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The purpose of the article is to study the specificities of students’ perception of teacher leadership based on a comparison of the respondents’ assessments of teachers’ and managers’ personal qualities that define them as leaders in their professional activities. Teacher leadership may be associated with innovation, the use of techniques, pedagogical skills, organisational skills, creativity, personal qualities, etc. The following methods have been used in the research: questionnaires and tests based on the method of personal differentials. To determine the peculiarities of teacher leadership, a comparison between respondents’ answers about teacher-leaders and manager-leaders was made. The first group of respondents who evaluated the teacher-leaders included 87 students enrolled in the 6 th year (master course) at the National Technical University “Kharkiv Polytechnic Institute”, Ukraine. The personal qualities of the manager-leaders were assessed by the masters of the “Public Management and Administration” at the same university, who study the master course having working experience from 3 to 23 years. The number of respondents in the second group was 81 students. The results of the research made it possible to determine that students associated pedagogical leadership, first of all, with moral and ethical qualities, pedagogical skills and the subject knowledge of their teachers. On the contrary, the qualities of active life most closely were associated with a manager-leader. The obtained results can be used in the development of university teachers’ training programmes.

WOS: 000467958600012 The paper analyses new technologies in teaching ESP to future civil engineers in their professional training. The research was held at the National Aviation University (Kyiv, Ukraine) and involved 86 second-year students majoring in "Civil Engineering" who study full-time. The distance learning profession-oriented course on the Moodle platform was applied in the experimental group as well as a set of intellectual games and brainstorming tasks. The study examined how students majoring in civil engineering perceive the implementation of ICT in the ESP learning environment and how these technologies improve students' ESP proficiency and their readiness for self-education and lifelong learning. A student survey was held at the end of the experiment. The analysis of the responses in the questionnaire with open-ended questions revealed that students had positive perceptions of using different forms of ICT in the ESP classroom. After establishing the appropriate psychological and pedagogical conditions, the number of students in the experimental group having the productive and creative levels of readiness to use English in their professional activity have significantly increased compared to the control group. On-line learning enhanced students' motivation for self-study as well as improved their ESP proficiency.

The recent changes taking place in the European higher education systems leads to less stable, less secure and less attractive working conditions for academic teachers. Nonetheless, it is observed that the academic profession is attractive for young talented people. The research was aimed at studying educational biographies of engineers who took up PhD studies at technical universities in order to find out the importance of young people’s experience and life history in making important life decisions (i.e. starting academic career). The biographical research was performed based on the material of lifelines and autobiographic essays prepared by PhD students of technical universities in Poland and Ukraine. The study included 56 participants of 23 to 30 years of age. A typology of biographical narratives was developed as a result of analysis of the research material. Additionally, the crucial similarities and differences between educational biographies of PhD students from Poland and from Ukraine were indicated. On the basis of the research it can be determined that traditional motives of undertaking the academic profession – i.e. curiosity, professional status, and financial rewards – still play a big role. New motives are also appearing: investing oneself and social mission. An academic profession is seen as a possibility of development and autonomy to a greater extent than in the economic sector. However, the lack of guarantee of employment at the university after PhD studies and lower remuneration in academic structures compared to the economic sector make it difficult to plan one's own future and choose academic career instead of a different career path.

The article presents the experience of CLIL implementation in teaching students of economic specialities. The research shows that CLIL offers a solution to improving subject and foreign language knowledge. Students of Management and Marketing Faculty of the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” (n=83) were involved in the experiment. 46 students of the experimental group studied the Statistic Course by applying the CLIL methodology. Before the experiment, the criteria and indicators for assessing the students’ economic competence and the methods of evaluation were determined. The quantitative and qualitative results of the experiment represent the effectiveness of the methodology. The results indicate that students improved understanding of principles and methods of processing statistical data, and the ability to use statistical research in practice that positively influences professional development. Integrated learning improves interdisciplinary connections, intensifies motivation to study a foreign language, develops cognitive and practical skills. The results prove that CLIL allows increasing students’ level of economic competence.

The article deals with the issue of teaching students of economic specialities by means of cloud technologies. The author analyses the possibilities of applying Internet services and demonstrates the feasibility of their implementation in education. The primary aim of this research is to examine the influence of Google Classroom tools on the development of students’ economic competence. During the pedagogical experiment, the criteria (cognitive, motivational and technological), indicators, and levels (high, sufficient, average and low) of the formation of students' economic competence through Google Classroom were determined. 65 students of the Faculty of Management and Marketing of the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” took part in the experiment. The results prove that Google Classroom tools allow increasing the level of cognitive activity and motivate students to study economic subjects. The paper demonstrates that the use of Internet resources has a positive effect on the development of technology skills and also favourably promotes the introduction of new methods into the educational process.

У статті розглядаються особливості освітнього середовища технічного університету та його роль у формуванні особистісних якостей майбутніх інженерів, інтелектуальної мобільності зокрема. Аналізується поняття «середовище», представлено структуру освітнього середовища. З’ясовано важливість розуміння інтелектуально-освітнього середовища технічного університету як цілісного системно-синергетично організованого інтелектуально-освітнього простору взаємодії учасників освітнього процесу, що дозволяє розкрити та сформувати інтелектуальні якості майбутніх інженерів, необхідні у сучасній ситуації глобальних трансформацій. Поряд з інтелектуальною відповідальністю, інтелектуальною активністю, однією з таких особистісних якостей є інтелектуальна мобільність, що визначається автором як інтегрована особистісна якість, що забезпечує готовність фахівця швидко віднаходити й застосовувати інформацію, оперативно обирати ефективні способи виконання завдань як репродуктивного, так і творчого характеру та швидко змінювати види та форми інтелектуальної діяльності без зниження ефективності та результативності останньої. Автором визначені характерні риси сучасного освітнього середовища технічного університету, а саме: глибока інтеграція навчального, наукового та інноваційного процесів; комунікативність освітнього середовища, що передбачає участь всіх суб’єктів у конструюванні та оптимізації освітнього процесу, суб’єкт-суб’єктну взаємодію викладача й студентів, широке впровадження у навчально-виховний процес інформаційних комп’ютерних технологій, а також здатність середовища до саморозвитку й самооновлення. З’ясовано, що освітнє середовище виступає продуктом спільного конструювання у межах актуальної комунікації: воно є і процесом, і результатом власної діяльності індивіда. The article deals with the characteristics of the modern educational environment of a technical university and its role in the development of intellectual qualities of future engineers, among which is intellectual mobility. The concept “environment” and the structure of an educational environment are considered. Much attention is given to understanding the modern educational environment of a technical university as a holistic system and synergistically organized area of interaction between all the participants of the educational process, which helps to develop intellectual qualities of future engineers, necessary in a knowledge-based society. Together with intellectual responsibility and intellectual intuition, one of such personality qualities is intellectual mobility, which makes it possible for a professional to change quickly the types of intellectual activity without reducing its efficiency. The author distinguishes the following characteristics of a technical university educational environment: deep integration of educational, scientific and innovative processes; communicativeness which means the optimization of an educational process by all of its participants, subject-to-subject interaction between a teacher and a student, wide implementation of information technologies, and the ability of the environment for self-development and self-renewal. It is concluded that the environment is an active participant of the educational interaction: it is both a process and a result of individual activities. В статье анализируется роль образовательной среды технического университета в формировании личностных качеств будущих инженеров, в частности - интеллектуальной мобильности. Определены следующие основные особенности современной образовательной среды технических университетов: глубокая интеграция учебного, научного и инновационного процессов; коммуникативность образовательной среды, которая предусматривает участие всех ее субъектов в создании и оптимизации образовательного процесса, субъект-субъектное взаимодействие преподавателя и студента, широкое внедрение информационных компьютерных технологий в учебно-воспитательный процесс, а также способность среды к саморазвитию и самообновлению. Выявлено, что образовательная среда является продуктом совместного конструирования в пределах актуальной коммуникации: она является и процессом, и результатом собственной деятельности индивида.