Modern Educational Paradigms and the Structure of Higher Education

1.

Lecture 1. Modern paradigm of higher education
1. Modern educational paradigms
2. The main directions of modernization of the structure of modern
higher education

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1. Modern educational paradigms
The term "paradigm" is used to imply a variety of
concepts. There are calls for a transition to a "humanistic
paradigm", paradigms of a technical society are
substantiated, etc.
The term "paradigm" (from the Greek "model") was
introduced into science studies by T. Kuhn in 1962.
The paradigmatic approach has been at the center of
research by Russian and foreign scientists for four
decades: J. Agassi, I. Lakatos, J. Holton, P.P. Gaidenko,
L.A. Markova, and others.
A paradigm is a conceptual framework that defines the
goals, principles, and methods of education. Let’s explore
the main modern educational paradigms.

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Comparative Table of Modern Educational Paradigms
Paradigm
Goal
Key Features
Methods
Teacher as the main
Traditional (Knowledge- Transfer of knowledge
Lectures, explanations,
source of information;
based)
from teacher to student
tests
knowledge control
through exams
Formation of
Focus on practical
Case studies, projects,
competencies
Competency-based
application, development
teamwork
(knowledge + skills +
of soft skills
attitudes)
Learner-centered
Personal development
and self-actualization
Constructivist
Active knowledge
construction by the
learner
Digital (E-learning)
Lifelong Learning
Individual learning paths, Portfolios, personalized
teacher as a mentor
plans, projects
Knowledge is built
through interaction and
problem-solving
Online courses, blended
Personalized and flexible
learning, virtual
learning
classrooms, use of AI
Combination of formal,
Continuous education
non-formal, and informal
throughout life
learning; adaptability
Problem-based learning,
research projects
LMS, webinars,
interactive simulations
Online platforms,
microlearning, self-study

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2. The main directions of modernization of
the structure of modern higher education
The first stage is a bachelor's degree (4 years of study).
Graduates of secondary general and secondary technical
educational institutions are enrolled in this stage on the basis of
the UNT (Unified National Testing).
The main objective of the training is educational and
provides the opportunity to obtain higher education to all those
who wish (grant or on a fee-paying basis). The curriculum
includes a general educational block, basic and specialized
disciplines in a particular specialty.
The results of training are determined on the basis of the
students' rating, which includes academic performance, the
required level of computer training and success in research
work.

5.

The second stage is the Master's degree (2 years of study). Master's
students are focused on training at a qualitatively different level.
The curriculum includes: additional blocks of fundamental training
and special disciplines aimed at mastering the theory and methods of
research in a specific area of ​scientific knowledge, independent
research activities.
The organization of training provides for the graduate to obtain high
qualifications, and training based on individual plans is widely used. It is
possible to shorten the training period. The training ends with the
defense of the Master's thesis, which is the result of the student's
independent creative activity.

6.

The third stage is doctoral studies (3 years of study).
Master's degree graduates are admitted to this stage on an
individual basis, based on entrance examinations in the form of a
test.
Finally, qualification requirements are clearly defined for each
stage of education. For example, the main goal of preparing a
bachelor is to meet the educational needs of an individual
interested in obtaining competencies in their specialty.
A bachelor is able, on the one hand, to withstand competition
in the specialist market, and on the other hand, to correctly and
effectively navigate the choice of a specialty at the second,
master's level.

7.

The multi-stage system of higher education offers diplomas that are different
for each stage.
Stage 1 diplomas represent: a) a bachelor's degree;
b) the opportunity to continue education at stage 2;
c) the opportunity to find employment as an engineer, teacher in secondary
educational institutions, etc.
Stage 2 diplomas represent: a) a master's degree;
b) the opportunity to enter doctoral studies;
c) the right to be admitted to teaching positions in universities, secondary
educational institutions of advanced level (gymnasiums, colleges, lyceums, etc.),
secondary technical educational institutions;
d) the right to be admitted to scientific and scientific-production positions;
d) work as a researcher (research organizations).
Stage 3 diploma (doctoral studies) provides for a certain level of
requirements. These requirements are developed in accordance with the main
directions of modernization of training and certification of highly qualified
personnel.

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Questions:
1. Tell us in detail about the higher educational institution as an
educational system.
2. What is the modernization of the educational process in the
university at the present stage?
3. Name the main directions of modernization of the structure
of modern higher education

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Seminar session 1.
Topics covered:
1. Global education space. History of the Bologna Process. Basic principles of the
Bologna Process.
2. Credit system of education (USCS, ECTS, KCTS, etc.). Analysis of the Bologna
Process Communiqué. Three cycles of higher and postgraduate education.
3. Practical documents of the Bologna Process: Guide to the use of ECTS (2015).
4. International cooperation of universities and teachers.