Strategies in planning research integrity training (evidence of Ukraine)

 In recent years, much work has been done to promote integrity in academic community in Ukraine. Still, educational interventions introduced to the local level have not yet become an effective instrument to foster integrity in academia. Current research aims to discuss the key motivational factors that influence the effectiveness of integrity trainings for early-career researchers at Ukrainian universities in order to identify the possible gaps during implementation of research integrity education at the institutional level; highlights the role education plays in fostering research integrity; explores the key factors that influence early-career researcher’s professional development; proposes the possible content of integrity workshop for early-career researchers; analyzes the interview findings to better understand the impact of education interventions on research behavior; and offers recommendations that could help the academic community develop educational content that increases awareness on research misconduct and detrimental practices. The article is based on the experience of conducting the research integrity workshops at the regional institution of higher education. Data was carried out as qualitative face-to-face semi-structured interviews to learn about the sources of knowledge on research integrity. The results of the study have shown that integrity trainings at Ukrainian higher education institutions goal not only to introduce researchers to integrity knowledge, but also to engage them in discussion about responsibility in science. The findings of the study may help to identify key factors that influence the effectiveness of research integrity trainings and develop effective tools to promote research integrity at the Ukrainian higher educational institutions

Practices for readiness of future specialists for professional self-determination in the information society

Professional self-determination of the individual is a complex and lengthy process of finding and realizing yourself in the profession. The main goal of professional self-determination is clarified. The basic concepts of readiness for professional self-determination of future specialists in the modern information society are revealed. The following approaches to the consideration of the concept of readiness are defined: functional-psychological, personal, activity-based. Based on the components of readiness identified by the researchers, it can be assumed that the structure of professional self-determination of the future specialist contains motivational, cognitive and activity components. Self-determination is defined as a multidimensional process that can be considered from different points of view: as a series of tasks, that society sets for the emerging individual, and which the individual must solve in a certain period. As a process of step-by-step decision-making, with the help of which the individual forms a balance between his desires and inclinations, on the one hand, and the needs of society, on the other; as a process of forming an individual lifestyle, part of which is professional activity. A number of tasks of professional self-determination of a future specialist in the information society are formulated

Innovative educational technologies as a way of higher education enhancement

The article examines the interconnected functions of the innovative activity of the teacher, which contribute to the improvement of higher education. The purpose of the article is to consider innovative educational technologies as a means of improving higher education and to prove their impact on the training of a modern competitive specialist. The methodology shows the connection of the main methodological approaches of professional training of a modern competitive specialist with the help of innovative educational technologies as a means of improving higher education. The levels of training of the future specialist with innovative educational means are highlighted. The classification of innovative educational technologies was carried out. The importance of hybrid courses, which include a form of combination of distance learning and face-to-face learning, is shown. The features are identified and the necessity of innovative educational technologies for the improvement of higher education is shown. Innovative educational technologies have advantages in higher education. The criteria of innovations in the educational process are singled out. The features of innovative training are listed, which are of great importance for the improvement of higher education and, as a result, obtaining a competitive specialist

Strategies in planning research integrity training (evidence of Ukraine)

 In recent years, much work has been done to promote integrity in academic community in Ukraine. Still, educational interventions introduced to the local level have not yet become an effective instrument to foster integrity in academia. Current research aims to discuss the key motivational factors that influence the effectiveness of integrity trainings for early-career researchers at Ukrainian universities in order to identify the possible gaps during implementation of research integrity education at the institutional level; highlights the role education plays in fostering research integrity; explores the key factors that influence early-career researcher’s professional development; proposes the possible content of integrity workshop for early-career researchers; analyzes the interview findings to better understand the impact of education interventions on research behavior; and offers recommendations that could help the academic community develop educational content that increases awareness on research misconduct and detrimental practices. The article is based on the experience of conducting the research integrity workshops at the regional institution of higher education. Data was carried out as qualitative face-to-face semi-structured interviews to learn about the sources of knowledge on research integrity. The results of the study have shown that integrity trainings at Ukrainian higher education institutions goal not only to introduce researchers to integrity knowledge, but also to engage them in discussion about responsibility in science. The findings of the study may help to identify key factors that influence the effectiveness of research integrity trainings and develop effective tools to promote research integrity at the Ukrainian higher educational institutions

Motivation Behind the Preference of Distance Education of Higher Education Students

Aim. The aim of the study is to investigate into the motives of learning that are inherent in students with different attitudes to distance learning. The main objectives of the study are as follows: to analyze the attitude to different forms of distance learning of students of higher education institutions; to investigate the main forms of scientific motivation of students of higher education institutions; to compare how the scientific motivation of students with different attitudes to distance learning differs. Methods. The study involved 211 students majoring in science (physics, chemistry). The study uses the following methods: 1) attitude questionnaire; 2) Science Motivation Questionnaire II; 3) statistical methods. The following is used for statistical data processing: descriptive statistics methods (to measure the percentage of people with different attitude towards organization of distance learning); ANOVA (to compare levels of science motivational types of students with different preferences in educational models). Results. It was determined that 38% of students are positive about distance education and see great opportunities for its implementation. But only 22.75% of students consider distance learning the best option of educational process organisation, and 21.8% are in favor of an exclusive face-to-face format. The most popular form among students is mixed form of education (55.45%). Students with a positive attitude to distance education are characterized by the highest scores on intrinsic motivation, self-efficacy and career motivation. Therefore, proponents of distance education are mostly students who have a good understanding of their own goals and learning needs, plan their career advancement, and are well-organized in terms of educational and professional development. Conclusions. Distance forms of education cannot completely replace traditional ones. But it is already becoming obvious that their use in a mixed format can increase the effectiveness of the educational process. Students' sympathy for the mixed format should be taken into account by the developers of educational programs and university administrations in order to improve the quality of education and meet the requirements of the times