The study aimed to develop recommendations for supporting and enhancing the motivational component among university lecturers. The methodology involved a comparative analysis of educational practices in Ukraine, Germany, Finland, and China, alongside a survey of academic staff at higher education institutions. The survey was conducted at Taras Shevchenko National University of Kyiv, Ludwig Maximilian University of Munich, the University of Helsinki, and Peking University. Particular attention was given to the role of institutional leadership in creating favourable conditions for increasing motivation, as well as the impact of international professional exchange and training programmes. The findings indicated that a high pedagogical culture directly enhances lecturers’ motivation and professional development. European experience demonstrates the effectiveness of innovative approaches to motivational strategies that combine both financial and non financial incentives. Furthermore, it has been found that integrating elements such as support for academic freedom, the development of collaborative engagement, and the continuous enhancement of professional skills has a significant impact on motivational processes. European practices should be adapted to the Ukrainian context, considering the specific features of the national education system and the importance of pedagogical culture as a foundation for implementing successful motivational strategies in higher education institutions. The study revealed that the motivational strategies of academic staff depend not only on institutional conditions but also on the level of individual responsibility lecturers assume for the outcomes of their work. The effective implementation of such approaches has the potential to enhance the overall quality of teaching and educational services in higher education
Коцур et al. (Thu,) studied this question.
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