Досвід країн Балтії з упровадження локально орієнтованої освіти

The article analyses the introduction of Place-based education in the Baltic States in terms of its further implementation in Ukrainian education. It is substantiated that Place-based education, which is based on a strong connection with the territorial community, on the involvement of students in solving real local problems, provides ample opportunities for fostering patriotism, care for the native land, love for the native language, national culture and art. The reasons for the popularity of Place-based education are identified, which lie primarily in the fact that it takes into account national, regional and mental diversity to the maximum extent possible, because students learn from the material that directly surrounds them. It is shown that Placebased education has a number of positive effects, among which the main one is an increase in motivation due to the actualization of educational material. It has been found that each of the Baltic countries has chosen its own way of implementing Place-based education. The choice depended on the problems that the country considered most urgent. For Estonia, these were the need for innovative development and environmental issues, while Lithuania added the problem of demography. Latvia chose significant differences in the quality of life in different regions and the disappearance of regional languages as the most important problems. It is proved that it is very important for the Ukrainian educational system to understand and take into account the experience of the Baltic countries in terms of implementing the pedagogical approach of Place-based education. Our country has faced all the same challenges as the Baltic countries. The educational losses caused by hostilities, air raids, and the destruction of educational institutions need to be systematically addressed. Place-based education has the necessary tools to solve these problems. It is noted that the introduction of this pedagogical approach has a positive impact on the territorial community as a whole. Key words: Place-based education, pedagogy of place, Baltic countries, European integration, pedagogical innovations, links between school and territorial community, overcoming educational losses.