Socio-economic changes and transformations taking place in Ukraine today require higher educational institutions to provide high-quality training of qualified personnel. A modern graduate must not only have knowledge of the profession but also be able to navigate situations, take responsibility for decisions made, set goals, as well as calculate, predict, and achieve results. The focus on training a qualified specialist is not limited to achieving a high level of professional competence. Professional training of a specialist in modern conditions involves mandatory social training. With this in mind, we attempted to comprehensively analyze the preconditions of today's landscape of Ukrainian higher education paradigmatic and conceptual environment, based on tracing the retrospective of its development in the first decade after Ukraine’s gaining independence and in the first two decades of the new millennium. Based on applying methods of integrative review and grounded theory, we formulated several findings describing Ukrainian HE’s achievements, specifics, and challenges in shaping the national concept sphere of high school pedagogy.
Sergii Mamychenko (2025) studied this question.