DEVELOPMENT TRENDS OF MASTER'S TRAINING IN THE COUNTRIES OF THE EUROPEAN UNION IN THE CONDITIONS OF THE FORMATION OF THE KNOWLEDGE SOCIETY

• Marharyta Kozyr

  Kyiv Borys Hrinchenko Metropolitan University

  https://orcid.org/0000-0001-8402-2589

The article provides a theoretical and analytical review of the evolution and current trends in master’s degree education in the European Union within the context of the knowledge society formation and the implementation of the Bologna Process. It was noted that the Bologna process ensured the convergence of structural reforms, in particular in matters of recognition of qualifications and mobility. The master's degree has become a "second cycle" (level 7 according to ISCED), which requires between 60 and 120 ECTS credits and usually lasts between one and two years. The implementation of this structure made it possible to create a "single currency" of education, where learning outcomes become the main criterion for quality assessment. The growing role of master’s education as the second cycle of higher education is substantiated, emphasizing its function as a strategic resource for socio-economic development, innovation, and competitiveness of European countries. The historical origins of the master’s degree within the European university tradition are analyzed, along with key policy documents of the European Higher Education Area and their impact on the structural harmonization of master’s programmes. The main trends in the development of master’s education in EU countries are identified, including internationalization, digitalization, learning outcomes orientation, flexible learning pathways, and the expansion of micro-credentials. Particular attention is paid to the impact of recent global crises on the transformation of master’s education and the strengthening of the social dimension of higher education. It is noted that the global crises of recent years have become catalysts for the transformation of master's education, accelerating the introduction of digital formats, strengthening the social dimension and actualizing the values ​​of academic freedom and integrity. It is argued that trends in master’s education in the EU should be regarded as a category of pedagogical analysis reflecting systemic changes in the goals, content, and organization of higher education.

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