheres indicate that for the development of individual intellectual capital, a prerequisite is a general capital of knowledge that forms not only human theoretical and practical knowledge of man, but also spiritual knowledge. The person who is guided by spiritual values uses intellectual, professional knowledge and skills, for the implementation of socially significant tasks. In our opinion, the main component of intellectual capital is human capital. During his life, a person develops creative abilities, talent, gradually occurs their intellectualization. Thus, it can be assumed that individual intellectual capital is a well-developed person of knowledge and capital of professional competencies.

Conclusions. It is determined that knowledge form human capital and is a special productive resource, this social product is the result of collective, mental labor. A larger share of modern production is mental labor, activity that has signs of a creative nature. The assertion is substantiated, according to which individual intellectual capital is a developed capital of human knowledge and obtained in the process of social activity of competencies that form such qualitative characteristics of the person as creativity, communicative and creativity. Human capital is a set of knowledge, skills, skills, practical achievements, professional experience, creative abilities, it can not be assigned. The human capital belongs to knowledge, level of education of workers, their qualifications, professional training, which includes skills and skills, practical experience, creative potential, as well as motivation. The difference between human capital is that its value does not decrease over time, but, on the contrary, increases, special value acquires professional and professional experience. Personal knowledge, experience, developed abilities can be used effectively in the future.

Key words: human capital, knowledge, skills and skills, intellectual capital, production, professional experience, creative activity, society.

References:

1. Akvinskij, F 2006, Summa teologii (Sumy Theologists), per. c lat. SI Eremeev, AA Yudin, Kiev: Nika-Centr, Elga, Ch. II-I, Voprosy 1-48, 572 c.

2. Aristotel, 1978, Sochineniya (Saminity), v 4 t., Moskva: Mysl, AN SSSR, Institut filosofii, T. 2, s. 70; 78-79.

3. Butnik-Siverskij, OB 2004, ‘Intelektualnij kapital: teoretichnij aspekt (Intelligent Capital: Theoretical Aspect)’, Intelektualnij kapital, № 1, s. 16-27.

4. Geyec, VM 2009, Suspilstvo, derzhava, ekonomika: fenomenologiya vzayemodiyi ta rozvitku (Society, State, Economics: Phenomenology of Interaction and Development). Monografiya, Kiyiv: In-t ekonomiki ta prognozuvannya NAN Ukrayini, 863 s.

5. Grishnova, OA 2001, Lyudskij kapital: formuvannya v sistemi osviti i profesijnoyi pidgotovki (Human Capital: Formation in Education and Professional Training). Monografiya, Kiyiv: T-vo “Znannya”, 254 s.

6. Dragunova, T & Majdanik, I 2007, ‘Osoblivosti suchasnogo formuvannya i rozvitku naukovogo potencialu Ukrayini v regionalnomu vimiri (Features of modern formation and development of scientific potential of Ukraine in the regional dimension)’, Ukrayina: aspekti praci, № 6, s. 35-40.

7. Kolot, A 2007, ‘Innovacijna pracya ta intelektualnij kapital u sistemi faktoriv formuvannya ekonomiki znan (Innovative labor and intellectual capital in the system of factors forming the knowledge economy)’, Ukrayina: aspekti praci, № 4, s. 4-9.

8. Platon 1986, Dialogi (Dialogs), per. s drevnegrecheskogo sost., red. i vstup. stati AF Losev, Moskva: Mysl, s. 122–123.

9. Platon 2009, Apologiya Sokrata (Apology of Socrates), per. s drevnegrech. MS Solovev i dr.; obsh. red. AF Losev, Moskva: Eksmo. Dostupno: <http://bookz.ru/authors/platon/apologia_082.html>. [05 Veresen 2021].

10. Ushenko, NV 2008, Lyudskij kapital: regulyatorni mehanizmi vidtvorennya (Human Capital: Regulatory Play Mechanisms). Monografiya, Doneck : TOV “Yugo-vostok, Ltd”, 288 s.

11. Russell, B 1948, Human Knowledge – Its Scope and limits, London: George Allen and Unwin Ltd, р. 172.

12. Stewart, TA 1997, The Intellectual Capital. The New Wealth of Organizations, N.Y.; L.: Doubleday / Currency, 389 p.

13. Toffler, A 1986, Trzecia fala, przeł. Ewa Wogdyłło, Warszawa: Państwowy Instytut Wydawniczy, 397 p.

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Denys Svyrydenko, Valentyna Kyvliuk

Urgency of the research. The swift global escalation of tensions coupled with the threat of human annihilation (caused not just by the raising of the nuclear arsenals but the degradation of the level of education) have drastically impacted the development and implementation of the novel interdisciplinary methods and scientific disciplines called to aid the all-round research of the ways of peaceful resolution of territorial, economic and political disputes which, in their turn, have significantly impacted the development of peacebuilding mechanisms and the implementation of a wide spectrum of measures and means fostering a gradual elimination of the conflictogenic process in the world and our country.

Target setting. The educational component that affects the priority of defense policy formation has only recently begun to make the first steps in recognizing the threat of factors of the information warfare, as such that may have a fundamental impact on a more active phase of the "hot confrontation". In light of these challenges to global and national security, the factor of educational training of citizens ought to be put at the forefront of educational policy which emphasizes stimulating among them of natural critical and creative thinking inclinations, activation and cultivation of civil virtues, respect for the fellow human being and tolerant relation to all.

Actual scientific researches and issues analysis. The practical dimension of the various aspects of peacebuilding was researched by such scientists as A. Baginsky, M. Henyk, S. Zakova, O. Zakharova, O. Ilyash, K. Semchinsky, D. Svyrydenko, V. Filip-chuk, G. Khomenko, E. Yaroshenko, etc. E. Khrykov views scientific education as the newest pedagogical concept in the context of the threat of hybrid war. V. Kyvliuk and M. Lehenky examine the educational and globalizational aspects of the basis of scientific education in Ukraine and the world, concluding that this concept is interpreted as a series of effective pragmatic steps aimed at nurturing and disseminating ideas of peacebuilding among students and the general population.

The research objective. The authors of the article put before themselves the task of performing a philosophical conceptualization of the phenomenon of peacebuilding in regards to stimulating education as a tool used to achieve a tolerant and safe society.

The statement of basic material. Principally important for the concept of peacebuilding in our time is examining the issues of historical manipulations and switching of historical narratives; problems of reviving and securing our national memory. In the politological direction we view as crucial studies of the experience of postcolonial and post-totalitarian theory, examining the works of transitory society theory, making an overview of the political mechanisms of the peacebuilding practice. Analyzing the legislative (review of the international and national legal base in the peacebuilding sphere) aspects and principles of peacebuilding, we believe it important to give attention to their impact on specific practical legislative ideas. As part of the “Educational policy” course of disciplines to examine the phenomenon of a relocated university in Ukraine and to familiarize oneself with principal steps which are aimed at aiding the functioning of such educational institutions. Of equal importance regarding the concept of peacebuilding presently is the spiritual self-development,, which draws on the classical heritage of pacifism and peaceful, humane relation to those who surround us. These principles, in particular, have found a powerful expression in the teaching of Leo Tolstoy and philosophy of Mahatma Gandhі which elevates them from the level of the everyday subjective moral code of human behavior to a higher plane of fierce civil activism and political action.The program of education in the spirit of global citizenship is UNESCO’s answer to the present-day challenges. Its task is to enable students of all ages to understand that these problems need to be considered at the global, rather than at the regional level, and become active supporters of fashioning a more peaceful, tolerant, inclusive, safe, and sustainable society.

Conclusions. The devising and study of the strategy of peacebuilding have significant prospects for its development and improvement, demanding concentrated efforts of the global community. Examining the influence of the latest conflict-related factors on safety, stability, and peace, in particular, requires deeper and more nuanced development. Accordingly, a thorough examination of a number of theoretical and practical approaches in the framework of “Law”, “History of Ukrainian statehood”, “Philosophy of Education”, “Educational Policy”, “Political science” and other concomitant disciplines is becoming especially relevant. In view of the fact that our state has been forced to ward off the attacks at the cutting edge of a novel type of conflict when the military actions supersede the conventions and overflow into new (yet poorly investigated) spheres of unorthodox discord, our domestic science faces previously unknown challenges that should be perceived by the unified academic community as an opportunity for the development of effective theories of establishing a peaceful process, improving the theoretical and practical component of peace research, taking into account fundamentally new technological and social aspects of the current conflict.

Keywords: peacebuilding, science education, resolution of the conflicts, education policy.

References:

1. Verovkin V. 2017. ‘Osoblyvosti realizatsii osvitnoi polityky shchodo peremishchenykh universytetiv Ukrainy, Vyshcha osvita Ukrainy, № 4, s. 35–40.

2. Genyk, MA 2021. ‘Metodolohichni problemy mizhdystsyplinarnykh doslidzhen myru (Methodological problems of interdisciplinary peace research)’, POLITYCHNI DOSLIDZHENNIA/POLITICAL STUDIES Ukrainskyi naukovyi zhurnal, Vyp. (1), p. 8-21.

3. Dvurechenska OS. 2014. ‘Mistse istorychnoi pamiati u rozvytku Ukrainy yak subiekta suchasnykh mizhnarodnykh vidnosyn (Place of historical memory in the development of Ukraine as a subject of contemporary international relations), Hrani, № 1, s. 59-63.

4. Kurylo, VS, Savchenko SV, & Karaman, OL 2019. ‘Peremishcheni universytety yak novyi typ zakladiv vyshchoi osvity Ukrainy (Relocated universities as new type of Ukrainian educational institution)’, Education and pedagogical sciences, № 3, s. 3-9.

5. Kachmar, OU 2017. ‘Filosofski vytoky kontseptsii nenasylnytskoho spilkuvannia (The philosophical origins of the concept of non-violent communication )’, Problemy humanitarnykh nauk. Seriia : Filosofiia, Vyp. 37, s. 4–14.

6. Kyvliuk, VO 2020. ‘Znachennia mizhnarodnoi osvity yak zasobu myrobuduvannia v konteksti filosofii osvity (The meaning of international education as a means of peacebuilding in the context of philosophy of education)’, Doslidzhennia problem humanitarnykh nauk : zbirnyk naukovykh prats, m. Kyiv, 18-19 lystopada 2020 r. / red. kol.: A. V. Sakun, T. I. Kadlubovych, D. S. Cherniak. – Kyiv : KNUTD, s. 84-87.

7. Lehenkyi, MI 2015. ‘Osvitnia polityka v umovakh hlobalizatsii (Education policy in the conditions of globalization)’, Mytna sprava, № 3(2), s. 3-7.

8. Obrazovanye v dukhe hlobalnoi hrazhdanstvennosty’ (2021). UNESCO website. Available from: <https://ru.unesco.org/themes/obrazovanie-v-duhe-globalnoy-grazhdanstvennosti>. [11 November 2021].

9. Svyrydenko, DB, Khomenko, HV, & Aleksandrova, UM. 2020. ‘Filosofska kontseptualizatsiia naukovoi osvity yak instrumenta myrobudivnytstva (Philosophical conceptualization of science education as a tool of peacebuilding)’, Osvitnii dyskurs, Vyp. 26, s. 49-61.

10. Smilska, I 2016. ‘Myrotvorchist yak odyn iz holovnykh napriamkiv spivpratsi Ukrainy ta OON (Peacemaking as one of the main areas of cooperation between Ukraine and the United Nations)’, Ukraina-Yevropa-Svit. Mizhnarodnyi zbirnyk naukovykh prats. Seriia: : Istoriia, mizhnarodni vidnosyny, Vyp. 17, s. 66-72.

11. Khomenko, HV 2019. ‘Sotsialno–filosofskyi analiz fenomenu myru yak osnovy proektuvannia myro budivnytstva (Socio-philosophical analysis of peace phenomenon as a basis for peacebuilding designing)’, Hileia: naukovyi visnyk, Vyp. 145(2), s. 164-168.

12. Khrykov, EM 2017. ‘Uroky hibrydnoi viiny dlia vyshchoi osvity Ukrainy (Lessons of the hybrid war for the higher education of Ukraine)’, / E.M.Khrykov // Hibrydna viina na Skhodi Ukrainy v mizhdystsyplinarnomu vymiri : vytoky, realii, perspektyvy reintehratsii. - Starobilsk, s.192 - 198.

13. Bazaluk, O & Svyrydenko, D 2017. ‘Philosophy of war and peace: in search of new European security strategy’, Anthropological Measurements of Philosophical Research. 12:89-99.

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