LEARNING EXPERIENCE IN BRITISH BOARDING SCHOOLS INTEGRATED ON SPACED LEARNING, ADVENTUROUS LEARNING AND PROJECT-ORIENTED EDUCATIONAL APPROACHES

Abstract

The article presents  a review of literature and Internet sources in order to give definitions to the following concepts: 'boarding school'; "spaced learning"; "adventurous learning"; "project-oriented education"; "experiential learning"; "work-based learning"; "learning through breadth across all subjects" in the educational experience of the United Kingdom. Teaching methods are studied on the examples of implementation in such educational institutions as: Windermere School (Windermere, England), Monkseaton High School (a school in the north-east of England), Leasowes High School (Leasowes, England), and Colleges Wales (colleges in Wales). The primary domains of education, in conjunction with the methodologies employed for instruction, are delineated. The history of creation, development and modern achievements are studied. The article focuses on the advantages and effectiveness of educational technologies in educational institutions. Notably, the Windermere School has adopted adventurous learning, a personalized approach and the opportunity to study in the chosen field with consistent support from teachers, in conjunction with a significant number of outdoor activities. Monkseaton High School in the north-east of England has been at the forefront of innovation in educational methodology, particularly with respect to spaced learning. This approach, informed by neuroscientific research, involves periodic and targeted learning intervals, interspersed with active exercise and activities designed to foster personal and professional development. Leasowes High School has adopted an innovative educational approach, emphasising project-oriented education, experiential learning, and work-based learning to facilitate the acquisition of skills, competencies, and experience. The school's educational structure is organised in a systematic manner, eschewing the conventional long-term classes that are prevalent in traditional educational institutions. Instead, students are assigned to a single discipline on a weekly basis, thereby allowing them to develop practical skills within a real workspace. Furthermore, the school encourages collaborative project work with teachers in the fields of drama and art for instance, fostering a sense of teamwork and innovation. Colleges Wales has been instrumental in the promotion of learning in the workplace, with a view to developing practical skills, competencies and experience (work-based learning). Colleges in Wales offer a wide range of work-based learning programmes funded by the Welsh Government to meet the needs of a diverse range of employers and students. It is concluded that the current achievements in the educational sphere of the aforementioned institutions are efficacious and can be regarded as a paradigm for the prospective development and modernisation of the Ukrainian educational system in the post-war era. In the contemporary context, Ukrainian education is undergoing significant modernisation through the integration of innovative methodologies such as spaced learning, adventurous learning, project-oriented education, work-based learning (which involves acquiring practical skills, competencies and experience in a working environment), and experiential learning. These approaches, when employed, can effectively develop students' academic, social and personal competencies.