Strategic Guidelines for Modern Secondary Education in Intercultural Dimension

The proposed article analyses scientific sources and state-level regulatory documents in the field of education reform in Ukraine. Strategic guidelines for modern secondary education in the intercultural dimension were identified, namely: globalization and European integration of education (the introduction of world educational standards and rules, international exchange programs, joint research projects, internationalized curricula and programs «with an international orientation in the content of education», which are aimed at preparing students for activities in an international cultural environment), democratization and humanization of education (focusing on the personality of the student, his individuality, creating a favourable educational environment and appropriate conditions for students’ self-realization, developing their creative abilities and revealing the potential of the individual), implementation of competency-based learning (development of competencies that are formed in an individual starting from high school), innovation in education (use of modern technologies, i.e. training using technical equipment, software, knowledge, skills and abilities to use information and communication technology tools), digitalization of education, implementation of adaptive learning (uses various principles, environments, technologies, pedagogical conditions, activities, methods and exercises to adapt students to certain circumstances, and vice versa, adapts these educational tools to the subjects of education, identifying the most effective and efficient of them for each type of educational activity), openness and autonomy of education (the goals of education take into account the additional educational needs of students, including cultural, ethnic, etc., and the subjects of educational activity can independently make decisions on academic, organizational, financial, personnel and other issues), implementation of the ideas of a trauma-informed approach and socioemotional learning in modern secondary education. The need for the use of a trauma-informed approach and the use of socio-emotional learning by teachers to create a safe educational environment for students is mphasized.