Keyword: «reverse mentoring»

An urgent task of informatization of education is the formation of a teacher’s information culture: the ability to use modern information technologies in professional (educational) activities. Older generation teachers are trying to master information and communication technologies. A way to solve this problem can be implemented in reverse mentoring, which is discussed in this article. It implies mu-tual mentoring, in which each teacher plays the role of both mentor and mentee: in those areas where there is an experienced role of «mentor»; in areas where there are gaps, the role of the «mentee».

The relevance of the article is due to the demands of the time associated with the global transformation of society, its digitalization, transition to online learning, remote work, etc. The accumulated experience of distance learning has revealed some problems. In this regard, the purpose of the article is to solve them by determining the legal and pedagogical foundations of distance learning at the university. To achieve the goal, the principles of activity-based and systemic approaches to learning were used. As a result of the study, problems associated with the organization and implementation of distance learning were identified: insufficient readiness of subjects of educational relations to switch to distance learning; inconsistency of the available equipment with the potential of distance learning; inadequacy of the regulatory framework associated with the advancement of scientific and technological progress; risk of the psychological health impairment for subjects of educational relations; specificity of the university that does not provide for a complete transition to distance learning. In search of ways to solve the problems that have arisen, a comparative analysis of different types of training related to the use of distance technologies was made; the experience of domestic and foreign scientists concerning distance learning organization was analyzed and summarized, and a pedagogical and legal model of organizing distance learning at a university was developed, which defined the regulatory and methodological foundations of organizing distance learning at a university, its subjects, means and results. The authors identified principles of training necessary and sufficient for its successful use in the educational process of the university, and a modular technology relevant to distance learning; models and types of distance learning were differentiated depending on the tasks to be solved. The theoretical significance of the article lies in the systematization of the material and accumulated experience in the field of distance learning. The practical significance of the article lies in solving the problems that have arisen, taking into account the specifics of the university, in defining and substantiating the legal and pedagogical foundations of organizing distance learning. The novelty of the research lies in the developed model of distance learning, which integrates pedagogical and legal experience in organizing distance learning at a university.

The relevance of the article is due to the need to introduce global changes in the educational process of higher education institutions related to the transformational processes taking place in society. The aim of the article is to identify the problems that have arisen on the path of transformation of the educational process and propose ways to solve them. The leading approaches to the study of the problem are multimedia, system activity-oriented and contextual approaches. Using their principles has led us to the following results. Financial, organizational, psychological, infrastructural and substantive problems are highlighted, as well as the ways to solve some of them. Financial problems are related to the rapid pace of new projects implementation and the introduction of expensive digital technologies; organizational problems are related to the regulatory and legal support of the educational process; psychological problems are caused by discrepancies in the experience of working teachers and the potentials of digital technologies, as well as problems in the cognitive sphere of students; infrastructural problems are a consequence of financial problems and the advanced nature of innovative products as compared with the development of a regulatory framework governing activities with their use; meaningful ones are based on the search for a balance between traditional and innovative teaching methods. The theoretical significance of the article lies in the systematization of the main transformational trends currently taking place in the educational processes of higher education institutions. The practical significance of the article is due to identifying ways to solve these problems: creating conditions for the use of traditional teaching methods as fundamental and innovative as complementary; developing competences in the field of IT technologies; eliminating repetitions in the work of teachers by making changes in regulatory legal acts regulating paperwork at the university. The novelty of the research consists in comparing the potential of innovative products and methods with their use in solving specific problems that have arisen in the university educational process.

The article deals with the problems of theoretical and technological foundations of organizing reverse mentoring in educational institutions under the conditions of digitalization and transformation of the professional environment. The paper analyzes the essence and specific features of reverse mentoring as an innovative form of professional interaction aimed at developing intergenerational communication, knowledge exchange, and digital competence formation. The approaches of domestic and foreign researchers are summarized, and the structural components and methodological principles of implementing the technology are defined. The article presents a technological model that includes preparatory, implementation, and evaluation-reflective stages. The significance of reverse mentoring is emphasized as an effective tool for professional development and for fostering a culture of lifelong learning within the educational environment.