INTERACTIVE TECHNOLOGIES AS A COMPONENT OF AN INNOVATIVE EDUCATIONAL ENVIRONMENT IN AN EDUCATIONAL INSTITUTION

Анотація

The article presents a consistent and theoretically substantiated justification of interactive technologies as an organic and system-forming component of an innovative educational environment in a modern educational institution. The study is conducted within the framework of the competency-based approach and reflects the key priorities of the “New Ukrainian School” reform, which defines the modern educational environment as one of the nine essential elements of the new school formula.

The concept of “educational environment” is clarified as a complex, multi-level system encompassing spatial-objective, content-methodological, and socio-psychological components. The notion of an “innovative educational environment” is analyzed based on the works of O. Tsuniak, V. Khymynets, O. Dubaseniuk, and other scholars, and is defined as a pedagogically purposeful, dynamic educational space in which new ideas, approaches, technologies, forms, and methods of teaching are systematically implemented to foster the development of an innovative personality.

The essence of interactive technologies is examined on the basis of the fundamental definition proposed by O. Pometun and L. Pyrozhenko, according to which interactive learning is a form of collaborative and mutual learning where all participants are constantly engaged in active interaction, and the teacher acts as a facilitator rather than a transmitter of knowledge. A classification of interactive technologies into four groups is presented and characterized: cooperative learning, collective-group learning, situational modeling, and discussion-based methods.

Five key arguments substantiating the organic unity of interactive technologies and an innovative educational environment are proposed: a shared value foundation oriented toward active learner engagement; functional interdependence between the environment as a system of conditions and technologies as means of their implementation; a common focus on competency-based outcomes; digital and technological synergy; and theoretical recognition within Ukrainian academic and regulatory discourse.

The article also identifies pedagogical conditions necessary for the effective implementation of interactive technologies, including teacher readiness, methodological coherence, reflective practice, a psychologically safe classroom climate, and the rational integration of digital and traditional tools.

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