PEDAGOGICAL POTENTIAL OF INTERNATIONAL COMPARATIVE RESEARCH
Authors: Dudka Tetiana , Chumak Mykola 
Published: February 2021

The content of the article provides a theoretical analysis of international comparative research, which potential is
rather significant in pedagogical theory and practice. The relevance of the study has been problematized by the need to
deepen the profile of international research cooperation to overcome the current destabilization processes. The priority of
comparative analysis has been outlined at the level of phenomenological functioning. The importance of the influence of
these factors (in particular, political, social and cultural, scientific, organizational, and methodological) on the development of the phenomenon under study has been considered as a whole. The theoretical (analysis, systematization, and
modeling), empirical, and statistical methods have been used as research tools. The prospects for further development of
international comparative studies of pedagogical centering have been presented in terms of the priority of the conditions
of the decentralization. The cross impact on the domestic phenomenological functioning of two interrelated factors – the
transformation of the socialist camp into the post-socialist space, the globalization and the integration of education into
the international social and cultural space has been generalized. The supranational social orientation of the studied phenomenon has been considered in terms of its theoretical, methodological, and empirical content. The importance of exogenous (international educational policy, the level of international recognition of educational structures and the quality
of educational training taking into account the requirements of the international labor market, indicators of external financing of educational projects, etc.) and endogenous (consistency of the norms of the current legal framework of the
state with the trends of world educational progress, financing the development of the industry, the interest of management
structures in the innovative development of education, etc.) determinants of the productivity of phenomenological functioning has been highlighted. The advantages of multi-object international comparative research over mono-object research in terms of the study of multifaceted pedagogical phenomena has been emphasized. It is worth noting that the
priority of integration trends on the way to resolving everyday problems is especially relevant for the education sector, in
which productive functioning is not possible under the conditions of international isolation. It has been emphasized that
by comparing domestic and foreign branch achievements to make rationally balanced decisions at the national level, it is
possible to gain further social and cultural well-being and educational progress. It has been identified that only with a fair
assessment of the functioning of education, upbringing, and learning at the level of different countries, a set of effective
measures to improve the efficiency of these branches can be chosen. A special value of pedagogically centered international research, which allows analyzing the chosen subject of the study within wide geographical and time limits has been
generalized.