Digital tools for distance learning in the system of corporate training and personnel development

In order to set economic policy goals, it is important to understand the difference between adult education and lifelong learning, and how much research on SDG 4 combines lifelong learning and economic policy. The purpose of the article is to determine the main directions for justifying the lifelong learning system development, including for achieving sustainable development goal 4 (SDG 4). Based on scientific research data from the Scopus database using the VOSviewer software, this article analyzed the theoretical foundations for substantiating the temporal and geographical interrelationships of the categorical-conceptual system of such terms as “SDG 4”, “adult education”, “lifelong learning” and “economic”. This made it possible to identify the main trends in scientific research and cluster directions of international research on the relationship between adult education, lifelong learning and economic policy. The following trends were obtained: adult education as a driver of economic development; as a social phenomenon and as a source of innovation. The following clusters were identified: adult education as a part of life-long education; adult education under the influence of physical and age-related changes; adult education as part of professional education; the learning process, which is not related to professional activity. As a result of the analysis, an insufficient level of attention among scientific studies devoted to adult education within the framework of SDG 4 was revealed. The article confirmed the need for economic policy to support the lifelong learning system, as well as the difference between the concepts of adult education and lifelong learning.

Acknowledgment
The educational outcomes in this publication were created with the support of the EU Erasmus+ program within the framework of projects ERASMUS-JMO-2021-HEI-TCH-RSCH-101048055 – «AICE – With Academic integrity to EU values: step by step to common Europe» and ERASMUS-JMO-2022-HEI-TCH-RSCH-101085198«OSEE – Open Science and Education in Europe: success stories for Ukrainian academia». This study was funded by the grant from the Ministry of Education and Science of Ukraine “Modelling educational transformations in wartime to preserve the intellectual capital and innovative potential of Ukraine” (registration number 0123U100114). “Convergence of economic and educational transformations in the digital society: modeling of the impact on regional and national security” (state registration number 0121U109553).

A new wave of relocation of universities from the war zone has resulted from the negative consequences of the hostilities and the temporary occupation of the territories of Ukraine by the russian federation. The challenges of today have a multidirectional impact, especially on universities that have been displaced twice. The relocation of each university is a unique experience, and academic management is the object of modern scientific research. Therefore, the paper aims to highlight the experience of gaining resilience and developing the sustainability of Volodymyr Dahl East Ukrainian National University (hereinafter V. Dahl EUNU) during the evacuation in 2014 from the city of Luhansk to the town of Severodonetsk, and in 2022 along the entire movement path to the city of Kyiv. It is determined that the main resources are human and social capital, which allow not only counteractong the challenges of martial law, but also ensuring the restoration of the system and its further development. The introduction of digitalization of the educational process, and work on the development of values and reputation are identified as the main tools for survival in dangerous war conditions. According to the results of the study, it was proved that in the conditions of martial law, the university acquired new qualities and developed the capacity for resilience. The ability of V. Dahl EUNU to use its strengths to overcome dangers and obstacles and to choose strong strategies focused on recovery and development was considered.

The relevance of the study lies in identifying modern and effective tools for the formation and development of entrepreneurial competencies in the informal education system, which is extremely relevant and in demand not only among higher education students, but also among specialists in various fields of activity. The purpose of this study is to determine the optimal tools of informal education for the effective development of entrepreneurial competencies of both students and specialists in modern conditions. The basic entrepreneurial competencies necessary for a specialist to create, develop and manage a business are highlighted, and the main differences between employees with entrepreneurial competencies and employees without them are pointed out. The study summarizes the main directions in the field of informal education for the formation of entrepreneurial thinking, culture, skills, entrepreneurship support institutions, as well as the main online platforms for learning. It is substantiated that entrepreneurship education is strengthened in terms of innovation, technology transfer and business creation both at enterprises and in higher educational institutions. The findings confirm that businesses are either hiring professionals with entrepreneurial competencies or investing in training programs to help develop competencies of existing employees, and are increasingly using informal education tools in conjunction with formal training.