Ruslana Potapenko
Ph.D in Historical Sciences, Lecturer of the
Department of History and Culture
of Ukraine and Special Historical Disciplines,
Hryhorii Skovoroda University in Pereiaslav
Е-mail: rusyapotapenko007@gmail.com
ORCID: http://orcid.org/0000–0002–3521–9462
DOI: 10.17721/2522–4611.2026.54.7
Valentyna Molotkina
Doctor in Historical Sciences, professor of the
Department of History and Culture
of Ukraine and Special Historical Disciplines,
Hryhorii Skovoroda University in Pereiaslav
Е-mail: molotkina@ukr.net
ORCID: http://orcid.org/0000–0001–6092–5927
DOI: 10.17721/2522–4611.2026.54.7
Liudmyla Khmelnytska
Ph.D in Historical Sciences, Lecturer of the
Department of History and Culture
of Ukraine and Special Historical Disciplines,
Hryhorii Skovoroda University in Pereiaslav
Е-mail: ludmylahm@gmail.com
ORCID: https://orcid.org/0000–0003–2482–4322
DOI: 10.17721/2522–4611.2026.54.7
THE IMPACT OF «PERESTROIKA» 1985–1991 ON THE DEVELOPMENT OF VOCATIONAL AND TECHNICAL EDUCATION IN THE UKRAINIAN SSR
Relevance. The development of vocational education in the Ukrainian SSR amid the socio-political transformations of 1985–1991 remains a relevant issue in national historiography, as the human and professional potential shaped by the Soviet education system continued to contribute to the development of independent Ukraine. Purpose. The aim of this study is to analyze the impact of Perestroika reforms (1985–1991) on the state and development of vocational education in the Ukrainian SSR. Results. The Perestroika course, driven by the Communist Party leadership’s aspiration to modernize the Soviet system, resulted in irreversible socio-political transformations, including democratization, the emergence of political opposition, the intensification of the national question, and the deepening of an ideological crisis amid growing socio-economic problems. Education, traditionally controlled by the state and used as a mechanism for shaping Soviet citizens with a communist worldview, faced the challenges of scientific and technological modernization. Vocational education institutions were expected to provide both general secondary education and vocational training while preparing highly qualified workers capable of performing complex technical tasks.
Conclusions. At the same time, Perestroika was characterized by declarative slogans and practical contradictions. The reform of vocational education was implemented inconsistently and reflected the authorities’ intention to preserve ideological dominance within the educational process. Its impact on vocational education institutions was manifested in efforts to promote student self-government, reform the structure of educational administration, and increase the autonomy and responsibility of these institutions. The introduction of a market economy prompted attempts to adapt vocational schools to new economic conditions. A gradual process of democratizat and Ukrainization of the educational process began under the influence of broader social liberalization. At the same time, the deepening state and socio-economic crisis led to a deterioration in the condition of vocational education.
Key words: Ukrainian SSR, «perestroika», liberalization, education, reform, vocational and technical education, vocational and technical education institutions, secondary vocational and technical schools (SVTS), educational process.
Received 23.03.2026.
Revised 6.04.2026.
Accepted 20.04.2026.
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