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The aim of this study is to examine the lecture method preferences of Ukrainian consumers of educational services. The study has observed two popular methods of providing educational services: the auditory method and the visual method. Research methodology included: information research; questioning and statistical processing of questionnaires; graphical representation of results and verification of statistical hypotheses. The sampling included two groups of students and one group of school teachers. It was statistically proved that Ukrainian students prefer the visual method of lectures but not the auditory method in availing educational services. Since the results are strongly significant, they have a great practical importance, recommending university teachers to use visual methods of lectures more than auditory while providing educational services. This will help them to adapt their lecture form and technique according to the needs and preferences of students as consumers of educational services. In addition, the results will also be useful to design and formulate training programs for teachers of Ukrainian Universities and making policy design for the Ukrainian Higher Education.

The aim of the study was a verification of statistical hypotheses about the preferences of Ukrainian and Polish Law-students related the method of learning at lectures. There were two groups of Ukrainian Law-students and one group of Polish Law-students. The main research methods were the methods of sociological research. There are statistically proved three scientific facts in the study: (1) The general population of Ukrainian and Polish Law-students does not prefer the auditory learning method at lectures; (2) There is no a difference in the preferences of Ukrainian Law-students of 1 and 2 levels from the statistical viewpoint. So, the difference might not be taken into account; and (3) There is a difference in the preferences of Ukrainian and Polish Law-students from the statistical viewpoint. So, the difference must be taken into account. All of the results are highly statistically significant (99.0%). The results of the study have a great practical importance: they will help to adapt the forms of lectures to the needs of Law-students. Adaptation benefits both sides -- both students and teachers.

Foreign pedagogical ideas, subjected to careful study and criticism from public figures, scientists, teachers of Russia, contribute to the development of russian methods of teaching reading in the second half of the XIX -- early XX centuries. The issue of borrowing Western pedagogical ideas was widely discussed in the works of prominent thinkers in the second half of the XIX -- early XX centuries. Public speeches, critical reviews, publications on teaching philological subjects in general and teaching reading in particular, cannot do without reference to foreign authors. Many articles in pedagogical journals present a comparative description of various aspects of pedagogical activity in Russia and abroad on various issues. The systems of education abroad, which pay attention to learning to read, are described in detail. The following questions are acute: the volume of foreign languages in educational programs (especially in real schools); the place of foreign literature in the circle of school reading. This discussion drew public attention to reading, encouraged learners to read the authors mentioned, and contributed to the development of reader interest in General. The formation of pedagogical principles of teaching reading in a professional environment continued. Recommendations developed by russian and foreign teachers (especially the USA) and are reflected in Ignatiev's education reform project in 1915-1916. This is public participation in the administrative management of the school, granting autonomy to the school, affirming the need to introduce universal, free and compulsory primary education, joint education of children.

The interest in a problem of social education amplifies in the period of considerable changes in society. It is not casual as it substantially causes nature of development of society, influencing process of socialization of younger generations, formation of mechanisms of transfer of social experience and traditions. Social and pedagogical approaches find special relevance in Russia from the second half of XIX- the beginning of the XX centuries that corresponded to a universal tendency of formation of social pedagogics as areas of independent scientific knowledge. The purpose of article consists in the characteristic from modern positions of the organization of social education in works of the famous German philosopher, teacher Paul Gerhard Natorp (1854-1924). Culturological, historical-comparative, system approaches are leaders in the characteristic of this problem. The judgment of social and pedagogical, cultural and historical experience testifies that the term "social pedagogics" was introduced into scientific circulation by P. Natorp in the work "Social Pedagogics". The interrelation of education and society promoted formation of social pedagogics. According to P. Natorp, society (community) is the main condition of education. And, on the contrary, education is the main condition of activity of society. Materials of article can be useful to organizers of educational work with school students, to teachers for acquaintance to historical experience of social education.

Relevance of the publication is caused by need of judgment of realities and prospects of development of the Russian society. The education system is the main factor of updating of tenor of life of the state and further development of democratic institutes. Therefore questions of a humanization of Russian education become defining in historical and pedagogical process. The solution of an objective is impossible without knowledge of history of formation and development of the Russian school. The appeal to historical experience gains now special relevance as promotes updating of values and ideals, preservation of communications of the past with the present, between science and education. The appeal to the European history of a development of education of the second half of XIX--the beginning of the XX centuries, namely gives to Germany essential help. The German pedagogical thought is characterized by existence of rich humanistic traditions and experience. The purpose of article consists in the characteristic from modern positions of the humanistic system offered by the famous teacher of Germany of the second half of XIX--the beginning of the XX centuries George Kershenshteyner. The leading approaches to the characteristic of this problem are system, historical and culturological, the intrinsic characteristics which allowed to reveal, features of civil education in Germany of the considered period. Materials of article can be useful to pedagogical workers, organizers of educational work with the studying youth for acquaintance to life and activity of the famous German teacher and the public figure George Kershenshteyner.

In recent years neural networks have been used to achieve all 17 SDGs. This paper is directly related to SDG 9. In particular, the application of neural networks in statistics indicates the creation and development of a scientific research infrastructure (including encouraging innovation, SDG 9.5). Also, this paper shows the possibility of the mass practical application of neural networks for statistics in the context of sustainable development (with the possibilit of increasing the number of researchers, SDG 9.5). The paper aims to test the following two hypotheses in the context of SDG 9.5: (1) The rapid growth of scientific interest in neural networks will lead to a decrease in the number of scientific publications in statistics. (2) It is possible to use neural networks for calculating statistical indicators. Bibliometric analysis, mathematical modeling, the calculation of statistical indicators using the new prompt and Excel table z-statistics were used. The scientific novelty lies in the new knowledge obtained by the author for the first time. This study integrates advanced technologies (neural networks) and a traditional field (statistics), which is a significant contribution to innovation and infrastructure development (Indicator 9.5.1). The practical value lies in the ease of the mass use of neural networks for statistical data processing of more than 100,000 units, which is related to Indicator 9.5.2. Thus, this paper represents an important contribution to the stimulation of innovation, thereby building up technological potential and leading to a significant increase in the number of researchers (SDG 9.5). [ABSTRACT FROM AUTHOR]

This paper continues the series of publications of our interdisciplinary research findings at the crossroads of higher education sustainability (SDG 4.3), smart education, and artificial intelligence (AI) tools. AI has begun to be used by universities to increase the quality of higher educational services. AI tools are expected to help university teachers in the teaching process. Students also use AI to help them complete their tasks. At the same time, AI may threaten Sustainable Development Goal 4 (SDG 4). In particular, this is a "blank spot" in the study of AI and non-violent learning environments (SDG 4.3). The aim of the study was to verify competing statistical hypotheses. To achieve this aim, the authors used modern, economically sound methods. The authors processed the responses of 1102 students from eight Eastern European universities using a special electronic questionnaire. The authors statistically processed the student survey results and then tested a pair of conflicting statistical hypotheses. The authors adopted a standard level (α = 0.05) of hypothesis checking. Testing statistical hypotheses led to obtaining two statistically substantiated new scientific facts: (1) The requirement for "non-violent" learning environments does not meet some students' needs. (2) The number of these students can be up to 31.94%. Summary: The new scientific facts are helpful for further developing world pedagogical theory and practice. They are the basis for forecasting and preparing for managerial actions aimed at SDG 4.3. [ABSTRACT FROM AUTHOR]

The rapid development of artificial intelligence (AI) has affected higher education. Students now receive new tools that optimize the performance of current tasks. Universities have also begun implementing AI technologies to help university teachers and improve the quality of educational services and solve the Sustainable Development Goal 4. Hypothetically, it is possible to replace university teachers by using AI technologies. This is a hidden conflict of Sustainable Development Goal 4 and Sustainable Development Goal 8. This research aimed to examine the perceptions of Eastern European students about the possibility of replacing university teachers through AI technologies. The authors used an information study with a bibliometric analysis of 2000 sources, planning the experiments and compiling the questionnaire, surveying 599 students using an electronic questionnaire and cloud technologies, statistical processing questionnaires using Excel tables, and verifying statistical hypotheses. Verification of statistical hypotheses for replies of 599 respondents showed that more than 10% of the surveyed students from Eastern European universities are confident that AI will replace university teachers in five years. It was shown that the opinions of students in the 1st stage (undergraduate study) from the countries of the European Union and countries outside the European Union have significant differences. The obtained results were proven using one-sided testing and standard hypothesis testing level, α = 0.05. The article was completed with multilevel managerial and pedagogical recommendations. These recommendations are designed to increase higher education's sustainability in AI implementation. [ABSTRACT FROM AUTHOR]

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This study aims to verify do the humanity student new needs meet the State decisions of distance learning in distance learning during COVID-19 epidemic in Ukraine. It was used the research methods: general scientific research methods; study of official documents and scientific resources; statistical methods, including verification of statistical hypotheses. It was 77 students of humanity specialities. Verification of statistical hypotheses led to the Alternative hypothesis. The principal result is that the humanity student new needs in distance learning do not meet the state decisions of distance learning related to the COVID-19 epidemic in Ukraine. The result is highly statistically significant (99.0%). The major conclusions are: 1) the state decisions of student health are distance learning in the amount of 100%; 2) the humanity student new needs in distance learning are 25.00% - 46.25%; 3) this amount is less than it was just before the pandemic came (54.20% - 68.66%). The new scientific knowledge has important practical and theoretical significance. The authors prepared some multi-level recommendations about distance learning during the COVID-19 epidemic for Ukrainian authority and universities. This study is helpful for higher education institutions who use distance learning. [ABSTRACT FROM AUTHOR]