Дисертація на здобуття наукового ступеня кандидата педагогічних наук за спеціальністю 13.00.02 – теорія та методика навчання (хімія). – ДВНЗ «Ужгородський національний університет», Ужгород; Київ, Інститут педагогіки НАПН України, Київ, 2021.У дисертації здійснено аналіз теоретичних підходів до реформування шкільної хімічної освіти задля навчання молодого покоління з високим рівнем екологічної культури, спроможного вийти зі стану екологічної кризи, подолати споживацьке ставлення до природи шляхом формування нового розуміння взаємовідносин між людиною і довкіллям та входженням України в європейський освітній і науковий простір і як наслідок – впровадження зарубіжного досвіду екологізації змісту освіти.У дисертації показано міжпредметний характер екологізації освітнього простору. Підкреслено, що у процесі набуття учнями екологічної компетентності головна роль належить закладам освіти.^UA dissertation for the degree of Candidate of pedagogical sciences in the specialty 13.00.02 - theory and teaching methods (chemistry). - State Higher Educational Institution "Uzhgorod National University", Uzhgorod; Kiev, Institute of Pedagogy NAPS of Ukraine, Kiev, 2021.The relevance of the material presented in the dissertation work is associated with the need to reform school chemistry education to educate a young generation with a high level of ecological culture, capable of getting out of the state of ecological crisis, to overcome the consumer attitude to nature by forminga new understanding of the relationship between man and the environment and the entry of Ukraine into the European educational and scientific space and as a result - the introduction of foreign experience in the greening of the content of education.In the dissertation, a comprehensive analysis of scientific and pedagogical sources is carried out to clarify the content of the conceptual and categorical apparatus of the research; presents the results of studying the scientific works of domestic and Slovak scientists regarding the interpretation of the concepts of "ecological knowledge", "ecological thinking", "ecological consciousness", "ecological behavior", "ecological worldview", etc.The interdisciplinary nature of the ecologization of the educational space is shown. It was emphasized that in the process of acquiring environmental competence by students, the main role belongs to educational institutions. The characteristics of the forms and methods of teaching in the process of implementing the ecological component of teaching chemistry to students of the basic school of the SR is carried out. The effectiveness and relevance of the use of project-based teaching for students'.Methodological materials and methods of their implementation, test tasks for conducting a pedagogical experiment have been developed. In the course of the pedagogical experiment, the expediency of introducing into teaching practice in Ukraine the experience of introducing the ecological component of the content of chemical education in the Slovak Republic was substantiated.The attitude of domestic and Slovak teachers to the greening of the content of school chemistry education, its role in the environmental education of schoolchildren is emphasized; describes an ecological approach in teaching general, inorganic, organic and applied chemistry; the analysis of the ecological component of the content of the homework was made; examples of laboratory work and educational projects of environmental orientation are given. The content of educational tasks of ecological content in the chemistry textbooks of the basic school of the Slovak Republic as the main means of education is analyzed.

Дисертацію присвячено визначенню сутності та розкриттю особливостей адміністративно-правових засад юридичного забезпечення діяльності закладів вищої освіти зі специфічними умовами навчання, а також розробленню концептуальних засад, пропозицій та рекомендацій, спрямованих на вдосконалення норм чинного адміністративного законодавства у відповідній сфері.Визначаються методологічні засади юридичного забезпечення діяльності закладів вищої освіти зі специфічними умовами навчання. Надається адміністративно-правова характеристика юридичного забезпечення діяльності закладів вищої освіти зі специфічними умовами навчання. Визначаються напрямки удосконалення адміністративно-правових засад юридичного забезпечення діяльності закладів вищої освіти зі специфічними умовами навчання.^UThe thesis is devoted to defining the essence and disclosing the peculiarities of the administrative and legal framework for legal support of higher education institutions with specific learning conditions, as well as to developing proposals and recommendations aimed at improving the provisions of current administrative legislation in the relevant area.It has been defined the methodological foundations of legal support for the activities of higher education institutions with specific learning conditions. In particular, the author has outlined the tasks and content of legal support for the activities of higher education institutions, established the essence and features of higher education institutions with specific learning conditions as an object of administrative and legal regulation, characterised the legal framework for legal support for the activities of higher education institutions with specific learning conditions and determined the place of administrative and legal provisions among them.The author has provided a general administrative and legal characteristic of legal support for the activities of higher education institutions with specific learning conditions. Namely, the author has defined the types and areas of legal support for the activities of higher education institutions with specific learning conditions, outlined the system of subjects of legal support for the activities of higher education institutions with specific learning conditions and defined the specifics of their administrative and legal status, and has summarised the administrative and legal forms and methods of legal support for the activities of higher education institutions with specific learning conditions.It has been determined the directions of improvement of administrative and legal framework for legal support of higher education institutions with specific learning conditions. In particular, the author has proposed measures to improve the administrative legislation regulating the administrative and legal framework for legal support of higher education institutions with specific learning conditions, summarised the foreign experience of legal support of higher education institutions with specific learning conditions and identified the possibilities of its use in Ukraine.