MULTIDIMENSIONAL ANALYSIS OF NATIONAL EDUCATION SYSTEMS IN A GLOBAL CONTEXT: MODERN MODELS AND APPROACHES

Abstract

This article examines contemporary multidimensional approaches to analyzing national education systems, with particular relevance for Ukraine's efforts to reform its educational framework, including provisions for students with special educational needs. Through a comprehensive literature review of both Ukrainian and international research, the authors identify and evaluate several key analytical frameworks: the Critical Cultural Political Economy of Education (CCPEE), the Nested Case Studies approach, education as a production system (CIPO/CIPP models), World Culture Theory, and various ideologically motivated critical approaches (including feminist, decolonial, and social justice perspectives).

Methodologically, the research employs an analytical review of scientific literature spanning comparative pedagogy, educational policy, sociology of education, political economy, institutional analysis, and law. The selection of analytical models follows specific criteria: (1) the presence of a holistic framework with multiple analytical dimensions, (2) the ability to explain relationships between structural elements of educational systems, and (3) application in comparative educational research. For each approach, the authors analyze conceptual foundations, methodological principles, advantages, and limitations through systematic comparison and critical evaluation.

The study systematically compares these frameworks based on five parameters: the abstraction level of analytical categories, methodological complexity, operationalization potential, ideological orientation, and political engagement. Each approach offers distinct advantages and limitations for educational comparative research. The CCPEE model provides a comprehensive but abstract framework examining cultural, political, and economic dimensions; the Nested Case Studies approach offers multi-level analysis connecting macro, meso, and micro perspectives; and system-based models like CIPO emphasize measurable indicators for educational effectiveness.

The authors conclude that Ukraine's educational transformation, particularly regarding inclusive education, requires complex analytical models that account for the multidimensional nature of educational processes. The study emphasizes the importance of researchers' critical methodological reflection when selecting analytical tools for comparative educational research and adapting international practices to the Ukrainian context. This analysis contributes to the theoretical foundation for evidence-based educational policy development during Ukraine's European integration and wartime challenges.