The Main Genome is the Source of Viruses

Introduction

In the modern landscape of higher education, the concept of “Global Partnership in Education” has become a pivotal factor in enhancing not only the prestige of universities but also their economic impact. The rapidly developing global economy, characterized by technological progress and information-driven societies, necessitates a reassessment of traditional educational models. There is a need to delve into this paradigm shift, exploring how international collaboration in the educational sector is shaping the future of universities and economies worldwide.

At the core of this discussion is the acknowledgment that the quality of education, once considered a national issue, has crossed borders to become a global imperative. The transformation of educational institutions through global partnerships is not just a trend but a necessity in an interconnected world where knowledge, skills, and innovation are the primary currency. These partnerships are redefining the role of universities not just as centres of learning, but as dynamic entities contributing to economic development and societal progress.

The article traces the intricate relationship between the prestige of universities and their economic influence. It suggests that through global partnerships, universities not only improve their academic reputation but also create tangible economic benefits. These advantages extend beyond the immediate academic community to the broader society, stimulating growth and development. The synergistic effect of enhanced educational quality and international cooperation is a key focus, highlighting how these elements collectively contribute to the advancement of universities on the global stage [1,2].

In today’s rapidly evolving technological landscape, the quality and accessibility of education are essential modern prerequisites. The competitive edge in this environment is increasingly reliant on the caliber of human resources and the investment in human capital. The degree of education and the volume of continually updated knowledge held by a society, as highlighted by Trondal, et al., [3], play a pivotal role in determining a nation’s competitiveness. This is particularly evident in the context of the globalizing trend in higher education.

As Altbach, et al., [4] point out, the wealth of natural resources or substantial financial capital no longer constitutes a competitive advantage in the contemporary information society. The real solution lies in assimilating into the worldwide knowledge network, where the benchmark for the quality of higher education institutions is their alignment with the international curriculum standards.

Hence, international collaboration in scientific research, which shapes the reputation and prestige of universities, is crucial. Such cooperation is instrumental in preparing a new generation of professionals who are globally oriented and informed, as underscored by Shchetynina, et al., [5].

The ISO 9000:2000 series standards serve as a key benchmark for shaping university management systems and, more specifically, educational quality. These standards emphasize the importance of monitoring processes and measurements to gather objective information about the overall operation and efficiency of educational institutions. Such data is crucial for making well-informed decisions regarding the improvement and modification of educational activities, as noted by V Gura, et al., [6]. Concurrently, factors such as student qualifications, personal characteristics (including age and research interests), significantly influence educational quality. Other impactful factors include socio-economic conditions (like marital status and income), as well as environmental and cultural aspects, as elaborated by De Wit H [7].

Research underscores the necessity of a student-centered approach to quality education. This approach emphasizes not just the qualifications of the educators but also the learning environment, taking into consideration the individual needs of students. It involves providing necessary support, be it financial, social, academic, or through counseling services, as highlighted by A Zlenko, et al., [8].

Quality in the educational context is perceived as a dynamic concept, shaped by the varying priorities of a diverse group of stakeholders. This group includes students, the academic and teaching staff, technical and administrative personnel, parents, prospective employers, funders, stakeholders, and more, as identified by Ovsyannikov, et al., [9].

In the current fast-paced evolution of science and education, where knowledge rapidly becomes outdated, the role of the educator has shifted. Instead of traditional teaching, educators now serve more as facilitators and coordinators of student learning, effectively taking on the role of a tutor. Their primary responsibility, as outlined by N Martynovych, et al., [10], lies in selecting appropriate content, employing the most effective teaching methods and tools, all while aligning with the curriculum and educational goals.

Methods

Research Design

The study utilizes a mixed-methods research approach, combining both qualitative and quantitative methods. This design enables a more detailed understanding of the complex dynamics of global educational partnerships.

Data Collection

Qualitative Data: Thematic research is used for qualitative data collection. Key stakeholders, including academic leaders, educators, international partnership coordinators, and students from universities participating in global partnerships, are surveyed. Additionally, thematic research on successful global partnerships is conducted for contextual insights.

Quantitative Data: Survey methods are used for quantitative data collection. A structured questionnaire is distributed among a wide range of universities with varying levels of participation in international partnerships. The questionnaire focuses on metrics such as changes in university rankings, research outcomes, student and faculty mobility, and economic impact indicators.

Sampling

A purposive sampling method is used to select universities and stakeholders actively involved in international educational partnerships. This method ensures a focus on cases most relevant to the research questions.

Data Analysis

Qualitative Analysis: Thematic analysis is employed for analysing interview transcripts and thematic studies. This approach facilitates identifying key themes and patterns related to the impact of global partnerships on university prestige and economic contributions.

Quantitative Analysis: Statistical analysis is conducted using survey data. This analysis helps quantify the impact of global partnerships and identify significant trends and correlations.

Ethical Considerations

All research activities adhere to ethical principles. Confidentiality and anonymity of the participants are maintained, and informed consent is obtained before data collection.

The objective of this article, in alignment with the research theme “Global Partnership in Education as an Enhancement of University Prestige and Economic Impact,” is to elucidate the real-world aspects of advancing internationalization in vocational education in Ukraine, drawing on the experiences of Berdyansk State Pedagogical University. Additionally, it seeks to shed light on how the quality of education can be enhanced by examining the practices at the Benemérita Autonomous University of Puebla (BUAP, Mexico), and to explore the various avenues through which the potential of vocational education partnerships in Ukraine can be fully realized.

The experience of internationalization the higher education systems of Poland and Ukraine initiated their European integration processes concurrently, leading to substantial reforms in their educational structures. It included modifications to curricula, research programs, management systems of higher education institutions, and the overall organization of higher education. As emphasized by Nitenko, et al., [11], aligning with the key tenets of the Bologna Process requires improving the education system by introducing innovative technologies and teaching methods. The requirements of the international community for a high level of education and professional competence impose a significant responsibility on science and education to train highly qualified specialists.

Poland offers numerous international programs that provide quality education at a much lower cost compared to renowned institutions like Oxford, Harvard, or Sorbonne, which is seen as a pathway to a successful career. In Poland, international study technologies enable students to spend part of their study period abroad under dual degree programs, enhancing academic mobility. These opportunities attract students not only from Ukraine and former CIS countries but also from Scandinavia, Western Europe, the USA, and even the Emirates, drawn by the affordable tuition fees and high-quality education at Polish universities.

The internationalization of higher education, as pointed out by Antoniuk [12], and Havrilenko, et al., [13], is linked to economic strengthening, demanding highly skilled professionals. Furthermore, the experience of other countries in enhancing higher education quality is vital. As Kravchenko, et al., [14], and Krivilova, et al., [15] note, the primary goal of education is not just knowledge transfer but also to equip future specialists with the ability to independently analyse and make strategic decisions in a complex and competitive business environment. Economies worldwide require competent professionals who can quickly analyse complex situations and make optimal decisions, considering the risks associated with erroneous choices.

Fundamentally, the caliber of education is contingent on the qualifications and expertise of educators. Teachers are tasked with devising effective curricula for subjects that comply with state educational standards and specializations, as A Kramarenko, et al., [16] note (Kramarenko, Stepaniuk, Bogdanov, Alieksieieva, & Kempińska, 2022, et al.,). This includes revising curricula and syllabi to incorporate employer-provided courses that build skills aligned with sectoral qualifications and professional standards.

Numerous fundamental criteria define quality in higher education, such as teacher qualifications, academic performance, and administrative management. For instance, the evaluation of scientific and pedagogical staff’s efficiency at Berdyansk State Pedagogical University is governed by the “Regulations on the rating assessment of scientific activity and efficiency of scientific and pedagogical workers and departments,” formulated in accordance with the Law of Ukraine “On Higher Education” of 01.07.2014 № 1556-VII [17], the University Charter of 19.12.2016 [18], and the University’s Development Strategy for 2022-2025, among other regulatory documents. This rating assessment is based on various indicators: quantitative, qualitative, grant and financial efficiency, the prestige of the academic staff and the university, and student science.

The primary goals of this rating assessment system are to fuel interest in expanding scientific heritage and enhancing the university’s image, borrow from the experiences of leading sciences, ensure a more objective evaluation of the scientific effectiveness of faculty through comprehensive and accurate information, and heighten collective faculty motivation to enhance the scientific outcomes of departments and the university at large. It also includes elevating the university’s standing in both the Consolidated Ranking of Higher Education Institutions and global rankings. All these facets are intricately linked to the internationalization of higher education.

BSPU has recently focused on several key areas in its international relations efforts: forming new collaborations with higher education, scientific institutions, and organizations abroad, enhancing existing partnerships with foreign educational institutions, engaging in international research, educational, and cultural projects; promoting international student exchanges, hosting and participating in international scientific and practical conferences, seminars, and round tables at BSPU, BSPU faculty’s involvement in similar events at other, including foreign, higher education institutions, publishing academic articles by BSPU faculty and students in international journals and featuring works by foreign researchers in BSPU publications, pursuing grant activities; and inviting foreign experts as well as arranging overseas internships for BSPU faculty.

These concerted efforts in international integration of higher education into the European educational services market have borne fruit. According to Scopus indicators, BSPU’s ranking among Ukrainian universities improved from 92nd in 2018 to 110th in 2022, as per the Webometrics Ranking of World Universities-2022 [19], the ranking has increased by 30 points compared to 2022. It is a quality indicator of higher education of Ukraine.

The University’s success in international cooperation is attributed to a series of well-planned and organized activities. These include coordinating the University’s collaboration with educational institutions, organizations, and establishments abroad under existing cooperation agreements; developing and harmonizing draft agreements with international partners; managing the efforts of University departments and divisions within the framework of international partnerships; offering consultancy and support in preparing documentation for the overseas travel of students and staff for studies and internships; organizing educational and training internships for University students abroad; arranging schedules and meetings for visiting foreign experts, delegations, and students; and overseeing the programming and hospitality for these foreign delegations. All these concerted efforts have significantly contributed to the University’s achievements in international cooperation.

As an example, the result of active international cooperation has become the academic visit of our scientific partner, the representative of the Faculty of Computer Science of the Benemérita Autonomous University of Puebla (BUAP, Mexico), the head of the laboratory “Research of Digital Systems and Renewable Energy Sources” (LISDER), Professor Jose Italo Cortez, whose dean is Professor, Doctor of Computer Science Marcos Gonzalez Floris (2017, 2018). Hanna Alieksieieva, et al., a lecturer of the Department of Computer Technologies in Management and Education and Computer Science, participated in 2017 and 2018 in the international internship at the Benemérita Autonomous University of Puebla on the exchange of scientific and pedagogical staff.

Long-term scientific cooperation has joint developments of students of BSPU and BUAP-this is the result in the field of Embedded Systems and tools for using gateway-based devices, which allow the development of a wide range of circuits using Hardware Description Language (HDL), such as VHDL or Verilog. On the other hand, microcontrollers are basically processors with various peripherals encapsulated in a single chip, which are programmed using low- or high-level languages such as Assembler, C or C++. The developments are unique and of great scientific importance (Figure 1). At the end of each project, an article is published in journals with a high impact Factor and indexed in Thomson Reuters (Web of Science), EBSCO, Scopus, Copernicus.

Figure 1: International traineeship of Hanna Alieksieieva at the Benemérita Autonomous University of Puebla (Mexico, 2017, 2018).

Such events help lecturers not only bring something new to their work, but also reveal the additional opportunities for future specialists for their training. The collaboration has led to the creation of new competitive products sought after in the global market, positioning our countries favourably within the international economic framework. Central to this achievement is higher education, serving as a reservoir of highly skilled professionals and a hub for innovative technologies and products. In a notable example, O. Shchetynina, et al., a lecturer from the Department of Computer Technologies in Management and Education and Informatics at BSPU, completed a traineeship in March 2018 at the Prague Institute for Qualification Enhancement. Held in Prague, Czech Republic, the program, titled “Organization of the educational process, scientific projects and publication activity in EU countries,” covered various topics, including the challenges and future of European education, citation systems and indices for scientific journals, scholarly publication and productivity, academic writing nuances, project management, EU project and grant opportunities, and strategies for successful scientific project implementation (Figure 1).

Further enhancing educational capabilities, the European League for Professional Development (ELPD) facilitates online traineeships for Ukrainian educators in Poland. These programs offer more than just knowledge acquisition and networking; they provide significant opportunities for educators to expand their academic scope and enhance their teaching skills.

For many years, BSPU has been working fruitfully with the US Peace Corps. The US Peace Corps is an independent, non-political, non-religious and non-profit agency of the Executive Branch of the United States Government. The Peace Corps programme in Ukraine was established under the Agreement between the Government of Ukraine and the Government of the United States of America of 6 May 1992. In Ukraine, Peace Corps volunteers work on three projects: “Teaching English as a Foreign Language, Youth Development, and Community Development. BSPU, namely the Faculty of Philology and Social Communications, participated in the Teaching English as a Foreign Language project. The priorities of the Peace Corps volunteers were to improve the qualifications of the teachers of the Department of Foreign Languages and Teaching Methods of BSPU, which was carried out through joint teaching of practical classes, seminars to improve language and methodological competence, the use of the latest information technologies, and the development of distance teaching skills [20].

Peace Corps volunteers participated in the development of additional teaching materials and encouraged openness to new ideas and changes at the university. Students of many specialties had the opportunity to improve their foreign language communication competence, improve their English communication skills, learn about the latest teaching methods, exchange knowledge about the culture and traditions of Ukraine and the United States, and get acquainted with the peculiarities of studying and living in the United States. Senior Lecturer of the Department of Foreign Languages Irina Nagai has had the experience of co-working with Peace Corp volunteer teachers. They taught Business Communications to BSPU students majoring in Management and Management of Foreign Economic Activity. This contributed to the formation of the personal qualities necessary for future professional activity, as well as knowledge, skills and abilities, which ensured the quality performance of professional duties in the chosen specialty [21].

This year, after a long break the first-year students majoring in specialties Secondary Education and English Language and Foreign Literature have a new experience studying with Ms. Carrie Knight, an English teacher from the USA, who was a Peace Corps volunteer at BSPU from 2009 to 2011. It is a unique international experience, which is essential for our students, especially in such a difficult period for our country.

In addition, thanks to the cooperation agreements between BSPU and Turkish travel agencies such as Tui and Kemer Tours, it became possible to organize summer internships and in-job practice in Turkish hotels and tourist complexes for BSPU students. The experience of organizing such internships has shown that students who have completed them are more competitive and in demand on the labour market. BSPU graduates successfully apply the knowledge gained at the university, holding leading positions in the tourism business and in large travel companies in Ukraine, the USA, Canada, Italy and Turkey.

Additionally, the VIII International Seminar “Quality Management in Education,” conducted in Berlin on 11 February 2020, focused on such topics as quality assurance and development in higher education, accreditation systems, and approaches to quality management in an international setting. Such international events foster a productive exchange of experiences and enhance teaching practices. The active participation of lecturers in international programs, conferences, and symposiums also contributes significantly to the qualitative enhancement of their expertise.

Members of the Department of Computer Technologies in Management and Education and Informatics of BSPU V Lavrik, et al., [22] had presented a research paper at a IEEE International Conference on Intelligent Technologies (CONIT-2021) during 25-27 June, 2021 organised by the KLE Institute of Technology, Hubballi, India (Lavrik, Alieksieieva, Bardus, & Shchetynina, 2021) (Figure 2). The conference focused on applications of Intelligence in Science, Communication and Computers, more specifically in the areas like Image Processing, Big Data, Wireless Networks and Cloud computing, etc (Figure 2).

On November 28, 2022, 5 lecturers and 10 students of BSPU, who are interested in information technology and management in higher education and science, took part in the International Scientific Conference “Information Technology and Management in Higher Education and Science” (Fergana, Republic of Uzbekistan) (Figure3). The list of co-organizers of the conference shows the high level of this international event: ISMA University of Applied Sciences in Uzbekistan ISMA University of Applied Sciences, Higher School of Internal Security in Lodz Polonia Academy in Czestochowa and others (Figure 3).

Figure 2: IEEE International Conference on Intelligent Technologies (CONIT-2021). Participation of the BSPU representatives.

Figure 3: The fragment of the plenary session of the International Scientific Conference “Information Technologies and Management in Higher Education and Science” (Fergana, Republic of Uzbekistan).

BSPU lecturers’ ongoing involvement in global scientific events plays a crucial role in advancing discussions and developments in engineering and technology. This engagement provides a platform for exchanging ideas and experiences among researchers and academics worldwide. A prime example of this is the IRAJ, a significant and esteemed general scientific society globally. Operating under the Peoples Empowerment Trust, IRAJ is an international, non-profit academic association dedicated to fostering collaboration among scientists, advocating for scientific freedom, promoting scientific responsibility, supporting science education, and disseminating scientific knowledge for the welfare of all humanity.

Engagement with the World Research Society opens avenues for BSPU to share its research findings through the organization of international and national conferences. It also enables the establishment and management of research centres of excellence and the initiation of independent projects that transcend barriers of caste, creed, or religion, among other significant activities (Figure 4).

Figure 4: Proceedings of the World Research Society International Conference, Puerto Plata, Dominican Republic (H. Alieksieieva).

Innovative activities of higher education institutions are based on the integration of science and education [23]. A crucial objective for innovative universities in Poland and Ukraine involves enhancing scientific research and integrating it with industry, in collaboration with leading global research centres [24]. This synergy is key to bolstering the countries’ international competitiveness.

Innovative activities of higher education institutions are based on the integration of science and education. Despite these advantages, and even with notable positive reforms in recent years, issues like political and economic instability, corruption, and the subpar quality of institutions and governance still hinder Ukraine’s capacity to foster an environment conducive to widespread experimentation with ideas and technologies. Such an environment is essential for cultivating activities that underpin a robust, diverse, and well-integrated foundation for the country’s long-term sustainable economic development [25].

Despite challenges, many Ukrainian cities have successfully established an efficient scientific and educational infrastructure, underpinned by strategic development programs. This infrastructure encompasses educational institutions, university and academic institution-based innovation commercialization offices, business incubators, innovation and technology centres, and development clusters. Numerous universities across the country now boast their own research and education complexes, providing consistent support for the commercialization of research findings and the integration of their advanced technological developments into industry.

The experience of Berdyansk State Pedagogical University serves as a prime example. Its long-standing collaboration with various stakeholders indicates a steadily closing gap between business research and practical application. These efforts play a crucial role in bridging the gap between academic education and practical business applications. The influence of international programs is significant in advancing the global scope of higher education. Modern curriculum designs now include inputs from employers, ensuring the inclusion of pertinent elective courses [26,27]. A key focus is also on nurturing entrepreneurial talents among students. This is evidenced by courses such as “Entrepreneurship” and “Innovative Entrepreneurship,” which are available to not just economics students but also those studying different subjects. Students are actively involved in research initiatives, the development of projects, and participating in contests related to start-up business ventures [28-31]. Moreover, employers, mostly university graduates, invite students for internships. This is done on mutually beneficial terms, as employers can further conclude employment contracts with the best graduates [6,32].

An example of such work is the results of the Faculty of Physics, Mathematics, Computer Science, and Technology Education at BDPU, where teachers receive individual international grants. For instance, P. Buyanov won the individual international grant ‘Master Class in Robotics and Programming’ in 2019 and 2020, an initiative of ‘Meet and Code’, aimed at creating opportunities for young Europeans to improve their digital skills. The project was implemented in cooperation with TechSoup Europe and Haus des Stiftens gGmbH, funded by SAP, and focused on improving digital students’ skills in general education schools and universities.

In 2021, Ya. Sychikova received a grant for implementing the personal project ‘Nanoart’ from House of Europe. As a result, the first Nanoart gallery in Ukraine was created and opened, a virtual gallery was created and distributed through social networks, a brochure and a series of posters with the same name were printed, and more than 20 educational events were conducted. A series of presentations and videos (about 20), a catalog, and a series of posters were created. During the project implementation, a number of popularizing events were conducted, including project presentations, workshops, round tables, master classes, and so on. The project was also widely represented outside our country. Representatives from 15 countries around the world became acquainted with the unique cultural product created by Ya. Sychikova and S. Kovachov during the implementation of the grant for the personal project ‘Nanoart. Science is Art.’ About 40 events were held in total, in online, offline, and hybrid formats.

The faculty members actively participate in the implementation of international standards for the development of local regional communities. In particular, P. Buyanov and S. Onyshchenko participated in 2019 in the collective grant ‘PlatForum’ supported by the ‘Join in!’ Civic Engagement Program (aimed at renewing dialogue between civil society and government representatives to accelerate pro-European reforms in Ukraine), and in 2020 ‘Difficult Times-New Opportunities’ (aimed at implementing a short-term educational program for training individuals who lost their jobs due to the pandemic) funded by the United States Agency for International Development (USAID) and implemented by Pact in Ukraine, the EU Project for the Development of Civil Society in Ukraine, and the International Renaissance Foundation. In 2019, P. Buyanov also participated in the collective grant ‘Transparent and Smart Medicine of Berdyansk’ supported by the German government through GIZ GmbH for the development of the Berdyansk Territorial Medical Association.

In 2019, P. Buyanov participated in implementing the collective grant ‘World Without Violence’ as part of the international campaign ‘16 Days Against Gender Violence’, supported by the UN Recovery and Peacebuilding Programme (UN RPP) and funded by the European Union. The primary goal of the grant was to increase citizens’ understanding and awareness of all forms of violence and create a social space free from violence.

Cooperation Agreements. In 2019, a cooperation agreement was signed with the company ‘DEL a.s.’ (Czech Republic) to improve communication between the faculty and employers, create a unified information, scientific, and educational environment in the field of science, education, and the real sector of economy and services, and develop and implement effective forms of cooperation between the university and employers in the training and employment of graduates in ‘Professional Education. Computer Technologies’ and ‘Professional Education. Energy’.

The faculty members enhance their teaching skills and receive certificates for international internships. For instance, in 2021 V Zhygir, et al., [2] completed an internship at the University of Economics in Krakow on the topic ‘New and innovative teaching methods’ and in 2022 at the International Historical Biographical Institute (Dubai-New York-Rome-Jerusalem-Beijing) for the program ‘Nobel Course: New Knowledge, Ideas, Experience, Values, Competences’. In 2019 Ya. Sychikova completed a scientificpedagogical internship on the topic “Current Issues in Science’ at Sustainable Development Ltd. Trajnostni razvoj d.o.o. Ljubljana, Slovenia (Ljubljana, Slovenia). In 2023 S. Onyshchenko completed an internship in the Czech Republic, Zdar-nad-Sazavou at the Internship at THE COMPANY ‘DEL a.s.’, Research and experimental development on the topic ‘Modern innovations in science, development and practice’, issued on May 31, 2023. In 2020 L. Pavlenko completed an internship ‘About the problems of science and practice, tasks and ways to solve them’ in Milan, Italy. In today’s realities, higher education around the world is characterized as more corporate and more competitive, precisely because of internationalization.

Conclusions

Participation in diverse international programs and projects is a key factor in ensuring the quality of educational services, aligning them with the global ISO series standards, and adhering to the Total Quality Management (TQM) system in educational service management.

Addressing the disconnect between business research and practical application is critical in the synergy of science, education, and industry. The need for lifelong knowledge updating, as demanded by the current context, is met through innovative learning methodologies incorporating information technology, e-learning, and open Internet access, all of which significantly enhance knowledge quality.

Educational institutions in Ukraine and Poland are dedicated to elevating the quality of education, aiming to produce highly skilled and competitive professionals. The level of education and proficiency in foreign languages enable students and graduates to participate in various international mobility programs. These programs offer opportunities for gaining global experience in the educational sector, broadening professional skills, experiencing international cultures, and engaging in practical language use.

Furthermore, these efforts focus not only on enhancing educational quality but also on boosting the global competitiveness of graduates. By integrating cutting-edge teaching methods, fostering international collaborations, and emphasizing practical experience in real-world scenarios, these institutions are preparing students to excel in an increasingly globalized job market. The emphasis on practical application and international exposure ensures that graduates are not only academically proficient but also culturally adept and professionally versatile, ready to make meaningful contributions in diverse international settings. This holistic approach to education is instrumental in shaping a workforce that is adaptable, innovative, and equipped to meet the challenges of a dynamic global economy.

The activities and achievements of the Faculty of Physics, Mathematics, Computer Science, and Technology Education at BDPU exemplify how global educational partnerships significantly enhance university prestige and create a positive economic impact. The faculty participated in various international projects and grants.

These initiatives not only enhance the digital and innovative capacities of students but also foster a creative and technologically adept workforce, contributing to the economic development of the region. Furthermore, the faculty’s participation in international grants like ‘PlatForum’ and ‘World Without Violence’ illustrates the university’s role in addressing global and societal challenges, thereby elevating its status as a socially responsible institution. The cooperation agreement with ‘DEL a.s.’ and the various international internships undertaken by faculty members underscore the importance of global networking and knowledge exchange in enhancing teaching methodologies and academic standards. Overall, these diverse international engagements not only elevate the university’s prestige but also contribute tangibly to the regional and broader economic landscape by fostering an educated, skilled, and globally aware workforce, capable of driving innovation and progress.

Acknowledgement

Author 1 formulated the goal, clarified the tasks, described the experience of the Ukrainian professional education internationalization.

Author 2 analysed scientific research on the problem, analysed the experience of foreign countries, selected and presented illustrative material.

Author 3 researched and systematized the list of foreign scholars’ literature and edited the article.

Author 4 described the experience of Berdyansk State Pedagogical University.

Author 5 analysed and put in order the list of domestic scientists’ literature, and formulated conclusions.

Conflict of Interest

None.

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