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The United Nations (UN) has orchestrated a mobilisation of the world community over the past 20 years, to tackle a range of global problems via two consecutive development projects: the Millennium Development Goals (MDGs) and the Sustainable Development Goals (SDGs). Research focused on education in these projects is fragmented, with apparent gaps in knowledge around: i) the definition of education; ii) the links between the education goal and other goals; and iii) the operationalisation of those links. The originality of this study rests in addressing these interrelated gaps, by drawing on the soft governance approach and thematic analysis of 12 key UN policy documents. The findings explain the position of education in both UN projects by highlighting important aspects of its dynamic nature. First, the definition of education has been evolving, along with its links to the different themes covered in both MDG and SDG projects. Second, certain aspects of the process of operationalisation of education remain vague—the UN must work towards clarification of these remaining aspects if the operationalisation of education for sustainable development is to be improved. The significance of these findings is in engendering directions for international policy-making in the upcoming world summits, leading up to the 2030 deadline for the achievement of the SDGs, and in highlighting the fact that education should increasingly be regarded as an indispensable tool for policy-makers involved in this process.

In 2017, the European Union (EU) initiated the development of the European Education Area (EEA). The referentiality approach frames an original and timely inquiry into how EU policymakers explain the reasons for the development of the EEA. This inquiry relies on thematic analysis of relevant key policy materials, produced by the European Commission and the Council of the EU. The findings highlight a range of internal and external referentiality mechanisms that EU policymakers use to justify the development of the EEA. Internal references are related mainly to education traditions in the EU as a strong foundation for the EEA and the source of its ideas; the beliefs that the EEA can help overcome the interlocking crises the EU has faced in its recent past in the area of education as well as more generally; as well as the organisation of the EEA as part of the functioning of the EU, with both mutually shaping each other. External references are used to build on this and boost the competitiveness of EU's education sector and the EU as a region in the world. These findings address important gaps in our knowledge about EU policymakers' reasons for the development of the EEA. They enrich the limited literature about the EEA, make a theoretical contribution by extending the application of the referentiality approach and call policy actors at all levels of the EEA to facilitate a shared understanding of the reasons for the development of the EEA to ensure that their work serves EEA's purpose.

The article proposes a conceptual approach to substantiating the management technology of construction enterprises as an innovative unifier, formed on the basis of determining the level of their management and technological maturity, which will allow to ensure a dynamic level of development within the traditional formats of economic interests of enterprises. A methodology has been developed for the formation of a mechanism for the introduction of a complex of innovative technologies into the management activities of construction enterprises, which makes it possible on the basis of hierarchical incorporation (classical diagnosis and zoning of the enterprise, determination of the level of managerial and technological maturity; determination of the genetic predisposition of the enterprise to a certain level of acceptance of the project of change management; formation of a pool of attractors for the transition to a new level of management of operational activities; to form such a horizon of events that will allow the enterprise to move in the direction of development determined by the attractor. The methodological approaches of forming the genotype of innovative management technology at enterprises, the construction industry consisting of two structural levels (the level of professional and cognitive competence and the level of information and communication potential).This allows for a transformational transition of the genotype of management technology to an innovative state for management optimization which activities of the enterprisessakeholders of construction.

The concept of "Smart House" projects represents the integration of information and information and communication technologies. From a technological and economic-management point of view, the development scenario of "Smart House" projects should be based on four basic components: smart physical infrastructure; smart digital infrastructure, digital platforms, integrated digital platforms. The goal of the project is to increase competitiveness, form an effective management system of the city economy, and create safe and comfortable living conditions for residents. The key attributes of a smart city are the manufacturability of the city infrastructure, high-quality management of city resources, emphasis on economic efficiency, including the service component of the city environment, a comfortable and safe environment, and human orientation. The main tool for implementing this is the wide implementation of advanced digital and engineering solutions in the city infrastructure. From the point of view of technology, the digital transformation of cities is based on several megatrends in the field of ICT technologies, namely: mobility; social communications; cloud technologies; big data and predictive analytics; machine learning and artificial intelligence; technologies for ensuring cyber security; internet of things. The concept of introducing lifecycle management system construction objects using BIM implementation in directions renovation projects is proposed. The necessity of evolution of information technology IoT from smart things to smart planet is presented.The basic structure of the BIM platform is described, which consists of four components. There are Cloud Computing, Big Data analytics, Internet of Things and Blockchain information technologies. The result of the study is a model of a digital project company for management of the life cycle of a construction object.Such management model of virtual design enterprise will optimize and reduce the costs of the existing management systems. With further development and implementation, this management model on the industry BIM platform can form integration basis forthe information technologies for reorganization of business processes of the construction enterprise. The future research prospect is creation of an integrated innovative framework supporting digital transformation in the construction industry., {"references":["1.\tT.W. Huang, \"Application Case of Big Data Analysis on Dynamic BIMs with Parameters for Use Scenarios\" [Master's Thesis], National Taiwan University of Science and Technology, Taiwan, 2016.","2.\tS. Sagiroglu, and D. Sinanc, \"Big data: A review\", in Collaboration Technologies and Systems (CTS), 2013 International Conference, pp. 42–47, May 2013.","3.\tV. Mihaylenko, T. Honcharenko, K. Chupryna, T. Liazschenko: \"Integrated processing of spatial information based on multidimensional data models for general planning tasks\", in International Journal of Computing, vol. 20 (1), 5562, 2021. https://doi.org/10.47839/ijc.20.1.2092","4.\tT. Honcharenko, G. Ryzhakova, Ye. Borodavka, D. Ryzhakov, V. Savenko, O. Polosenko. \"Method for representing spatial informationof topological relations based on a multidimensional data model\", in ARPN Journal of Engineering and Applied Sciences, vol. 16, Issue 7, 2021, pp. 802–809, http://www.arpnjournals.org/jeas/research_papers/rp_2021/jeas_0421_8555.pdf.","5.\tP. Kulikov, G. Ryzhakova, T. Honcharenko, D. Ryzhakov, O. Malykhina. \"OLAP-Tools for the Formation of Connected and Diversified Production and Project Management Systems\", in International Journal of Advanced Trends in Computer Science and Engineering, 8(10), October 2020, pp. 7337–7343, https://doi.org/10.30534/ijeter/2020/1108102020.","6.\tM. Dyomin, A. Dmytrenko, D. Chernyshev, O. Ivashko, \"Big Cities Industrial Territories Revitalization Problems and Ways of Their Solution\" in Lecture Notes in Civil Engineering, vol. 73, pp. 365–373, 2020.","7.\tS. Azhar, A. Behringer, \"A BIM-based approach for communicating and implementing a construction site safety plan\" in 49th ASC Annual International Conference Proceedings, Associated Schools of Construction, 2013. https://ascpro0.ascweb.org/archives/cd/2013/paper/CPRT43002013.pdf"]}

The European Union has faced many crises, such as populism, xenophobia, economic and political challenges, to name a few. This has resulted in some questioning whether the EU will survive. Herein, the neo-institutionalist perspective on crises in EU integration frames an original and timely inquiry into the role of a new EU initiative – the European Education Area – in supporting EU integration in these challenging times. This inquiry relies on a thematic analysis of relevant key policy materials. The findings highlight that while it is not surprising that the EEA is an example of an education convergence project in the EU, the novelty of other findings is striking. It appears that the crises in the EU inspired the authors of the EEA to utilize its education as a tool for EU deepening, which is an aspect of EU integration related to the strengthening of the relationships amongst its Member States. Specifically, the EEA has been a driver in the development of a common European identity and European economy, the EU as a socially-just society and the continent of progress. These findings address important gaps of our knowledge about the role of education in driving EU integration.

This article belongs to a limited body of scholarship concerning inclusion in the Bologna Process. The Bologna Process aims to create the European Higher Education Area with comparable higher education structures within the European Higher Education Area member states. Unlike previous research that focuses on the implementation of one of the Bologna Process inclusion-related action lines (i.e. lifelong learning, student-centred education and social dimension), this article adopts a broader lens, and investigates the evolution of the meaning of ‘inclusion’ in the key international Bologna Process policy documents. This article argues that there is still a lack of clarity around the meaning of ‘inclusion’ in the Bologna Process, and the list of underprivileged groups that the Bologna Process aims to include in higher education, is absent. This article calls for an urgent review of this problem in the Bologna Process at the European Higher Education Area ministerial conference scheduled for 2020 which will set the agenda for post-2020 work in the European Higher Education Area.

This article investigates how policy learning could be used as an analytical tool for studying the development process of Bologna study cycles (Bachelor’s, Master’s and Doctorate’s or Ph.D.) in the Ukrainian higher education context. The development of the Bologna study cycles in Ukraine is associated with the fact that Ukraine joined the Bologna process. The findings show that the Bologna study cycles in Ukraine have been developing on the basis of the old national education-qualification and scientific cycles through a so-called process of layering of minor innovations. This layering has been quite productive as it was exercised jointly by multiple policy actors.

The article presents data on the study of the effect of the composition of probiotic strains of L. lactis, Lb. plantarum and E. durans SB18 in a ratio 50:40:10 on some indicators of the antioxidant defense system of white rats. In particular, the use of the tested composition caused an inhibitory effect on the intensity of lipid peroxidation processes, which in turn led to decrease of TBA-active products and lipid hydroperoxides. It was found that on the 14th day of the experiment the content of TBA-active products and lipid hydroperoxides decreased by – 6.1 and 4.1% respectively and on the 21st day of the experiment – by 14.9 and 22.1% (p

The article reflects the content of scientific and applied tools, which is presented as a tool to justify preventive remediation measures for the construction stakeholder. The leading innovation of the introduced tools is that it is specially adjusted: to functional and economic features of operational activity of the construction enterprise; on the economic content and regulations of interaction with investors and other project participants; on the content of the life cycle of construction projects that in the process of creating value have transformational effects on the level and structure of operating assets and mutual obligations of the construction company and its business counterparties. A significant innovation is that the tools are presented in a format that has common features of the forecast feasibility study of the investment and construction project, as well as internal audit and economic controlling of the state of rehabilitation of the enterprise as a business entity. Taking into account the functional and economic subject and object features of the purpose, the toolkit includes separate content-conceptual and calculation-analytical modules.

Objective: According to many outstanding scholars, sport is essential for social adaptation and integration of people with disabilities. Therefore, it is important to research innovative models for teaching competitive swimming strokes to children with cerebral palsy. The objective of the study is to design the pedagogical model of teaching the basic competitive swimming strokes to children with cerebral palsy and to evaluate its effectiveness for mastering the front crawl swimming stroke. Material and methods: A selective research methodology was used. It involved direct data collection thanks to the survey of the participants. The results showed that the level of mastering the swimming stroke used by children who applied this designed model was objectively higher in comparison with the same indicators of training related to the traditional method. Conclusions: Drawing on the assessment of swimming stroke efficiency, we believe that the proposed pedagogical model of teaching the basic competitive swimming strokes to children with cerebral palsy is effective. Objetivo: Según muchos estudiosos destacados, el deporte es fundamental para la adaptación social y la integración de las personas con discapacidad. Por lo tanto, es importante investigar modelos innovadores para enseñar brazadas de natación competitiva a niños con parálisis cerebral. El objetivo del estudio es diseñar el modelo pedagógico de enseñanza de los estilos básicos de natación competitiva a niños con parálisis cerebral y evaluar su efectividad para dominar el estilo de natación estilo crol. Material y métodos: Se utilizó una metodología de investigación selectiva. Implicó la recopilación directa de datos gracias a la encuesta a los participantes. Los resultados mostraron que el nivel de dominio de la brazada de natación utilizado por los niños que aplicaron este modelo diseñado fue objetivamente mayor en comparación con los mismos indicadores de entrenamiento relacionados con el método tradicional. Conclusiones: Basándonos en la evaluación de la eficiencia de la brazada de natación, creemos que el modelo pedagógico propuesto de enseñar las brazadas básicas de natación competitiva a niños con parálisis cerebral es eficaz.