The theoretical and methodological principles of organization of socio- cultural space of secondary school in the Ukrainian Carpathians mountain regions in the late 20th- early 21st century are outlined in the thesis, the analysis of the concept of socio-cultural space of an educational institution as a historical, ethno-social educational and cultural phenomenon and the subject of scientific studies is carried out, the historiography and the reference base of the research are emphasized, the genesis of the development of the socio-cultural space of the educational institution in the context of interdisciplinary discourse is traced. Theoretical and methodological principles of organization of socio-cultural space of modern mountain school are characterized, conditioned by the results of specially organized innovative and creative professional activity of pedagogical staff and students, which is aimed at designing and implementing its spatial components; effective mechanisms of its development are described.
The structural-functional model of the socio-cultural space of the mountain school of the Ukrainian Carpathians region as an integral dynamic ecosystem containing the following blocks is substantiated: target, conceptual, content-analytical, organizational-activity, and reflexive-effective. The specifics of psychological and pedagogical support of the mountain educational institution are clarified, the options of institutional support for the organization of socio-cultural space are identified, which is carried out on achievements of the regional educational system and ethno cultural transformations, in the context of socio-cultural dimensions of the modern educati on system. It was found that the most significant for the mountain school are socio-cultural, professional-pedagogical, personality-oriented determinants of subject-subject interaction of participants in the socio-cultural space of the mountain school. The necessity to use effectively the full educational potential for sustainable development of regions in a decentralized environment and the preservation of a single socio-cultural and educational space of the country were emphasized. Institutional support, which is the basis of innovative changes in the work of mountainous educational institutions, means targeted financial and staff support provided to recipients to strengthen their institutional capacity. The main indicators and results of these structures are the formation of socio-cultural space – from the global to the local level, the organization of appropriate responsibility for the effectiveness of educational services, ensuring equal access of all citizens to quality education by creating new spaces conducive to the development of a growing personality. The essence of personal transformations in the development of schoolchildren through intellectual growth and ethno socialization, through the formation of values, spiritual culture and socio-cultural identity is substantiated. The basic sociocultural and professional-pedagogical determinants of the mountain schoolteacher are determined, the mechanisms of formation of professional-pedagogical values are revealed and the role of the teacher's professional mobility in optimizing the educational process and innovative activity of the mountain school is emphasized.
Emphasis is placed on the social significance of the mountain school as an educational and pedagogical phenomenon for updating approaches to the organization of the educational process, modernization of the content of national education, taking into account regional specifics, which necessitated a comprehensive study of theoretical and methodological, socio-pedagogical, ethno cultural, axiological, synergetic principles of formation and development of the socio-cultural space of secondary schools in mountainous areas.
The priority basis in the choice of alternative ways and theoretical and methodological guidelines for the formation and development of secondary schools in the mountains is the concept of socio-cultural modernization. Generally speaking socio-cultural space of the innovative mountain school is considered a complex construct of relations between subjects of the educational process, which is revealed in the following aspects: as a structured system that contains various forms and ways of interaction between subjects (subject-subject interaction); as an open system that experiences the influence of higher-order social relations (complex societal space); as a nonlinear system, due to the fact that different subjects, being in the same space, behave differently (spatial-temporal differences). The socio-cultural orientation of the state and public management of the innovative educational institution of the Ukrainian Carpathians region is revealed and substantiated, through the prism of social and pedagogical partnership and making a positive image.
