Prospects for the implementation of the concept of the new ukrainian school for correctional (special) pedagogy

The article explores the prospects for implementing the New Ukrainian School Concept in the field of special (correctional) pedagogy, particularly within the activities of educational and rehabilitation centers. It examines the main directions of educational reform in line with national educational priorities, global challenges of modern society, and the pro-European educational policy. The paper characterizes key trends in the transformation of the education system, such as the transition from traditional approaches to a competency-based model, the development of an inclusive educational environment, child-centered learning, and partnership pedagogy.Particular attention is paid to the role of correctional pedagogy in the process of educational reform, its significance for learners with special educational needs, and the potential for improving teaching and rehabilitation methods within educational and rehabilitation centers. The article outlines the fundamental components of the New Ukrainian School Concept in the context of correctional pedagogy, including curriculum renewal, the preparation of motivated teachers, a holistic educational process, institutional autonomy, the implementation of individualized educational trajectories, and the adaptation of educational programs to meet the needs of learners with special educational needs.The study analyzes the prospects for implementing the New Ukrainian School through the lens of social, cultural, political, and civilizational contexts, as well as the challenges correctional pedagogy faces in the reform process. It highlights the necessity of establishing a continuous teacher training system, ensuring adequate material and technical support for educational institutions, and fostering partnerships among all participants in the educational process.The article concludes that a comprehensive approach to modernizing special education is essential. This includes program flexibility, the introduction of modern pedagogical methodologies, the development of professional competencies among educators, and the establishment of effective interdisciplinary cooperation. The study proposes cross-cutting vectors for transformation and expansion of the opportunities and prospects of educational and rehabilitation centers in accordance with the core principles of the New Ukrainian School.