CHALLENGES OF WAR FOR PRIMARY SCHOOL MODELS OF FORMATION AND IMPLEMENTATION OF THE ACADEMIC-ORIENTED LEARNING PROFILES IN THE NEW UKRAINIAN SCHOOL

The article presents the results of the applied scientific research “Scientific and Methodological Foundations of the Formation and Implementation of the Compulsory Component of the Academic-oriented Content of Upper Secondary Education”, carried out at the Institute of Pedagogy of the National Academy of Educational Sciences of Ukraine, addressing issues that need to be addressed urgently. The structure of profile learning is substantiated, the backbone of which is the mandatory results and methods of organising profile learning. The functional load of mandatory educational components is analysed according to the main clusters, which include basic knowledge at the core level and benchmarks for their assessment as key elements in forming academic-orientated learning profiles. The key concepts for the development of profile education in the context of the research problem are identified, focusing on the direction of the content of education in the academic lyceum toward the formation of key competencies in students pursuing profile education. These competencies are expected to ensure their further successful learning at higher levels of education, as well as the organic integration in the educational process of content specified in the state standard through basic knowledge of mandatory educational components and assessment benchmarks, alongside the content of in-depth study of specific subjects or integrated courses reflecting the specifics of a particular profile. An innovative model for the formation of academic-orientated learning profiles has been developed, and the functional interrelations between its components have been justified. Didactic approaches and mechanisms for the implementation of the compulsory component of the content of profile secondary education for academic lyceums are specified. The main methods of organizing learning for academic-oriented profiles and requirements for their educational and methodological support are outlined. The need for further theoretical substantiation of specific mechanisms for the development, practical implementation, and integration of compulsory educational components common to various academic-oriented profiles is highlighted.