Innovative contexts of learner perception through the prism of contemporary societal development, educational crisis, and pathways to overcoming them

Мієр, Тетяна Іванівна and Савош, Валентин Олексійович and Голодюк, Лариса Степанівна and Вишнівська, Наталія Володимирівна and Шпіца-Павлюк, Роксолана Ігорівна and Романенко, Людмила Віталіївна and Прошкуратова, Тамара Сергіївна (2026) Innovative contexts of learner perception through the prism of contemporary societal development, educational crisis, and pathways to overcoming them Вісник науки та освіти, 45 (3). ISSN 2786-6165

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Abstract

The article presents the results of descriptive and causal analyses that establish a scientific foundation for identifying the contexts in which the learner is perceived as a collective subject (schoolchildren, students, trainees). These contexts are examined through the prism of regulatory frameworks and scholarly evidence regarding the impact of the information and knowledge societies on the emergence of educational crises.It was determined that crisis conditions in education are driven by: (1) the information boom of the late 20th century, characterized by the constant reproduction of existing information (R.Cialdini); (2) the narrow disciplinary focus of 21st-century education (S.Honcharenko); (3) the prioritization of technical and economic growth over human development, leading to the "human gap" phenomenon (B.Sitarska); (4) the lack of readiness among individuals to view a crisis as a new opportunity for self-development and transformation (S.Maksymenko, V.Zlyvkova, S.Kuzikova); and (5) the perception of societal changes as barriers rather than catalysts (H.Tovkanets).Such barriers include an unwillingness to mobilize personal resources for growth, disillusionment due to academic or professional failures, resistance to personal change, reliance on stereotypes, and negative attitudes toward innovations that require autonomy.The study identifies the following pathways for overcoming these crises: introducing a personal development paradigm that involves supporting individuals in constructing life trajectories within an unpredictable world; implementing a competency-based approach; fostering awareness of continuous self-improvement coupled with freedom and responsibility; and enhancing self-development potential through reflection and self-regulation.It is concluded that innovative contexts for perceiving the learner as a collective subject are contingent upon societal evolution. In the information society, these contexts focus on digital literacy and flexibility. Conversely, in the knowledge society, the perception of the learner incorporates a readiness to treat knowledge as a personal value, engage in collective knowledge creation, and adopt new cognitive characteristics such as interdisciplinarity, complexity, and networkedness.

Item Type:	Article
Uncontrolled Keywords:	Law of Ukraine “On Education”; learner; educational innovations; collective subject; educational crisis; societal development; learner perception; knowledge society;information society; competency-based approach; self-development; students; trainees; pupils
Subjects:	Статті у періодичних виданнях > Фахові (входять до переліку фахових, затверджений МОН)
Divisions:	Факультет педагогічної освіти > Кафедра початкової освіти
Depositing User:	лаборант Дарина Анатоліївна Константінова
Date Deposited:	28 Apr 2026 13:50
Last Modified:	28 Apr 2026 13:50
URI:	https://elibrary.kubg.edu.ua/id/eprint/57134

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