The dissertation explores the development of German classical universities through a comprehensive analysis of foreign and Ukrainian research. It defines key terms such as "classical universities of Germany" and outlines the main periods of their evolution, characterized by historical, socio-political, and socio-economic factors. The identified periods include: 1945-1949, focusing on rebuilding the university system; 1949-1990, addressing reforms in the educational systems of the Federal Republic of Germany and the German Democratic Republic; and 1990-2015, highlighting developments in reunified Germany. The classification of classical German universities is based on these periods, with trends categorized by their general unity and specific differences. The study emphasizes the German experience's relevance to Ukraine's educational landscape. Key trends in the Federal Republic of Germany include post-war renovation, increased student enrollment, internationalization, adherence to Wilhelm von Humboldt’s educational model, enhanced academic mobility, integration into the European higher education space via the Bologna process, and the introduction of Bachelor and Master degrees. In contrast, the German Democratic Republic's trends involved centralized educational administration, a strong ideological framework, and a focus on professional education. The empirical research includes interviews with professors from prominent unive
