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Summary In this work, we show the results from two different types of approaches designed to map the Arctic (Polar) perception of young learners in Poland and Lithuania. The first case study is composed of both closed and open questions (Case Study 1), while the second one is a closed, multiple choice type of questionnaire (Case Study 2). We have questioned a total of 274 learners in Case Study 1 and 80 in Case Study 2. In both cases, learners were divided into four age groups. The results show that the Case Study 1 questionnaire, due to its structure, provided more comprehensive information about the state of awareness among young learners in comparison with the limited option for answers (no open option) in Case Study 2. The results show that documentaries and nature films together are the dominating sources of information for all age groups. A very interesting finding came out from Case Study 1, which shows that school lessons dominate in public schools, with exception to high schools, however, other means of learning were also mentioned. Educational workshops play a very important part in learning among three youngest groups of students of public schools. In case of autonomic schools, it is lessons that play a key role in knowledge transfer at all levels of education, which is most likely related to the educational system in these schools, which regularly conduct group projects. Both studies show that nonformal education has an important role in education of young learners in Poland and Lithuania.

Introduction. During the past ten years the important changes in educational programs of higher education point out the transition from the traditional live lecture form to the distance learning form (the online training format). Training for innovative engineering activities requires to involve students in the online training format and to explore its applicability.The aim of the present article is to identify the areas of the effective use of the online training format in the educational process for high school institutions and the prospects of further development of the distance learning.Methodology and research methods. In this article, an integration of theoretical and practical training of the innovative engineering with the methods of the analysis and synthesis, a pedagogical experiment and mathematical statistics were used.Results. The areas of use of the online learning in the field of traditional and innovative formats of training have been identified. A subsystem of storage of the information on the course of educational activities is suggested. A high efficiency of the distance learning application is confirmed by the results of a pedagogical experiment within the unified programs for a wide audience of students and persons having the right to an individual work schedule.Scientific novelty. The performed research contributes to identify the framework of the effective use of the online learning at higher education institutions. The suggested form of storage of the information on the education process events in a separate subsystem allow for processing and generalising the data with the use of the BigData and DataMining technologies.Practical significance. Further development of the research presented in this article might be focused on the establishment of numerical relations when using various education formats within various disciplines providing the greatest effect when training students at higher education institutions.

The article attempts to identify effective ways to earn student youth to implement the concept of "lifelong learning" in higher education based on a survey. 200 answers of respondents from different faculties of the Vinnytsia Mykhailo Kotsiubynsky State Pedagogical University of EQL are generalized. It was found that the most effective formal and methodological methods are gamification, multimedia in the complex, digital tools, machine memorization; P-invariant GMNet, educational training, podcasts, scientific debates. The study indicates the lack of a comprehensive scientific analysis of the concept of lifelong learning in the paradigm of the methodology of its implementation. It is established as a result of introduction of such elements for successful implementation of the concept of training during life teachers should adhere to methodical rules of its realization.

The scientific article deals with the problems encountered in the teaching of Russian as a foreign language to foreign students through distance learning (DL) under conditions of the coronavirus pandemic and quarantine measures taken worldwide. DL has become the only form of education available in many countries of the world. The author speaks about the problems of access of students and teachers to Internet resources, about the selection and use of various Internet platforms in the process of DL. The author shares his experience in organizing and administering lessons, midterms and examinations online. In the article, the author discusses the advantages and disadvantages of DL, the academic, psychological problems of students and teachers, the need for electronic content for each educational programs, ICT competency development courses for teachers and improving DL management. The author sets out the tasks to be carried out by the officials of the Ministry of Education, universities and by teachers ahead of the new school year. The pandemic is ongoing and every effort should be made to use DL in a wider format.

The article is devoted to highlighting actual problems of organizing distance learning of teachers of music arts during reforming and introduction of the newest forms of professional development of pedagogical workers in the system of postgraduate education. The modern experience in the organization of distance learning of music teachers in postgraduate education is considered. Attention is paid to modern problems of distance learning, experience of organization of a distance learning stage in different types of advanced training courses, introduction of thematic, author's courses for teachers of music art is described. The description of distance training of author's advanced training courses is given, the advantages of in-depth training and thematic training are demonstrated. The description of innovative forms of organization of distance learning of teachers in the system of postgraduate education is given. Features of modern distance learning platforms are considered and their educational opportunities are described. The description of advantages of using modern educational environments, forms of organization of educational activity of teachers during distance learning is given. The list of types of educational tasks, tests, digital materials in the educational environment is presented. The most common forms of teacher training in distance learning are described. The experience of organisation of distance learning for music teachers in postgraduate education is described. The list of problems of postgraduate pedagogical education of art teachers, which were appeared due to reforming and realization of the new content of art education is presented. The problems and needs of professional improvement of music teachers, which can be solved during the distance learning in the postgraduate education system, are discussed. The acticle describes the results of research in postgraduate pedagogical education, which demonstrate the priority types and forms of distance learning among music art teachers. The content of distance, network, e-learning of teachers, effective technologies of learning music teachers in postgraduate pedagogical education are highlighted

The article is devoted to highlighting the current state of the development of pedagogical mastership of musical art teachers in the system of postgraduate pedagogical education. The modern experience of the development of pedagogical mastership in formal education is considered. The experience of using thematic, author's courses for teachers on the basis of special courses, master-classes, creative workshops, in-depth training, thematic training is described. The description of innovative forms of teacher training in the course period is given. The experience of the organization of non-formal education on the image problem is considered. the The most common forms of training teachers in non-formal education as scientific and pedagogical conferences, workshops, trainings, master-classes, round tables, problem-oriented theoretical and practical seminars, methodical meetings, schools of pedagogical skills, participation of teachers in creative groups associations are described. The experience of organizing professional self-development of musical art teachers in the conditions of informal education, which are based on the basis of modern networked, electronic forms of self-study of teachers, is described. The necessity of preparing individual programs of development of pedagogical skills for the effective training of teachers has been determined. The results of the research in the system of postgraduate pedagogical education, which demonstrate priorities in the types and forms of education among teachers of musical art are described. The ways of introducing new forms of teaching on the development of pedagogical mastership of musical art teachers in the system of postgraduate pedagogical education are defined. Among the prospects for the development of pedagogical skills of teachers in postgraduate education, the substantive content of distant, network, e-learning of teachers, selection of effective learning technologies, formation of a bank of innovative forms and methods, the need to prepare scientific and methodological support for training musical art teachers in postgraduate pedagogical education are determined

It was investigated the matter and categories of "continuous education", the spectrum of its terminological interpretations and implementations in the system of choreographic education. It was holistically analyzed the structure of continuous choreographic education in the diversity of its stages and levels, forms of organization, there were set the goals and objectives of the choreographic training in each of them. There were analyzed the integration processes in the system of continuous education Choreography (its vertical and horizontal structures), and revealed their importance for the development of the study scope. There were defined progressive trends in the development of each of the stages of continuous choreographic education and prospects for its further development.