EDUCATIONAL POLICY AND REFORMS: THE IMPACT OF GLOBALIZATION
Oksana Chaika, Natalia Sharmanova, Natalia Berezovska-Savchuk, Svitlana Tolochko, Liubov Kanishevska, Oksana Vasiuk, Svitlana Vyhovska, Viktoriya Prylypko, Anzhelika Lesyk, Tetiana Korobkina, Natalia Dashenkova, Olena Bakalenko, Viktoriia Omelchenko, Olha Myttseva, Hanna Horіachkovska, Nataliia Sas, Lada Samarska, Anna Fastivets, Svitlana Lysenko, Lidiia Cherednyk, Tetiana Bielska, Yurii Skyba, Olena Otych, Iryna Drach, Volodymyr Kovtunets, Oleksandr Zhabenko, Valerii Yushchuk
The collective monograph “Educational policy and reforms: the impact of globalization” brings together five perspectives on the transformations shaping education in the 21st century and addresses one of the most pressing questions of our time: how education systems respond to the multiple, often contradictory pressures generated by globalization. The book is guided by the conviction that globalization is not an abstract force operating outside education; it is a condition within which all educational actors now make decisions, negotiate reforms, and redefine priorities. This condition is economic and political, but also technological, cultural, and profoundly human. The combination of conceptual reflection, empirical investigation, and practical recommendations enriches the volume with a multi-layered analysis of how global dynamics are translated into national strategies, institutional governance, and the lived experiences of teachers, students, and academic staff. The novelty of the monograph lies in its integrative perspective. Whereas much existing research on globalization in education isolates technological innovation, policy frameworks, or institutional reform as separate areas of inquiry, this book deliberately brings them together. Five chapters examine artificial intelligence and digital pedagogy, reform trajectories in post-socialist systems, philosophical reflections on human dignity, personnel management through the lens of the economics of happiness, and the development of academic staff under institutional autonomy. The contributions are not parallel accounts. They stand out as interconnected analyses that collectively argue that educational reform in a globalized era can succeed only when it combines innovation with humanism, structural change with capacity-building, and autonomy with responsibility.
Ukraine is positioned as the central case study, not simply for contextual reasons but because it exemplifies the convergence of global and local challenges. Ukrainian higher education is undergoing post-socialist transformation, alignment with European Higher Education Area frameworks, and digital acceleration, all under the extraordinary pressures of war and resource scarcity. These overlapping dynamics make Ukraine a telling example of how education systems adapt, resist, and innovate under globalization. The lessons drawn here extend beyond national borders: the structural gaps, adaptive strategies, and normative commitments discussed in this book resonate with educational systems in transition worldwide. The first chapter examines artificial intelligence, Education 4.0, and digital transformation as drivers of pedagogical change. It documents the opportunities of adaptive technologies for personalization, simulation-based training, and flexible learning pathways, while highlighting gaps in digital competence and systemic readiness. The authors argue that Ukraine risks marginalization in the global knowledge economy unless AI literacy is embedded in teacher education and supported by national strategies for ethical governance. Importantly, the chapter situates these challenges within wider international debates, noting that concerns over transparency, bias, and equity are shared globally. The implication is clear: AI is not a panacea, but when critically integrated, it can extend the possibilities of effective pedagogy rather than replace them.
The second chapter analyzes reform trajectories in post-socialist and transitional contexts. It reveals a recurrent pattern: structural alignment with European frameworks such as the Bologna Process is often achieved quickly, but substantive changes in transparency, student-centered learning, and institutional accountability lag behind. The gap between adoption and implementation is explained by bureaucratic inertia, governance fragility, and limited resources. The authors advocate for reform strategies that are incremental yet cumulative, context-sensitive rather than imitative, and evaluated by changes in practice rather than formal compliance. This chapter contributes to comparative education by showing that convergence is not linear but contingent, and that meaningful reform depends on balancing global standards with local capacities. The third chapter brings philosophical and anthropological insights to bear on the question of who the subject of education is in a globalized, post-truth world. It critiques the instrumental reduction of education to economic outcomes and performance metrics, warning that this neglects the humanistic mission of cultivating dignity, responsibility, and freedom. Without such grounding, reforms risk producing technically skilled but existentially disoriented graduates. The chapter highlights the need for pedagogical practices that cultivate judgment, ethical agency, and meaning-making. In doing so, it adds a crucial normative dimension to the volume: that education must remain committed to forming persons, not merely producing human capital. The fourth chapter examines institutional life through the lens of the economics of happiness. Drawing on empirical data from Ukrainian universities as well as comparative indices, it highlights a paradox where academic staff remain deeply committed to their roles, yet systemic stressors such as work overload, financial precarity, and psychological strain undermine well-being and, ultimately, institutional resilience. The authors identify the absence of systematic attention to happiness as a critical gap in governance and propose concrete measures including participatory management, recognition systems, and flexible organizational cultures. Their conclusion is striking, highlighting that universities which treat staff well-being as a strategic resource are better positioned to innovate, compete globally, and sustain excellence.
The fifth chapter anchors the book in large-scale empirical research. Based on a survey of 243 academic staff across 11 universities, it investigates the development of scientific and pedagogical potential under institutional autonomy. Respondents emphasized the need to reduce workloads, elevate the prestige of scholarly work, strengthen research infrastructure, and expand international collaborations. The chapter uncovers a paradox under which although autonomy formally grants universities flexibility, in practice it often remains underutilized due to financial limitations and managerial inertia. The authors argue that staff development must be redefined as a strategic priority, supported by professional development centers, transparent evaluation systems, and stronger mechanisms for research participation. Institutional autonomy, they conclude, must be matched by vision and resources to realize its promise.
Across these chapters, several cross-cutting themes emerge. First, globalization generates pressures to adopt frameworks and technologies quickly, but translation into sustainable practice is slow and uneven. Second, capacity-building (digital, managerial, and ethical) is the missing link that often separates formal compliance from real transformation. Third, reforms cannot succeed without attention to the human dimension: dignity, responsibility, and well-being are not optional but central to educational success. Finally, the Ukrainian case demonstrates that contexts of disruption and transition are not peripheral but central to understanding globalization in education, because they expose both the fragility and the adaptive capacities of systems under pressure.
The implications are significant. For policymakers, the book provides guidance on designing reforms that are globally informed but locally grounded, avoiding uncritical importation of models while aligning with international standards. For universities, it offers strategies for staff development, institutional resilience, and the effective use of autonomy. For scholars, it contributes to comparative education by presenting Ukraine as a case of global relevance. For practitioners, it offers conceptual tools and practical strategies to navigate technological change, reform fatigue, and humanistic challenges in their daily work.
The monograph’s contribution is thus both scholarly and practical. It enriches international literature by integrating technological, policy, philosophical, and managerial analyses into a single framework, while also providing concrete recommendations for institutions and decision-makers. It demonstrates that education reform in a globalized era cannot be reduced to technical adjustment. It requires investment in people, alignment between global frameworks and local realities, and commitment to humanistic values. Ukraine’s experience within broader debates takes the book to offer insights for any system grappling with the promises and risks of globalization.
In sum, “Educational policy and reforms: the impact of globalization” affirms that globalization is not simply a pressure to be endured. It is an opportunity to reimagine education in ways that are innovative, resilient, and human-centered. Its originality lies in weaving together empirical evidence, conceptual clarity, and normative reflection into a coherent narrative about the future of education. Its significance lies in the conviction that while contexts differ, the search for reforms that preserve dignity, build capacity, and embrace innovation is a shared global task.
How to cite paper:
Chaika, O. (Ed.) (2025). Educational policy and reforms: the impact of globalization: collective monograph. Kharkiv: ТЕСHNOLOGY СЕNTЕR PC, 164. doi: http://doi.org/10.15587/978-617-8360-20-7