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The research is dedicated to characterizing key aspects of preparing higher education students in master's programs in the field of educational sciences based on the best global higher education institutions. The relevance of the chosen problem is determined by the importance of studying international experience, which allows understanding which approaches and strategies contribute to the successful development of research competence in master's students in the field of educational sciences and are useful for improving the national educational system and curricula. Additionally, knowledge of international experience can help identify shortcomings and problems in the training of master's students in Ukraine and address them by implementing best global practices. The article describes the pathways to obtaining a master's degree; the experience of implementing master's programs in the United Kingdom, Hungary, the Netherlands, Portugal, Denmark, Norway, and the United States is analyzed. It has been demonstrated that the implementation of master's programs for future teachers has a practical orientation, develops self-learning skills, and fosters a readiness for lifelong learning. Currently, master's education in Ukraine is undergoing a phase of active progressive development, where the primary efforts are directed towards practical organizational measures that will significantly and qualitatively distinguish the process of preparing a master's degree candidate from traditional bachelor's degree preparation. Under such circumstances, the creation of a qualitatively new system for preparing masters in educational sciences becomes particularly important, which should be based not only on the transmission of knowledge, skills, and abilities in creative activity but primarily on the development of research qualities in future professionals and the enhancement of research competence. This is essential for the development of the innovative potential of higher education institutions and corresponds to the level of societal demands of the first quarter of the 21st century. Moreover, it aligns with European requirements for the educational activities of masters, such as The Dublin Descriptors and The European Qualifications Framework (EQF). The reference to global practices in preparing masters is progressive due to the adoption of the best theoretical, practical, and methodological achievements of advanced countries regarding the organization of second-level higher education training in general, as well as national peculiarities of their training, stages, principles, forms, and methods in particular.
Аlla Melnyk (Sat,) studied this question.