The basis for diversity in education is full-fledged communication, but this is often a problem zone. It leads to a decrease of the effectiveness of educational projects and conflicts between the stakeholders and participants of the educational process.

In this work we analyse the views of different stakeholders on the role of museums in contemporary education ecosystem. In the modern world, the role of the museum is constantly being transformed and rethought (Dalle Nogare, Murzyn-Kupisz, 2021; Castillo et all, 2021). Nowadays the key trend in European countries is building interaction between the spheres of culture and education, especially Universities, to create a common space for the generation of meanings (Poce et al., 2022; Ippoliti, Casale, 2021). This question is so actual that The Network of European museum organisations created special group The Learning Museum (LEM) to develop partnership between museums and education (NEMO, 2022). Simultaneously museums create its own projects from adaptation of permanent exposition to national educational standards (Stone, 2017) to special boxes with museum materials for history teachers (Dragonetti, 2022).

Most often, the interaction between museums and schools is built within the framework of the so-called “museum pedagogy” the direction of scientific and practical interdisciplinary activity of museums, aimed at the transfer of cultural experience and knowledge through the pedagogical means of the museum exhibition (Ng-He, 2015). Currently, museum pedagogy is based on a number of principles involving the placement of the learner in the focus of the process. Particular attention is paid to the ideas of lifelong learning, active communication with the visitor of any age, and the formation of the museum environment as “their” space (Peltzer, 2020).

Museum pedagogy is setting the trend for the museum-school contact, in which both museums trying to more fully implement their own cultural and educational mission and teachers wishing to use the museum for a variety of classes. According to E. Hooper-Greenhill 48% of the surveyed American educators see the value of a museum not only in transferring knowledge, but also in increasing motivation and 87% talk about the possibility of developing communicative skills of students (Hooper-Greenhill, 2007).

This is largely due to the fact that modern educational standards, such as the learner-centred and applied nature of knowledge, are easier to implement in cooperation with museums. Naturally, the success of cooperative educational programmes mainly depends on the quality of communication between the parties. Although there have been several recent works describing experiences of interaction between schools and museums (Pavlenko, Vilkhova, Topchii, 2019; Cabała, Grzelak, 2020; Gómez-Hurtado, Cuenca-López, Borghi, 2020), but no comparative studies on the positions of key stakeholders have been published yet.

The goal of the study was to compare the perceptions of teachers, museum workers and school students’ parents about the educational potential of museum spaces in the city in order to identify opportunities to improve the effectiveness of cooperation between schools and museums.