The purpose of the academic paper lies in determining the ratio of synchronous and asynchronous teaching methods in modern pedagogy on the example of the analysis of the activity of higher education institutions within the conditions of quarantine restrictions. The sociological survey was conducted in two stages. Stage I – July – September 2021 (stage of information collection: opinion poll). The second stage is October 2021 (analytical). The advantages of synchronous teaching and learning have been determined, namely: easy interaction; real-time mode; questioning, instant answers, motivation, and help, immediate feedback from the teacher, group classes, high concentration. The disadvantages of synchronous teaching and learning have been identified, namely: physical compliance with the schedule, poor implementation of individualization, appropriate training, poor content of the digital learning platform, poor organization of various communication channels, and low level of digital alternative. The list of benefits of asynchronous learning has been revealed as follows: flexibility, antilocalization, economy, time mobility, one’s own working pace, the schedule convenience, point definition of the purposes. It has been found that the drawbacks of asynchronous learning are as follows: a decrease in an academic discipline, a decrease in socialization, feedback difficulty, limited contact, isolation, the need for self-discipline.

The article deals with the main environmental policy stages in the EU. The principles of environmental protection are given. The legal environmental protection framework is considered. The features of regions with natural and common resources, industrial and human potential that has its own action plan for achieving common EU environmental safety strategy are considered.

У статті на основі аналізу досліджень учених розглянуто передумови виникнення поняття «професійна компетентність» в освіті, питання професійної компетентності вчителя, показано актуальність вивчення цього феномену Здійснено аналіз історико-педагогічних ідей формування професійної компетентності, що актуальні в сучасних умовах модернізації вітчизняної освіти. Наведено види та структурні компоненти професійної компетентності, які пропонувались ученими протягом етапів становлення цього феномену Закцентовано увагу на поглядах учених щодо встановлення хронологічних меж у впровадженні професійної компетентності в освітній простір.

The article presents the experience of creating an innovative format of extracurricular training of applicants as a means of implementation of education for sustainable development – the experimental group “Cytoecologist”. The functioning of this format is based on the implementation of selected principles of STEM-education and open education of applicants. To implement these principles in the training of specialists, the group leader uses a number of formats of students’ activity that are not inherent in traditional education. Among them are dynamic temporary microgroups for experimental search; format “information activities”, Internet surfing, WIKI format, educational coworking or collaboration in space. The pedagogical experiment consisted of two parts. The first part is to find out the state of implementation of research skills by biology teachers in practice, which included determination of the level of their self-realization and interest in the organization of research activities of students. The second part is to find out the effectiveness of the presented experience of creation of a scientific student group “Cytoecologist”, within which the implementation of education for sustainable development by means of research activities of future biology teachers is carried out. A survey of graduates of the group shows that the basic principles of the group provide the formation of a stereotype of a specialist-researcher, and the vast majority of respondents (95%) use research skills in their professional activities, one of the directions of which is education for sustainable development. The experience of creating a research group of students presented in the article is the result of many years of scientific research of authors (teachers-practitioners of leading universities of Ukraine). This acquisition is original and is being published for the first time, and the obtained positive results give grounds to recommend it for implementation in the practice of training biology teachers in Western Europe.

No abstract