The article presents and justifies a technology for building the content of teacher training through sustainable development. Considerable attention is paid to environmental issues of society, which urge to change the philosophy of life and the mindset of people. The designed technology for building training content is primarily relevant owing to the need to implement the main concepts of sustainable development and introduce some novel approaches to teacher training. It can be implemented at three levels: degree programmes, curricula, syllabi. The level of building training content consists of such stages: defining expected learning outcomes for courses; outlining the information field of courses; compiling the basic educational material; determining didactic units of the main educational material; designing the structural and semantic model of the basic educational material; dividing the basic educational material into subjects. The article also presents the results obtained from the experiment conducted from 2015 to 2018. The research sample comprised 457 respondents (231 respondents in the control group (CG) and 226 respondents in the experimental group (EG)). The analysis of the obtained results shows that during the formative experiment the number of respondents with advanced (creative) level has increased by 5.82% in the EG compared with the CG; the number of respondents with intermediate (sufficient) level -by 5.18. The number of respondents with basic (reproductive) level has decreased by 11%. The differences between the CG and the EG are statistically significant (χ2 = 8,276), do not exceed the established limits and are at the level of 0.05≤ρ≤0.01 (5.991≤8.276≤9.21).

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Modern challenges of linguistic globalization, strategic guidelines of information space, problems of linguistic ecology and language policy, rapid development of communication technologies in all sectors of society have increased attention to the quality of human communication. The research aims to identify the peculiarities of organizing educational activities of linguists at the UK universities and justify the ways of creative implementation of the UK innovative experience in higher philological education in Ukraine. A set of interrelated research methods was used to accomplish the objectives of the research: analysis and synthesis, induction and deduction, the comparative pedagogical method, the search method, the prognostic method. It is specified that linguistics curricula assess the ability of future linguists to analyze linguistic data, apply different methods of collecting data, as well as their understanding of linguistic concepts, theories, methods, and, accordingly, the relationship between these aspects of linguistic science and the solving of specific linguistic problems. It is found that the forms of organizing educational activities for linguistics students include lectures, seminars, practical classes, laboratory work, workshops, group and individual tutoring. The planning, development

The current stage of higher education sector transformation in Ukraine has been indicated. The study of foreign experience, namely of Great Britain, and the use of positive aspects of such experience have been justified. Information sources of Universities UK (Universities UK Strategic Plan 2013-2018; Efficiency and Effectiveness in Higher Education: A report by the Universities UK Efficiency and Modernisation Task Group; Annual Report and Consolidated Financial Statements of UUK) and The Strategic Plan 2009-2015 of Lancaster University have been studied. Vision, mission, functions,pressing issues, strategic aims of the Strategic Plan of UUK for the next five years have been presented. The achievements of UKK for 2013-2014 in accordance with strategic aims have been outlined. The actions of the organization aimed at providing British universities with various supports have been presented. The constituents of Strategic Plan of Lancaster University for 2009-2015, namely vision, mission, sectors of development (International, Teaching, Research and Impact, Finance and Organisation, the Lancaster experience) and consequently successfully achieved results have been presented. Positive aspects of British experience in strategic development of higher education institutions have been defined. Perspectives for further researches in this area have been outlined.

We have performed comparative analysis on professional training of linguists at British and Ukrainian universities at administrative and managerial, legislative, organizational and pedagogical, systemic, conceptual, socioeconomic