Th e issue of values in the education of young people is always relevant in the pedagogical literature. Th e main purpose of this article is to show the hierarchy of values of young people aged 12-15. Th e problem of the meaning of values in the lives of young people will be presented on the basis of our own research conducted among students from the Myślenice district (Poland) and Nadvirna district of the Ivano-Frankivsk region (Ukraine).

The essence of the innovative competence of the teacher in the way of integration into the world space of education. The main tendencies of teacher's training for professional innovation activity are described. Best European practices according to the using of innovative studying technologies in the work with students are examined. The author proves the need for partner collaboration, group forms of activities to solve problematic learning problems at school through Problem Based Learning. Especially, the issues of development of creative initiative of children in collective work are highlighted. The content and typical difficulties in the practical using of Blended Learning are described. It is noted that Blended Learning combines traditional and distant models of studying, it can take place not only in the lecture room but outside, in synchronous or asynchronous regimes, and it predicts an extensive using of ICT in work with students. The technology of Inquiry Based Learning in teaching STEAM school subjects is presented, especially in the process of working with remote educational laboratories and Inquiry Learning Space (ILS). Some innovative tools for their practical using according to the work with students are implemented. The importance of using Project Based Learning for integration of educational subjects in the New Ukrainian School is also characterized, which gives an opportunity to form a coherent picture of the world in them.

The aim of this article is to substantiate the requirements to the head of an inclusive education institution in the context of modern realities, to present the results of an experimental study of the development of education manager’s inclusive competence, the cognitive-activity and analytical-performance components of readiness to solve professional practical tasks. The professional profile of the head of an inclusive education institution (manager-leader-expert) is singled out, which combines pedagogical, psychological, inclusive competences, professional skills, as well as personal, business and professional qualities, value orientations, etc. The results of an empirical study of the level of inclusive readiness of modern leaders to form an inclusive environment in an educational institution are presented. Education managers from Ivano-Frankivsk and Cherkasy regions (Ukraine) (having 5-15 years of management experience) were involved in the experiment. Positive dynamics of increasing the level of readiness in the experimental group, for whom a series of thematic exercises (lectures, workshops, webinars) using innovative educational technologies was carried out.

The article outlines the essence of professional creativity in pedagogical activity. The teacher’s creativity is described as a complex of intellectual and personality characteristics of the individual, contributing to the independent generation of original ideas and their non-traditional solution. On the basis of comparative experimental research, the level of non-verbal creativity of future teachers of the bordering regions of Ukraine and Poland was revealed in the paper. According to the results of the diagnosis of non-verbal creativity (Torrens methods), the authors conclude that a significant proportion of Ukrainian and Polish students are not able to produce a sufficient number of original ideas in a minimal verbalization (for example, most of the future teachers had the average (47.3% in Ukraine, 45.8% in Poland) and low (respectively 18.7% and 25.8%) levels of non-verbal creativity based on the index of originality). It is emphasized on the need to focus the content of higher education on the development of future teachers’ ability to seek out non-standard options in organizing the pedagogical process, creative modeling of lessons and educational activities, the creation and implementation of original pedagogical ideas, authoring techniques, etc.

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