The acceleration of social and socio-cultural transformations of the postindustrial model, and the consolidation of geographical and political space as a result of the contradictory and multidimensional process of globalization actualize the problem of educational mobility in its various manifestations and forms.
Motives, directions, and consequences of educational mobility in the specified
contexts intersect with the problems of political and economic migration. This
determines the relevance of posing this socially significant problem both in
theoretical and practical planes.
The post-industrial scientific and technical evolution opens up new horizons
of educational mobility, which becomes an integral part of world society, in the
context of which new relations between agents and recipients of educational
services are formed, and the restructuring of the educational space takes place.
Distance education also changes traditional ideas about educational mobility in
space and time options.
Such studies are especially relevant for Ukraine, where European integration
processes are unfolding, but still, insufficient attention is paid to the European
socialization of Ukrainian youth, and educational policy is latently subordinated to
the logic of world migration flows: from the south to the north, from the east to the
west, which is especially acute in times of the war with Russia. A critical
understanding of the functional potential of educational mobility not only in the
world but also in national contexts will contribute to more effective use of those
opportunities opened by the consolidation of the globalized educational space,
while minimizing risks and dangers.
The main problematic lines of research are based on the heuristic ideas of
Ukrainian and foreign authors, in particular the publications related to the
phenomenon of educational mobility both in its perspective and in retrospect. First
of all, it is necessary to mention the fundamental studies of the Kyiv and Kharkiv
Schools of Philosophy of Education. These are the works by V. Andrushchenko,
L. Gorbunova, V. Kremen, M. Kultaeva, V. Lugovyi, V. Ohneviuk,
M. Mykhalchenko, S. Proleiev, N. Radionova, D. Svyrydenko, M. Tryniak, and
others. The contribution to the development of this issue based on the material of
glocalization processes made by S. Klepko, O. Romanenko, Z. Samchuk, and others should be especially noted. The institutional conditions for the implementation of educational mobility are analyzed in the works by M. Boichenko, N. Boichenko, V. Sahuichenko, and others. For this research, the studies devoted to the analysis of European universal values and their representation in the Ukrainian national idea, as well as national-patriotic education in conditions of war and peace, were of fundamental importance. These are the works by A. Karas, V. Moseichuk, M. Popovych, O. Gomilko, and others.
A critical analysis of the Bologna Process and the perspective of mobility in
Western contexts indicated in it is analyzed in the dissertation based on the works
by K.P. Lisman, R. D. Prekht, M. Roche, and others.
In the dissertation, the multidimensionality of the phenomenon of
educational mobility determined the use of some materials presented in modern
pedagogical, psychological, sociological, political, and cultural studies.
The aim of the dissertation is a systematic philosophical and educational
analysis of the risks and prospects of educational mobility based on an
interdisciplinary approach to its modern representations in national and global
spaces. This involves solving a number of the tasks aimed at determining the
ambivalent potential of educational mobility and its role in modern models of life
creation, establishing factors of its acceleration and deceleration in Ukraine and the
world, as well as determining its role in the socio-cultural transformations of
modern society.
The research reveals the polyaspectuality and ambivalence of educational
mobility manifestations, its potential risks, illusory potential, and real prospects.
The institutional and anthropological prerequisites of educational mobility were
identified, the historical prototypes of modern educational mobility were analyzed,
the specifics of the conceptualization of educational mobility in the options of
world society and the context of glocalization were determined, the ways of
coordination between the global orientations of educational mobility and the
national priorities of educational policy were clarified.
The research strategy involves the application of the methodology of
phenomenological analysis and philosophical hermeneutics on a complementary
basis, which are necessary to clarify both the phenomenon of educational mobility
and to determine the semantic content of this concept and the horizons of its
interpretation.
