Аналіз трендів впровадження інноваційних технологій у вищу освіту України

Innovation is an important aspect of the functioning of the modern education system. The article analyzes the innovative trends in higher education in Ukraine over the past 10 years. Ukrainian innovations in higher education are considered in the context of European and global trends and standards. The Bologna Process is aimed at accelerating the improvement and harmonization of educational systems in European countries while converging and unifying them. Signs of this are: based on two cycles of study; system of comparative scientific degrees; credit system (ECTS); simplification of the procedure for recognition of educational qualifications; lifelong learning; mobility of the market of educational services and subjects of education; transforming Europe into an attractive and competitive educational space. Analysis and summarization of materials on the topic revealed five educational trends: convergence of academic learning to professional practice, application of a competency-based approach to assessing learning effectiveness, increasing independent work of students, increasing the creative component in learning, readiness to operate in uncertainty. Each trend is analyzed according to the scheme: the need for innovation, the content of trends, specific options for implementing the trend. According to the results of the study, it has been established that in recent years there has been a stimulation of innovation activity from two sides - conditionally speaking "from above" and "from below". Thus, in 2020, the National Research Fund of the Ministry of Education and Science funded scientific and scientific-technical innovation projects "Support for research of leading and young scientists" and "Science for human and social security". But universities play a key role in creating the conditions for new innovative ideas and projects. They need to pay more attention to the interest of their students and teachers in the development and implementation of innovations, and their evaluation should be objective and involve students. In our opinion, the key role can be played by innovative initiatives by faculties, departments and individual research and teaching staff