SOCIAL-HISTORICAL CONTEXT OF THE FORMATION OF THE CONCEPTUAL AND TERMINOLOGICAL SYSTEM OF UKRAINIAN HIGHER EDUCATION PEDAGOGY IN THE LATE 20TH – EARLY 21ST CENTURY

Abstract

The purpose of this article is to analyze the social and historical factors that influenced the formationof the conceptual and terminological system of Ukrainian higher education pedagogy from the late 20th tothe early 21st century. Methods. The study applies historical-pedagogical and systematic approaches as wellas content analysis to examine academic publications, terminological sources, regulatory acts, educationalstrategies, and legislation of Ukraine. The interdisciplinary approach and retrospective analysis made itpossible to identify the key social and historical factors that impacted the transformation of the conceptualand terminological system of Ukrainian higher education pedagogy during the specified period. Results. Thearticle emphasizes that the evolution of the terminological apparatus of higher pedagogical education is notonly a result of internal scientific development but also a reflection of broader societal transformations, suchas the attainment of independence, European integration processes, the digitalization of education, paradigmshifts in governance, and democratization of the educational environment. A brief characterization is provided of both the Soviet and post-Soviet periods in the development of Ukraine’s conceptual and terminologicalsystem of higher education pedagogy from the late 20th to early 21st centuries. The influence of externalfactors (e.g., the Bologna Process, ISO standards, the war in Ukraine) and internal factors (e.g., changesin educational and managerial strategies, legislative and regulatory frameworks) on the formation of newconcepts and categories is analyzed. Conclusions. Key stages in the evolution of the terminological systemare defined. The transformation from Soviet-style unified models to a modern pluralistic, European-orientededucational environment is traced. The study demonstrates how terminology functions not only as a cognitivetool but also as a marker of identity and an indicator of change within the national education system.