Pedagogical Concept of Andrii Karyshyn and Its Impact on the Modernization of Higher Natural Science Education in Ukraine

The article presents a comprehensive study of the pedagogical concept and educational legacy of Andrii Potapovych Karyshyn – an outstanding Ukrainian organic chemist, humanistic educator, organizer of natural science education, and founder of a powerful scientific and pedagogical school. The study of his ideas is especially relevant in the context of the ongoing modernization of higher education in Ukraine, particularly in the training of future specialists in the natural sciences. The aim of this article is to identify the substantive and value-based dominants of Karyshyn’s pedagogical activity, to reconstruct his educational model, to analyze his personal influence on the development of academic environment, and to substantiate the potential of his ideas in the context of current challenges faced by higher education. The methodological basis of the research is grounded in the principles of historical and pedagogical analysis, the biographical method, a systems approach to educational phenomena, and conceptual reflection on past pedagogical practices in relation to modern transformations. The article substantiates that Karyshyn’s pedagogical concept was shaped at the intersection of several key dominants: a humanistic vision of the teacher’s role as mentor and servant of education; a student-centered approach based on respect for the learner as a subject of cognition; learning through research and real-life practice; and the integration of academic rigor, ethical authority, and scientific integrity. It is shown that Karyshyn effectively created a model of a «full-cycle educational environment», within which students gained not only knowledge but also experience in co-creation, collaborative work, responsibility, and scientific inquiry. The study emphasizes that the pedagogical tradition created by Karyshyn bears the clear features of a pedagogical school, both in content and continuity: many of his students continued his scientific, teaching, and educational mission, preserving his methodological principles. It is concluded that his pedagogical ideas are fully consistent with modern strategic orientations of higher education reform — such as the competency-based approach, development of academic culture, ecological orientation of education, student subjectivity, academic ethics, and educational partnership. The article concludes that the scientific and educational legacy of Andrii Karyshyn possesses high pedagogical, cultural, and civilizational value. His pedagogical model may serve as a reference framework for contemporary systems of teacher and researcher training in natural science disciplines, as well as a model of humanistic vision of the role of education in the life of individuals and society.