{"id":4354,"date":"2024-05-03T23:04:13","date_gmt":"2024-05-03T20:04:13","guid":{"rendered":"https:\/\/iro.khmnu.edu.ua\/?p=4354"},"modified":"2024-10-25T10:46:39","modified_gmt":"2024-10-25T07:46:39","slug":"rekomendacziyi-vprovadzhennya-program-virtualnyh-obminiv-v-osvitnij-proczes-spilno-rozrobleni-uchasnykamy-konsorcziumu","status":"publish","type":"post","link":"https:\/\/iro.khmnu.edu.ua\/en\/rekomendacziyi-vprovadzhennya-program-virtualnyh-obminiv-v-osvitnij-proczes-spilno-rozrobleni-uchasnykamy-konsorcziumu\/","title":{"rendered":"Recommendations\n\"Implementation of Virtual Exchange Programs\ninto the educational process\"\n(jointly developed by consortium members)"},"content":{"rendered":"<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:100%\">\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:100%\"><\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"345\" height=\"429\" src=\"https:\/\/iro.khmnu.edu.ua\/wp-content\/uploads\/2024\/10\/movex-4.jpg\" alt=\"\" class=\"wp-image-4364\"\/><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-full\"><img decoding=\"async\" src=\"https:\/\/iro.khmnu.edu.ua\/wp-content\/uploads\/2024\/10\/1234-3.jpg\" alt=\"\" class=\"wp-image-4365\"\/><\/figure>\n<\/div>\n<\/div>\n<\/div><\/div>\n<\/div><\/div>\n<\/div>\n<\/div>\n<\/div><\/div>\n\n\n\n<p>The Virtual Exchange Program allows students from different countries to\ncollaborate online and learn together. This helps them to improve their skills and\nknowledge in new domains and applications.<\/p>\n\n\n\n<p>Relying on the European Pillar of Social Rights, and following the European best\npractices for credit transfer (i.e. ECTS) it is advisory to develop and provide a flexible\nframework for delivering knowledge and recognizing effort. The use of microcredentials approach is beneficial for the program and the learners, especially in long\nterm perspective and guarantees:<\/p>\n\n\n\n<p>A) everyone has the right to appropriate quality and inclusive education, training,\nand lifelong learning in order to maintain and acquire skills that\nenable people to participate fully in society\nand successfully manage transitions in the labor market.<\/p>\n\n\n\n<p>B) everyone has the right to timely and tailor-made assistance to improve\nemployment or self-employment prospects. This right to\nassistance includes the right to receive support for training and requalification.<\/p>\n\n\n\n<p>Although micro-credentials are increasingly used, the lack of a common definition\nand standards for the consortium countries makes it important to establish shared\ndefinitions with respect to the local law on higher education in each country. This\nincludes agreeing on terms for both Virtual Exchange and micro-credentials to avoid\nany misunderstandings between partners at all levels, such as students, HEI staff,\nand administration.<\/p>\n\n\n\n<p>Since the target countries of this project (i.e. Georgia and Ukraine) have not yet\nincluded micro-credentials attempts within their national systems to acknowledge\nqualifications, the courses developed in the project should follow the key\ncharacteristics of micro-credentials (MCs) and help the countries adopt them.<\/p>\n\n\n\n<p>The\nmain characteristics for the MCs are:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>\u25cf short in duration<\/li>\n\n\n\n<li>\u25cf targeted to a specific topic<\/li>\n\n\n\n<li>\u25cf more flexible in delivery than longer programs<\/li>\n\n\n\n<li>\u25cf open to learners with a various spectrum of motivations and needs<\/li>\n<\/ul>\n\n\n\n<p>Micro-credentials offer learners a flexible and efficient way to explore new domains\nand gain insights into emerging concepts without the long-term commitment of a\nfull degree program. For example, students can use micro-credentials to get a quick introduction to a field of study, helping them decide if it aligns with their interests\nand goals before pursuing a full degree. This approach not only encourages\nengagement with a new domain but also allows individuals to deepen their existing\nknowledge, specialize in a particular area, or retrain for a new career path. By\nproviding a focused, accessible way to learn, micro-credentials support continuous\nlearning and help learners stay relevant in fast-evolving fields.<\/p>\n\n\n\n<p>On the other hand, it is important to recognise that a consortium approach using the\nconcept of micro-credentials will allow the developed Virtual Exchange Programmes\nto be open to the needs of stakeholder groups other than regular students. The\nadditional effort made by the consortium on the issue of micro-credentials will pay\ndividends in the future in terms of enhanced flexibility of the solutions introduced in\nthe partner universities.<\/p>\n\n\n\n<p>Considering that students may use micro-credential courses to explore or upskill in\ntopics outside their original field of study, it is crucial for the content of these courses\nto be adaptable to different levels of prior knowledge. Students entering a new subject\narea will likely have varying degrees of familiarity, and the course material should\naccommodate both beginners and those with some background in the field. By\noffering flexible and modular content, institutions can cater to a wide range of\nlearners. Introducing short-duration courses that are structured in a modular way\nallows students to customize their learning paths, choosing specific modules that\nmatch their current knowledge and desired learning outcomes. This approach\nsupports personalized learning, enabling students to progress at their own pace while\ngaining targeted skills and knowledge in a new area. Ultimately, this flexibility\nenhances the accessibility and relevance of micro-credentials, making them valuable\ntools for lifelong learning and career development.<\/p>\n\n\n\n<p>Micro-credentials offer a flexible, personalized, and relevant approach to learning\nthat can be accessed on demand, complementing and enhancing traditional\neducation and training. By providing learners with targeted knowledge, skills, and\ncompetencies, micro-credentials help individuals adapt to the rapidly changing\ndemands of life and work in an evolving society. One of the key benefits of microcredentials is their ability to increase personalized learning opportunities for\neveryone, regardless of age or stage in their career. They can be tailored to expose\nlearners to new areas of study or employment, allowing individuals to explore\ndifferent fields, upskill, or reskill in a focused, manageable way.<\/p>\n\n\n\n<p>Additionally, micro-credentials serve as a way for learners to demonstrate their\ncommitment to continuous learning and growth in a specific field. Whether it's for personal interest or professional advancement, these credentials provide tangible\nevidence of a learner's dedication to expanding their knowledge and abilities. To fully\nrealize the potential of micro-credentials, it is important to agree on key topics, such\nas standard definitions and frameworks, ensuring consistency and clarity in their\ndesign and application across various educational and professional contexts. More\nspecifically, the following features have to be considered in the design and delivery of\nMCs: <\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Agreement on the delivery channel \u2013 an online shared learning platform.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Agreement on the programme type:<\/li>\n\n\n\n<li>Individual courses and modules as part of a larger programme;<\/li>\n\n\n\n<li>Extension and complementary courses for existing students; Specializations for acquiring specific knowledge and\/or skills, which can\nalso be offered as Continuing Professional Development (CPD) or\ntraining courses.<\/li>\n\n\n\n<li>Agreement on freestanding courses that will be available continuously\nthroughout the academic year, covering a variety of subjects and levels.<\/li>\n\n\n\n<li>Agreement on meeting schedules, which may take place in the evening or\nduring the day. Flexibility in learning pathways and personalized learning\nshould be prioritized. It\u2019s important to remember that one of the key obstacles\npreventing individuals from participating in new learning opportunities is the\nlack of time due to professional and personal commitments.<\/li>\n<\/ul>\n\n\n\n<p>Apart from all the above, during the implementation of VEPs, comprehensive\norganizational and informational support should be offered to both students and\nteachers participating in the programs. This support involves creating an\nenvironment that fosters collaboration and effective communication between\nparticipants. To achieve this, a well-structured, shared information space should be\nestablished, where participants can access essential resources, exchange knowledge,\nand enhance their intercultural communication skills. Such a platform would not\nonly facilitate the smooth exchange of information but also improve the overall\nefficiency of the educational process. The goal of this shared space is to create a rich\nenvironment for intercultural dialogue, allowing students and teachers from\ndifferent universities, nationalities, cultures, religions, and languages to interact,\ncollaborate, and learn from one another. This approach can significantly enhance the\nacademic and personal growth of participants by exposing them to diverse\nperspectives and encouraging mutual understanding in a globalized learning context.<\/p>\n\n\n\n<p>Additionally, it is advisable to foster collaboration with various stakeholders involved\nin the project to enhance the qualifications and readiness of both administrative and\nteaching staff. Regular meetings, seminars, and training sessions, as well as\nconsultations, should be organized to address the challenges associated with intercultural and academic differences. These activities would prepare staff to handle\nthe diverse needs of students from different cultural and academic backgrounds,\nensuring that they are equipped to provide effective guidance and support\nthroughout the exchange program. This focus on professional development would\nhelp staff remain responsive and adaptable to the evolving demands of international\neducation.<\/p>\n\n\n\n<p>Moreover, common mechanisms and tools for assessment and evaluation should be\ndeveloped and consistently applied across the program. These tools should ensure\nthat both academic and intercultural learning outcomes are properly measured and\nassessed in a fair and transparent manner. By standardizing assessment practices, all\nparticipants will benefit from clear and equitable evaluation processes, regardless of\nthe institution or country they come from. This will also help maintain the academic\nintegrity of the program while providing valuable feedback to both students and\neducators on their progress and areas for improvement.<\/p>\n\n\n\n<p>Finally, some desirable actions that could facilitate the implementation of VEPs in the\nmicro-credentials format include:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Enhance the technological infrastructure and make sure that the infrastructure\nsupporting the VEP is robust, user-friendly, and accessible to all participants.\nThe online platform should support real-time collaboration, seamless\ncommunication, and efficient content delivery. This will enable students and\neducators to engage with the course material and each other effectively,\nregardless of geographic or technical constraints.<\/li>\n\n\n\n<li>Establish clear guidelines for credit transfer between institutions. Align the\nprogram with the European Credit Transfer and Accumulation System (ECTS)\nor an equivalent national system to ensure that the efforts of students are\nrecognized and rewarded across different countries and institutions. This\nwould enhance the appeal of the VEP by providing participants with tangible\nacademic benefits.<\/li>\n\n\n\n<li>Promote cultural sensitivity and inclusivity training into the VEP for both\nstudents and faculty to foster a more inclusive and respectful environment.\nThis would prepare participants for intercultural dialogue and cooperation,\nimproving communication and reducing misunderstandings arising from\ncultural differences. Regular workshops on inclusivity and intercultural\ncommunication should be a standard part of the program to enhance\ncollaboration among diverse participants.<\/li>\n\n\n\n<li>Promote flexibility in learning pathways to accommodate students' various\ncommitments. Offer multiple delivery modes, such as asynchronous content,\nrecorded lectures, and modular assessments, so students can engage with the\nmaterial at their own pace. Flexibility in deadlines and assessments can also help students balance their academic, professional, and personal\nresponsibilities more effectively.<\/li>\n\n\n\n<li>\u0417\u0430\u043e\u0445\u043e\u0447\u0443\u0432\u0430\u0442\u0438 \u0440\u043e\u0437\u0432\u0438\u0442\u043e\u043a \u043c\u0435\u0440\u0435\u0436 \u043d\u0430\u0432\u0447\u0430\u043d\u043d\u044f \u0437\u0430 \u043f\u0440\u0438\u043d\u0446\u0438\u043f\u043e\u043c \u00ab\u0440\u0456\u0432\u043d\u0438\u0439- \u0440\u0456\u0432\u043d\u043e\u043c\u0443\u00bb \u0432 \u0440\u0430\u043c\u043a\u0430\u0445&nbsp; \u043f\u0440\u043e\u0433\u0440\u0430\u043c\u0438 \u0432\u0456\u0440\u0442\u0443\u0430\u043b\u044c\u043d\u0438\u0445 \u043e\u0431\u043c\u0456\u043d\u0456\u0432. \u0421\u0442\u0440\u0443\u043a\u0442\u0443\u0440\u043e\u0432\u0430\u043d\u0456 \u0433\u0440\u0443\u043f\u043e\u0432\u0456 \u0437\u0430\u0445\u043e\u0434\u0438, \u043e\u0446\u0456\u043d\u044e\u0432\u0430\u043d\u043d\u044f \u043a\u043e\u043b\u0435\u0433\u0430\u043c\u0438 \u0442\u0430 \u0441\u043f\u0456\u043b\u044c\u043d\u0456 \u043f\u0440\u043e\u0454\u043a\u0442\u0438 \u043c\u043e\u0436\u0443\u0442\u044c \u043f\u043e\u0441\u0438\u043b\u0438\u0442\u0438 \u043d\u0430\u0432\u0447\u0430\u043b\u044c\u043d\u0438\u0439 \u0434\u043e\u0441\u0432\u0456\u0434, \u0434\u043e\u0437\u0432\u043e\u043b\u044f\u044e\u0447\u0438 \u0441\u0442\u0443\u0434\u0435\u043d\u0442\u0430\u043c \u0432\u0438\u0432\u0447\u0430\u0442\u0438 \u0440\u0456\u0437\u043d\u043e\u043c\u0430\u043d\u0456\u0442\u043d\u0456 \u0442\u043e\u0447\u043a\u0438 \u0437\u043e\u0440\u0443 \u043e\u0434\u0438\u043d \u043e\u0434\u043d\u043e\u0433\u043e. \u0422\u0430\u043a\u0438\u0439 \u043f\u0456\u0434\u0445\u0456\u0434 \u043d\u0435 \u043b\u0438\u0448\u0435 \u043f\u043e\u0433\u043b\u0438\u0431\u043b\u044e\u0454 \u0440\u043e\u0437\u0443\u043c\u0456\u043d\u043d\u044f \u043c\u0430\u0442\u0435\u0440\u0456\u0430\u043b\u0443, \u0430\u043b\u0435 \u0439 \u0441\u043f\u0440\u0438\u044f\u0454 \u043a\u043e\u043c\u0430\u043d\u0434\u043d\u0456\u0439 \u0440\u043e\u0431\u043e\u0442\u0456, \u043b\u0456\u0434\u0435\u0440\u0441\u0442\u0432\u0443 \u0442\u0430 \u043c\u0456\u0436\u043a\u0443\u043b\u044c\u0442\u0443\u0440\u043d\u0456\u0439 \u0432\u0437\u0430\u0454\u043c\u043e\u0434\u0456\u0457.<\/li>\n\n\n\n<li>Implement regular feedback loops from both students and faculty to assess the\nprogram\u2019s effectiveness. Collecting feedback throughout the course, rather\nthan only at the end, enables timely adjustments to address issues and improve\nthe learning experience in real time. Additionally, continuous evaluation will\nensure that the VEP remains relevant, aligned with the participants' needs, and\nup-to-date with educational trends.<\/li>\n\n\n\n<li>Define clear and measurable learning outcomes for each micro-credential and\nmodule. This will provide students with a structured pathway for their learning\nand help them track their progress. By clearly outlining the skills and\nknowledge they will gain, participants will better understand the value of the\nVEP and how it can contribute to their academic and professional growth.<\/li>\n\n\n\n<li>Make the learning experience more relevant and engaging, integrate realworld case studies and practical applications of the knowledge being taught.\nThis will allow students to see the direct impact of what they are learning in the\nbroader context of their chosen field of study or future profession. Practical\nexercises, simulations, and projects aligned with real-world scenarios can\nincrease motivation and improve the transfer of knowledge to professional\nsettings.<\/li>\n\n\n\n<li>Create opportunities for students to engage with mentors, industry\nprofessionals, or alumni through the VEP. These connections can provide\nvaluable insights into the practical applications of what they are learning and\nhelp students build a professional network that can be beneficial for their\nfuture careers. Networking sessions, webinars, and mentorship programs\nshould be integrated as key components of the VEP.<\/li>\n\n\n\n<li>Emphasize the importance of lifelong learning by providing options for\nstudents to continuously engage with the VEP even after completing their\ninitial courses. Offer opportunities for further specialization, upskilling, or\nreskilling in related fields, allowing participants to continuously expand their\nknowledge and adapt to changing job market demands. This can increase\nengagement and retention while also ensuring the program's long-term\nsuccess.<\/li>\n<\/ul>\n\n\n\n<p>Disclaimer: The European Commission&#8217;s support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. <\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img decoding=\"async\" src=\"https:\/\/iro.khmnu.edu.ua\/wp-content\/uploads\/2024\/10\/1234-1.jpg\" alt=\"\" class=\"wp-image-4357\"\/><\/figure>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/iro.khmnu.edu.ua\/wp-content\/uploads\/2024\/05\/d3.2.-recommendations-for-the-implementation-of-veps.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Embed of D3.2. - Recommendations for the Implementation of VEPs.\"><\/object><a id=\"wp-block-file--media-7b1641b3-0f67-420d-8dd8-4cf22bdab0c5\" href=\"https:\/\/iro.khmnu.edu.ua\/wp-content\/uploads\/2024\/05\/d3.2.-recommendations-for-the-implementation-of-veps.pdf\">D3.2. &#8211; Recommendations for the Implementation of VEPs<\/a><a href=\"https:\/\/iro.khmnu.edu.ua\/wp-content\/uploads\/2024\/05\/d3.2.-recommendations-for-the-implementation-of-veps.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-7b1641b3-0f67-420d-8dd8-4cf22bdab0c5\">\u0417\u0430\u0432\u0430\u043d\u0442\u0430\u0436\u0438\u0442\u0438<\/a><\/div>","protected":false},"excerpt":{"rendered":"<p>\u041f\u0440\u043e\u0433\u0440\u0430\u043c\u0430 \u0432\u0456\u0440\u0442\u0443\u0430\u043b\u044c\u043d\u0438\u0445 \u043e\u0431\u043c\u0456\u043d\u0456\u0432 \u0434\u043e\u0437\u0432\u043e\u043b\u044f\u0454 \u0441\u0442\u0443\u0434\u0435\u043d\u0442\u0430\u043c \u0437 \u0440\u0456\u0437\u043d\u0438\u0445 \u043a\u0440\u0430\u0457\u043d \u0441\u043f\u0456\u0432\u043f\u0440\u0430\u0446\u044e\u0432\u0430\u0442\u0438 \u043e\u043d\u043b\u0430\u0439\u043d \u0456 \u043d\u0430\u0432\u0447\u0430\u0442\u0438\u0441\u044f \u0440\u0430\u0437\u043e\u043c. \u0426\u0435 \u0434\u043e\u043f\u043e\u043c\u0430\u0433\u0430\u0454 \u0457\u043c \u0432\u0434\u043e\u0441\u043a\u043e\u043d\u0430\u043b\u044e\u0432\u0430\u0442\u0438 \u0441\u0432\u043e\u0457 \u043d\u0430\u0432\u0438\u0447\u043a\u0438 \u0442\u0430 \u0437\u043d\u0430\u043d\u043d\u044f \u0432 \u043d\u043e\u0432\u0438\u0445 \u0433\u0430\u043b\u0443\u0437\u044f\u0445 \u0456 \u0441\u0444\u0435\u0440\u0430\u0445 \u0437\u0430\u0441\u0442\u043e\u0441\u0443\u0432\u0430\u043d\u043d\u044f. \u0421\u043f\u0438\u0440\u0430\u044e\u0447\u0438\u0441\u044c \u043d\u0430 \u0404\u0432\u0440\u043e\u043f\u0435\u0439\u0441\u044c\u043a\u0456&hellip;&nbsp;<a href=\"https:\/\/iro.khmnu.edu.ua\/en\/rekomendacziyi-vprovadzhennya-program-virtualnyh-obminiv-v-osvitnij-proczes-spilno-rozrobleni-uchasnykamy-konsorcziumu\/\" rel=\"bookmark\">Read More &raquo;<span class=\"screen-reader-text\">Recommendations\n\"Implementation of Virtual Exchange Programs\ninto the educational process\"\n(jointly developed by consortium members)<\/span><\/a><\/p>","protected":false},"author":4,"featured_media":4367,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_coblocks_attr":"","_coblocks_dimensions":"","_coblocks_responsive_height":"","_coblocks_accordion_ie_support":"","neve_meta_sidebar":"","neve_meta_container":"","neve_meta_enable_content_width":"","neve_meta_content_width":0,"neve_meta_title_alignment":"","neve_meta_author_avatar":"","neve_post_elements_order":"","neve_meta_disable_header":"","neve_meta_disable_footer":"","neve_meta_disable_title":"","_EventAllDay":false,"_EventTimezone":"","_EventStartDate":"","_EventEndDate":"","_EventStartDateUTC":"","_EventEndDateUTC":"","_EventShowMap":false,"_EventShowMapLink":false,"_EventURL":"","_EventCost":"","_EventCostDescription":"","_EventCurrencySymbol":"","_EventCurrencyCode":"","_EventCurrencyPosition":"","_EventDateTimeSeparator":"","_EventTimeRangeSeparator":"","_EventOrganizerID":[],"_EventVenueID":[],"_OrganizerEmail":"","_OrganizerPhone":"","_OrganizerWebsite":"","_VenueAddress":"","_VenueCity":"","_VenueCountry":"","_VenueProvince":"","_VenueState":"","_VenueZip":"","_VenuePhone":"","_VenueURL":"","_VenueStateProvince":"","_VenueLat":"","_VenueLng":"","_VenueShowMap":false,"_VenueShowMapLink":false,"footnotes":""},"categories":[49],"tags":[],"class_list":["post-4354","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-virtualna-mobilnist"],"_links":{"self":[{"href":"https:\/\/iro.khmnu.edu.ua\/en\/wp-json\/wp\/v2\/posts\/4354","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iro.khmnu.edu.ua\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iro.khmnu.edu.ua\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iro.khmnu.edu.ua\/en\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/iro.khmnu.edu.ua\/en\/wp-json\/wp\/v2\/comments?post=4354"}],"version-history":[{"count":7,"href":"https:\/\/iro.khmnu.edu.ua\/en\/wp-json\/wp\/v2\/posts\/4354\/revisions"}],"predecessor-version":[{"id":4374,"href":"https:\/\/iro.khmnu.edu.ua\/en\/wp-json\/wp\/v2\/posts\/4354\/revisions\/4374"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/iro.khmnu.edu.ua\/en\/wp-json\/wp\/v2\/media\/4367"}],"wp:attachment":[{"href":"https:\/\/iro.khmnu.edu.ua\/en\/wp-json\/wp\/v2\/media?parent=4354"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iro.khmnu.edu.ua\/en\/wp-json\/wp\/v2\/categories?post=4354"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iro.khmnu.edu.ua\/en\/wp-json\/wp\/v2\/tags?post=4354"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}