The coronavirus COVID-19 pandemic is one of the global problems of humankind and has a significant influence on political, socioeconomic and educational processes. It is noted that the social isolation and the social distance of the teachers and students of the institutions of higher education has transformed the ways and habits of their lives due to the long quarantine events. The security measures caused new features of the educational environment. The distance learning has been actualized as a possible way and an important form of the distance education. The institutions of higher education of Ukraine have rapidly developed and formed their own approaches to the educational process in the last two months (pandemic). Therefore, the distance learning, which maintains a balance between the theoretical and the practically oriented training of the future specialists, is technically organized at Ternopil National Economic University. The organization of the education on the modern online platform "Moodle", which is directed at effective the providing active parity education in the distance format, is described. The indicators (the effectiveness, the accessibility, the resource intensity, the promptness, the democracy in communication, the integrative software) of the quality assessment of implementation of the distance learning in the educational process are specified and identified within the platform. It was concluded that each Ukrainian student and teacher underwent a reassessment of their own educational values in the conditions of self-isolation: a virtual educational environment can never replace the direct educational contact of a teacher and students in a teaching audience.

The proposed research is directed at studying the impact of the intercultural educational space on the formation of intercultural competence of future teachers at a pedagogical higher education institution. To determine the levels of intercultural development, the authors adopted the Intercultural Maturity Model by P. King and M. Baxter Magolda. Having identified the initial, intermediate, and mature levels of intercultural development, the authors analyze the process of completion to the full development of intercultural competence. Experimental research was conducted in 2019 at the Institute of Pedagogics and Psychology at Ternopil Volodymyr Hnatyuk National Pedagogical University, Ukraine. To conduct the study the authors opened the Intercultural Communication Center, whose activity was aimed at modeling and implementation of intercultural educational space at this university. The participants in this study were 63 future teachers (third-year students of the University). The pedagogical experiment included the following stages: preparation, diagnostics, formation, and control. The authors identified the intercultural orientation of the goals of the educational process and tasks at each stage. The following methods were used: analysis, survey, interview, conversation, methods of observation. During the pedagogical experiment, attention was focused on the formation of students’ intercultural abilities according to the content and structure of intercultural competence. The study showed a redistribution of respondents in groups – a significant decrease in the percentage of students on the Initial Development Level (the difference is 55.6%) and an increase on the Intermediate Development Level (the difference is 20.6%) and Mature Development Level (the difference is 34.9%). Statistics allow us to assert the significant dynamics of changes in group indicators by levels of intercultural competence at the beginning and end of the study. The study confirmed the hypothesis that the creation of the intercultural educational space at the higher education institution has a positive effect on the process of intercultural competence formation.

The study is devoted to the problem of fundamentalization of the social workers’ professional training. The article substantiates the urgency of the fundamentalization of an educational system in general and a social education, in particular, connected with the necessity of forming the future specialist’s holistic perception of the world, and, at the same time, the profound occupation of the profession in the context of globalization challenges. The benefit of this study is that the main manifestations of the globalization of the sphere of education are outlined as: the emergence of a global market for educational services; the emergence of educational transnational corporations; the informatization of education; a convergence, which involves the merger and interpenetration of educational and social systems; an integration; the standardization of both educational systems and cultural values. It is noted by the author that the fundamentalization of the training of social workers takes place within the framework of modernization of social education systems characterized by decentralization of a social education management, the unification of the content of social workers’ training, the intensification of interdisciplinary cooperation, the internationalization of education, the introduction of distance learning technologies, etc. According to the purpose of the article, the essential characteristic of the fundamentalisation of education and specialists’ vocational training is outlined as that which provides for the transition from narrow specialized to fundamental and holistic knowledge, focused on the development of scientific forms of specialist’s thinking, its general and professional culture, and a high level of adaptability. The author of the article also outlined general methodological approaches to the analysis of education fundamentalization (systemic, synergistic, humanistic, epistemological, competence, acmeological, comprehensive, activity, person-oriented), each of them allows identifying problems of a system of the fundamentalization of the social sphere workers’ professional training, describing the ways and basic means of their solution. Moreover, it is also noted by the author that, under current conditions, the fundamentalization of education is one of the leading factors in improving its quality, the basis of professional mobility of a specialist.

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The purpose of the article is to identify trends in the development of inclusive education in Ukraine and related challenges. Their understanding and consideration in the formation of educational policy will contribute to a more successful process of its implementation. To achieve this goal, the method of desk research was used. It is established that at present the main trends in the implementation of an inclusive approach in education are the focus on the development of a multi-track model, a significant increase in special and inclusive classes of secondary schools and students who study there, decrease in the number of special educational institutions. Difficulties in implementation of inclusive approach in education are associated with the lack of a common understanding of inclusive education, the imperfection of the regulatory framework, the institutional weakness of the newly established amalgamated territorial communities which are responsible for the introduction of inclusive approach at the local level, the uncoordinated efforts of state and local governments, poor material and technical resources of educational institutions, lack of qualified teachers prepared to work with children in conditions of inclusive education