Глобальне та національне в сучасній вищій освіті: філософсько-культурологічні аспекти формування ідентичності

Relevance of the research. The dialectic between the global and the national in contemporary higher education is one of the key problems of modern humanitarian discourse. Globalization, which generates universal standards and tendencies, is often engaged in conflict with the desire to preserve local identity. It was this conflict that at one time became an obstacle to the adoption of the Constitution of the European Union, since the national interests of individual states turned out to be incompatible with the vision of a common European future. This disagreement was also reflected in the field of education. Under the conditions of globalization, which generates a consumer society through the standardization of values without taking into account the needs and characteristics of individual societies, national educational systems face challenges in preserving local identity. The vulnerability of national values destabilizes social relations, in particular the system of moral and ethical values, which in any historical period is the basis for the formation and development of society. For a person in a liberal society, freedom of speech is a humanitarian and social value not only in itself but also as a component of conscience and a guarantor of all other freedoms and human rights. The purpose of the article is to analyze the dialectics of the global and the national in contemporary higher education and to identify its impact on the formation of national identity in the context of globalization. Conclusions. Modern educational systems should be a space for dialogue, where local traditions are reinterpreted in interaction with global standards. Universities can and should become platforms for this dialogue, contributing to the integration of national identity into the global community without losing their originality. Examples of educational reform in post-colonial countries, modern European states, and Ukraine demonstrate that the balance between the global and the national is achievable if the reform process takes into account both the need to preserve the local context and integration into the global world. Thus, education becomes not only a space for the transmission of knowledge but also for the formation of identity when the interaction of the global and the national produces new opportunities. A hermeneutic approach based on dialogue and mutual understanding offers a promising model for overcoming conflicts and creating a new educational order that meets the challenges of modernity.