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IJCSNS International Journal of Computer Science and Network Security, VOL.22 No.3, March 2022
461
Manuscript received March 5, 2022
Manuscript revised March 20, 2022
https://doi.org/10.22937/IJCSNS.2022.22.3.58
The Impact Of Globalization On Educational Activities In The
Modern World
Svitlana Sovhira†, Vasyl Khryk††, Svitlana Zamrozevych-Shadrina†††, Svitlana Pukhno††††,
Liudmyla Badyeyeva†††††, Yurii Smakovskyi††††††
† Pavlo Tychyna Uman State Pedagogical University, Ukraine
††Bila Tserkva National Agrarian University, Ukraine
†††Vasyl Stefanyk Precarpathian National University, Ukraine
††††Sumy State Pedagogical University named after A. S. Makarenko, Ukraine
†††††Kharkiv National University of Radio Electronics, Ukraine
††††††Berdyansk State Pedagogical UniversityUkraine
Summary
The article analyzes the Bologna educational space, it is revealed that
it can have negative consequences for any national educational
system. It is noted that using the Bologna process, the development
of education will be preserved, while maintaining national
achievements and traditions. This will make higher education more
competitive. The need to develop international integration is
determined, keeping the best of our own experience. The object of
the article is globalization processes in the world. The subject of the
article is the impact of globalization on the educational process. The
purpose of the article is to reveal how globalization contributes to the
unification of educational standards in the world. The goal can be
achieved by solving the following tasks: consider the essence of the
globalization process, its properties; identify the impact of the
globalization process on education in the modern world; analyze the
Bologna process as an example of the globalization of education;
identify the advantages and disadvantages of the Bologna process.
Keywords:
Innovative teaching, Higher education, Teaching technology,
Information Technology.
1. Introduction
The relevance of the chosen topic is due to the fact that
globalization, today, is an important problem for higher
education, because, in essence, the very model of the future
education system, or in other words, the level of
qualification of labor resources, depends on the adequate
introduction of the constituent elements of globalization and
internationalization into the education process.
In all developed countries, there are similar trends in higher
education, so some of the urgent changes objectively
coincide with the recommendations of the Bologna
Declaration. The problems stimulating the Bologna process
are also typical for Ukraine in many respects.
It is also obvious that self-isolation from the global
educational space can have negative consequences for any
national educational system.
In this regard, efforts should be combined to develop
education, while maintaining national achievements and
traditions. This will make higher education more
competitive. It is necessary to develop international
integration, keeping the best of our own experience. The
object of research is globalization processes in the world.
The subject of the research is the impact of globalization on
the educational process.
In the XX century. Humanity has entered under the sign of
globalization. The process of globalization has affected a
very wide range of phenomena and processes in the sphere
of economics, politics, sociology, education, etc. This term
has acquired an interdisciplinary content and very
contradictory interpretations. Today there are different and
even opposite points of view on the essence, causes and
consequences of this process.
The topic of globalization was first raised in 1981 by the
American sociologist J. McLean. Already in the mid-1980s,
the concept of globalization was widely recognized. The
British researcher R. Robertson noted that the concept of
globalization refers both to the compression of the world
and to the intensification of awareness of the world as a
whole ... to a specific global dependence ..., of the global
whole in the twentieth century. M. Waters defined
globalization as a social progress in which geographical and
cultural restrictions are weakening and in which people feel
this weakening.
Globalization is a process of worldwide economic, political
and cultural integration and unification. Globalization is the
process of drawing the world economy, most recently
understood as a set of national economies connected to each
other by a system of international division of labor,
economic and political relations, into the market and the
close interweaving of their economies on the basis of
transnationalization and regionalization. On this basis, the
formation of a unified world network market economy -
geo-economics and its infrastructure, the destruction of the
national sovereignty of states that have been the main actors
in international relations for many centuries. The process of
IJCSNS International Journal of Computer Science and Network Security, VOL.22 No.3, March 2022
462
globalization is a consequence of the evolution of
state-formed market systems [1]. The main consequence of
this is the global division of labor, migration (and, as a rule,
concentration) on a global scale of capital, labor, production
resources, standardization of legislation, economic and
technological processes, as well as convergence and
merging of cultures of different countries. This is an
objective process that is systemic in nature, that is, it covers
all spheres of society. As a result of globalization, the world
is becoming more connected and more dependent on all its
subjects. There is both an increase in the number of
problems common to a group of states, and an increase in
the number and types of integrating subjects[ 1].
Views on the origins of globalization are debatable.
Historians consider this process as one of the stages in the
development of capitalism. Economists are counting from
the transnationalization of financial markets. Political
scientists emphasize the spread of democratic organizations.
Culturologists associate the manifestation of globalization
with the Westernization of culture, including American
economic expansion. There are information technology
approaches to explaining the processes of globalization.
There is a difference between political and economic
globalization. The subject of globalization is regionalization,
which gives a powerful cumulative effect in the formation
of world poles of economic and technological development.
Globalization in its modern manifestation appears as a
multilevel and multilateral system of various integration
manifestations. The main ones, in our opinion, are: global
communication, global economy, global politics, global
culture, global science, global language, global way of life.
Global communication. New means of communication in
interaction with improved old ones (jet aircraft, television,
radio, Internet, mobile phone) connect people on different
continents. Geographic barriers and interstate borders are
receding. Space and time are shrinking, people and nations
are drawing closer [5].
Global Politics. A global politics is emerging, and the
community of developed Western states, led by the United
States, has become its most influential and powerful subject.
The Western powers, relying on their economic and military
might, either directly form their most influential
international organizations (NATO, the G7) or subjugate
them (World Tariff and Trade Agreement, the World Bank,
the International Monetary Fund, the International Bank for
Reconstruction and development)[4].
global culture. A global culture is emerging that unites the
whole world.
Global Science. A global science is being formed, which is
facilitated by international academic exchanges, the
development of the world academic infrastructure
(international forums, journals, publishing houses).
Sociology, among other sciences, both as a system of
theoretical knowledge and as a public institution, is
becoming global[4].
global language. A global language has emerged - English,
in which communication takes place between different
countries and peoples. It connects people of different
nationalities and skin colors, but at the same time, its
increased spread threatens the positions of even very
developed languages in a number of sectors of public life
(politics, business, science) - Chinese, German, French,
Spanish and other languages. The scope of the latter is
shrinking even in their national territories. National
languages are littered with English cosmopolitan slang,
syntactic tracing papers, national languages are degraded to
the level of a mixture with English.
Global lifestyle. There is a steady trend towards global
unification of lifestyles: on different ends of the earth people
consume the same food, wear the same clothes, listen to the
same music, watch the same films, receive information from
the hands of the same mass media. Such global unification
destroys national identity, local identity in all spheres of life.
The purpose of the article is to reveal how globalization
contributes to the unification of educational standards in the
world.
The goal can be achieved by solving the following tasks:
⎯ consider the essence of the globalization process, its
properties;
⎯ identify the impact of the globalization process on
education in the modern world;
⎯ analyze the Bologna process as an example of the
globalization of education;
⎯ identify the advantages and disadvantages of the Bologna
process.
2. Theoretical Consideration
The impact of globalization on education is due to the
following factors:
• The transfer to the social sphere in general and to
education in particular of the neoliberal ideology that is
characteristic of the global economy;
• Development of scientific and technical progress and
information technologies, which objectively determine the
possibility of integration processes in educational systems of
the regional and global level;
• The desire of the world community to form in modern
conditions new global values - the values of universal
culture, among which the leading ones should not be the
power of the strong and rich, but humanism, tolerance,
respect for representatives of other cultures, nations, races,
religions, the tendency to cooperate with them , in
cross-fertilization of crops;
• Westernization (Americanization) of spiritual values
associated with the dominant position of Western
IJCSNS International Journal of Computer Science and Network Security, VOL.22 No.3, March 2022
463
civilization in the economic, scientific, technical and
political life of mankind [8].
World science is polystructural: it is characterized by spatial
(territorial) and organizational structures. The processes of
globalization in education can be considered in several
aspects: institutional, conceptual, procedural.
institutional aspect. These include UNESCO, the World
Bank, the Council of Europe, the Organization for
Economic Cooperation and Development, etc. UNESCO
carries out organizational regulation of the process of
development of the world educational space. This
organization develops for all countries international legal
acts of both global and regional character [6].
Actively contributing to the development of integration
processes in the field of education, UNESCO's
standard-setting activities are focused on:
• Creation of conditions for expanding cooperation between
peoples in the field of education, science and culture;
• Ensuring universal respect for the rule of law and human
rights;
• Involving more countries in the process of preparing the
legal framework for international integration in the field of
education;
• Study of the state of education in the world, including
individual regions and countries;
• Forecasting effective ways of development and
integration;
• Promotion of adopted conventions and recommendations;
• Collection and systematization of state reports on the state
of education for each year.
UNESCO today remains the main institution with the
greatest influence on education. It carries out its activities in
the educational sphere through a number of institutions, the
main of which are: the International Bureau of Education
(IBO), which since 1969 officially became part of UNESCO.
Its headquarters is in Geneva.
The institution is a leader in the field of comparative
pedagogical research, the subject of which is: the content of
education, principles and methods of teaching, pedagogical
innovations, etc. The International Institute for Educational
Planning (IIEP) was established in 1963 in Paris. In 1998 an
office of the Institute was opened in Buenos Aires.
Topical problems of the theory and practice of forecasting
and planning education are considered. The leading function
of the IIEP is to promote the improvement of the quality of
educational policy, education development planning and
educational management in different countries of the world
by improving the skills of managerial personnel, studying
the problems and prospects of its activities.
In 1951, the UNESCO Institute for Education (IOE) was
founded in Hamburg. He deals with the problems of adult
education, lifelong education, overcoming illiteracy among
adults [7].
Among the international projects of the integration activity
of UNESCO institutes, the network of UNESCO Associated
Schools (ASP-pet) existing since 1953 stands out. Its
activity is an example of globalization in the educational
sphere - an example of cooperation in enhancing the role of
education in asserting the values of peace, culture and
tolerance. The providential center that creates and tests the
most forms and methods of integration in various spheres of
public life is the Council of Europe (CoE), established on
May 5, 1949. In recent years, the CoE has been especially
concerned with the problems of researching secondary
education. The European Union (EU) plays a primary role
in developing the directions of the socio-economic and
political strategy of the Western European states. It was
founded in 1951 and received its current name in 1994.
The priority goals of the EU are the development of a
pan-European dimension of education, the promotion of
mobility and the establishment of links between universities
and schools in Europe [8]. The World Bank remains quite
influential in relation to the development of globalization
processes in the educational sphere. According to the Bank's
specialists, the most important factors that will affect the
development of education at the present stage are
democratization, market economy, globalization, significant
technological innovations, the evolution of public and
private factors. proper level of quality; appropriate skills for
life in the global economy; enjoying the benefits that
education creates in public life; enrichment with a positive
experience of spiritual relationships. So, the World Bank
today considers the leading goal of its educational policy to
be the promotion of improving the quality of education by:
• Transition from traditional methods, aimed at the
reproductive assimilation of knowledge, to innovative ones,
providing for the individualization of the educational
process, giving it the form of active creative cooperation of
all participants;
• Emphasis on the development of fundamental learning
skills, which include: reading, writing, numeracy, thinking
skills, social skills;
• Providing the opportunity to study at any age, which is
essential for obtaining professional mobility;
• Optimization of the educational infrastructure [10].
Conceptual aspect. The consequences of globalization in the
educational sphere, its purpose, principles, methods formed
the basis of a number of concepts, were widely discussed by
teachers at the IX and X World Congresses on Comparative
Pedagogy. In particular, the well-known Brazilian
comparativist Jasira da Silva Comara proposed to unite the
whole range of educational globalization concepts into three
IJCSNS International Journal of Computer Science and Network Security, VOL.22 No.3, March 2022
464
groups depending on the type of interaction of different
cultures within the framework of the school curriculum:
• Assimilation, providing for the provision of priority
cultural and educational development of one dominant
nation and the decline of others through unification;
• Multicultural, defining the autonomous development of
various cultural groups, which emphasize their specificity,
uniqueness. Such an approach does not create preconditions
for interaction and mutual enrichment of these cultures.
• Intercultural, aimed at mutual and mutual enrichment of
different cultures by establishing a wide range of contacts.
procedural aspect. Examples of global educational
transformations, i.e. procedural aspects are: introduction
throughout the civilized world in the seventeenth century.
classroom system, the transition from the monopoly of
classical secondary education to the coexistence of classical
and real at the beginning of the 20th century, the
introduction of compulsory primary, and then basic
(incomplete secondary) education, the development and
introduction of education quality standards.
Strengths of the Bologna process: increasing access to
higher education, further improving the quality and
attractiveness of European higher education, increasing the
mobility of students and teachers, and ensuring successful
employment of university graduates by ensuring that all
academic degrees and other qualifications should be
oriented to the labor market. The accession of Ukraine to the
Bologna process gave a new impetus to the modernization
of higher professional education, opens up additional
opportunities for the participation of universities in projects
funded by the European Commission, and for students and
teachers of higher educational institutions in academic
exchanges with universities in European countries [7].
The United States not only observes the process of
European educational integration, but also actively
participates in it. In 1992, a working group was established
at UNESCO to develop a regulatory framework to ensure
the possibility of mutual recognition of documents on
education in Europe and America. However, in two years it
was not possible to reach a consensus, it turned out that one
of the main problems on the way of convergence of the two
educational systems is the problem of comparing the
European system of mutual recognition of credits (ECTS)
with the American system of credits. In the United States, a
more diverse and flexible system of accounting for
academic workload is used, consisting of a system of credits
(credits), calculation of total marks according to the criteria
of quantity (GPA) and quality (QPA), as well as additional
points for successful academic and scientific work (Honors).
According to experts in the field of education, joining the
Bologna Process may lead to temporary confusion with
curricula. Employers who studied during the Soviet era
should be informed that all modern degrees of higher
education are full-fledged, but some degrees are more
intended for scientific and pedagogical activities in a
university, for example, a master's degree and a doctor of
philosophy. There is no specialist degree in the EU and most
of the countries that participate in the Bologna process. The
Bologna process gave a lot to the development of education
in Ukraine, in particular, it made us seriously and critically
consider what we have, and outlined certain steps to move
and change this system [8].
One of the serious problems of integrating the education
system into the Bologna Process is the lack of awareness
among officials about both the current state of affairs in
European education and the goals of the Bologna Process.
There are two points of view regarding the current situation
among experts. Some experts are pessimistic about the
prospects for the Bologna Process in Ukraine. They express
fears that the process will not be completed and gradually,
after the involvement of a small advanced part of
universities, will be abandoned.
Experts who adhere to this position believe that by joining
international multilateral institutions, organizations and
processes, Ukraine is actually trying to circumvent their
rules, interpret and adapt them to suit itself, to fit its national
specifics. An example of this is the preservation of specialty.
Another part of the experts is close to the neo-functionalist
approach formulated in the late 950s. E. Haas and who
focuses on the dynamics of the process and the
self-multiplier effect [10].
Its essence is as follows: once started, the process sets a
trend, creates impulses and incentives for its subsequent
self-realization, continuation and intensification, which
ultimately leads to qualitative changes.
The Bologna process has firmly entered the political and
expert discourse on education; national legislation is being
amended to integrate these norms; working groups have
been created; regular meetings of experts are held; action
plans are adopted; a schedule is introduced and deadlines
are set; national reports are prepared every two years;
monitoring of the quality of training, attracting students, etc.
is carried out. [7].
Like any process that has its own schedule and reporting,
the Bologna process is a dragging mechanism for the
participating countries. The question is no longer whether
for or against the Bologna instruments and principles, but
how best to apply them. Even if the recommendations are
not legally binding documents and their application depends
on the goodwill of the participating States, they have a
certain moral weight and require compliance with the
agreements reached.
First, an additional external stimulus for internal reforms has
been received.
IJCSNS International Journal of Computer Science and Network Security, VOL.22 No.3, March 2022
465
For Ukraine, the Bologna process is an incentive to
introduce quality control, independent and external audit,
transparency and combating the shadow economy in the
field of education. The need to find solutions to such
problems as teaching in English, modernizing teacher
training, improving the link between higher education and
science will result in a positive internal effect [11].
Secondly, there is also an external positive effect, which
concerns the relations between the EU. Although the
Bologna Process is not strictly part of the acquis
communautaire, it can be seen as a process for the adoption
of European rules that are developed at a higher level than
the national level. According to some expert economists, not
being integrated, Ukraine is already living in the economic
sphere according to European clocks, having adopted the
rules and norms corresponding to this direction.
Conclusions
Globalization, today, is an important problem for higher
education, because, in essence, the very model of the future
education system, or otherwise, the level of qualification of
labor resources, depends on the adequate introduction of the
constituent elements of globalization and
internationalization into the education process.
Let us single out the key problems, the solution of which
forms the area of the joint fruitful existence of globalization
and education:
• internationalization strategies;
• transnational education;
• ensuring international quality;
• regional and interregional cooperation;
• information and communication technologies and virtual
universities;
• problems of equality and accessibility of education.
The reasons for the emergence of these problems in the
context of the globalization process are proposed to be the
following characteristic features of today's education
process:
• applied knowledge production process;
• a wide range of interdisciplinary knowledge, the
production process of which is achieved by establishing a
consensus of experts in different fields. In modern science,
on this occasion, the term transdisciplinarity of knowledge
has been introduced, which implies a clear but flexible
framework for managing the process of finding a solution to
a problem. It is important to note that these frameworks are
created and saved in the context of their application, but are
not brought in ready-made;
• increasing social responsibility and accountability for the
knowledge produced, which is a consequence of the
growing participation of social groups in solving global
problems;
• expanding the base of quality control systems (meaning
new criteria invading the production of knowledge through
the context of its application), which implies an increase in
internal contradictions between diverse intellectual, social,
economic and political interests.
When resolving the problems posed, it would be acceptable
to first determine the degree and structure of the
introduction of the proposed educational innovations. The
process of turning universities into institutions operating on
the basis of complex information networks (which, in fact,
implies the globalization of education) includes, in addition
to the introduction of new technologies, also inevitable
changes in mentality. If it is possible to resolve the
contradictions between new technologies and existing
humanitarian pedagogical principles, as well as
neo-humanistic values between different groups of the
population, information and communication networks will
become the most important zone and tool where the process
of constructing the creative abilities of a new social order
will take place.
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