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Moral and aesthetic education is the basis for the formation of humanistic consciousness of a person, which determines the nature of the direction of his actions and deeds in relation to himself, his family and society. Purpose of the article: to consider in the history of development the problem of organization of interaction of subjects of the educational process in the educational space and to substantiate the relevance of application in modern realities of the methodological approach of integration of science and art in the process of pedagogical design of virtual educational space. The methodological approach of science and art integration contributes to the processes of spiritual, moral and aesthetic formation of the student's personality. In order to comprehensively analyze the problem posed, the theoretical and methodological foun-dations for the implementation of the approach of integration of science and art in the conditions of modern pedagogical reality were presented. Special attention is paid to the integration of the latest information and communication technologies: virtual reality (VR), augmented reality (AR), artificial intelligence (AI), the Internet of Things (IoT). The development of quality educational content will be the prospect of future research.

The modern educational paradigm exists in media reality. Accordingly, the challenges and trends of the modern educational space are formed around the problem of media literacy and media competence. The aim of the study is to analyze the best educational practices of the United States, Canada and the United Kingdom in the sphere of media literacy and media competence in order to identify the innovative potential of modern reforms, understand and realize modern processes in education, and design its future.
The research is based on the analysis of contemporary scientific and pedagogical discourse around the issue of media literacy and media competence. The study of this issue is based on a comprehensive retrospective analysis of the works of scholars from the United States, as well as Canada, the United Kingdom. The author analyzes the historiography of this issue, which reflects different stages of its development, using a complex of historiographical and historical-comparative methods and approaches.
The results of the study made it possible to identify and describe the content, focus, specificity and factors of the development of the problem of media literacy and media competence as key components of the transformation processes of the modern educational paradigm and determine the value-content orientations of scientific and pedagogical discourse.
Based on the results of the analysis of the historiography of the problem, it is concluded that the theoretical basis of the problem of media literacy and media competence is made up of pedagogical, sociological, psychological and philosophical theories; the impact of media on the formation of the individual in particular and the community in general; research on information and information-psychological security of the individual; provisions on the influence of the mass media on the formation of personal qualities and behavior; provisions on the impact of informatization on the learning process; research on psychological protection of the individual in the information environment; research on the phenomenon of information culture; concepts of personal information culture development; general scientific provisions of the theory and history of the periodical press and its influence on the formation of consciousness; a provision on the need to enrich pedagogical experience by combining the best examples of pedagogical theory and practice from different countries in order to preserve universal values, ideals and individual rights.

Wychowanie moralne i estetyczne jest ważnym źródłem kształtowania i rozwiania osobistego systemu wartości. Analiza historiografii problematyki w teorii i praktyce penitencjarnej ujawnia wy-stępowanie sprzeczności: 1) między duchowym i moralnym potencjałem sztuki wraz z obecnością bogatych doświadczeń pedagogicznych w zakresie moralnego i estetycznego wychowania jednostki a nierozwiniętymi technologiami jego realizacji w zakładach karnych; 2) społecznymi oczekiwaniami wysokiej efektywności procesu korekcyjnego osadzonych a niedostatecznym poziomem rozwoju kompetencji pedagogicznych kadry więziennej. Cel badania: ilustracja możliwości wykorzystania różnych rodzajów sztuki w organizacji procesu wychowania moralnego i estetycznego na zajęciach mających na celu rozwój kompetencji zawodowych, w tym społecznych i pedagogicznych, przyszłych funkcjonariuszy służby więziennej w paradygmacie pedagogiki kultury.W zrealizowanym procesie badawczym wykorzystano określony zestaw metod: analiza historio-graficzna dostępnych badań pedagogicznych w celu opisania genezy problemu i zidentyfikowania przykładów pozytywnych doświadczeń wykorzystania sztuki do celów edukacji personalnej; analiza pedagogiczna i ocena naukowa doświadczenia zawodowego pedagogów penitencjarnych w celu podkreślenia zasad i technik skutecznej organizacji wychowania moralnego i estetycznego; metody predykcyjne, czyli modelowanie działań edukacyjnych.Nowatorstwo naukowe badań oparte jest na próbie przedstawienia na podstawie analizy nowoczesnych pozycji teoretycznych i metodologicznych, w oparciu o realizację metodologicznego podejścia integracji nauki i sztuki, modelu praktycznego szkolenia przyszłych pracowników zakładów penitencjarnych, którego celem jest rozwój ich kompetencji pedagogicznych w zakresie wychowania moralnego i estetycznego skazanych.Walor badania polega na tym, że potencjał edukacyjny dzieł sztuki przedstawionych w prezentowanym przykładowym modelu może być ekstrapolowany na różne kategorie osadzonych i służyć jako podstawa do opracowania holistycznej teorii duchowej i moralnej edukacji jednostki w miejscach pozbawienia wolności.

The article deals with the peculiarities of using such an interactive educational technology as a simulation game in the educational process of a higher education institution. Approaches to defining the essence of this technology are generalized. It has been established that simulation games can be used as a pedagogical technology or one of the methods of active learning, in conducting social and psychological training, in solving production, social and psychological problems that a graduate may encounter in his or her professional activity. The classification of educational simulation games is presented. Their didactic potential is determined and possible options for building and structuring simulation games are revealed. The specifics of the use of simulation games in the professional training of bachelors of publishing and printing in higher education are considered. Their use will facilitate the rapid inclusion of students in the model of professional activity, allow them to take on different functional roles, identify the specifics of their characters' activities, interact in a simulated, but as close to real, production process, and most importantly, see and evaluate the final result of their work. The author's electronic resource with methodical instructions on the use of a simulation game. The experience of using the simulation game in the professional training of bachelors of publishing and printing is presented.

In the article, the authors consider interdisciplinary links as an important factor in training students of higher pedagogical educational establishments for their future professional activities. As a result of the study and analysis of pedagogical experience, the researchers found that interdisciplinary links are the didactic principle and the basis for the formation of methodological knowledge. These connections are also considered as conditions for the formation of the outlook and the improvement of professional training of future specialists; they are means of increasing the efficiency of knowledge acquisition, activating cognitive activity, forming cognitive needs and developing a system type of thinking, etc. The attention is paid to the technology of implementation of interdisciplinary links in higher pedagogical education, which makes it possible to make the learning process of future teachers efficient. In the pedagogical practice, it became clear that the systematic nature of vocational and pedagogical knowledge involves an interdisciplinary synthesis of these knowledge. Students need to master the concepts, necessary skills and abilities within this knowledge system (system of philosophical knowledge, system of psychological knowledge, system of pedagogical knowledge, system of historical knowledge, system of knowledge in subjects that are profiling in the department, etc.). An analysis of the content of curricula, textbooks, manuals on a number of subjects enabled the authors to find out that interdisciplinary orientation in teaching philosophy, political science, sociology, economic theories, psychology, pedagogy and teaching methods of a particular discipline in the context of interdisciplinarity offers some extra opportunities for the formation of the system of professional and pedagogical knowledge of the future teachers, provides opportunities for mastering the methods of cognition, which prompts for a scientific understanding of the tasks of pedagogy, the issue of education and upbringing of the younger generation, understanding the state policy in the education area. As a result of the analysis and comparison of the contents of the curriculum, the sections, the topics and the separate questions that were adjacent to the indicated disciplines were identified. It allowed determining the content of interdisciplinary knowledge. Implementation of multifunctional interdisciplinary connections in the educational process affects the ideological orientation of a future teacher, the mastery of the dialectical method of cognition, the formation of a professional type of thinking and methodological culture.

In the article, the authors consider interdisciplinary links as an important factor in training students of higher pedagogical educational establishments for their future professional activities. As a result of the study and analysis of pedagogical experience, the researchers found that interdisciplinary links are the didactic principle and the basis for the formation of methodological knowledge. These connections are also considered as conditions for the formation of the outlook and the improvement of professional training of future specialists; they are means of increasing the efficiency of knowledge acquisition, activating cognitive activity, forming cognitive needs and developing a system type of thinking, etc. The attention is paid to the technology of implementation of interdisciplinary links in higher pedagogical education, which makes it possible to make the learning process of future teachers efficient. In the pedagogical practice, it became clear that the systematic nature of vocational and pedagogical knowledge involves an interdisciplinary synthesis of these knowledge. Students need to master the concepts, necessary skills and abilities within this knowledge system (system of philosophical knowledge, system of psychological knowledge, system of pedagogical knowledge, system of historical knowledge, system of knowledge in subjects that are profiling in the department, etc.). An analysis of the content of curricula, textbooks, manuals on a number of subjects enabled the authors to find out that interdisciplinary orientation in teaching philosophy, political science, sociology, economic theories, psychology, pedagogy and teaching methods of a particular discipline in the context of interdisciplinarity offers some extra opportunities for the formation of the system of professional and pedagogical knowledge of the future teachers, provides opportunities for mastering the methods of cognition, which prompts for a scientific understanding of the tasks of pedagogy, the issue of education and upbringing of the younger generation, understanding the state policy in the education area. As a result of the analysis and comparison of the contents of the curriculum, the sections, the topics and the separate questions that were adjacent to the indicated disciplines were identified. It allowed determining the content of interdisciplinary knowledge. Implementation of multifunctional interdisciplinary connections in the educational process affects the ideological orientation of a future teacher, the mastery of the dialectical method of cognition, the formation of a professional type of thinking and methodological culture.

In the article, the authors consider interdisciplinary links as an important factor in training students of higher pedagogical educational establishments for their future professional activities. As a result of the study and analysis of pedagogical experience, the researchers found that interdisciplinary links are the didactic principle and the basis for the formation of methodological knowledge. These connections are also considered as conditions for the formation of the outlook and the improvement of professional training of future specialists; they are means of increasing the efficiency of knowledge acquisition, activating cognitive activity, forming cognitive needs and developing a system type of thinking, etc. The attention is paid to the technology of implementation of interdisciplinary links in higher pedagogical education, which makes it possible to make the learning process of future teachers efficient. In the pedagogical practice, it became clear that the systematic nature of vocational and pedagogical knowledge involves an interdisciplinary synthesis of these knowledge. Students need to master the concepts, necessary skills and abilities within this knowledge system (system of philosophical knowledge, system of psychological knowledge, system of pedagogical knowledge, system of historical knowledge, system of knowledge in subjects that are profiling in the department, etc.). An analysis of the content of curricula, textbooks, manuals on a number of subjects enabled the authors to find out that interdisciplinary orientation in teaching philosophy, political science, sociology, economic theories, psychology, pedagogy and teaching methods of a particular discipline in the context of interdisciplinarity offers some extra opportunities for the formation of the system of professional and pedagogical knowledge of the future teachers, provides opportunities for mastering the methods of cognition, which prompts for a scientific understanding of the tasks of pedagogy, the issue of education and upbringing of the younger generation, understanding the state policy in the education area. As a result of the analysis and comparison of the contents of the curriculum, the sections, the topics and the separate questions that were adjacent to the indicated disciplines were identified. It allowed determining the content of interdisciplinary knowledge. Implementation of multifunctional interdisciplinary connections in the educational process affects the ideological orientation of a future teacher, the mastery of the dialectical method of cognition, the formation of a professional type of thinking and methodological culture.