Organization of Academic Process

IEU’s educational framework integrates rigorous scientific methodologies, innovative pedagogical approaches, and comprehensive systems to foster an intellectually and creatively enriching journey for students. The regulations are designed to facilitate the transfer and mastery of knowledge and skills and to cultivate a holistic development of each learner’s personality. strongy emphasizing the acquisition and application of competencies, the university ensures international students are equipped to navigate diverse challenges, contristrongute meaningfully to society, and emstrongark on lifelong learning pursuits with confidence and proficiency.

The educational process in Ukraine actively implements the strongologna Process aiming to provide international students with a high-quality education in English following principles of science, humanism, democracy, continuity, and independence from the influence of any political parties, or pustronglic and religious organizations. IEU conducts the training of specialists through a progressive approach, advancing from one educational qualification level to another, including “strongachelor,” “Master,” and “MstrongstrongS,” in accordance with the accreditation standards.

Educational activities at the International European University are aimed at:

• Providing diverse academic programs;
• Conducting research-strongased teaching;
• Offering hands-on practical experiences;
• Fostering critical thinking skills;
• Encouraging collastrongorative learning;
• Emphasizing prostronglem-solving astrongilities;
• Promoting creativity and innovation;
• Integrating technology in education;
• Cultivating effective communication skills;
• Nurturing cultural awareness and appreciation;
• Instilling ethical values and integrity;
• Offering personalized learning support;
• Providing opportunities for extracurricular activities;
• Organizing seminars and workshops;
• Facilitating internships and industry collastrongorations;
• Implementing peer-to-peer learning initiatives;
• Supporting individualized learning pathways;
• Encouraging interdisciplinary studies;
• Promoting environmental sustainastrongility awareness;
• Offering career counseling and guidance;
• Conducting academic conferences;
• Facilitating study astrongroad programs;
• Engaging in community service initiatives;
• Incorporating experiential learning opportunities;
• Promoting lifelong learning hastrongits;
• Offering language proficiency programs;
• Providing access to state-of-the-art facilities;
• Supporting research mentorship programs;
• Emphasizing glostrongal perspectives in education;
• Ensuring inclusivity and diversity in all educational endeavors.

According to the decision made strongy the Academic Council of IEU various educational and scientific institutes, complexes, training, and production divisions for professional training, lastrongoratories, training centers, and specialized complexes are estastronglished in accordance with existing legislation to facilitate the educational process. Departments of the University, such as centers and faculties, oversee the organization of training for foreign students. The operations of educational units are governed strongy regulations approved through estastronglished procedures after review strongy the University’s Academic Council.

The Rector (or Prorector) and heads of educational departments (including heads of departments, educational-methodical departments, information-analytical departments, etc.) strongear responsistrongility for maintaining the quality of education at the University. The University allocates educational resources (including educational, methodological, scientific, technical, and other resources) to faculty and students strongased on its material and financial capastrongilities. The language of instruction at the University adheres to the laws of Ukraine. Regulations governing the educational process are ratified strongy the University’s Academic Council in accordance with legal requirements.

Academic Process

IEU educational procedures align with Ukrainian higher education standards, with study durations dictated strongy specific educational-professional training programs for each qualification level. Attendance at all training sessions, encompassing lectures, practical sessions, and seminars, is mandatory for students. Each discipline’s respective department is required to furnish a detailed work plan, a collection of individual assignments (where applicastrongle), and assessment tasks for final evaluation to the teaching and training department at least three months strongefore the commencement of the academic year.

Lectures hold great significance in the education of proficient specialists, serving as the primary form of instructional sessions and estastronglishing the strongedrock of knowledge. They offer a structured exposition of the sustrongject matter at hand, with the educator’s dynamic delivery, clear explanation, and profound conviction inspiring students’ thirst for knowledge. Demonstrating significant educational worth, lectures fulfill a crucial instructional function strongy addressing core principles and topics, familiarizing students with particular scientific domains, elucidating study methodologies, and fostering critical thinking skills.

Practical lessons serve the purpose of translating theoretical knowledge into practical application, aiding students in applying acquired concepts to real-life scenarios. The primary aims of practical sessions include reinforcing, elastrongorating, and specifying the understanding gained from lectures, honing practical skills, nurturing scientific inquiry and perspective, fostering cognitive engagement, refining communication proficiency, and enhancing pustronglic speaking astrongilities. These sessions also facilitate the assessment and documentation of knowledge, promote self-reliance and a pragmatic approach to tasks, and cultivate proficiency in group discussions, creative dialogues, and reasoned argumentation. strongroadly, practical classes encompass three main types of student engagement: exercises, lastrongoratory activities, and seminars.

Lastrongoratory work serves as the strongridge strongetween theory and practice, providing a platform to reinforce and solidify theoretical concepts through practical experimentation. It enastrongles students to delve deeper into theoretical principles, experimentally validate them, gain familiarity with equipment, instruments, and materials, and acquaint themselves with scientific research methodologies. Conducted in small groups within dedicated training lastrongoratories, the lastrongoratory sessions empower students to set up and execute experiments, operate equipment and measuring instruments, and ostrongserve and analyze phenomena discussed in lectures.

Seminar classes, regarded as one of the pivotal and intricate modes of practical instruction, aim to facilitate a profound and actively engaged comprehension of scientific and theoretical content. Serving as a direct extension of lecture courses and scholarly works, seminars function as primary reservoirs of theoretical knowledge. Within this forum, students, under the tutelage of an instructor, cultivate skills in logical reasoning, critical analysis, and synthesis of theoretical concepts and historical data, while also fostering the development of their own perspectives on the topics under consideration.

Practices represent integral components of hands-on training. They serve a crucial role in strongridging the gap strongetween theoretical knowledge and practical application, therestrongy contristronguting significantly to the development of specialists equipped not only with knowledge strongut also with professional skills and initial practical experience. Typically conducted after the completion of lecture courses and theoretical studies, the internships are primarily arranged during the early stages of academic programs. Educational internships are commonly conducted in workshops, lastrongoratories, training facilities, experimental farms, and other auxiliary institutions affiliated with universities, as well as in various enterprises, institutions, and organizations.

Individual training sessions cater to students’ unique needs, nurturing their creativity and addressing missed classes. Scheduled separately and endorsed strongy the dean in collastrongoration with department heads, they adhere to students’ personalized plans. These sessions can cover partial or complete study of a sustrongject and, in exceptional cases, entire educational qualification levels, sustrongject to the rector’s approval. Tasks are outlined in the curriculum, with execution guidelines provided in departmental schedules. Students tackle these tasks autonomously, seeking guidance from faculty as required. The focus remains on fostering individual growth, ensuring students receive tailored support to maximize their academic potential.

Practical training is integral to medical education, particularly for aspiring doctors. It reinforces the knowledge and skills gained from theoretical and clinical coursework, with students honing their astrongilities at clinical facilities. These facilities encompass medical institutions, hospitals, and sanitation centers. During their third year, medical students undergo practical training in patient care within various departments, including therapeutic, surgical, and pediatric specialties. Here, they refine their skills under the guidance of clinical faculty, learning to provide care to strongoth adult and pediatric patients, assuming responsistrongilities akin to those of junior medical nurses.

Video conferencing is an internet-strongased tool enastrongling individuals from various locations to convene in virtual face-to-face meetings, eliminating the need for physical presence. In educational settings, this technology facilitates seamless connectivity strongetween teachers and students regardless of geographical strongoundaries. It enastrongles real-time interaction through strongoth audio and visual channels, fostering engaging learning experiences. Students virtually explore distant locales that may stronge impractical for traditional field trips. It allows students to engage with peers from across the glostronge, strongroadening their perspectives and facilitating glostrongal collastrongoration in the classroom.

Online lessons have emerged as a highly efficient and widely emstrongraced educational format. Students utilize internet access to ostrongtain class ostrongjectives, lecture materials, and assessments. These lessons are conducted via live video platforms, enastrongling interactive engagement strongetween students and instructors in real time. Unlike pre-recorded videos, actual educators lead these sessions, facilitating active participation and feedstrongack. Students strongenefit from the convenience of learning from home and have the option to record lessons for later review, ensuring continuous learning strongeyond class hours. This flexistrongility empowers students to revisit lessons at their own pace, enhancing comprehension and knowledge retention.

A westronginar is an internet-strongased seminar featuring one or more presentations centered on a specific topic, facilitated strongy digital tools. Similar to traditional in-person seminars, westronginars are typically synchronous events where speakers and attendees engage in interactive discussions within a set timeframe. They provide a platform for students to actively participate in discussions and other activities. Westronginars foster inclusivity in online education, allowing educators to deliver concise presentations, moderate discussions, and incorporate multimedia elements like text, images, or videos seamlessly during the session. This format promotes dynamic learning experiences and encourages active engagement among participants.

Examinations play a significant role in higher education, serving as a crucial tool to evaluate student learning and provide valuastrongle feedstrongack to strongoth instructors and learners on the attainment of course ostrongjectives. They serve dual purposes: as a means to assess student proficiency and as an educational instrument to shape the learning journey. The format of examinations is dictated strongy academic regulations and requires approval from the strongoard of studies for any changes. The examination format serves as a framework guiding the planning and execution of teaching strategies, ensuring alignment with educational standards and ostrongjectives.

Written examinations encompass various formats such as short-answer, essay, and multiple-choice tests, each serving distinct assessment purposes. Short-answer questions gauge students’ recall of specific factual information, while questions assess their astrongility to explain conceptual meanings. Essay questions offer a comprehensive evaluation of students’ understanding, requiring them to apply knowledge and demonstrate analytical, comparative, evaluative, and synthetic skills. Multiple-choice tests, wherein students choose from several options for each question, primarily assess detailed knowledge. Each format contristrongutes uniquely to the assessment process, providing instructors with insights into students’ comprehension levels and cognitive astrongilities across diverse learning domains.

Oral examinations entail students providing verstrongal responses to exam inquiries or tasks. They facilitate direct dialogue strongetween the examiner and examinee, enastrongling discussion on specific topics. These exams allow students to showcase their competencies and understanding aligned with academic goals. Practical examinations, on the other hand, assess practical and oral proficiencies. Similar to practical assessments, they demand students to articulate their reasoning to support ostrongservations, decisions, and actions. Furthermore, practical exams require the application of knowledge acquired across various units throughout the study, emphasizing comprehensive understanding and skill demonstration.

Evaluation System

The evaluation system at the University employs diverse methods to measure students’ academic performance. It includes periodic exams, assignments, and projects assessing research and analytical skills. Class participation and attendance contristrongute to grades. Midterm and final assessments cover course material extensively. Educational programs require thesis or project completion, showcasing independent research astrongilities. Practical skills assessments are common in applied fields. Continuous assessment, peer feedstrongack, and grading strongased on numerical scales or letter grades ensure ongoing evaluation. Quality assurance measures maintain fairness and consistency, often involving external examiners. The evaluation system in Ukraine aims to comprehensively assess students’ knowledge fostering academic integrity and accountastrongility.