THE ARCHAEOLOGICAL HERITAGE OF CENTRAL UKRAINE IN THE PERIOD OF INDEPENDENCE (BASED ON THE WORK OF KRYVYI RIH STATE PEDAGOGICAL UNIVERSITY)

Abstract

The article is devoted to the history of archaeological studies at Kryvyi Rih State Pedagogical University during the period of Ukrainian independence. These studies were mainly carried out in the form of specialised practical training conducted through archaeological expeditions. Museum studies also played an important role. The article addresses the issue of archaeological research in the training of future specialists and in students’ career guidance. It analyses the work of educational and training practices as well as the field archaeological school in the context of the COVID-19 pandemic and the Russian invasion. The first archaeological practices at Kryvyi Rih State Pedagogical University laid the foundations for traditions and for an understanding of the importance and necessity of such activities. The participation of future teachers of history, geography, and law in expeditions in the Kryvyi Rih, Kirovohrad, and Cherkasy regions is described. The main archaeological sites are presented, the study of which contributed to the acquisition of specialised knowledge, skills, and competencies. Among them are burial mounds from the Bronze Age and the Scythian period, settlement sites, including the Motronyn hillfort of the Scythian period, and the Early Iron Age sanctuary of Girk. The university has a rich history of such studies, which can be divided into several chronological stages. The role of the teachers of the higher education institution who led student groups is examined. The article also considers the contribution of the staff of the Kryvyi Rih Museum of History and Local Lore, which served as an indispensable base for the university’s work. In addition, it analyses the research of the Institute of Archaeology of the National Academy of Sciences of Ukraine, whose expeditions are currently used for practical training. Over the years, some students have pursued professional careers as educators, lecturers, archaeologists, and museum curators, working productively in research institutions, higher education establishments, and museums. Many of them are volunteers who contribute to the study and preservation of our historical and cultural heritage. This once again demonstrates the necessity and importance of the field archaeology school, with its integrated theoretical and practical components, as an essential part of the educational process and the training of young professionals – especially archaeologists, whom Ukraine so urgently needs.