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The article is devoted to the consideration of the Soviet power influence on the education of the period under study. The cult-regressivity of the influence of ideological principles on the historical and pedagogical conditions of the teaching staff functioning under the conditions of those days censorship has been rethought. The directions of close cooperation between students and mature intelligentsia were determined, which affected the change in the vector of Soviet education policy. The research tools for the study were historical, pedagogical, chronological, content, comparative and incremental methods. The use of a whole range of methodological tools made it possible to summarize that the period under the study "nominated" the strengthening of command-centralized management in the national education, which was the result of total Soviet influence on the territories under control. It is problematized that in order to increase the ideological pressure on the student youth and in order to support systematically the pro-communist propaganda, "reliable" leaders, in terms of the existing party layer, were appointed to the educational centres. It was noted that during the defined period, the most difficult issue was the selection of teaching staff of natural and technical specialties with the correct ideological mood, which were practically absent at that time. Such historical flow of events can be obviously explained, in particular, by the high level of scientific and pedagogical workload of representatives and indifference these specialties and indifference to the subjugation of ideological "peaks" by means of the existing didactic tools. In this regard, the cycle of social sciences (in particular, political economy) was chosen as a basis for the dissemination of communist ideas, the content of which was filled with new pro-Soviet sound. The publications of the particulars achievements and developments by the author in foreign media were censored, which became a certain limiting force on the way to the foreign-branch cooperation of the teaching staff with their foreign colleagues. The shades of conscious mental work have become increasingly gloomy in the overall picture of the pro-Soviet ideal of higher education. It is noted that Ukrainian history was filled with many tragic events that hit our society with mass violent massacres, evictions and executions. However, the red enemy failed to destroy the core of Ukrainian nationalism and patriotism, which marked the further gaining of our state's independence. ; Статтю присвячено розгляду питання впливу радянізації на освіту протягом досліджуваного періоду. Переосмислено культ регресивності впливу ідеологічних начал на історико-педагогічні умови функціонування професорсько-викладацького складу у лещатних умовах діючої цензури.Окреслено напрями тісної співпраці студентства зі зрілою інтелігенцією, що позначилося на зміні вектору радянської політики щодо освіти.Інструментарієм дослідження виступив історико-педагогічний, хронологічно-змістовний, порівняльний та поетапно-проблемний методи.

The article is devoted to the consideration of the Soviet power influence on the education of the period under study. The cult-regressivity of the influence of ideological principles on the historical and pedagogical conditions of the teaching staff functioning under the conditions of those days censorship has been rethought. The directions of close cooperation between students and mature intelligentsia were determined, which affected the change in the vector of Soviet education policy. The research tools for the study were historical, pedagogical, chronological, content, comparative and incremental methods. The use of a whole range of methodological tools made it possible to summarize that the period under the study "nominated" the strengthening of command-centralized management in the national education, which was the result of total Soviet influence on the territories under control. It is problematized that in order to increase the ideological pressure on the student youth and in order to support systematically the pro-communist propaganda, "reliable" leaders, in terms of the existing party layer, were appointed to the educational centres. It was noted that during the defined period, the most difficult issue was the selection of teaching staff of natural and technical specialties with the correct ideological mood, which were practically absent at that time. Such historical flow of events can be obviously explained, in particular, by the high level of scientific and pedagogical workload of representatives and indifference these specialties and indifference to the subjugation of ideological "peaks" by means of the existing didactic tools. In this regard, the cycle of social sciences (in particular, political economy) was chosen as a basis for the dissemination of communist ideas, the content of which was filled with new pro-Soviet sound. The publications of the particulars achievements and developments by the author in foreign media were censored, which became a certain limiting force on the way to the foreign-branch cooperation of the teaching staff with their foreign colleagues. The shades of conscious mental work have become increasingly gloomy in the overall picture of the pro-Soviet ideal of higher education. It is noted that Ukrainian history was filled with many tragic events that hit our society with mass violent massacres, evictions and executions. However, the red enemy failed to destroy the core of Ukrainian nationalism and patriotism, which marked the further gaining of our state's independence. ; Статтю присвячено розгляду питання впливу радянізації на освіту протягом досліджуваного періоду. Переосмислено культ регресивності впливу ідеологічних начал на історико-педагогічні умови функціонування професорсько-викладацького складу у лещатних умовах діючої цензури.Окреслено напрями тісної співпраці студентства зі зрілою інтелігенцією, що позначилося на зміні вектору радянської політики щодо освіти.Інструментарієм дослідження виступив історико-педагогічний, хронологічно-змістовний, порівняльний та поетапно-проблемний методи.