The article reveals the implementation of innovative elearning technologies in the process of mastering the discipline "Target language of the professional use" by students of agricultural universities. The presented e-learning training course is an innovative tool that provides study of educational material in the mode of independent work with a computer as well as regulates the interaction of students with a teacher. Such online collaboration contributes to the improvement of the efficiency of target language knowledge formation through the introduction of upgraded teaching educational materials; stimulates interest in the study of target languages using innovative information and communication technologies; responsiveness of the feedback and the possibility of direct consultation with the teacher in the educational environment of the Moodle platform. The analysis of the results of the experimental survey showed predominantly sufficient and high levels of knowledge of students from the experimental groups who were trained by means of the electronic course; in contrast to the low and initial levels of knowledge of students from the control groups. Particular attention is paid to the characteristics of the content, structure and tasks of the electronic training course on learning English, German, Ukrainian and Russian as target languages for distance learning students of Sumy National Agrarian University.

This investigation highlights the ways and means of students’ formation of media literacy skills under the conditions of total and emergent distance learning in the lockdown period of the COVID-19 pandemic. The case study involved 138 first-year students from Sumy National Agrarian University, Ukraine, who studied English as a foreign language (EFL). Analysis, synthesis, and generalization of scientific data were conducted to determine the requirements and materials for the survey. Media literacy of the participants in the experimental group was developed through performance of a series of social media projects, critical analysis of social media texts, and creation of social media content. Pedagogical observation and expert estimation were employed to obtain qualitative results of partiucipants’ progress during practical classes and extracurricular activities. Psychological techniques and mathematical methods were employed to measure and assess the quantitative data of the experiment. The outcomes of the study revealed the positive dynamics of the development of reflective-evaluative, collaborative, and searching-creative skills of participants in the experimental group as well as improvement in their English proficiency. The result of this study is potentially appropriate for educators who are interested in the application of media technologies in foreign-language teaching.

The paper deals with the application of information and communication technologies amid internationalization process in higher agrarian education. The purpose of this research is to evaluate virtual internationalization initiatives in Sumy National Agrarian University (SNAU), Ukraine. Analysis and systematization of the latest scientific works on digitalization in higher education and virtual academic programs proved that they are essential to connect students and educators worldwide in order to improve instruction, to enhance intercultural awareness across borders, to develop target languages knowledge and transversal skills, necessary for young professionals to be competitive in the information-based society. The findings of the survey stated that SNAU is integrating a growing number of international projects requiring the use of digital tools. Data on the inputs, outputs and outcomes of virtual internationalization programs from both official documents and questioning participants, students and faculty was collected and measured. Actual benefits (developing intercultural competence, accessing to global knowledge, lowering economic and environmental costs, improving foreign languages) and potential risks (brain drain, cultural homogenization and less diversity of languages and teaching modes, imbalance of resources) of virtual academic projects were assessed as well. It has been concluded that SNAU engagement in virtual international programs has contributed to the intensification of academic mobility, ensuring international standards for the quality of educational services, gaining international experience in the field of agrarian business and research due to implementation of ICT.

The authors examined the scientific works concerning Chinese students' intercultural adaptation experience in foreign universities. It was found out that successful intercultural adaptation process depends on effective interpersonal communication, which improves language proficiency, motivation, and promotes students' interaction with representatives of foreign cultures. Interviews and questionnaires with the international students were compiled and processed to determine the main problems of adaptation from physiological, socio-psychological, sociocultural, academic points of view. The data for the survey was collected through observation over the participants, focusing on students' ability to keep the norms and rules of behaviour in Ukraine; ability to establish and maintain ties with the representatives of other cultures; ability to overcome intercultural tension in the process of communication. Thus, it has been concluded that intercultural adaptation can be successful only in the process of psychological, social, and cultural accommodation of international students, which can be gained with the following strategies: social facilitation, cultural awareness, psychological and pedagogical support, effective organization of interpersonal communication of students in the academic group, dormitories, communication with lecturers both at classes and outside the university.

Випуск 69'2019 Серія 5. Педагогічні науки: реалії та перспективиThe article analyzes self-work as a component of the educational process, which promotes the formation of a high degree of self-education by future educators, a creative attitude to professional activity; develops internal reserves for self-improvement, self-education. It was investigated that self-development includes self-knowledge, self-determination, creative self-realization and self-constructing of personality, self-design. It is indicated on the factors of effective organization of independent work of students in order to reach the future teachers constructive and creative. This is the highest level of autonomy in the performance of educational tasks. It is proved that effective independent work activates educational, research, creative, innovative, educational and practical activity of each student. It deepens its knowledge, skills, promotes the acquisition of general and professional competencies determined by the educational (educational-professional, educational-scientific) program. Independent work has been classified by educators based on their characteristic features.Particular attention is paid to the issue of academic culture, professional ethics in the training of specialists, future teachers, and in institutions of higher education.It was emphasized on the necessity to adhere to academic integrity as scientific, scientific and pedagogical, pedagogical workers, and students of higher education. This article states that the moral and ethical values declared by the academic community are key in shaping the individuality of future educators as highly professional specialists able of self-education, mobility, creativity, creative self-development.Key words: independent work of students, self-education, self-improvement, self-development of the personality of future teachers, efficiency of organization of independent work, students, scientific and pedagogical workers, academic integrity. УДК 378.1 «312» DOI https://doi.org/10.31392/2311-5491/2019-69.12 Губіна О. Ю.Науковий часопис НПУ імені М. П. Драгоманова Gubina O. Yu. The state of development of the problem of open education through the prism of philosophical researchThe article presents the results of the study of theoretical and methodological and educational and political aspects of the development of open education in the domestic educational system. It established that open education is a complex, complex social phenomenon, the study of which involves a coherent study, systematization and classification of sources in many areas of knowledge, which has created a multidisciplinary and interdisciplinary discourse over the past decades. The most developed components of such a discourse include research in the field of philosophy of education, sociology of education, educational policy, didactics of higher education, information and communication technologies, pedagogical innovations, the theory of organizations, comparative pedagogy, etc. The complex nature of the problem under inve...