Впровадження українознавчих дисциплін в освітній процес вищої школи: ретроспективний аналіз

Among the crucial preconditions for modernizing the educational process in Ukrainian higher education at the beginning of the 20th century was the implementation of the principles of national identity and cultural relevance in teaching and educating university students. This included the need to align education with the needs and interests of the native people, adapt the curriculum to allow the use of the Ukrainian language, and deepen the Ukrainian-focused content of education. Advocating for the right to include a national component in educational content, educators, public figures, students, and university lecturers in Ukrainian territories under the Russian Empire referred to the successful experience of teaching Ukrainian studies abroad—in AustriaHungary, France, Poland, Bulgaria, and other European countries. During the period of societal liberalization in 1906–1907, attempts to deliver instruction in the Ukrainian language were made by professors Dmytro Bahalii, Mykola Sumtsov, and Mykola Khalanskyi (Kharkiv), Ahatanhel Loboda and Volodymyr Peretts (Kyiv), and private associate professor Oleksandr Hrushevskyi (Odesa). At that time, such actions were genuine acts of civic courage, as those who taught in Ukrainian risked accusations of political unreliability. The effectiveness of using Ukrainian in higher education was demonstrated by overcrowded university lecture halls and the keen interest of the students. Nevertheless, despite the strong interest of young people in Ukrainian studies, the Russian government permitted the development of this field only outside Ukraine, with the exception of the brief period of liberalization. Even the limited democratic concessions made by the government during the 1905–1906 Russian Revolution proved significant for the development of higher education in later historical periods. Under the conditions of the Russian Empire, efforts by instructors, students, and civil society to enhance the Ukrainian component of education were suppressed by state authorities. However, the positive experience gained in introducing Ukrainian studies was later utilized during the period of national state-building in Ukraine from 1917 to 1921. Key words: universal and national values, principle of national identity, cultural relevance, Ukrainian studies, educational process, national identity, civic consciousness, scientific worldview.