FROM QUANTITY TO QUALITY: EVALUATING SCIENTIFIC WORK OF TERTIARY SCHOOL TEACHERS AND RESEARCHERS

The article is dedicated to analyzing modern approaches to evaluating the work of researchers in Europe, with a focus on qualitative indicators that serve as alternatives to traditional quantitative metrics. This research topic was selected in response to the growing number of discussions surrounding the challenges of evaluating scientific work, as well as the rise of initiatives being implemented by leading institutions and universities worldwide. The study examines the impact of initiatives such as the Leiden Manifesto, the San Francisco Declaration on Research Assessment (DORA) of 2012, the Hong Kong Principles, and the Open Science Career Evaluation Matrix (OS-CAM), as well as the European Research Area (ERA), on the development of new criteria for assessing scientific research. Special attention is given to the role of open science and inclusivity in evaluation processes. Additionally, examples of practices adopted by leading European universities and the potential for adapting these approaches in Ukraine are explored. The article emphasizes the importance and promise of qualitative evaluation of research activity, encouraging a shift away from conventional quantitative practices toward more meaningful and impactful assessment methods. The empirical method was employed to collect and analyze relevant information, forming the foundation of the research. An analytical method was also used to identify the strengths and weaknesses of the proposed evaluation practices. Furthermore, a comparative method was applied to investigate the differences between the suggested practices and to assess the effectiveness of each one. As a result of the study, global and national trends in the evaluation of researchers' work were identified, and recommendations were developed for implementing best practices of qualitative evaluation in Ukraine's academic sphere. The findings can be useful for Ukrainian higher education institutions when introducing internal evaluation practices for academic staff, as well as for central executive authorities responsible for shaping state education policy and initiating relevant legislative changes.