ANALYSIS OF PEDAGOGICAL STUDIES AT THE UKRAINIAN FREE UNIVERSITY IN GERMANY

Abstract

The relevance of the study stems from the need for self-reliant educators capable of working with children and youth exhibiting varying degrees of trauma and stress, as well as the importance of examining the positive experience of training such educators at the Ukrainian Free University (Munich, Germany) for its potential implementation in Ukraine’s education system.

Objective: To investigate the features of the educational design of teacher training within the master’s and doctoral programs at the Ukrainian Free University (hereinafter: UFU), and to formulate recommendations for Ukrainian institutions of higher pedagogical education regarding the implementation of UFU’s positive experience in fostering educators’ agency.

Methods: Analysis of scientific sources on the research problem, relevant documents, and educational-methodological materials; content analysis; SWOT analysis; observation; interviews; systematization; and generalization – applied to identify the specifics of the pedagogical education structure and to develop recommendations for integrating UFU’s positive practices into teacher training in Ukraine at the master’s and doctoral levels.

Results: From a cultural-historical perspective, it was established that UFU is the first and only Ukrainian higher education institution abroad, one of the oldest private universities in Germany, meeting German university standards for integrating research with education and engaging students in scientific activities. It adheres to Western university education principles, with the specifics of its pedagogical studies shaped by their historical establishment and development. From an informational-content perspective, the educational and scientific components of pedagogical studies were analyzed, along with the research-informational and educational-methodological support for master’s and doctoral courses in pedagogy, and the role of the library and archive in enhancing the educational environment. From a subject-process perspective, the properties of the teacher training process were examined, including a content analysis of its key features and a SWOT analysis of teacher training in the context of digitalization.

Conclusions: The Ukrainian Free University is a unique educational institution that combines Ukrainian pedagogical traditions with European standards. Its historical trajectory underscores the importance of preserving academic freedom and national identity in emigration contexts, while its prominent figures laid the foundation for pedagogical studies oriented toward humanistic values and the formation of a Ukrainian educational ideal. UFU’s uniqueness is characterized by its preservation of pedagogical traditions and support for innovations by contemporary educators, creating a space for transformational pedagogy; its focus on inclusive education and psychological-pedagogical support for working with children who have experienced trauma, particularly in wartime conditions; the provision of additional specializations; and its multicultural approach. The results of the research project under the DAAD program “Analysis of Pedagogical Studies at the Ukrainian Free University” demonstrate the development of self-reliant educators capable of supporting national identity, critical thinking, introducing innovative approaches, and working in multicultural environments. This underscores the significance of UFU’s experience for advancing Ukrainian pedagogy amid global challenges and European integration, as reflected in the formulated recommendations.