Implementation features of humanitarian expertise in the field of education

The study delves into the intricacies of implementing humanitarian expertise within the educational realm, particularly focusing on its technologization. By delineating the stages and methods of conducting such expertise, as well as elucidating its objectives and tasks, the article provides valuable insights into the complex process of evaluating socio-cultural aspects in educational settings. An author's indicative list of questions aimed at identifying the socialization potential of the specified categories within the initial stage of the second phase of conducting humanitarian expertise is presented. Moreover, the emphasis on the dialogical principle underscores the importance of fostering interactive engagement between experts and participants, thereby enriching the quality and depth of the analysis. Additionally, the utilization of a resource-based approach highlights the significance of recognizing the valuable insights provided by individuals intimately connected to the subject of expertise. Overall, the findings presented in this article offer a foundation for further research and exploration in the field of humanitarian expertise in education, contributing to the ongoing discourse on enhancing educational practices and promoting socio-cultural understanding within academic environments.