The present article continues the cycle of the cognitive researches of the phenomenon of social cohesion in education, in particular, in the university communities. It contains the cognitive research of trust and its foundation as the central focus of social cohesion. The purpose of the study is to identify the level of trust which is connected with the social cohesion in university communities, to test the author’s questionnaire and to determinate the further steps for the trust enhancement in the educational community. Methods that were used in the study are the author’s questionnaire, math analytics etc. There were 196 people interviewed in both universities, among them 31 employees and 85 students of the National Pedagogical Dragomanov University and 33 employees and 47 students of the National University of Life and Environmental Sciences of Ukraine. According to the research results, the level of trust in each university community (as well as in common) was average, excluding some indicators. Although there were some differences between levels of trust of employees of these universities. We can assume that the quite sufficient average level or trust positively characterizes the attitude of employees and students to each other, reflects their readiness for mutual respect and support, acceptance of differences and tolerance etc. Also, the research highlights weak points of social interactions that form the base for further investigations and actions on the social cohesion development.

The philosophical problem of representation becomes of particular relevance in modern politics. Publicity and responsibility of the power for the effectiveness of its work creates a differentiation to the nominal and real power. There is a dual tendency: the subjects of real power delegate proxy to the representatives of the nominal power, trying to avoid publicity and responsibility. Representatives of the nominee power create an impression of the reality and effectiveness of the realization of power. The dialectic of nominal and real power in society is carried out by means of the formation of surrogate forms of government: democracy-monarchy, democracy-oligarchy, democracy-aristocracy; ductility in the work of state institutions and commercialized support by the creative class. To direct the contradictions of nominal and real power in a productive direction is possible by increasing the publicity and responsibility of the subjects of power.

O. kyvliuk 1 , dr. Sc. (Ph.), Prof., orcid.org/0000-0002-7900-9299, O. Polishchuk 2 , dr. Sc. (Ph.), Assoc. Prof., orcid.org/0000-0002-9838-7105, d. Svyrydenko 1 , dr. Sc. (Ph.), Assoc. Prof., orcid.org/0000-0001-6126-1747, O. yatsenko 1 , Cand. Sc. (Ph.), Assoc. Prof., orcid.org/0000-0003-0584-933x eduCATIOnAl mAnAgemenT AS eduCATIOn dIPlOmACy: STrATegIeS fOr ukrAInePurpose. Under the condition of the absence of a scientific debate over the concept of "educational diplomacy" in the national research field, the authors set the goal of carrying out an analysis of the heuristic potential of this concept to overcome the current contradictions in the development of the Ukrainian higher education system against the background of the expansion of the categorical and conceptual apparatus in modern educational management.methodology. The authors used systematic, analytical, abstracting, concrete historical approach and modeling method, as well as approaches to cultural research, in particular, the modern theory of hybridity.findings. The research succeeded in substantiating the managerial potential of educational diplomacy to solve the contradictions in the development of Ukrainian higher education system. It is shown that the lack of a theoretical discussion about the possibilities of educational diplomacy and the practical implementation of its approaches to management practice reduces the efficiency of modernization processes. Against the background of possibilities to increase the effectiveness of the implementation of the higher education globalization strategies, the possibilities of educational diplomacy for overcoming the current conflicts in the development of higher education, initiated by the fact of the disintegration of the educational area and its management system have been demonstrated.Originality. The potential of the concept of "educational diplomacy" for the solution of global and local (national) contradictions in the development of higher education, and the system of education management have been demonstrated in the modern Ukrainian management discourse for the first time. The necessity of practical implementation of educational diplomacy approaches is revealed, taking into account the positive foreign experience of their use. Underestimated possibilities of educational diplomacy for Ukrainian traditions of education management, which can implement in practice the principles of consensus philosophies, resolve contradictions, and others in specific sociocultural conditions, have been presented for the first time in order to provide strategies for the modernization of higher education in an effective manner.Practical value. The obtained results can serve as a reference point for the modernization of educational policy in the conditions of disintegration of the educational area, ensuring state policy in the context of violated territorial integrity of Ukraine, in particular, in developing scenarios for the reintegration of the national educational area.

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The present article continues the cycle of social cohesion research in education and society. In order to research the main principles of organized society, the main foundations of social cohesion and their applications in the educational sphere are very important. The main goal of the article is to consider the intercultural aspect of social cohesion and to provide intercultural study in the university community. This study starts with the first diagnostics of the cognitive focuses of intercultural communications in the university community of the National Pedagogical Dragomanov University. Cultural diversity is considered the foundation and the central part of intercultural studies. The purpose of the study is to provide a conceptualization of cognitive focuses in intercultural communications, to determine the actual level of intercultural competence, to test the author's questionnaire, and to determine the further steps for enhancing intercultural communications in the educational community. Methods that were used in the study are the author's questionnaire, math analytics, etc. There were 272 persons interviewed at the National Pedagogical Dragomanov University, namely 230 students and 42 teachers. According to the research results, the level of intercultural competence of students and teachers is relatively high, and all indicators are above average, which positively characterizes the attitude of students and teachers of the university to other cultures, their perception of other cultures, tolerance and willingness to cooperate and combine cultural activities. This is important at this time, because Ukraine is on the path to European integration, bravely defending its own choice, where one of the main values is respect and acceptance of cultural diversity.