The authors investigate the theoretical foundations of the concept of ecosystem, interdisciplinary approaches and features of integrated STEM education in the educational process, analyzed the components of the educational ecosystem and proved that they all directly affect the quality of STEM subjects. The authors conducted a survey to identify ways to develop components of the ecosystem of STEM education, which involved 105 respondents, students of pedagogical specialties of Borys Grinchenko Kyiv University and teachers of secondary schools in different regions of Ukraine. The analysis showed that the successful implementation of STEM education, involving all components of the ecosystem, involves the development of science education, in particular, the introduction of inquiry-based learning and the use of digital technologies in the educational process. Process skills are described, which are formed using inquiry-based learning, examples of tasks for the formation of basic and integrated skills of the scientific process are presented. Based on the research, the role of digital tools in the development of science education is demonstrated and groups of digital tools are identified that are necessary for ecosystem development and will help increase the efficiency of the educational process, make STEM learning interesting and productive; examples of digital resources that support students' learning in various integrated STEM environments are given and their role in the development of the STEM education ecosystem is described. Digital tools can be used to increase students' positive motivation, expand their experience and accelerate learning, they help to study STEM subjects and encourage students to explore scientific ideas in new ways.

Стаття присвячена висвітленню концептуальних підходів та баченню реформи «Нова українська школа» через призму положень класиків філософсько-педагогічної  вітчизняної та зарубіжної педагогічної думки, що мали вплив на освітні зміни в Україні. Подано погляди вчених та педагогів-практиків, чий внесок у світову та вітчизняну шкільну освіту, людський розвиток та світоглядно-методологічні засади української освіти в контексті сучасних глобалізаційних викликів є значним. Серед ідеологів нової школи виділено доробок відомих мислителів та педагогів, Г. Сковороди, Т. Шевченка, К. Ушинського, С. Русової, І. Франка, Б. Грінченка, Г. Ващенка, В. Сухомлинського, А. Зязюна, В. Кременя та ін. Окреслено ідеї вітчизняної педагогічної думки та їхнє втілення у підходах до реалізації реформи «Нова українська школа». Наукова новизна полягає у розкритті паралелей між ідеями видатних просвітителів, педагогів і філософів минулого та сучасності та концептуальними положеннями реформи «Нова українська школа» у контексті її реалізації. Зроблено висновок, що сучасна реформа «Нова українська школа» у сфері загальної середньої освіти базується на глибоких українських освітянських традиціях та ідеях видатних вітчизняних мислителів та педагогів.

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The article is devoted to the problem of the functional effectiveness of the system of educational governance in Kyiv, detection of the problems related to the establishing of the schools’ autonomy, and developing the ways of the system’s transformation. The authors have analyzed international experience in constructing an effective system of educational governance on the territorial level. In the vast majority of countries, schools are granted partial autonomy, the granting of which is accompanied by the establishment of bodies, such as, councils with supervisory and control functions consisting of representatives of the school administration, local management bodies and parents. The article demonstrated that such experience can be partly implemented in Kyiv. Several models of creating service centers for secondary schools are considered. For instance, a rational model with full financial autonomy, a balanced model with partial autonomy and outsourcing and a transitional model with the preservation of district education departments with a small staff and the establishment of separate service centers within the district or district of Kyiv. Kyiv has a two-level education governance system, in which the district educational administrations are an intermediary link between the Kyiv Educational & Research Department and the schools. In this respect, the article also analyzes legislation that grants the district education departments their mandate, regulates their functional tasks and relationships with the schools. The authors of the article propose several models of transforming the educational governance system in which the district educational administrations will take on the role of service centers.

The article considers the problem of the quality of mathematical school education in the context of pupils’ ability to apply the acquired knowledge of mathematics to solve practical problems. It is established that this ability is a clear understanding and awareness of the role of mathematical knowledge in the modern world. It is manifested in the ability to explain natural and scientific phenomena, to draw sound conclusions, to understand the impact of science on human life. The results of a study in which 1849 pupils of Kyiv schools took part are presented. Their ability to apply mathematical knowledge to solve life problems has been established. Examples of mathematical problems developed for testing by specialists of the Ukrainian Center for Educational Quality Assessment are given. The typical pupils’ mistakes, as well as the most successful solutions are analyzed. Pedagogical recommendations for improving the quality of mathematics education of pupils in the context of the reform of the “New Ukrainian School” are given.