The article addresses the issue of educational development policy in Ukraine: the main trends and ways, means, technologies of their implementation. It has been observed that educational policy is developing and changing under the influence of such factors as Russia’s military actions against our country, European integration and globalisation. It has been taken into account that globalisation trends in the world integration, according to which globalisation processes should be reflected not only in the foreign economic, political or technological spheres, but also, as a consequence, in the development of technologies for training future teachers. Integration of digital technologies in the educational process is one of the key tendencies in the modern educational policy in Ukraine. The characteristics of the most used technologies of augmented reality in the modern school of Ukraine have been outlined. The algorithm for displaying generalized information about a particular application was proposed, namely: payment, accessibility, language, system requirements; learning opportunities; practical value; website; video about the application. The model of the formation of future teachers’ skills to use augmented reality technologies in the process of natural sciences studying has been proposed. We consider it as a component of a holistic system of future teachers’ professional training. The conceptual basis for the development of the model is a multi-subject educational paradigm, which is considered to be open, self-developing and self-organizing, causing a fundamental change in the behavior and relationships of the educational process participants. The proposed model is implemented in the authors’ methodological system, which ensures the interconnected activities of all participants in the educational process. Its systemic factor is the goal of improving the quality of the future natural sciences teachers’ professional training by developing their skills in using AR technology. The end result is an increase in the level of future natural sciences teachers’ readiness to use AR technology in their professional activities.

With the necessity of the development of the national economy and society and the connotation of higher education to create a golden course, the translation talents of colleges and universities need to be cultivated from many aspects in this process. Schools need high-quality cultural construction when teaching, and also need conduct teaching research exploration and teacher teaching skills training and teaching evaluation, so that students can gain something as they learn. Especially under the background of “golden class”, translation talents in local colleges and universities need to develop specific educational content according to local culture. In this process, it is necessary to build a talent training model in colleges and universities. It is also necessary to pay attention to the combination of form and content, and to develop research in-depth, teachers should carry out effective professional teaching enlightenment guidance in the teaching process, effectively guarantee students’ career planning, and guide talent training.

The study documents the model of the knowledge transfer process between the University, the Vocational Training Center and the industrial actors. The research seeks to answer to the following questions. Where is new knowledge generated? Where does knowledge originate from? Is there a central actor? If so, which organization? Hypotheses tested by the research: H1: Knowledge starts from the higher education institution. H2: Most “new knowledge” is generated in universities and large multinational companies. H3: The university is a central actor in the knowledge flow, transmitting both hard and soft skills, as well as subject (‘know-what’), organizational (‘know-why’), use (‘know-how’), relational (‘know-who’), and creative (‘care-why’) knowledge. The aim of the research is to model the way of knowledge flow between the collaborating institutions. The novelty of this research is that it extends the analysis of the knowledge flow process not only to the actors of previous researches (higher education institutions, business organizations, and government) but also to secondary vocational education and training institutions. The methodology used in the research is the analysis of the documents of the actors investigated and the questionnaire survey among the participants. Knowledge transfer is the responsibility of the university and its partner training and business organizations. In vocational education and training, knowledge flows based on the knowledge economy, innovation and technological development are planned, managed and operational. The research has shown that knowledge is a specific good that it is indivisible in its production and consumption, that it is easy and cheap to transfer and learn.

Objective/Aim: In the context of a constantly changing legislative environment and the necessity for professionals to develop their skills, the research focuses on identifying effective methods and tools that facilitate efficient learning and professional development in the field of labour law. This study aimed to propose a pedagogical technology for the preparation and training of specialists in the field of labour law and to assess the effectiveness of the training based on the specified technology. Method: The study involved 124 participants, with 63 in the experimental group and 61 in the control group. Statistical analysis was performed using Microsoft Excel. The student’s t-test indicated significant improvements in the experimental group’s training effectiveness, confirming the proposed pedagogical technology’s efficacy. Results: Consequently, implementing training and education technology for specialists in the labour law field was proposed to enhance the indicators. The criteria for the preparation of specialists in the field of labour law were delineated, including knowledge of labour legislation, consulting and support skills, analytical skills, communication skills, and continuous learning. According to the criteria above, levels of preparation for specialists in the field of labour law were established, namely high, medium, and essential. The proposed training and education technology for specialists in the field of labour encompasses the following tools: The utilisation of online platforms and educational resources, virtual classes and simulations, the incorporation of multimedia materials, the integration of adaptive learning technologies, the implementation of project- and problem-oriented teaching methodologies, the incorporation of interactive methodologies, the incorporation of cloud technologies and mobile applications, and the provision of assessment and feedback. Conclusion: The proposed pedagogical technology effectively enhances the training and education of labour law specialists. The experimental group’s significant improvement in learning outcomes confirms the technology’s efficacy. Implication: The findings of this research hold significant social implications. Improved training and education of labour law specialists leads to a more competent and effective legal workforce. This, in turn, ensures better protection of workers’ rights and fairer employer-employee relations, contributing to overall social stability.

As an important part of modern higher education, this topic mainly studies the construction of innovative teachers' team in local applied colleges and universities. After analyzing the problem, we found that there are many problems in the construction of innovative teachers in local applied colleges and universities, such as the lack of effective cultivation mechanism and the lack of corresponding incentives. Therefore, this paper aims to put forward some suggestions on how to establish innovative teachers' team, in order to provide a reference basis for the development of innovative teachers' team in local applied colleges and universities.