The article presents the comparative analysis findings related to the current trends in higher education in the ten European Higher Education Area countries. The focus of this study is to identify Ukraine's transformations and developments in higher education through the lens of similarities and differences in the higher education in the ten countries. Although all these countries belong to the European higher education area (EHEA), the five countries including Austria (AT), the Czech Republic (CZ), Germany (DE), Slovakia (SK), Sweden (SE) are the European Union members while Armenia (AM), Azerbaijan (AZ), Georgia (GE), Moldova (MD), and Ukraine (UA) have a 'non-EU country' status. Being a member of the Bologna process since 2005, Ukraine was the only country with legislation in higher education that was not adjusted to current requirements and realities of the deep transformation process in Europe, until 2014. The findings provide insight for how the countries approach Bologna reforms, what aspects they prioritize, what challenges they are facing. Existing reports and studies tackling the issue of trends in higher education are consulted and thoroughly analyzed through the indicators including the number of the students in the ten European Higher Education Area countries, enrollment trends in tertiary education, tertiary education public expenditure in a year as a GDP proportion, academic staff, age groups and gender division, quality assurance, European Credit Transfer and Accumulation System, and student mobility.

In connection with modernisation processes taking place in the Ukrainian education and its transition to a competent paradigm, attention is paid to the competences and qualifications of education workers as they are to introduce new approaches to the development of education. Worldview competence is an element of educational competence that covers all three levels of competence development and is characterized by personal experience, values related to interaction with the environment. This competence implies planetary responsibility, noosphere thinking, a culture of civilisation, and a system of new values. The purpose of this article is to describe some of peculiarities of the process of developing the world-view competence of future teachers of English and foreign literature. The methods of research used: analysis and synthesis, comparison, systematisation and classification of philosophical, sociological, psychological and pedagogical scientific sources of literature in order to identify the theoretical foundations and the state of development of the problem under the study. The worldwide competence of a teacher of English and foreign literature is the competence in the world of thought associated with value orientations, the ability to see and understand the surrounding foreign world, to navigate within it, to realise its role and purposeful, creative orientation in the native and foreign language environment, the ability to choose target and meaningful parameters of teaching and learning process, making creative decisions.