Object – development of higher education in Ukraine during 1901-1933; aim – to identify and characterize the leading trends of the development of higher education in Ukraine in the period of 1901-1933 to understand the progress of the reform processes of the national higher education system in the context of contemporary challenges; methods – general scientific, historical and structural, historical and genesis, historical and diachronic, criterion and complex, retro-praxymetric, historical and prognostic, extrapolation; novelty – for the first time a comprehensive analysis of trends of the development of higher education in Ukraine is presented in the period of 1901-1933, covering the various marks of the development of Ukrainian society (imperial era, period of Ukrainian state formation, formation of the Soviet Ukraine; the trends of the development of higher education in Ukraine in the context of modern challenges are outlined; the information about the state and trends of higher education in Ukraine on the edge of the XIX – XX centuries; views of representatives of official government and scientific and educational community of the first third of the twentieth century on the role, functions, content of higher education; characteristics of government reforms in the field of higher education of the studied period, their advantages and disadvantages gained further development; the types of institutions of higher education at each of the identified stages, legal and organizational principles of activity, the contingent of students, the peculiarities of the organization of the educational process are specified; results – the dissertation materials provide a new scientific and objective interpretation of trends of the development of higher education in Ukraine during 1901-1933 and provide the basis for understanding and analyzing the course of those processes that take place in the educational space of institutions of higher education of the present. Theoretical positions and scientifically generalized practical experience can serve as the basis for further historical and pedagogical research; it is expedient to use them when making encyclopedic publications, preparing scientific articles, writing textbooks and training aids; teaching such courses as «History of Pedagogy», «Comparative Pedagogy», «Pedagogy of Higher School», «Philosophy of Education» in institutions of higher education and system of non-formal education; in the process of development and approbation of educational and scientific, scientific programs of training specialists at the master's, educational and scientific, scientific levels of higher education. Field – pedagogy.
