Методологічні підходи до порівняльно-педагогічних досліджень у контексті сучасних освітніх трансформацій

Abstract

У статті здійснено теоретико-методологічний та емпіричний аналіз сучасних підходів до порівняльно-педагогічних досліджень у контексті освітніх трансформацій. Обґрунтовано значення ключових методологічних підходів у забезпеченні комплексності компаративного аналізу освітніх систем. З’ясовано вплив глобалізаційних, євроінтеграційних і цифрових процесів на трансформацію методології педагогічної компаративістики. Доведено доцільність інтеграції методологічних підходів як умови підвищення ефективності досліджень. Представлено результати емпіричного дослідження, що засвідчили домінування класичних підходів і зростання ролі інноваційних, а також виявили тенденцію до методологічного плюралізму та недостатнє використання емпіричних методів. Окреслено перспективи подальших досліджень, пов’язані з розробленням інтегрованих методологічних моделей і розширенням застосування цифрових інструментів. At the same time, the modernization of education necessitates the refinement of methodologies for comparative pedagogical research, which must ensure their scientific validity, systematic approach, interdisciplinary nature, and practical orientation. Traditional methodological approaches, developed within the framework of classical pedagogical science, require rethinking in light of new challenges, including the digitization of the educational environment, the development of innovative educational technologies, the growing role of non-formal education, and shifts in educational paradigms. Of particular importance is the issue of integrating various methodological approaches – systemic, competency-based, activity-based, cultural, praxiological, and ecosystemic – into a coherent scientific paradigm of comparative pedagogical research. Such integration will contribute to a deeper understanding of complex educational phenomena and processes, as well as to increasing the effectiveness of applying research findings in the practice of educational reform. The purpose of this article is to provide a theoretical justification for contemporary methodological approaches to comparative educational research in the context of educational transformations and to define their role in enhancing the effectiveness of scientific analysis of educational systems.The study employed a range of theoretical and empirical methods, including analysis, synthesis, generalization, comparative analysis, and modeling. The empirical component consisted of surveys and semi-structured interviews with faculty members at institutions of higher education and comparative literature scholars. The results were analyzed using quantitative (in percentage terms) and qualitative data analysis. As a result of the theoretical, methodological, and empirical research conducted, the feasibility of integrating systemic, historical-comparative, competency-based, activity-based, praxiological, and ecosystemic approaches into a coherent methodological framework for comparative pedagogical research has been substantiated. It has been established that modern pedagogical comparativistics is developing in conditions of methodological pluralism, which involves combining different approaches in accordance with the goals and objectives of the research. It has been found that globalization, European integration, and digital processes drive the transformation of methodological tools, contribute to the expansion of the subject field of research, and raise the requirements for their scientific validity. The results of the empirical study showed that in the practice of comparative pedagogical research, the systemic (82.3%) and historical-comparative (76.5%) approaches dominate, while there is a gradual increase in the use of innovative approaches, particularly the praxiological (58.8%) and ecosystemic (47.1%) approaches. An insufficient level of application of empirical methods (38.2%) was identified, indicating the predominance of theoretical research in this field. The scientific novelty of this study lies in the justification of an integrative approach to developing a methodology for comparative pedagogical research as an open, dynamic, and multi-level system capable of adapting to contemporary educational transformations. The concept of “methodological pluralism” has been clarified as a principle not only of the multiplicity of approaches but also of their systematically coordinated interaction within a single research strategy. The thesis on the influence of globalization and European integration processes on the transformation of comparative pedagogy has been further developed, manifesting itself in the transition from descriptive-comparative to analytical-prognostic and practice-oriented research models. For the first time, attention was focused on the advisability of combining classical and innovative methodological approaches as the basis for enhancing the effectiveness and practical significance of comparative pedagogical research. It has been demonstrated that the effectiveness of comparative pedagogical research is determined by the integration of various methodological approaches, which ensures a comprehensive, objective, and scientifically sound analysis of educational systems in the context of contemporary transformations. It has been established that the combination of classical and innovative approaches contributes to enhancing the analytical potential of research and its practical orientation. It is argued that the further development of comparative pedagogy is linked to the implementation of integrated methodological models, the expanded use of empirical and digital methods of analysis, as well as the deepening of research into the mechanisms for adapting foreign educational experience to the national context. This creates a foundation for improving the quality of educational reforms and the development of the modern educational system.