International Scientific Journals
of Scientific Technical Union of Mechanical Engineering "Industry 4.0"

In general, Education 4.0 is an institute of believed that promotes intelligent and smart thinking in education. Education 4.0 promotes education differently, mainly by consuming technology-based tools and resources. This is the most important goal of Education 4.0 for all educational institutions: to encourage students and improve students’ learning outcomes. Higher education in the Fourth Industrial Revolution is an open, rational and dynamic door that can change the thinking of society and upgrade the living standard of the people. The epidemic outbreak of the novel coronavirus (COVID-19) has disrupted virtually all aspects of human life, including the tragic loss of many lives around the globe. COVID-19 provides the right opportunity for all universities to try to change the how of learning.

This article sets out the main essential features of the digital generation that influence the motivation, methods and means for education, the possibilities for education are explored and new forms and means of education are proposed through the use of innovative educational technologies and the transformation of the education system for the purpose of increasing the educational-disciplinary quality.

Academic programs of security studies in former Yugoslavia were organized within the Faculty of People’s Defence in Belgrade and Faculty of Security in Skopje, as well as at colleges of professional police studies in Belgrade, Zagreb, and Ljubljana, all of them stateowned and aimed at schooling professionals in the national security sector. Following the Yugoslav dissolution, Western Balkan countries have continued development of their own higher education system synchronized with their European integration orientations. The cornerstones of European Union accession process in the area of higher education are mechanisms based on the Bologna Declaration, later
institutionalized through the European Higher Education Area, which all the Western Balkan countries adopted and modified their higher education systems accordingly. The appearance of private higher education institutions was one of the first steps in the overall national reforms of these systems, where the Republic of Serbia is amongst regional countries with the biggest number of private universities, faculties, and colleges, especially in the social sciences and humanities. At the same time, the national security sectors went through the process of decentralization and privatization. These external and internal factors, combined with the global rise of importance of securityrelated phenomena, especially after the 9/11 events, brought the security studies in these countries in focus of interest of the existing and rising higher education institutions. Conflict heritage, the existing local security threats like extremism and terrorism, and a vast number of experienced national security officers with university titles, led to the appearance of various academic programs on terrorism, national security, national defence, and private security studies both on the existing state-owned and private universities and faculties. At the moment, the Republic of Serbia offers several dozens of higher education programs in security, on all the existing study cycles, within three different types of studies, and both for academic and professional levels. The paper will provide an overview of the existing higher education programs in the field of security and analyze the main discourses, directions and possible perspectives.

The report focuses on the study of the features of trust among the students of technical specialties. In particular, it discusses the interrelation of social trust level and self-control of students. The report contains the results of surveys conducted among the students of the National Technical University of Ukraine "Kyiv Polytechnic Institute" (Kyiv, Ukraine) and the correlation of the results as well.

The main issues are considered in this article: urgency creative learning in the system for retraining and improving of pedagogical staffs’ professional skills in the Republic of Uzbekistan, specificity of ICT-professor’s activities, pedagogical conditions and content of ICT-professors’ creative learning, pedagogical model and stages of organization classroom for ICT-professors’ creative learning.

Learning different aspects of the international quality standards turned into an urgent necessity in the students’ training, which gives them a possibility quickly to adapt to the practice during their professional realization as specialists. Generally, the preparation of the students of quality management in our country is well accepted in the different educational institutions and is conformable to their specific features. As a disadvantage it may be shown the fact, that the students’ training is limited only to the knowledge for quality management receiving. It may achieve a wider range, including a preparation for environment standards (ISO 14000), for safety (ISO 18000) and for quality, which basic principles further the management of this combination and, in the long run, for one sustainable development.

The purpose of the present article is to be worked-out and presented the basic methodological aspects for sustainable development training in the higher education, which will give an opportunity to the students to receive wider knowledge in this field.

With the help of the basic methodological aspects, has been worked-out a concrete model syllabus for sustainable development training of the students from the higher technical schools in our country.

The main issues are considered in this article: urgency creative learning in the system for retraining and improving of pedagogical staffs’ professional skills in the Republic of Uzbekistan, specificity of ICT-professor’s activities, pedagogical conditions and content of ICTprofessors’ creative learning, pedagogical model and stages of organization classroom for ICT-professors’ creative learning.