COMPARATIVE AND APPLIED RESEARCH ON THE EDUCATION SYSTEMS OF UKRAINE AND THE UNITED STATES
DOI:
https://doi.org/10.34142/2312-1548.2025.65.05Keywords:
education, educational process, STEM education, competence, lesson, school education, higher education, teacher, Ukraine, United StatesAbstract
The strategic partnership between Ukraine and the United States seeks to foster long-term cooperation in science, innovation, and education and calls for a thorough examination of the scientific, methodological, and pedagogical foundations of the two countries’ education systems. Such cooperation is an important factor in preparing competitive professionals whose competencies meet the changing demands of the contemporary labour market. As globalisation intensifies and national education systems converge, the study of international approaches to organising education is becoming increasingly relevant. The US model attracts researchers and educators because of its emphasis on competency development, logical and mathematical thinking, and the practical application of knowledge in everyday life. An analysis of US educational practices makes it possible to identify major trends in the development of educational environments and effective approaches to developing students’ key and subject-specific competencies. Comparative and applied research on the education systems of Ukraine and the United States is therefore important for reforming Ukrainian education, particularly for implementing the competency-based approach and renewing educational content. A comparative examination of educational standards, didactic approaches, and forms of organising learning reveals the principal characteristics of the Ukrainian and US systems. The Ukrainian system prioritises compliance with state standards and the acquisition of solid academic knowledge, predominantly through subject-based instruction. At the same time, it places considerable emphasis on the key competencies defined by the New Ukrainian School concept, including reading, mathematical and digital literacy, lifelong learning skills, and the holistic development of learners. By contrast, the US model emphasises practical competencies, student autonomy, and soft skills, primarily through project-based and inquiry-based learning. Its main priorities include critical and analytical thinking, creativity, collaboration, communication, and digital literacy. The strengths of the Ukrainian system include its solid academic foundation and coherent, unified system of state standards, whereas its challenges include limited institutional autonomy and uneven material and technical provision. The US system is characterised by flexibility, a broad choice of courses, and a practical orientation; however, it is also marked by substantial inequalities between schools because of locally based funding and by the lack of uniform standards nationwide. This comparison identifies opportunities to adapt effective elements of international experience to Ukrainian educational practice. The findings may support the improvement of Ukraine’s educational environment and the further modernisation of its education system.
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