CONTEMPORARY RESEARCH STRATEGIES IN PEDAGOGICAL STUDIES: EXPERIENCE OF UKRAINE AND POLAND

Abstract

Throughout the late 20th to the first quarter of the 21st century, three strategies of pedagogical research have been developed in the field of educational and pedagogical sciences. These strategies have evolved in response to the issues addressed in dissertation research and involve the conduct of scientific inquiries through the researcher's activities. The strategies include experimental, comparative-pedagogical, and historical-pedagogical approaches. Currently, within the European context, stable methodological strategies for conducting research studies in the field of educational and pedagogical sciences have emerged. These strategies predominantly focus on experimental research utilizing quantitative characteristics to analyze the dynamics of the growth of a specific quality among the researched category of individuals. They also involve comparative pedagogical research aimed at presenting best educational practices from international experiences and implementing them in the education systems of other countries. Furthermore, there is an emphasis on the revitalization of historical-pedagogical experiences of a particular country to preserve national identity, affirm cultural values, and promote education and scientific values at the state level. The methodology of pedagogical research requires further substantiation and continuous updating of the conceptual-terminological apparatus, which cannot be considered narrowly and should develop within the confines of a single subject area. Interdisciplinarity in scientific inquiry becomes an objective necessity. Psychopedagogy and digital pedagogy as scientific disciplines in the 21st century acquire special significance and are promising in online research. Ukrainian and Polish researchers have significant experience in crystallizing contemporary methodological strategies in pedagogical research. Joint scientific discussions between them contribute to the development of methodological pluralism, openness in research space, and interdisciplinary scientific exploration, taking into account traditions and innovations in the field of educational sciences. This collaboration also plays a role in affirming the development of pedagogical sub-disciplines in the context of open science and the digitization of research content.