Digital teaching has become an alternative way to replace the conventional learning process in COVID pandemic time. Educators explore different language achievement strategies to assist students on the way to academic success. One of the approaches the teachers can benefit from significantly is instructional modal – the Sheltered Instructional Observational Protocol (SIOP). This study aims to determine the effectiveness of SIOP instructional strategies in this digital teaching of EFL students. The study was conducted at the undergraduate level for English language learners in the Faculty of Philology, V.O. Sukhomlynskyi National University of Mykolaiv, Ukraine. The researchers conducted the study in the first semester of 2020. The contribution of this study is to evaluate experience of teachers in instructional strategies and to assess their effectiveness in digital teaching. The study analyzes the responses of twenty-five teachers and 63 students to the SIOP-based survey. A descriptive statistical method was used to test the validation. The results of the recearch show that EFL learners are not satisfied with activities to apply language and content knowledge. The results justified that teachers need to establish active online communication with their students. The study presents some recommendations for EFL teachers to improve their professional skills by adopting the specific components of SIOP and mastering their instructional strategies in digital learning. The implementation of the SIOP Model in digital teaching could bring appropriate and meaningful resources for high school teachers as a tool for them to grow professionally in COVID pandemic time.

The article analyzes the problem of ensuring the quality of higher education. Ukraine aims to be in the European trend towards modernization of higher education. Ensuring the quality of higher education is much planned and at the same time the availability of the necessary resources (academic and administrative staff, students, academic and administrative leaders; financial, material, informational, scientific, educational resources etc.); organization of educational process that most adequately reflect modern trends in the development of national and world economy and education; the control of educational activities at the higher education sector and the quality of training of specialists at all stages of training and at all levels: the higher education institution, for higher education in different national and international (European) level. Quality assurance requires a lot of preparatory work. This is an extended process that requires continuous improvement of the achieved performance. The general tendency of professional training of specialists in the countries of the European space is determined. It is to ensure the quality of higher education. The quality assurance of higher education is governed by the legal framework of the countries (the Law on Higher Education and related by-laws). Higher education quality assurance tasks are carried out by the Agency for the Supervision and Quality Assurance of Higher Education, in accordance with EU legislation and recommendations in the field of higher education quality. It is noted that the mechanisms of quality assurance of higher education are constantly being improved, which is the key to the development of higher education systems in the countries of the European area. Quality assurance is a priority of the Bologna Process, but its mechanisms are not seen as a goal. Their ultimate goal is to improve the quality of teaching and research. The quality assurance bodies support the institutions in their further development and, equally, play a key role as defenders of the public interest. Key components of the quality assurance system of higher education is to ensure the quality of education at the Universities, processes of quality assurance in education teaching and learning; approval monitoring and periodic review of programs for assessing the quality of teaching staff, educational resources and support for students of information systems

The article discusses the main approaches to quality assurance in higher education in Finland. The relevance of studying the experience for Ukraine is determined. Quality assurance in higher education is governed by the legal framework of the country. External evaluation is carried out by the Finnish Education Evaluation Center (FINEEC). The objectives of the FINEEC are: evaluation of education, teaching, teachers and activities of higher education institutions; development of educational evaluation; evaluation of the results of training in basic education, higher secondary education and training, basic education in the arts. Finnish higher education institutions are primarily responsible for the quality of education. Self-esteem is accomplished through a digital platform. Program accreditation aims to increase international recognition. The author notes that Higher Education Institutions are actively involved in external evaluations. The quality assurance mechanism of education is constantly being improved. The results of the external evaluation are used as a benchmark for internal evaluation. Higher education institutions select a national or international team to audit. Particular attention is paid to the accreditation of programs. The analysis of the quality assurance system of higher education gives grounds to claim that it is an effective organization, which provides the necessary resources (academic and administrative staff, students, scientific and administrative leaders, financial, material, information, scientific, educational resources, etc.); effective activity of relevant bodies that ensure the quality of higher education of the country; designation of audit teams; identifying audit objectives; undergoing appropriate procedure; defining clear evaluation criteria that demonstrate the effectiveness and quality of the evaluation. The outlined approaches and methods of quality assurance of education serve as an example of imitation for quality assurance of higher education of Ukraine and a guideline for its development.

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