Автор:
Kostenko I. V., Ph.D., Researcher Scientific Research Institute of the State Building and Local Government of National Academy of Law Sciences of Ukraine, orcid ID : 0000-0002-8784-5422
Abstract
This article presents a theoretical and methodological analysis of the potential integration of the updated UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education (UKPSF, 2023) as a systemic instrument for advancing reflective pedagogical practice. The conceptual foundations of reflection in academic teaching are examined through the lens of Donald Schön’s dual model of reflection-in-action and reflection-on-action, as well as Stephen Brookfield’s «four lenses» approach to critical self-inquiry. Particular attention is given to the interplay between professional values, core knowledge, and areas of activity that constitute the structure of the UKPSF and underpin the formation of a reflective pedagogical identity. Within the broader context of digital transformation, student partnership, formative assessment, and academic integrity, the Framework is explored as both a normative-ethical and practice-oriented benchmark for modernising teaching practices in higher education. The study is grounded in an interpretative methodological framework, incorporating content analysis, comparative inquiry, and elements of case study analysis. The article substantiates the relevance and feasibility of adapting the UKPSF within the Ukrainian higher education context as a means of enhancing educational quality and cultivating a culture of critical reflection and ethical professionalism within academic institutions.
Keywords: UKPSF 2023; reflective practice; pedagogical identity; professional values; critical thinking; higher education teaching; assessment; student partnership; digitalisation of education; academic integrity.
