B U L L E T I N OF OLEKSANDR DOVZHENKO HLUKHIV NATIONAL PEDAGOGICAL UNIVERSITY . SERIES: PEDAGOGICAL SCIENCES
The journal is included in the «List of scholarly professional editions of Ukraine» of category «B» in which the results of the theses for obtaining the scientific degrees of Ph.D and Doctor of Sciences in Pedagogy may be published results of specialties 011, 012, 013, 014, 015 can be published on the basis of the Decree of the Ministry of Education and Science of Ukraine of November 26, 2020 No 1471
Глухівський національний педагогічний університет імені Олександра Довженка
PEDAGOGICAL CONDITIONS FOR THE FORMATION OF DIGITAL COMPETENCE OF FUTURE COMPUTER SCIENCE TEACHERS IN THE CONTEXT OF PREPARATION FOR INNOVATIVE PROFESSIONAL ACTIVITY
Introduction. The digital transformation of education and the increasing complexity of professional requirements necessitate a shift in the training of future computer science teachers toward readiness for innovative professional activity. Digital competence is no longer viewed solely as a set of technical skills but as an integrative professional quality that underpins the ability to act independently, creatively, and ethically in digital educational environments. Purpose. The purpose of this article is to theoretically substantiate the pedagogical conditions for the formation of digital competence in future computer science teachers in the context of their preparation for innovative professional activity. Methods. The research is based on a comprehensive analysis of scientific literature, normative documents, and pedagogical frameworks such as DigCompEdu and the Ukrainian Professional Teacher Standard. The methodological approach includes structural-functional, comparative, and system-based analysis, which allowed the identification of key pedagogical conditions that ensure the development of digital competence aligned with the goals of professional innovation in education. Results. Digital competence is conceptualized as a multidimensional construct that combines technological literacy, digital ethics, methodological awareness, and a readiness for innovation. The article substantiates a system of pedagogical conditions that includes: the creation of an innovative digital educational environment; integration of formal, non-formal, and informal learning; focus on the professional orientation of digital activity; application of digital tools in the educational process; provision of methodological support; fostering of academic autonomy of students; and the involvement of digitally competent mentors. These conditions contribute to developing such key qualities as innovation readiness, ICT fluency, digital culture, and creative autonomy. Originality. The originality of the study lies in the conceptual integration of pedagogical conditions aimed specifically at preparing future computer science teachers for innovative professional activity. The proposed model addresses not only the technological aspect of digital competence but also its pedagogical, ethical, and transformative dimensions. Conclusions. The formation of digital competence in future computer science teachers should be understood as a purposeful and contextually grounded component of their preparation for innovative professional activity. The identified pedagogical conditions function as interconnected mechanisms that foster a holistic development of digital competence, enabling prospective teachers to respond flexibly and creatively to the challenges of digital transformation in education.
Copyright (c) 2025 Микита Журенко (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
INFORMATION AND COMMUNICATION TECHNOLOGIES AS A TOOL FOR FORMING MORAL AND ETHICAL VALUES IN OLDER PRESCHOOL CHILDREN
Introduction. In today's extremely difficult conditions, the vast majority of preschool education institutions are forced to work remotely, so the use of information and communication technologies ensures the continuity of the educational process and provides access to a wide range of educational resources, which, in particular, facilitate the process of forming moral and ethical values in older preschool children, as such technologies make it possible to present information to children in an interesting, accessible, and understandable form. Purpose. The purpose of the article is to provide a theoretical justification and highlight the experience of using information and communication technologies in the formation of moral and ethical values in older preschool children. Methods. Theoretical methods (analysis, generalization, and systematization of scientific sources) were used to reveal the essence of the concept of «moral and ethical values»; systematization of pedagogical experience was used to prove the effectiveness of using information and communication technologies in the formation of moral and ethical values in older preschool children. Results. Preschool age is a special period of personality development when the foundations of worldview, ideas about good and evil, honesty, justice, friendship, and love for one's neighbor are laid. It is at this time that the first moral and ethical guidelines are formed, which will later determine a person's behavior in society and their internal understanding of the importance of morality for life in society. Moral values are socially accepted rules of personal behavior, beliefs about achieving goals, and determining the ways and means that motivate their realization. Moral values are the basis for social regulation of human behavior and the development of moral norms and rules. The concepts that reflect the value side of morality are good and evil. Good is everything that contributes to the development of humanity, freedom, unity, and spiritual harmony in society and in individuals. These are value-laden concepts such as kindness, mutual assistance, mutual understanding, mercy, cooperation, respect, justice, honesty, compassion, and dignity. Information and communication technologies that can be used by educators in shaping moral and ethical values in older preschool children: PowerPoint, Zoom platform, YouTube platform, Canva, and LearningApps. Originality. It was of information and communication technologies that can be used by educators in the formation of moral and ethical values in older preschool children have been systematized and theoretically substantiated. Conclusion. The moral education of six-year-old children is a systematic and consistent process aimed at forming a humane and spiritual personality, the content of which is subordinate to the universal values of Ukrainian society. The advantages of using information and communication technologies in the formation of moral and ethical values in older preschool children include: interesting presentation of material thanks to interactivity and visualization; the ability to adapt tasks to the individual needs and age-related capabilities of each child.
information and communication technologies
Copyright (c) 2025 Олена Трифонова, Анастасія Шпильова (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
OBSERVANCE OF PEDAGOGICAL DEONTOLOGY PRINCIPLES AS A CONDITION FOR EFFECTIVE PRESCHOOL TEACHERS WORKING WITH CHILDREN WITH SPEECH AND LANGUAGE DISORDERS
Introduction. Every year, there is a noticeable tendency towards an increase in the number of preschool children with special educational needs, a significant proportion of whom are preschoolers with speech and language disorders. More than 50% of preschool-aged children have speech disorders of varying severity. Statistically, the number of children with mild speech disorders (approximately 65%) is twice as large as the number of preschoolers with severe speech impairments (approximately 35%). Interaction with preschool children with speech disorders, regardless of their genesis, requires a sufficient level of preschool teachers’ knowledge in the ethics and psychology of pedagogical communication. The purpose of the article is: to reveal the features of the speech and psychophysical development of preschool children with phonetic speech underdevelopment, phonetic-phonematic speech underdevelopment, general speech underdevelopment, and stuttering; to outline the principles of pedagogical deontology that affect the effectiveness of preschool teachers’ work with children with speech and language disorders; to develop recommendations for preschool educators on organizing interaction with children with speech and language disorders. Methods. The following theoretical and cognitive methods were used for the purpose of realizing –analysis and generalization of scientific literature, comparison, synthesis, and synthesis of the studied information. Results. In the context of working with preschool children with speech and language disorders, it is important for educators to possess the ability to establish and maintain interaction with both the children and their parents, as well as the ability to work in a team of professionals providing psychological and pedagogical support to this category of pupils. Preschool children with speech and language disorders are a rather heterogeneous category of students. This is primarily due to the factors causing disorders and the duration of their effects, as well as the symptom complex of speech and language defects. Children with speech and language disorders require comprehensive psychological, pedagogical, and speech therapy support, which considers not only their speech difficulties but also the general psychophysical condition of each pupil. Teachers working with this group of children must be able to create favourable conditions for their socialization, development of communication skills, engagement in various types of activities, and self-expression. Originality. The article defines the principles of pedagogical deontology that are essential for the work of preschool educators with children with speech and language disorders: recognition of the self-worth of each child as an individual, regardless of its current level of development and potential capabilities; respect for the child; adherence to the norms of professional behaviour; tolerance; professional responsibility; creating an atmosphere of mutual trust and goodwill; confidentiality, and tact; involving children’s parents into the correctional and educational work of the preschool educational institution, taking into account their feeling of parental love for the child; adherence to the ethics of relationships in the teaching staff, which provides psychological, pedagogical and speech therapy support to a preschool child with speech and language disorders and is responsible for the quality of his or her education. Recommendations for preschool teachers working with children with speech and language disorders have also been developed. Conclusion. Compliance with the principles of pedagogical deontology is a prerequisite for the effectiveness of the pedagogical activity of a preschool teacher, especially when working with children with speech and language disorders. Their implementation into the educational process allows the teacher to interact qualitatively with all its participants – colleagues, pupils, and their parents – and to create an atmosphere of trust and psychological comfort, primarily for preschoolers, which is an important factor in overcoming the shortcomings of speech dysontogenesis.
children with speech and language disorders
ability to work with children with speech and language disorders
and speech therapy support of the educational process in a preschool educational institution
Copyright (c) 2025 Тетяна Марєєва (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
DEVELOPING ORAL SPEECH IN PRIMARY SCHOOL PUPILS THROUGH THE TEACHING OF LANGUAGE, LITERATURE, AND ARTS EDUCATION
Introduction. The article addresses the issue of improving the oral communication skills of younger schoolchildren. This is an essential component of the key competence of «fluency in the state language». This is particularly relevant in language, literature, and art education, especially in Ukrainian language, reading, and fine arts lessons. It highlights the importance of being able to express one's opinion orally and communicate and cooperate with others in order to develop cultural and socio-cultural competencies, which are fundamental to all key competencies. Purpose. The paper's main aim is to highlight ways to encourage coherent oral speaking among primary school pupils in Ukrainian language, literature, and art lessons. Methods. A set of scientific methods was used during the investigation to solve the research problems. These included theoretical analysis of scientific literature to define the methodological approaches and pedagogical principles for developing oral communication skills among primary school pupils in Ukrainian language, literature, and art lessons, as well as the systematisation and generalisation of analysed material to determine factors that influence this process, and the use of induction, deduction, comparison, formalisation, and abstraction. Results. The article outlines the essence of the concepts of «speech», «speech development», and «oral speech». It sets out how to teach primary school pupils to interact orally with others, to perceive, analyse, interpret, and evaluate oral information, and to use it to achieve life goals in various communicative situations. It also covers expressing impressions of fine arts, presenting oneself and one's achievements, and critically evaluating them. It highlights the use of verbal methods (narration, description, explanation, comment, addition, conversation, and verbal drawing) and visual and practical methods to develop pupils' oral speech in Ukrainian language, reading, and fine arts lessons. The effectiveness of methods for developing coherent speech (imitative, communicative, and constructive methods) in organising the oral speech activities of primary school pupils is noted, as is the fact that these methods, when considered in relation to one another, form the basis for building the skills of oral communication in dialogical and monological forms. The methodological aspects of using interdisciplinary tasks to teach Ukrainian, literary reading, and fine arts to primary school pupils, to develop their oral speech, are also considered. The authors propose interdisciplinary exercises and tasks that focus on motivating speech activity, enriching vocabulary, constructing word combinations and sentences, and improving speech. Originality. Recommendations are provided for using interactive teaching methods to develop oral interaction skills. These methods increase motivation for speech activity and create an atmosphere of cooperation and interaction. They also help primary school students develop successful communication skills, such as listening to and hearing each other, expressing opinions, and building a dialogue correctly. Conclusion. Attention is paid to highlighting methodological techniques for working with visual media such as drawings, photographs, and photo collages. These encourage schoolchildren to discuss the content and form of media products, as well as express their impressions of what they have seen.
Copyright (c) 2025 Валентина Собко, Вікторія Аторіна (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
USE OF MODERN CHILDREN'S LITERATURE IN THE PROCESS OF TEACHING LINGUISTIC, LITERARY, ARTISTIC AND TECHNOLOGICAL EDUCATIONAL INDUSTRIES
Introduction. The article examines the educational and integrative potential of contemporary children’s literature as a meaningful component of the content in language and literary, artistic, and technological educational fields in primary school. It explores how modern children’s texts, including Ukrainian and international examples, serve as a tool for the development of emotional intelligence, critical thinking, cultural literacy, and aesthetic perception among young learners. The relevance of the topic is grounded in the competency-based approach of the New Ukrainian School and the need for cross-curricular integration in the educational process. Purpose. The purpose of this study is to analyze the role of contemporary children’s literature as a cross-cutting content element that supports the integration of language, art, and technology learning areas in primary education. The article also aims to highlight effective practices and strategies that use literary texts to foster the comprehensive development of pupils through emotional, creative, and practical engagement. Research Methods. The research draws on comparative analysis of Ukrainian and international educational models, content analysis of textbooks and children's books, review of national curriculum documents, and synthesis of pedagogical practices. Practical examples are drawn from the current school curriculum for Grades 3–4 (2024–2025), as well as from open-access educational resources and real lesson scenarios. Results. The findings demonstrate that the use of contemporary children’s literature enriches educational content across different subject areas. Through integration, literary texts become a catalyst for artistic creativity (drawing, design, music), technological projects (crafts, construction, prototyping), and reflective activities (dialogues, dramatizations, storytelling). Examples include the use of poems by Halyna Malyk for artistic interpretation, stories by Sashko Dermanskyi for STEAM-based projects, and illustrated books by Ukrainian and Nordic authors for visual analysis and collaborative design tasks. The research also reveals the importance of visually rich, symbolically meaningful texts in engaging children and enhancing subject integration. Originality. The article offers an original interpretation of contemporary children’s literature not only as a medium for language development but also as an interdisciplinary core capable of uniting cognitive, emotional, and creative domains of learning. It underlines the significance of aesthetic literacy, cultural heritage, and media-awareness as part of modern primary education, while also demonstrating the unique Ukrainian approaches to integrating literature with arts and technologies in the classroom. Conclusion. The study confirms that children’s literature plays a crucial role in shaping holistic, culturally aware, and creatively engaged learners. Its integration into multiple educational fields aligns with modern educational goals and supports the formation of competencies outlined by the New Ukrainian School. The development and implementation of integrative pedagogical strategies based on literary texts enhance the overall quality and humanistic orientation of primary education.
Copyright (c) 2025 Тетяна Зенченко, Ольга Вишник, Вікторія Аторіна (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
ANALYSIS OF THE CURRENT STATE OF EMOTIONAL INTELLIGENCE FORMATION IN JUNIOR SCHOOLCHILDREN IN EDUCATIONAL THEORY AND PRACTICE
Introduction. In a rapidly evolving world characterized by uncertainty and information overload, emotional intelligence (EI) is crucial for successful adaptation and self-realization. Traditional education often prioritizes cognitive development, neglecting students' vital emotional and social skill formation. This is particularly problematic for junior schoolchildren, a sensitive period for acquiring core emotional competencies like self-awareness, empathy, and effective interaction. Insufficient EI development at this foundational stage can lead to social, emotional, and academic difficulties. Despite recognized importance, Ukrainian educational theory and practice still lack systematic approaches, clear guidelines, proven programs, and effective tools for fostering EI. This highlights the urgent need to analyze the current state of EI formation in junior schoolchildren, both theoretically and practically, to develop and implement effective strategies. Purpose. The primary purpose of this article is to comprehensively analyze the current state of emotional intelligence formation in junior schoolchildren, addressing both theoretical frameworks and practical pedagogical approaches, with a particular emphasis on the influence and opportunities presented by contemporary learning environments, including distance education. Methods. The research employed theoretical methods including analysis, synthesis, comparative analysis, and generalization to examine existing literature, conceptual frameworks, and various models of emotional intelligence. A systemic approach was used to understand EI as a dynamic construct influenced by biological and social factors, and to classify relevant pedagogical technologies. Results. The study identifies that emotional intelligence is a multifaceted, integrative characteristic crucial for a child's holistic development, combining cognitive and affective components that underpin self-understanding and empathy towards others. This integration fosters effective social adaptation, self-reflection, and behavioral regulation. Junior school age is confirmed as a sensitive period for EI formation, influenced by both biological (e.g., parental EI, temperament) and social factors (e.g., family relationships, educational environment). A key finding highlights the fundamental role of positive teacher-student relationships and the teacher's emotional competence in creating a supportive classroom atmosphere that enhances motivation and academic success. Furthermore, the transition to distance learning introduces unique challenges, such as increased feelings of loneliness and inhibited social interaction due to limited non-verbal cues. However, it also presents new opportunities for targeted EI development through the integration of interactive digital technologies. Practical recommendations include establishing a supportive emotional environment through tools like Mood Meter and Google Forms; utilizing interactive methods such as Kahoot!, Seesaw, and Padlet for emotional recognition and reflection; maintaining emotional contact via «emotional breaks» and emoji use; fostering empathy and social skills through role-playing (e.g., Minecraft Education, VR simulations) and video materials («Inside Out,» video fairy tales); and teaching self-regulation and stress reduction via emotion diaries (Google Docs) and relaxation exercises. Originality. This research's originality lies in its comprehensive synthesis of emotional intelligence (EI) formation in junior schoolchildren, specifically integrating traditional educational theory with the evolving landscape of digital and distance learning. Unlike previous fragmented studies, this article presents a holistic framework for EI development in online environments by leveraging diverse theoretical understandings and practical pedagogical strategies. It uniquely proposes concrete, applicable recommendations tailored for digital learning, emphasizing the teacher's crucial and evolving role as an «emotional mentor» in this context. Conclusion. This analysis clearly demonstrates that emotional intelligence (EI) is crucial for the harmonious development of junior schoolchildren. EI, an integrative characteristic combining cognitive and affective elements, underpins self-understanding, empathy, social adaptation, and self-regulation. Junior school age is a sensitive period where EI is shaped by biological and social factors. Positive teacher-student relationships and teacher emotional competence are vital for fostering a supportive learning environment that boosts motivation and academic success. While distance learning presents challenges to EI formation (e.g., loneliness, interaction difficulties), it also offers new opportunities. We've provided practical recommendations leveraging interactive digital tools (like Kahoot!, Seesaw, Padlet) for creating supportive emotional environments, maintaining contact, developing empathy through role-playing and videos, and teaching self-regulation via emotion diaries and creative tasks. Thus, successful EI formation requires a complex interplay of family upbringing and targeted pedagogical work, adapting to both age-specific needs and modern technology. Future research should explore integrated educational programs and the long-term impact of digital technologies on children's emotional development in blended learning contexts.
Copyright (c) 2025 Сергій Півовар, Наталія Півовар (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
ADAPTIVE MICROLEARNING AS AN INNOVATIVE TECHNOLOGY FOR THE PROFESSIONAL TRAINING OF FUTURE SPECIALISTS IN THE AGRICULTURAL SECTOR
Introduction. The contemporary agricultural sector is rapidly evolving under the influence of digitalization, innovative technologies, and shifts in the global labor market. These dynamics impose new demands on the professional training of future specialists, which must be flexible, personalized, and responsive to the challenges of the modern world. Traditional educational approaches often fail to provide an adequate level of practical training, adaptability, and individualization–factors especially critical in agricultural education, where continuous renewal of knowledge and skills is essential. This context underscores the urgent need for implementing innovative teaching technologies, particularly adaptive microlearning, which integrates flexibility, technological efficiency, and a learner-centered approach. Although microlearning is gaining increasing attention worldwide, its potential in Ukraine’s agricultural education remains insufficiently explored and applied. Therefore, it requires deeper theoretical reflection and practical testing within the framework of vocational training for future agricultural professionals. Purpose. The purpose of this article is to provide a theoretical justification and to outline the pedagogical foundations for implementing adaptive microlearning as an innovative technology in the professional training of future specialists in the agricultural sector, taking into account the challenges of educational digitalization and the need for a personalized learning environment. Methods. Theoretical analysis of scientific literature on adaptive microlearning and vocational education; generalization and systematization of pedagogical experience; modeling of pedagogical conditions for implementing adaptive microlearning; forecasting the effectiveness of adaptive microlearning application in agricultural education. Results. As a result of the study, pedagogical principles for implementing adaptive microlearning in the professional training of future agricultural specialists were identified. It was established that adaptive microlearning contributes to increased student motivation, personalization of the educational process, and improvement of learning outcomes. A model of pedagogical conditions was developed to ensure the effective application of this innovative technology, taking into account the digital challenges of modern education. The positive impact of adaptive microlearning on the formation of professional competencies in students of agricultural specialties was forecasted. Originality. The scientific novelty of this study lies in defining adaptive microlearning as an innovative tool that enables the creation of a personalized and flexible learning environment specifically tailored for students in agricultural specialties. This approach considers the challenges and opportunities arising from the digitalization of education. The study proposes a comprehensive model that integrates adaptive microlearning strategies to support the development of professional competencies, considering diverse individual needs, learning styles, and paces of knowledge acquisition among students in the agricultural field. This model not only enhances student motivation and engagement but also contributes to more effective and efficient professional training by aligning educational content with the personal requirements of each learner and the demands of the modern digital educational environment. Conclusion. The study established that adaptive microlearning is an effective, innovative technology for the professional training of future specialists in the agricultural sector. It allows for the creation of a personalized learning environment that takes into account the individual characteristics of students, their level of preparation, learning styles, and pace of material assimilation. Key conclusions of the research include: adaptive microlearning contributes to increased student motivation and active participation in the learning process; the proposed model for implementing adaptive microlearning enables effective development of professional competencies, considering the needs of the agricultural sector; digitalization of education creates the necessity to shift toward flexible, personalized educational technologies such as adaptive microlearning. Specific recommendations are: include adaptive microlearning as a mandatory element in professional training programs for students of agricultural specialties; develop educational materials as microlearning modules that can be adapted according to individual student needs; use digital platforms that support adaptive algorithms and ensure personalization of the learning process; conduct systematic monitoring and analysis of the effectiveness of adaptive microlearning implementation for timely adjustment of curricula.
Copyright (c) 2025 Тетяна Япринець, Валентина Оніпко (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
AXIOLOGICAL PRINCIPLES OF PROFESSIONAL TRAINING OF FUTURE PRIMARY TEACHERS IN WAR CONDITIONS
Introduction. In the conditions of complex socio-political transformations caused by both global modernization processes and tragic events associated with a full-scale war in the territory of Ukraine, pedagogical education acquires a new content and orientation, which involves the formation of value orientations in future educators. Purpose. Theoretical understanding of the axiological principles of professional training of future primary teachers in the context of transformational changes in education caused by the war, as well as modeling effective ways to improve this process, taking into account modern challenges. Methods. Analysis of scientific, pedagogical and psychological literature to clarify the state of the problem: clarification of the basic concepts of the study (values, axiology, axiological competence, professional training of future teachers, etc.); synthesis, generalization, classification; observation of the educational process in higher education institutions; modeling of effective ways to improve the professional training of future primary school teachers on axiological principles in the context of transformations of Ukrainian education. Results. A theoretical understanding of the axiological principles of professional training of future primary school teachers in the context of transformational changes caused by martial law in Ukraine was carried out. The key concepts of “axiology”, “values”, “axiological competence”, and “professional training of future primary school teachers” were analyzed. The feasibility of integrating moral-ethical, national-patriotic, and humanistic values into the content of educational programs, teaching methods and educational environment of higher education institutions is substantiated. Originality. The results of observations of the educational process in higher education institutions are presented, which demonstrate the effectiveness of using interactive methods (case method, debates, and ethical dilemmas) to develop reflection, empathy, and the formation of axiological competence of future teachers. Effective ways of improving the professional training of future primary school teachers on axiological principles in the context of transformations of Ukrainian education are modeled. Conclusion. Professional training of future primary school teachers should be based on axiological principles that ensure the formation of their moral and ethical readiness for professional activity. Ways of improving the educational process are proposed, which contribute to the training of a new generation of teachers capable of becoming carriers of humanistic and democratic values in Ukrainian society.
Copyright (c) 2025 Оксана Цюняк, Світлана Довбенко, Наталія Матвеєва (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
CRITERIA, INDICATORS, AND LEVELS OF READINESS OF FUTURE OFFICERS FOR ENGINEERING SUPPORT
Introduction. In the current military and political situation in Ukraine and the need to effectively ensure the combat readiness of the National Guard of Ukraine, the importance of engineering support as one of the key components of combat operations is growing. The quality of engineering support largely depends on the professional training of future officers, in particular on their level of readiness to perform tasks in this area. However, an analysis of existing training programs, scientific and methodological approaches, and practical experience shows that issues related to the definition of clear criteria, indicators, and levels of readiness are insufficiently developed. Purpose. To define criteria, indicators, and levels of readiness of future officers for engineering support of the National Guard of Ukraine units in the process of professional training. Methods. When determining the criteria, indicators, and levels of readiness of future officers for engineering support, the following research methods were used: analysis, synthesis, description, and comparison. Results. Criteria, indicators, and levels of readiness of future officers for engineering support have been identified, namely motivational, cognitive, and performance-reflective criteria; indicators: positive motivation to study engineering support, interest in studying engineering support, knowledge and skills in engineering support, engineering support skills, ability to self-reflect, self-education; levels of readiness of future officers for engineering support: high, medium, and low. Originality. For the first time, criteria, indicators, and levels of readiness of future officers for engineering support have been theoretically substantiated. Conclusion. The appropriate level of readiness of future officers for engineering support is manifested in a high level of awareness of the importance of mastering engineering training methods and techniques, which contributes to the effective performance of educational and professional engineering tasks while still studying at a higher military educational institution. The defined criteria and indicators serve as diagnostic tools for establishing the level of readiness of future officers for engineering support in the process of professional training. Prospects for further study of this issue lie in the development of a model for preparing future officers for engineering support of the National Guard of Ukraine in the process of professional training.
Copyright (c) 2025 Микола Семенов (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
PRESCHOOLERS' ECOLOGICAL APPROPRIATE BEHAVIOR FORMATION IN EARLY AND PRESCHOOL AGE CHILDREN
Introduction. The article addresses the introduction of fostering environmentally appropriate behavior in early childhood and preschool-aged children as an important component of environmental education in the context of global ecological challenges. The need to form a responsible attitude towards nature and the environment in the younger generation from early childhood, when the foundations of personal qualities and value orientations are laid, is substantiated. The article presents a detailed analysis of modern research on the problem of environmental education, in particular, the formation of environmentally appropriate behavior of children of early and preschool age. The concept of «environmentally appropriate behavior» is defined as a system of conscious actions and decisions aimed at preserving nature, using its resources rationally, and ensuring harmonious interaction with the environment. The article outlines five interconnected structural components of such behavior: cognitive, value-motivational, practical (activity-based), emotional-value, and reflective. Each component is described and analyzed in detail. Results. A step-by-step approach to developing children's environmental awareness and behavior is theoretically substantiated. Particular attention is given to the creation of an eco-developmental environment in preschool institutions, which is viewed as an essential prerequisite for fostering emotional connections with nature and mastering patterns of responsible environmental behavior. Guidelines for organizing this environment are provided, considering children's age-specific and individual characteristics, as well as the educator’s role. Originality. The article presents the authors' original program «Ecoland», which encompasses four areas of activity: cognitive-informational, practical-active, emotional-creative, and social-partnership. Within each area, specific forms and methods of work with children are proposed, including integrated lessons, projects, environmental campaigns, games, creative competitions, observations, and collaboration with parents and the community. The importance of games as a leading method in forming environmentally appropriate behavior in preschoolers is emphasized. The article provides examples of role-playing, simulation, competitive, and didactic games focused on ecological themes, which help reinforce knowledge, shape values, and develop practical skills for interacting with the natural world. In conclusion, the authors argue that effective environmental education in early childhood must be holistic, integrating knowledge, experience, emotional impressions, and participation in joint activities. Its success depends on the creation of a supportive environment, the educator’s active involvement, and meaningful cooperation with families.
ecological and developmental environment
Copyright (c) 2025 Вікторія Розгон, Наталія Миськова, Вікторія Курта (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
THE TRAINING FUTURE PRESCHOOL EDUCATION SPECIALIST TO MONITOR THE FORMATION OF SPEECH COMPETENCE IN EARLY AGE AND PRESCHOOL CHILDREN
The article highlights the peculiarities of training future preschool education specialists to monitor speech development in children of early childhood and preschool age. It notes that these specialists acquire monitoring skills at various levels of higher education while studying specific professional disciplines. The article points out the difference in the procedure for monitoring speech competence development in early childhood and preschool-age children. It summarizes the approximate tasks, components, and indicators of development for monitoring speech competence in early childhood and preschool-age children. The stages of monitoring in a preschool educational institution are listed. Optimal conditions for organizing and conducting speech competence monitoring in early childhood and preschool are determined. Finally, the components of training future preschool education specialists to monitor speech competence development in early childhood and preschool are outlined. Introduction. One important aspect of preparing future preschool education specialists for their profession is developing the ability to organize and monitor speech development in young children. Developing speech competence in accordance with age-appropriate indicators and individual aptitudes is a very relevant and urgent issue today. This is because the level of speech development in modern children is often inadequate. Future preschool educators must be able to identify speech development problems in children in a timely manner, analyze them, and choose effective ways to address them within the educational process. Purpose. The purpose of this article is twofold: first, to reveal the importance of preparing future preschool education specialists to monitor speech competence development in early childhood and preschool-age children, and second, to determine optimal monitoring conditions. Methods. Theoretical research methods were employed, including the study and analysis of psychological, pedagogical, scientific, and methodological literature on the research topic, as well as generalization and systematization. Results. This study examines the current state of training future preschool education specialists to monitor speech competence in early age and preschool children. It reveals the components of such training and analyzes the results of research on the outlined problem. Originality. The components of training future preschool education specialists to monitor the development of language competence in early childhood and preschool children have been identified: cognitive, practical, analytical, and implementation. Conclusion. Thus, preparing future preschool education specialists to monitor language development in early childhood requires developing their awareness based on a thorough understanding of children's speech development characteristics at different ages, defining criteria and indicators for speech competence components in early childhood and preschool, and selecting objective tools for testing and summarizing results. These results should be considered in professional activities and applied in the educational process with children.
the training of preschool education specialists
indicators of speech development in early children age and preschool children
Copyright (c) 2025 Олена Сас, Лілія Онофрійчук (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
APPLICATION OF DIGITAL EDUCATIONAL RESOURCES FOR THE DEVELOPMENT OF METHODOLOGICAL KNOWLEDGE AND SKILLS OF FUTURE MATHEMATICS TEACHERS (BASED ON THE EXAMPLE OF THE COURSE «NUMBER SYSTEMS»)
Introduction. The rapid and comprehensive digitalization of all spheres of society underscores the relevance of systematically integrating digital tools into mathematics education, including pedagogical training. The formation and development of methodological knowledge and skills among future mathematics teachers is one of the most important directions in improving their professional training. This process is continuous, systematic, structured, and purposeful, and it takes place throughout the study of all mathematics-related subjects, including the study of number systems, which form the scientific foundation of mathematical education. Under current conditions, the process of developing methodological knowledge and skills requires modernization, one aspect of which is the implementation of digital innovations. Purpose. To identify the digital educational resources that are advisable to use for the formation and development of methodological knowledge and skills of future mathematics teachers during the study of the course «Number Systems». Methods. To achieve the stated objective, the following research methods were employed: analysis, synthesis, systematization, and generalization to process sources on the studied issue and to identify aspects requiring further investigation; observation of students and interviews with them during the study of the course «Number Systems»; practical implementation of digital educational resources in the educational process to develop methodological knowledge at all levels and the corresponding methodological skills. Results. The article substantiates the relevance and feasibility of using digital educational resources to develop the methodological knowledge and skills of future mathematics teachers in the course «Number Systems». The services Mindmup and Genially are examined, and examples are provided of their application in creating mind maps and interactive posters that contribute to the development of methodological knowledge at the scientific level. The significance, forms, methods, and potential uses of these tools are identified. Methodological approaches for integrating Google applications (Google Forms, Google Sheets, Google Classroom) into the educational process are proposed, aimed at the formation and development of methodological knowledge at all levels. Concrete examples are provided. Conclusion. The article substantiates the relevance of digital educational resources for the formation of methodological knowledge and skills of future mathematics teachers in the study of the course «Number Systems». A range of digital tools suitable for integration into the educational process has been identified. In particular, specific methodological approaches are proposed for using Google Sheets to develop methodological knowledge at the scientific level (fundamental concepts, facts, relationships) and to promote reflection; Mindmup for creating mind maps that foster knowledge of interdisciplinary connections and the ability to establish them; Genially for designing interactive posters on the history of number theory. Special attention is given to Google Forms as a tool for developing methodological knowledge at general scientific and philosophical levels. The role of Google Classroom in organizing the educational process as a whole, and in the formation of methodological knowledge and skills as a key component of future mathematics teachers’ methodological culture, is also examined. Directions for future research include: 1) the exploration and justification of the applicability of other modern digital educational resources (e.g., AI tools for personalization, virtual laboratories, gamified platforms) for the development of methodological knowledge and skills; 2) the creation of detailed methodological guidelines and manuals for participants in the educational process on integrating the identified digital resources into teaching to foster methodological knowledge and skills.
Copyright (c) 2025 Наталія Кугай (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
MEDIA LITERACY FORMATION IN PRIMARY SCHOOL DURING DIGITAL SHIFTS
Introduction. In the context of the rapid digitalization of modern society, primary school students increasingly encounter media from an early age, ranging from educational platforms to entertainment content. This exposure creates a pressing need to cultivate critical thinking and safe digital behavior. Media literacy is no longer a supplementary skill but a core educational competence. However, the theoretical foundations and practical tools for integrating media literacy into the primary school curriculum remain underdeveloped, especially within the framework of age-appropriate pedagogy and digital transformation challenges. The issue demands a comprehensive reevaluation of current approaches and an emphasis on media education as a cross-cutting component of early education. Purpose. The aim of this article is to explore the theoretical foundations of developing media literacy as a key competence in primary school students, considering age-specific cognitive, emotional, and social characteristics. The study seeks to define the core components of media literacy relevant to the digital age and determine strategies for its systematic integration into educational practice. Methods. The study employs a theoretical and conceptual analysis of scientific literature, educational standards, and existing pedagogical models in the field of media literacy. Comparative methods were used to evaluate international approaches (notably Finnish, American, and Turkish experiences), and content analysis was conducted on Ukrainian normative documents and curricula, including the “I Explore the World” course and the “I in the Media Space” program. Results. The research identifies media literacy in primary education as an integrative competence that combines critical thinking, ethical media use, and digital creativity. The author outlines essential components of media literacy, such as the ability to distinguish between factual and manipulative content, evaluate the credibility of information sources, understand the motives behind media messages, and create personal media content responsibly. A key emphasis is placed on the teacher’s role as a media facilitator and digital mentor. The findings highlight that effective media literacy development requires a holistic educational ecosystem that includes school, family, and media communities. Practical examples from Ukrainian and Finnish practices demonstrate that early media education can be embedded into various subjects and extracurricular activities, ensuring sustained and meaningful learning outcomes. Originality. This study contributes to the understanding of media literacy as a formative element of primary education, emphasizing its role in shaping a child’s informational sovereignty. The originality lies in the proposed multidimensional model of media literacy for primary students that integrates cognitive, ethical, and creative aspects. Furthermore, the article highlights the pedagogical potential of family-based media projects and the involvement of media professionals in school-based initiatives. Conclusion. Developing media literacy in primary school students is essential for fostering responsible, critical, and emotionally aware citizens of the information society. The study recommends the integration of media education across all subjects, the establishment of long-term training programs for teachers, and the implementation of flexible, adaptive media projects. These efforts will ensure that media literacy becomes not a theoretical goal, but a practical tool for navigating the challenges of digital transformation.
Copyright (c) 2025 Андрій Лісневський (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
LINGUISTIC AND METHODOLOGICAL BASES OF RESEARCHING THE SYNTAX OF A SCIENTIFIC-PEDAGOGICAL TEXT
Introduction. In the context of modern education, the academic, professional, and communicative competence formation is a key task of the students’ professional training. One of the important components of this competence is the ability to work with a text as a social and linguistic phenomenon, a communicative unit of the highest level that serves a variety of communication spheres. For a full text analysis, it is necessary to understand its typology. A scientific text is not only a means of recording knowledge, but also a tool for thinking, proving, and formulating one's own position. For higher education students, it is the basis for participating in scientific discourse, writing qualification papers, articles, reviews, and projects. That is why mastering the linguistic and structural literacy of the scientific style is an urgent need that directly affects the quality of the educational process and further professional self-realization. Its linguistic organization, in particular syntactic, aims to ensure accuracy, logic, reasoning, and consistency of expression. Purpose. To consider the syntactic features of scientific-pedagogical texts; to offer exercises and tasks in the course ‘Culture of the Scientific Ukrainian Language’ in order to form scientific professional competence in students. Methods. The following methods were used in the research: analysis of sources to find out the state of problem development; a descriptive method, which combines observation, interpretation, and generalization of scientific and methodological material. Results. The article deals with the problem of the syntactic design of scientific-pedagogical texts. It has been found that the syntactic features of a scientific-pedagogical text are determined by its functional purpose - to accurately, clearly, and reasonably convey scientific information in the field of education. An important syntactic feature of the analyzed scientific texts in the pedagogical sphere is the use of attributive word combinations that have a terminological character and are fixed in this field of science. Compound nominal predicates were also found, which help to structure information, emphasize the analytical nature of the scientist's language, and ensure that the text complies with the norms of academic style. Split predicates are quite common in scientific-pedagogical texts, which help to isolate a logically important component. This enhances the consistency of the presentation and the logic of the text, which are the main features of the scientific style. Impersonal constructions are used, which allow the author to declare the conducted research and the results obtained in the process separately, focusing on the process rather than the subject. Pedagogical texts are often characterized by a high degree of syntactic complexity. Complicating elements are most often homogeneous parts of the sentence that structure the material, provide a list of phenomena, properties, stages, or concepts. Separate parts of the sentence help to clarify the features of the object or subject; indicate conditions, causes, or consequences; expand the meaning of the main clause without building an additional syntactic structure. To achieve logical clarity of the text, insertion constructions are widely used to indicate logical connections, evaluation, and the sequence of thought. In a scientific pedagogical text, complex sentences are dominated by compound sentences, which allow combining several logically related statements into one sentence. This creates a coherent, deeply reasoned statement of thought. The most common type of subordinate clause is the attributive clause, which serves to clarify the description of a pedagogical phenomenon, process, or research result. Most of the sentences in the analyzed texts are characterized by normal word-order and traditional topical division. This characteristic contributes to the stylistic homogeneity of the scientific-pedagogical text and reflects the low level of its emotionality. The study proves that knowledge of the syntactic features of a scientific text is a prerequisite for the formation of students' scientific, professional, and communicative competence. In view of this, studying the syntactic features of a scientific text becomes a necessary component of higher education students’ training, especially in the course ‘Culture of the Scientific Ukrainian Language’. The article offers exercises and tasks that help to master the syntactic features of the scientific style of the Ukrainian language, develop the ability to create scientific texts, and critically evaluate and edit speech from the point of view of the norms of academic integrity and linguistic accuracy. Originality. The problem of the syntactic design of scientific-pedagogical texts is studied. It is proven that the syntactic features of a scientific-pedagogical text are determined by its functional purpose - to accurately, clearly, and reasonably convey scientific information in the field of education. Such a text is distinguished by its structural complexity, logical presentation, wide use of complex subordinate constructions, neutrality, and impersonality. These syntactic features serve to increase the informational content of the text, reflect the author's desire to convey complex scientific information to the scientific community more accurately and clearly. The study proves that knowledge of the syntactic features of a scientific text is a prerequisite for the formation of scientific, professional, and communicative competence. Conclusion. Thus, the syntax of a pedagogical scientific text is a system of means that ensures logical, structured, and scientific objectivity of the presentation. Scientific texts are generally characterized by complex syntax in order to reflect all aspects of the pedagogical field. Mastering the syntactic features of a scientific pedagogical text is an important prerequisite for successful scientific writing. Knowledge of the syntactic structure of scientific discourse not only increases the effectiveness of communication in the academic environment but also contributes to the quality of knowledge in the pedagogical field.
Copyright (c) 2025 Ірина Кухарчук (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
REGULATORY AND LEGAL DIMENSION OF THE QUALITY ASSURANCE SYSTEM FOR THE PROFESSIONAL TRAINING OF FUTURE SPECIALISTS
Introduction. In the context of the transformation of higher education in Ukraine and its adaptation to European standards, the issue of regulatory and legal support for the system of quality assurance in the professional training of future specialists is becoming particularly relevant. It is the regulatory and legal framework that plays a key role in shaping a comprehensive quality policy, harmonising management mechanisms, formalising educational procedures, and ensuring the effectiveness of educational activities. Purpose. The purpose of the article is to conduct a comprehensive analysis of the current regulatory framework governing the functioning of the quality assurance system for professional training in Ukraine and to develop the author’s structural-logical model of its legislative regulation, taking into account the hierarchy of levels of regulatory influence and their compliance with European standards. Methods. The methodological basis of the study consists of general scientific (analysis, synthesis, induction, deduction, systematisation) and special methods: regulatory and legal analysis of legislative acts, comparative legal analysis of Ukrainian and European educational policy, and logical and structural modelling. Results. Within the framework of this study, a comprehensive analysis of the current regulatory and legal framework that defines the principles of the higher education quality assurance system was carried out. Key legislative and subordinate acts were identified, their functional purpose, interconnection, and compliance with European standards and recommendations on higher education quality were characterised. Particular attention is focused on the development of the author's structural-logical model of regulatory and legal regulation, which allows for a conceptual understanding of the interaction of different levels of education quality management, from strategic provisions of state policy to specific local implementation mechanisms within higher education institutions. The developed model contains three interrelated levels: strategic, regulatory, and operational. The proposed model makes it possible to systematise regulatory documents by level of regulation, which creates a clear hierarchy and defines the functional links between them. Originality. For the first time, a conceptual structural-logical model of regulatory and legal support for the quality of professional training of future specialists in higher education institutions has been proposed, covering all key levels of regulatory control. The interrelationships between them are substantiated, and the compliance of the Ukrainian regulatory framework with European standards is analysed, which opens up new opportunities for modernising the higher education quality management system. Conclusions. The results of the study confirm that the effective functioning of the professional training quality assurance system requires clear structuring of regulatory and legal acts, their coordination, and compliance with European standards. The proposed multi-level regulatory model creates conditions for the systematicity, continuity, and adaptability of quality management mechanisms. It also provides conditions for the sustainable development of higher education, increasing its effectiveness and relevance to the needs of modern society and the labour market. Further improvement of the regulatory framework through harmonisation with European standards, strengthening the autonomy of higher education institutions, and developing internal quality assurance mechanisms at the institutional level is recommended.
Copyright (c) 2025 Любомира Ілійчук (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
CONTENT OF PROFESSIONAL ORIENTATION AND CAREER COUNSELING FOR STUDENTS OF PROFESSIONAL HIGHER EDUCATION
Introduction. The relevance of the problem of the content of vocational guidance and career counseling for students of professional higher education is due to a number of deep socio-economic, educational, and psychological factors that determine the current conditions of personal development and integration into the labor market. Today's labor market is in a state of constant transformation: rapid technological change, digitalization, globalization, and the instability of the economic situation, especially in the context of war and post-war recovery, create new challenges for young people. In these conditions, students of vocational higher education often find themselves having to make difficult decisions about their professional paths without sufficient information, life experience, or support. The lack of targeted career guidance can lead to an erroneous choice of profession, loss of motivation to study, low level of involvement in professional activities, or even early termination of the educational process. The urgency of the problem is also reinforced by the shift in social emphasis toward the practicality of education and its relevance to the real needs of the economy. Educational institutions are increasingly obliged not only to provide knowledge, but also to provide students with the conditions for an informed choice of a professional trajectory that meets both personal capabilities and interests and labor market demand. Professional orientation and career counseling are becoming key tools for such support, forming a bridge between education and future employment. In the context of constant stress and social tension caused by the hostilities, the problems of self-identification and determining life goals are becoming particularly acute. Students need not only information about specialties, but also psychological support, the opportunity to understand themselves, their values, potential, and prospects. Thus, professional counseling should include components of emotional stabilization, self-confidence development, and motivation support, which is especially important in times of national uncertainty. In the context of Ukraine's post-war recovery, the problem of vocational guidance is gaining another important dimension: it is becoming a tool for forming a new generation of professionals who can effectively engage in the process of rebuilding the country. Students' awareness of their role in this process, understanding of the social significance of their chosen profession, and the formation of a sense of responsibility and belonging to the national cause - all this is largely laid down at the stage of professional orientation. The relevance of the problem of the content of vocational guidance and career counseling for students of professional higher education is determined by the need to form a conscious, adaptive, and responsible professional choice of young people in the context of deep social transformations and national recovery. Purpose. To determine and substantiate the content of professional orientation and career counseling for students of professional higher education for the post-war economic recovery of Ukraine. Methods. The following methods were used in the study: analysis and synthesis of literary sources on the research problem; analysis of the basic concepts of the study, synthesis, and forecasting. Results. The study found that professional orientation and career counseling are gaining new importance due to changes in the country's socio-economic environment. The main result was the understanding that modern approaches to shaping the content of orientation work should take into account not only the individual interests and inclinations of students, but also the needs of the economy recovering from armed conflict. The study has shown that the aspects of realizing the social significance of the chosen profession, understanding their potential in the context of the country's needs, as well as developing adaptability and flexibility in the face of instability are particularly relevant for applicants for professional higher education. It has been found that effective career counseling in the context of post-war reconstruction of Ukraine should combine psychological support with professional and practical guidance, help young people realize their own role in the process of restoring the country, and form long-term motivation to learn and self-realization. The analysis also found that the content of vocational guidance should be closely linked to the real conditions of the labor market, in particular the demand for specific specialties important for rebuilding infrastructure, healthcare, education, construction, technology, and energy. At the same time, special attention should be paid to the development of students' personal qualities: responsibility, initiative, sociability, and teamwork. In the post-war reality, the effectiveness of vocational guidance largely depends on intersectoral cooperation - cooperation between educational institutions, employers, local governments, and NGOs. Such cooperation allows for the creation of relevant content for orientation that meets both educational and economic challenges. The findings became the basis for writing recommendations for improving approaches to vocational guidance and career counseling, taking into account the needs of the post-war society and the prospects for the development of young people as an active force for national recovery. Originality. The social significance of the study lies in its focus on: helping students to build and implement a realistic educational and professional trajectory that meets the capabilities and interests of the individual; harmonizing career plans of the individual and the needs of society for qualified personnel in the context of martial law and post-war economic recovery of Ukraine. Career guidance and career counseling have a comprehensive impact and contribute to improving the quality of the professional potential of society, as they affect: reducing unemployment, increasing social stability, preventing social problems caused by the wrong choice of further educational and professional trajectory by vocational education students. Conclusion. The article reveals the essence of the concept of “the content of professional orientation and career counseling for students of professional higher education in the context of post-war economic reconstruction in Ukraine” and characterizes its components. The essence of the discrepancies between their educational trajectories and future employment is detailed, which leads to dissatisfaction, underemployment, or the need for expensive retraining. The preventive role of professional orientation in reducing the dropout rate of students by strengthening their commitment and motivation is highlighted. The psychological and emotional aspects of career development are defined. The post-war period in Ukraine is characterized, which is marked by the emergence of new industries, changing forms of work, and increasing dependence on digital tools and global partnerships.
students of professional higher education
Copyright (c) 2025 Інна Гриценок (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
INNOVATIONS OF THE NEW UKRAINIAN SCHOOL (NUS) IN THE SYSTEM OF PROFESSIONAL TRAINING OF PRIMARY SCHOOL TEACHERS
Introduction. The reform of modern primary education determines the process of professional training for future teachers who are capable of implementing a competency-based approach, demonstrating flexibility in ensuring individual educational trajectories for students, and adapting to innovations. The system of organizing the educational process in higher pedagogical institutions requires adaptation to the innovations of the New Ukrainian School (NUS). This involves balancing theoretical and practical components, emphasizing innovative approaches in the teaching of professionally oriented educational subjects, and providing a comprehensive introduction to innovations in primary education. The gap between the professional training of students and the actual demands of modern primary schools complicates the process of professional adaptation for young teachers in the long run. Purpose. To characterize the features of integrating New Ukrainian School (NUS) innovations into the system of professional training of future primary school teachers in the context of a holistic acquisition of formal, non-formal, and informal education. Methods. The study employed a set of research methods, including: analysis of scientific literature to identify theoretical and methodological approaches to defining the concepts of «innovation,» «innovations of the New Ukrainian School,» and «system of professional training of future teachers»; examination of documents regulating the implementation of innovations in the content of primary and higher pedagogical education; systematization and generalization of the analyzed material in order to determine the features of the holistic integration of New Ukrainian School innovations into the system of professional training of future primary school teachers. Results. The features of integrating New Ukrainian School (NUS) innovations into the system of professional training for future primary school teachers are characterized in the context of a holistic approach to acquiring formal, non-formal, and informal education. The effectiveness of formal education is ensured through the inclusion of educational components relevant to the professional self-realization of students in educational and professional programs, as well as through the organization of practical training in institutions of various types and forms of ownership, which enables the application of acquired knowledge in real NUS educational settings. Examples of cross-cutting integration of NUS conceptual ideas into the content of the educational component «Didactics of Primary Education» and various types of pedagogical practice are provided. Special attention is given to alternative primary school programs and educational projects approved by the State Service for Education Quality of Ukraine. Non-formal and informal education are explored through modern educational cases, digital resources, and tools aimed at shaping the professional identity of NUS educators. Originality. In the course of the study, the theoretical and methodological approaches to interpreting the concepts of «innovation», «innovations of the New Ukrainian School», and «the system of professional training of future teachers» were clarified; a systematic analysis was conducted on the features of professional training of future primary school teachers for the implementation of New Ukrainian School innovations in the context of a holistic acquisition of formal, non-formal, and informal education. Conclusion. The innovations of the New Ukrainian School can be viewed as a dynamic phenomenon, as they are influenced by numerous factors. In the complex realities of today, higher pedagogical education is called upon to ensure the quality training of teachers who are capable of effectively implementing the ideas of the New Ukrainian School, remaining open to change, and being flexible in choosing educational strategies. Only a holistic acquisition of formal, non-formal, and informal education by future primary school teachers contributes to a deeper understanding of the innovative content of primary education and serves as a guarantee of their high-quality professional training and successful employment.
professional training of future primary school teachers
Copyright (c) 2025 Олена Пуш, Сергій Марчук , Артем Смолюк (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
THE ISSUE OF BUILDING FUTURE LANGUAGE AND LITERATURE TEACHERS' CULTURAL COMPETENCE IN UKRAINIAN AND FOREIGN SCHOLARS' SCIENTIFIC WORKS
Introduction. The article emphasises that the educational process of higher education is oriented towards training students to work in a culturally diverse and globalised world, where cultural competence has become a key component of professional competence. Nowadays, in Ukraine, the importance of building cultural competence, teachers' skills in intercultural communication, and understanding cultural differences is more relevant than ever, as globalisation brings new opportunities and challenges for education. Purpose. The article considers the issue of building future language and literature teachers' cultural competence, presented in a number of regulatory documents and Ukrainian and foreign scholars' scientific works. Methods. The defined purpose and objectives of the study involve the implementation of basic general scientific methods. The structural-functional method, within the context of comprehensive scientific and pedagogical ideas, made it possible to identify the elements aimed at building the future language and literature teachers' cultural competence. The essential methodological approach is the content analysis of relevant regulatory documents governing educational policies in Ukraine. Results. Based on the analysis of scholars’ scientific research (N. Bibik, N. Holovina, S. Sysoieva, V. Kremen, T. Shakhrai, etc.), the article proves that culture encompasses various aspects of social life, while the main task of the culturally-oriented approach is to study the interaction of the individual with the surrounding world through the prism of the material and spiritual culture creation. At the same time, education as a social institution ensures the integration of the younger generation into the global cultural space and promotes the creative assimilation of humanity's cultural achievements. After analysing a number of regulatory documents, it can be stated that they highlight a consistent drive to study Ukrainian cultural heritage and a conscious respect for national traditions as key elements to form the basis for the cultivation of tolerance for cultural global diversity. The article also demonstrates that there are various approaches to building higher education students’ cultural competence in Ukrainian scientific practice. They include the combination of theoretical study of cultural characteristics and practical mastery of intercultural communication tools (I. Ziaziun); the formation of tolerant behaviour among young people in an intercultural space and the cultivation of respect for cultural diversity (S. Sysoieva); the training of teachers capable of passing on cultural experience to future generations (T. Ivanova); the understanding and evaluation of cultural achievements at both the national and global levels (O. Kruteiko); developing future language and literature teachers' ability to perceive the world interculturally through the prism of language and literary education (N. Bondarenko, V. Kremen, I. Kucherak, etc.). The article considers the concept of “cultural competence”, which is revealed in the scientific works of Ukrainian (N. Bibik, V. Bilytska, N. Bondarenko, T. Borysova, N. Holovina, T. Zaika, S. Kondratenko) and foreign (Idov Sulaimon Adenii, Onibuchi Nneamaka Chis, P. Erli, Sun Anh, A. Fliier, A. Shichinskyi, Chima Abimbola Iden, etc.) scholars. It has been proven that researchers justify the importance of integrating a cultural approach into education, and philological education in particular. The article emphasises that building cultural competence allows future specialists to maintain their cultural self-identity and ensures their ability to operate effectively in various social and professional spheres, based on their acquired cultural experience. Originality. A comprehensive analysis of regulatory documents and Ukrainian and foreign scholars' scientific works has made it possible to define future language and literature teachers' cultural competence as an integrated professional and personal quality focused on helping higher education students get the knowledge they need with a deep understanding of national and world cultural heritage; awareness in the field of art, language and literary education; sociocultural, social, normative and value-based principles; practical skills that include the ability for intercultural dialogue and multicultural communication; skills in analysing and interpreting cultural, linguistic and literary phenomena, the ability to apply cultural knowledge in pedagogical practice; demonstration of respect for national culture and cultural global diversity, tolerance towards representatives of Ukrainian and other cultures. Conclusion. The article shows that the main subject of culture is the individual who creates, preserves, and disseminates cultural values, while the education system acts as a channel for the transmission and creation of humanity's social and cultural experience. The close relationship between education and culture creates a powerful mechanism for the formation of an individual's value system and key professional qualities. Consequently, cultural competence occupies a special place among them, which can be defined as a complex characteristic that reflects an individual's knowledge about various aspects of culture, the degree of mastery of practical skills for their application, the formation of value orientations, and readiness for culturally oriented activities.
Copyright (c) 2025 Максим Гоголь (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
ENGLISH FOR ACADEMIC PURPOSES IN HIGHER EDUCATION IN UKRAINE: REGULATORY FRAMEWORK, MODERN APPROACHES AND PRACTICAL EXPERIENCE OF IMPLEMENTATION
Introduction. English is the key language of international scientific communication and access to global resources. 95% of Web of Science content and the majority of publications in Scopus and PubMed are in English. Knowledge of this language is essential for participation in academic mobility and research activities. In this regard, teaching English for Academic Purposes (EAP) in Ukrainian higher education institutions is becoming particularly relevant. EAP helps higher education students develop skills in academic writing, critical thinking, using English-language sources, and participating in international projects. Purpose. To substantiate the relevance of studying English for Academic Purposes (EAP) in higher education institutions of Ukraine and to determine the key benefits acquired by students through mastering EAP within the framework of the contemporary educational and professional environment The research employed the following methods: examination, analysis, and synthesis of literature related to the research topic; as well as the descriptive method, which encompasses observation, interpretation, and the systematization of scientific and methodological information. Results. English for Academic Purposes (EAP) is a targeted approach to teaching English that focuses on the development of linguistic and communicative skills necessary for successful academic performance. Its primary goal is to prepare students to produce and analyze academic texts, participate in scholarly discussions, deliver presentations, and work with subject-specific information in English. Globally, two main models of implementing EAP in higher education are distinguished: the Stand-alone Model, which consists of autonomous courses aimed at developing general academic skills regardless of the students’ field of study, and the Embedded Model, which integrates language instruction into professional disciplines. The stand-alone approach is considered effective at the early stages of study, especially for enhancing academic writing skills. At the same time, most scholars emphasize the advantages of the embedded model, as it enables a deeper understanding of content and increases student motivation. In the context of globalization, the EAP course plays a crucial role in preparing qualified professionals by fostering not only language proficiency but also a broad range of academic and professional competencies essential in the modern educational environment. Originality. The main challenges that complicate the integration of EAP into higher education institutions are highlighted, in particular, the unclear regulatory framework, insufficient training of teachers, the diversity of students, the lack of digital infrastructure, and interdisciplinary interaction. Conclusion. English for Academic Purposes (EAP) is a key element of quality student training in the context of the internationalisation of education and the growing role of international scientific communication. At the same time, the implementation of EAP is accompanied by a number of challenges, including inconsistency in the objectives and content of courses, lack of trained staff, different levels of English among students, weak interdisciplinary interaction, and insufficient digital support. To effectively realise the potential of EAP, a systematic approach is needed, including curriculum updates, professional development of teachers, the use of modern technologies, and support from educational institutions.
Copyright (c) 2025 Ольга Мілютіна, Дмитро Марєєв, Олена Чайка (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
DEVELOPING TEACHERS’ RESEARCH SKILLS IN TEACHING MATHEMATICS IN GRADES 5–6 OF THE NEW UKRAINIAN SCHOOL
Introduction The article substantiates the relevance of developing research competence in mathematics teachers in the context of dynamic educational reforms, in particular, the implementation of the New Ukrainian School (NUS) concept. The essence and multi-component structure of research competence are analyzed. Its components are revealed: motivational and value component, cognitive component, activity (operational) component, and reflective component. The specifics of teaching mathematics at the stage of basic secondary education at NUS are determined, taking into account the age and psychological characteristics of students in grades 5–6. The key requirements of the State Standard relating to the field of mathematics education are analyzed, and it is substantiated that developed research competence provides teachers with opportunities to move away from reproductive methods and transition to problem-oriented and search-based learning, which stimulates critical thinking, creativity, and independence in students. Comprehensive directions and methods for developing teachers' research competence are proposed: participation in scientific research, use of modern pedagogical technologies, introduction of problem-based learning, organization of interdisciplinary projects, and active participation in professional communities. The need for systemic changes in the training of teaching staff is outlined, and the potential role of higher education institutions in forming the foundations of this competence is determined through the updating of educational programs and the strengthening of practical training for future teachers. Purpose. The purpose of the article is to reveal the theoretical foundations and practical aspects of developing the research competence of mathematics teachers in the process of teaching 5th–6th grade students in the New Ukrainian School, applying effective methods and technologies for organizing research-based learning, and analyzing the challenges and prospects of implementing a research-based approach in mathematics education. Methods. Analysis and synthesis of scientific, pedagogical, and methodological sources to determine the state of development of the problem; generalization of pedagogical experience in methods of teaching mathematics; systematization and generalization for the formulation of conclusions. Originality. The essence and multi-component structure of research competence are analyzed, considering it not only as a set of knowledge and skills, but as an integrative quality of the teacher’s personality. Its components are revealed: a motivational and value component, which reflects the teacher’s desire to search for new and innovative ideas; the cognitive component, which encompasses methodological knowledge about pedagogical research; the activity (operational) component, which manifests itself in practical skills for planning, conducting, and analyzing research activities; and the reflective component, which involves the ability to critically reflect on one’s own experience. The study examines how this competence becomes a fundamental prerequisite for the effective implementation of the competency-based approach in mathematics education, which is the cornerstone of the NUS. Comprehensive directions and methods for developing teachers’ research competence are proposed. These include: systematic self-education through the study of scientific and methodological literature, participation in webinars and online courses; active participation in professional communities and methodological associations, which promotes the exchange of experience and joint projects; direct application of research methods in mathematics lessons, including the creation of problem situations, the organization of educational research, the use of open-ended tasks and ICT tools; as well as reflection on one’s own pedagogical practice. The key role of higher education institutions in laying the foundation for this competence is highlighted separately, through the updating of educational programs, strengthening practical training, and involving students in research work. Conclusion. The development of research competence in mathematics teachers is a key condition for the successful implementation of the principles of the New Ukrainian School in the education of students in grades 5–6. This is a complex process that includes mastering the theoretical foundations of research-based learning, learning practical methods and technologies, and developing reflective skills and professional motivation. For mathematics teachers of grades 5–6, this competence is not only an important condition for professional growth, but also a key factor in the effective formation of mathematical and other key competencies in students. A modern mathematics teacher must be not only a competent subject specialist, but also a researcher capable of organizing the learning process as an exciting journey into the world of mathematical discoveries. This requires a radical change in professional thinking, a transition from the role of a knowledge transmitter to that of a mentor-researcher.
Copyright (c) 2025 Олександр Гавриленко (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
GAME METHODS IN THE LANGUAGE DEVELOPMENT OF CHILDREN OF PRESCHOOL AND YOUNGER SCHOOL AGE
Introduction: At the current stage of educational development, the issue of children's speech development is becoming particularly relevant, as language is a fundamental tool for understanding the world, communication, and socialization. Preschool and early school age is a sensitive period for speech development, which requires the implementation of effective and motivationally appropriate teaching methods. However, in practice, the use of play-based methods for children's speech development is often unsystematic and fragmented, which necessitates a comprehensive theoretical and practical exploration of the topic. Purpose: The purpose of this article is to determine the potential of play-based methods in stimulating speech activity, developing language and communication skills in preschool and early primary school children. The authors offer a theoretical rationale and practical implementation of verbal didactic games, quests, and quizzes, taking into account the age characteristics of children. Methods: The study is based on the analysis of scientific literature, pedagogical observations, and the generalization of educators' practical experience. It also employs methods of systematization, comparison, and classification of games. Particular attention is given to the analysis of methodological approaches in preschool language didactics and primary education didactics. Results: Play-based methods, including didactic games, quests, and quizzes, have proven effective in developing coherent speech, enriching vocabulary, and enhancing phonemic awareness, attention, memory, thinking, and imagination in children. Examples such as the games «What Has Changed?», «Say the Opposite,» and the quest «In Search of Pet Treasures» demonstrate the practical possibilities of implementing game-based technologies in the educational process. The quest, in particular, plays a crucial role as a modern form of interactive learning that stimulates children's research activity, teaches teamwork, and decision-making. The authors emphasize the need to adapt games to students' preparedness levels, individual characteristics, and to create a safe and psychologically comfortable environment. The quiz «Know-It-All,» presented in the article, not only supports speech development but also activates cognitive processes and fosters logical thinking. Originality: The study proposes an integrated approach to implementing play-based methods in children's speech development, with clear consideration of age-related psychological characteristics. Original didactic game scenarios have been developed, adapted to the requirements of modern preschool education and the New Ukrainian School, and based on an interdisciplinary approach to learning. Conclusion: Play-based methods are not only a means of entertainment but also a powerful tool for children's speech, cognitive, and emotional development. They build communicative and speech competence, stimulate intellectual and verbal activity, and promote the integration of knowledge and experience. The authors recommend the more active implementation of verbal games, quest technologies, and quizzes into the educational process, with adaptation to various educational contexts. A promising direction for further research is the development of methodological recommendations for using games aimed at solving problem situations through communication, didactic games involving collective problem-solving, discussing different perspectives, and preparing educators to guide children's play activities.
Copyright (c) 2025 Тамара Маркотенко , Лариса Мельник (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
SELF-EDUCATIONAL ACTIVITIES OF A FUTURE TEACHER OF PRIMARY CLASSES IN THE PROCESS OF PROFESSIONAL TRAINING
Introduction. A modern teacher must not only be a carrier of knowledge, but also quickly respond to new social challenges, adapt to changes, constantly update their knowledge, and produce and implement promising ideas. Therefore, one of the key requirements for a modern teacher is the ability to self-improve and organize their own self-educational activities. In this regard, the formation of self-educational activity skills at the stage of obtaining pedagogical education becomes particularly relevant. Purpose. The purpose of this publication is to analyze scientific achievements on the problem of self-educational activity of a future teacher, as well as to reveal the possibilities of the main components of professional training of a primary school teacher (lectures, practical and laboratory classes, research work, pedagogical practice, extracurricular work) in the formation of his self-educational competence. Methods. In the scientific research, such scientific and pedagogical methods were used: theoretical (analysis, synthesis, comparison, systematization, and generalization of scientific literature in order to study conceptual approaches to the research problem), empirical (observations, conversations, analysis of the products of activity of future teachers). Results. The concepts of «self-educational activity», «self-educational competence» are revealed. The tasks, principles (purposefulness, motivational expediency, activity and independence, systematicity and consistency, reflexivity, individualization), directions (specialized, professional, and personal) of the self-educational activity of a future primary school teacher are presented. The psychological and pedagogical foundations of the self-educational activity of a future teacher are substantiated (connection with cognitive psychology, theory of personal growth, axiology of education), and approaches to its organization (personality-activity, competence, acmeological) are highlighted. The possibilities of the components of the professional training of a primary school teacher (lectures, practical and laboratory classes, research work, pedagogical practice, extracurricular work) in the formation of his self-educational competence are highlighted. Conclusion. Self-educational activity of a future primary school teacher in the process of professional training is an important factor in the formation of their self-educational competence. Pedagogically appropriate organization of the educational process in a higher education institution stimulates future teachers to self-improvement, promotes the involvement of students in active joint creative activities in cooperation with teachers. This ensures the formation of a sustainable interest and development of the ability to effective self-educational activity and an increase in the level of professional self-realization.
Copyright (c) 2025 Галина Кіт (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
ARTIFICIAL INTELLIGENCE AS A CHALLENGE TO ACADEMIC INTEGRITY: THE ETHICAL DIMENSION OF EDUCATIONAL RESPONSIBILITY
Introduction. The rapid development and widespread adoption of artificial intelligence (AI) technologies in educational environments have significantly transformed traditional conceptions of academic integrity. The use of generative AI tools such as ChatGPT and similar services is reshaping the way students complete academic assignments, introducing new challenges related to authorship, independence, and ethical responsibility. The absence of clearly defined normative-ethical frameworks and pedagogical strategies for implementing such technologies in education complicates the maintenance of academic integrity standards. This situation calls for a conceptual rethinking of the ethical foundations of education in the digital age. Purpose. This study aims to conduct a comprehensive analysis of how AI tools affect academic integrity in higher education, with a specific focus on the ethical dimension of educational responsibility. The study seeks to identify ethical risks associated with the use of AI in academic contexts, to examine existing pedagogical practices, and to propose directions for establishing institutional mechanisms for the ethical application of AI technologies. Methods. The research employs a systematic analysis to generalize approaches to academic integrity in digital contexts, a comparative-analytical method to examine international and national experiences with AI implementation in education, content analysis of scholarly publications, policy documents, and institutional guidelines, and an interpretive analysis of ethical practices in the educational sphere. Results. The findings indicate that the impact of AI on educational processes is not uniformly positive or negative. On the one hand, AI technologies facilitate personalized learning, broaden access to educational resources, and support academic success–particularly for students from socially disadvantaged groups. On the other hand, they present risks of academic misconduct, undermine the principles of authorship, and weaken the development of critical thinking and independent intellectual work. Most educational institutions lack clearly defined ethical frameworks or internal regulations governing the use of AI. Moreover, existing AI-detection tools are limited in accuracy and general applicability. Academic integrity is therefore proposed to be viewed as a dynamic ethical practice requiring adaptation to digital conditions and emerging forms of interaction with information technologies. Originality. The originality of this study lies in its focus on the ethical dimension of AI use in academic contexts. The author suggests interpreting academic integrity not merely as a set of formal rules but as an interconnected system of ethical behavior shared between educators and students within the framework of digital transformation. For the first time, this study outlines the correlation between levels of digital culture, critical thinking skills, and the degree of adherence to academic integrity in the context of AI usage. A novel approach is proposed to distinguish supportive AI usage from violations of academic standards, based on the principles of transparency, openness, and authorial responsibility. Conclusion. In contemporary education, AI should be regarded as a tool that requires ethical oversight. The development of institutional policies that regulate the acceptable use of AI in teaching, learning, and research is essential for maintaining academic integrity. The study proposes the following measures: the implementation of institutional guidelines for ethical AI usage; the enhancement of digital literacy and critical thinking among educational stakeholders; the development of transparent procedures for attributing AI-generated content in academic work; the integration of automated control tools with expert evaluation; and the support of pedagogical strategies that cultivate responsible engagement with AI. These steps are crucial for shaping a new academic culture capable of meeting the ethical challenges of the digital era.
Copyright (c) 2025 Пелешок Ольга Олексіївна (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
MODERN TECHNOLOGIES IN THE TRAINING OF HIGHER EDUCATION STUDENTS: ARTIFICIAL INTELLIGENCE AS A TOOL FOR ACHIEVING THE GOALS OF EDUCATIONAL SECTORS
Introduction. Artificial intelligence is increasingly being integrated into the higher education system, in particular in the process of training future primary school teachers. Its implementation is changing the perception of the methodology of teaching subjects, personalization of the educational process and digital support for pedagogical activities. However, this transformation is accompanied by challenges – the need to preserve humanistic principles of education, ethical regulation of the interaction «teacher – AI – student» and overcoming digital inequality. Purpose. To investigate the peculiarities of the interaction of teachers and artificial intelligence systems in the process of training applicants for humanitarian and pedagogical specialties, in particular within the key educational areas of primary school - mathematical, informatics, linguistic, literary, technological, and artistic. Methods. The study analyzes modern Ukrainian and foreign literature, compares international educational practices (Finland, Great Britain, the Netherlands, Sweden), reviews the functionality of AI tools (generative models, adaptive platforms, educational robotics), and synthesizes cases of their implementation in pedagogical training. Results. As part of the analysis, it was found that artificial intelligence most effectively supports the learning process in the development of students' basic skills and abilities: through automated task creation, error analysis, visual material generation, and task pace and complexity adaptation. Applies attention to the role of the teacher as a digital curator, who should combine pedagogical vision with the ethical use of AI. Examples of using ChatGPT, Duolingo, Midjourney, Khanmigo, Pepper, NAO, and Google Classroom with AI in the teacher education system are shown. The key benefits of AI in education include increased student engagement through interactive content, the ability to respond quickly to learning difficulties, and the reduction of learning gaps – even among less advanced students. AI also greatly expands the opportunities for self-study, self-reflection, and career planning. The study also highlights the importance of ethical implementation of such technologies, especially the need to avoid algorithmic discrimination, ensure transparency of AI systems, and protect personal data. The experience of EU countries shows that national codes of ethics and principles of open access to educational data are important for the balanced digitalization of higher education. Originality. A sectoral model is proposed for using AI as a didactic intermediary in undergraduate training, which provides for the supplementation of traditional methodologies with technological tools. For the first time, a comprehensive understanding of the potential of AI in each of the five educational fields implemented in primary school is presented. Conclusions. The use of artificial intelligence in the educational process requires a balance between technological innovations and pedagogical responsibility. It is advisable to introduce digital training courses for teachers of higher education institutions, develop local AI policies, and create sectoral scenarios for its use in the training of future primary school teachers. School.
Copyright (c) 2025 Андрій Литвинов, Тетяна Зенченко, Вікторія Аторіна (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
OLEKSANDR DOVZHENKO IN TEACHERS’ SCIENTIFIC STUDIES AT OLEKSANDR DOVZHENKO HLUKHIV NATIONAL PEDAGOGICAL UNIVERSITY: LINGUISTIC, LITERARY AND METHODOLOGICAL ASPECTS
Introduction. Oleksandr Dovzhenko Hlukhiv National Pedagogical University, named after its distinguished alumnus, has recently become a powerful centre for studying Oleksandr Dovzhenko's creative work. The relevance of scientific research is determined by the importance of studying Oleksandr Dovzhenko’s works as a significant potential for cultivating national consciousness and patriotism among students and pupils, as presented in the scientific studies of university teachers. It provides information on the 11th Dovzhenko readings dedicated to the 130th anniversary of Oleksandr Dovzhenko’s birth and the 150th anniversary of the Hlukhiv Teacher Institute. The study characterizes the activity of the Oleksandr Dovzhenko research laboratory, which operates at the Ukrainian Language, Literature and Teaching Methods Department of Oleksandr Dovzhenko Hlukhiv National University. It also emphasizes the scientific work of the department's teachers, which is devoted to the study of O. Dovzhenko’s creative works in biographical, literary, linguistic, educational, and methodological aspects, the scientific, educational, methodical, and cultural work of the department regarding the popularization of Oleksandr Dovzhenko's work among students, educators, and the general public. The purpose of the article is to describe teachers’ educational, scientific, methodological, and cultural activities at Oleksandr Dovzhenko Hlukhiv National Pedagogical University directed at promoting Oleksandr Dovzhenko's creative heritage among pupils, students, and the general public; to analyse the scientific research of university teachers and the Ukrainian Language, Literature and Teaching Methods Department members on Oleksandr Dovzhenko’s literary and cinematographic heritage, and to determine their contribution to the popularisation of the artist's multifaceted legacy. Methods. The study uses a variety of methods, including typological, biographical, systemic, cultural, and historical methods, which gives the scientific analysis a comprehensive nature and ensures an objective understanding of the artist's work. The study also applies methods of intertextual, structural, and conceptual analysis. The methodological basis of the study is the principle of historicism, which consists of referring to the social, political, historical, and cultural conditions of Oleksandr Dovzhenko's work, the artistic and worldview foundations of the historical era. It is determined the following approaches, such as cultural, historical and philological, aesthetic, and gnoseological. Results. The author of the article focuses on the conceptual foundations of O. Dovzhenko's creative work and its influence on the development of national and patriotic consciousness among students and pupils in the context of the modern era. The study analyses the university teachers' educational, scientific, methodological, and cultural work in popularising O. Dovzhenko's life philosophy and literary work. It emphasises that university teachers and the Ukrainian Language, Literature and Teaching Methods Department members systematically publish scientific works devoted to a comprehensive study of O. Dovzhenko's work in biographical, literary, linguistic, educational, and methodological aspects. The scientific literature (dissertations, monographs, articles, etc.) covers various aspects of O. Dovzhenko's life and creative work. The scholars analyse his life path, the formation of his worldview, the relations with the Soviet authorities, and some lesser-known pages of his biography. There's a special focus on his role as a creator of poetic film stories, his literary priorities, and how he portrayed Ukraine, the concepts HISTORY, LAND, GOOD, and EVIL, etc., in his films and prose. The linguistic studies analyse the stylistic features of O. Dovzhenko's prose speech; characterise the functional and semantic aspects of the categories of time and location; clarify the features of the usage of anaphora, epiphora, and grammatical variations of the vocative case; investigate the cognitive structures of concepts (PATRIOTISM, FAMILY, HOUSEHOLD), phonetic idiolect, and feminitives, etc. A distinct group consists of studies focused on analysing Oleksandr Dovzhenko's diary discourse, particularly its genre and stylistic features, and the expressiveness of its syntactic structures. From a pedagogical perspective, they highlight methods of teaching Oleksandr Dovzhenko's works in various types of educational institutions, the implementation of a cultural approach to the study of his legacy, the issue of building the future philology teachers' social and cultural competence, and the educational potential of the writer's works for developing the students‘ spiritual and moral value system. Thus, the scientific work of modern scholars and students at the Oleksandr Dovzhenko Hlukhiv National Pedagogical University covers biographical, literary, linguistic, and methodological aspects, demonstrating the multifaceted nature of research into Oleksandr Dovzhenko's work. They highlight the importance of including specific educational components in the learning process for students to get a deeper understanding of the artist's multifaceted work. The participation of university teachers and the Ukrainian Language, Literature and Teaching Methods Department members in publication and promotional projects, and cultural and educational events demonstrates the necessity of popularising and rethinking Oleksandr Dovzhenko's multi-genre legacy in the context of the cultural diversity of Ukraine and the world. Originality. The article analyses the contribution of teachers of the Oleksandr Dovzhenko Hlukhiv National Pedagogical University in promoting the legacy of Oleksandr Dovzhenko through educational, scientific, methodological, and cultural and educational activities. It describes the research of the university teachers and the Ukrainian Language, Literature and Teaching Methods Department members, focusing on the study of Oleksandr Dovzhenko's biography, literary and cinematic legacy (artistic works, films, “Diary entries”, correspondence, publicistic works, etc.). The article proves that university scholars have comprehensively reinterpreted the Ukrainian artist's multi-genre legacy in the context of the cultural diversity of Ukraine and the world. Conclusion. The educational, scientific, methodological, and cultural activities of university teachers, students, and the Ukrainian Language, Literature, and Teaching Methods Department members demonstrate the importance of further research and promoting Oleksandr Dovzhenko's creative legacy to cultivate national consciousness and patriotism. The issues raised by the writer in his film stories, short stories, plays, diary entries, and correspondence remain open to modern society. His works retain their social and educational relevance today, as they serve as a source for forming national identity and an example of resilience and moral responsibility.
HISTORY OF DEVELOPMENT OF PEDAGOGICAL THEORY AND EDUCATIONAL PRACTICE
Oleksandr Dovzhenko Hlukhiv National Pedagogical University
Ukrainian Language, Literature and Teaching Methods Department
scientific, educational, methodological, and cultural and educational work of the department
biographical, literary, linguistic, educational, and methodological aspects of the study of the work of O. Dovzhenko
Copyright (c) 2025 Наталія Гоголь (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
APPLICATION OF INTERACTIVE PRESENTATIONS IN AGE ANATOMY AND PHYSIOLOGY CLASSES
Introduction. The article is devoted to the study of the problem of students’ educational activity enhancement in higher education institutions through an online format, including the use of multimedia tools of interactive presentations. Purpose. The article aims to study the AhaSlides software of interactive presentations as a tool for students’ work while studying the academic discipline of Age Anatomy and Physiology in higher education institutions to enhance their efficiency. Methods. The article uses practical and theoretical research methods, including analysis, synthesis, and comparison. Results. The features of an AhaSlides interactive presentation application in the educational process in the online format have been considered. The advantages and disadvantages of the service have been analyzed, including the capabilities for students’ educational activity enhancement. The algorithm of the teacher's actions in the process of preparing a new presentation is presented. The content of the teacher’s and students’ activities has been characterized in the following aspects: content, structure, and design. The modes of operation of AhaSlides are studied: quiz, voting, and presentation. The stages of preparing and conducting a quiz using AhaSlides interactive presentations are highlighted. The work analyzes the content of the activities of participants in the educational process at the preparatory, main, and final stages. It considers the application of active forms of work with students in age anatomy and physiology classes in higher education institutions with the use of AhaSlides, including project activities, completing association and research tasks. The article provides methodological recommendations for motivating students, organizing their active educational activity, presenting, and discussing the results. A list of questions for discussion in the voting mode is provided; the research tasks, results of which could be optimally presented using AhaSlides, are considered. Originality. The scientific novelty of this work is in the further development of tools of online education study for enhancing their efficiency, namely AhaSlides software, its advantages and disadvantages, modes of work, and features of application while studying the academic discipline of Age Anatomy and Physiology in higher education institutions. Conclusion. The AhaSlides interactive presentations application for creating quizzes, association exercises, organizing project work, and presenting scientific work results activates students’ educational activity, develops creative skills, and the ability to apply knowledge in practice. The use of AhaSlides develops students' technical skills in working with information and communication technologies.
Copyright (c) 2025 Тетяна Алєксєєва (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
THE APPLICATION OF MODERN METHODS IN TEACHING A FOREIGN LANGUAGE TO UNIVERSITY STUDENTS
The article examines the organization of the educational process, which is based on the principles of autonomy of higher education institutions and guarantees them autonomy and independence in making decisions regarding the development of academic freedom, the organization of the educational process, conducting scientific research, and implementing other types of activities. The purpose of the article is to clarify the features of modern methods of studying foreign languages and to investigate the impact of innovative technologies on the process of teaching foreign languages in the context of the rapid spread of artificial intelligence in the environment of a higher education institution. Methods. For a comprehensive study of the problem of introducing innovative technologies into the process of teaching foreign languages, a wide range of scientific knowledge methods were used. The theoretical block included an analysis of scientific sources, pedagogical literature, educational and methodological materials, and their comparison. The empirical block was based on the generalization of pedagogical experience. Thanks to the analysis method, a detailed study and systematization of existing scientific approaches to the application of innovative technologies in teaching foreign languages was carried out. The literature review made it possible to outline the main trends in the development of this area, as well as to identify key factors that affect the effectiveness of introducing innovative solutions into the educational process. The generalization method made it possible to systematize the data obtained and highlight the main aspects and practical recommendations for the application of innovative technologies in teaching foreign languages. Results.The specified activity is carried out taking into account the current legislation of Ukraine, which determines the legal framework for the functioning of higher education institutions and contributes to improving the quality of education and scientific work. It is proven that the requests of Ukraine and the international community for the training of highly qualified specialists who are able to effectively establish business contacts and carry out productive cooperation with foreign partners are integrated into the working curricula of higher education institutions. It is noted that mastering a foreign language at a professional level is considered not only as an integral element of the cultural identity of a particular nation, but also as a critically important factor that ensures the success and long-term prospects for the professional development of modern education seekers. Originality. An analysis of the most common innovative technologies and tools that are actively integrated into the pedagogical practice of teaching foreign languages was carried out. Conclusion. The relevance and validity of the study of the process of multimedia integration in teaching foreign languages in higher educational institutions is due to the fact that, in the context of globalization, transformations, and intensification of informatization of the educational sphere, the need for the direct implementation of multimedia technological means as a tool for the effective achievement of the set educational tasks is increasing.
Copyright (c) 2025 Олег Яцишин , Валентина Малик (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
PRIMARY EDUCATION: INTERNATIONAL EXPERIENCE
Different approaches to organising primary schools in various countries, outlining the structure and content of their six-year primary education programmes, are analysed in this article. It identifies key teaching and nurturing methodologies for young children within different primary school models. The paper also reviews teacher training systems for educating six-year-olds. Crucially, inclusivity and developmental support for children are recognised as mandatory elements of primary education in Western systems. A comparative analysis of international experience and Ukrainian practice is performed to pinpoint potential avenues for integrating effective educational solutions into the ongoing reform of Ukrainian primary schooling. Introduction. The ongoing global transformation of educational systems has significantly increased interest in different primary education models, particularly the six-year primary school. Countries around the world are restructuring their primary education systems to better accommodate the age-specific and psychological needs of children, mitigate the challenges they face when adapting to new environments, and achieve sustainable educational development objectives. Many foreign nations have shifted to a six-year primary school system, primarily motivated by a desire to gently integrate children into the school environment, foster their individual developmental trajectories, and lay a robust foundation for subsequent learning. Consequently, amid its own educational reforms, Ukraine recognises the critical importance of studying international practices in organising six-year primary schooling. This research provides an opportunity to critically evaluate existing methods, adopt successful models, and identify feasible ways to modernise the national education system. Purpose. This article aims to analyse the characteristics of the organisation of primary education in other countries, with a focus on identifying effective practices that could inform the modernisation of primary education in Ukraine. Methods. The research is based on the principles of scientific objectivity, historicism, interdisciplinarity, and a systemic approach. During the analysis, the following methods were utilised: comparative studies (comparativistics); comparative analysis; interpretation of regulatory legal acts and educational standards; content analysis of curricula; and generalisation of pedagogical experience. Results. The concept of 'primary school' in the context of foreign pedagogy. In foreign pedagogy, the concept of 'primary school' (also known as 'elementary school', 'Grundschule' or 'école primaire', among others) is viewed as the first stage of formal education. It provides children with the basic preparation they need for further learning and socialisation in society. The content, structure, and duration of primary education vary by country but generally cover children aged 5–6 to 10–12. In Western Europe, North America, and East Asia, primary school has an important role in a child's social and emotional development as well as their academic development. It focuses on individual educational needs and takes into account each child's developmental pace. For instance, in Finland, primary school (beginning at age 7) emphasises the playful nature of learning. In contrast, in Great Britain and the USA, education begins at 5–6 years of age with a distinct academic focus from the outset. Thus, in an international context, primary school is regarded as a dynamic pedagogical system in which key competencies, the foundations of critical thinking, collaboration skills, abilities to self-regulate, and the capacity to adapt to a complex world are formed. A crucial factor in this system is the age at which a child enters the educational process; hence, the need to consider the developmental stages of children, particularly six-year-olds, as they progress through the curriculum. Conclusion. The starting age for school is a key consideration when reforming primary education systems. The six-year primary school model varies across countries due to cultural traditions, policies, and educational priorities. While some countries (such as the USA) start schooling at age five, others (including Finland, France, and Germany) begin at six. Examining international experience shows that play-based approaches, integrated programmes, specialised teacher training, and inclusive education for six-year-olds are effective. Incorporating these elements into the Ukrainian education system could improve the quality of primary education and help children transition smoothly into school.
comparative analysis of foreign experience
Copyright (c) 2025 Віктор Решетняк (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
DEVELOPMENT OF INFORMATION AND COMMUNICATION TECHNOLOGIES AND THEIR INTEGRATION INTO EDUCATIONAL PRACTICE: HISTORICAL CONTEXT AND CURRENT TRENDS
Introduction. A comprehensive analysis of the development of information and communication technologies in the context of educational practice will contribute to the development of effective strategies for the modernisation of educational systems in the context of global technological change. Modern education can no longer function effectively without the integration of information and communication technologies into the educational process. Information and communication technologies open up new opportunities for personalisation of the educational process, development of independent work skills, creativity, critical thinking, and communication. At the same time, their implementation is accompanied by certain challenges: the need to modernise educational programmes, train teaching staff, provide technical infrastructure, and overcome digital inequality. The study of the historical stages of development of information and communication technologies in education allows us to understand the patterns of implementation of these technologies and identify effective strategies for their use today. Purpose. The purpose of the article is to study the stages of development of information and communication technologies in the context of their introduction into educational practice, to analyse the historical background of integration of information and communication technologies into education, and to identify current trends and prospects for their effective use in the educational process. Methods. The study used theoretical methods of scientific and pedagogical research analysis (dissection of historical and pedagogical material into its component parts (facts, ideas, concepts, events) allows to reveal the essence of certain phenomena, trends in the pedagogical past); synthesis (combining individual facts and provisions into a holistic view of pedagogical phenomena, used after analysis to form a generalised picture); historical and logical method (study of pedagogical phenomena in the chronological sequence and logic of their development, makes it possible to establish the patterns of development of pedagogical ideas); comparative and historical method (comparison of pedagogical phenomena, ideas, education systems in different historical periods or in different countries, allowing to identify common, different and unique); induction and deduction (induction – from individual facts to general conclusions, deduction – from general principles to explanation of individual historical and pedagogical facts); abstraction and generalisation (separation of essential features of pedagogical phenomena, construction of generalisations, concepts, typologies); prognostic method (use of historical and pedagogical experience to predict possible directions of education development). Results. The study has shown that information and communication technologies are the driving force behind the transformation of education, and their integration into the educational process requires not only technical support but also methodological training of teachers, updating of educational programmes, and rethinking of traditional educational models. The study identifies eight stages of the development of information and communication technologies; the periodisation of the development of information and communication technologies reflects the gradual transition from early forms of information storage and transmission to modern information and communication technologies. The further development of information and communication technologies in education will help to increase its accessibility, efficiency, and inclusiveness. Mass computerisation, the Internet, mobile technologies, cloud services, and artificial intelligence. The development of information and communication technologies is a multidimensional process that combines new opportunities with large-scale challenges. Successful digital transformation depends on the ability of society to effectively manage these challenges, ensuring inclusive, secure, ethical, and environmentally responsible development of information and communication technologies. Only by integrating innovation with the principles of sustainable development can a harmonious digital future be shaped. Originality. The article examines the evolution of information and communication technologies in the context of education, analyzes the key stages of their development, as well as current trends in the integration of information and communication technologies into educational practice. Particular attention is paid to the impact of digitalisation on educational processes and the formation of innovative pedagogical approaches. The main challenges and prospects for further implementation of information and communication technologies in education are outlined. In particular, attention is paid to the problems of digital inequality, cybersecurity, ethical aspects of the use of information and communication technologies, and the role of innovation in ensuring sustainable technological progress in the context of education. Conclusion. Information and communication technologies play a key role in the transformation of education, providing new opportunities for accessibility, flexibility, and personalisation of the educational process. The historical development of information and communication technologies shows their growing importance in pedagogical practice. Modern education is actively introducing distance learning formats, digital platforms, artificial intelligence, and other innovations. At the same time, there are challenges, such as digital inequality, the need for digital literacy of teachers, and cybersecurity issues. Effective integration of information and communication technologies into education requires a systematic approach, investment, and methodological support.
Copyright (c) 2025 Олексій Листопад, Ірина Мардарова, Наталя Листопад (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0
PECULIARITIES OF CONDUCTING TECHNOLOGY EDUCATION LESSONS ON THE TOPIC OF «APPLIQUÉ» IN AN INCLUSIVE PRIMARY SCHOOL CLASSROOM UNDER DISTANCE LEARNING CONDITIONS
Introduction. The digital transformation of education has led to the rethinking of teaching methods, particularly for practical subjects in primary school. The topic of «Appliqué» within the technology education curriculum presents particular challenges when delivered remotely, especially in inclusive classrooms where students with special educational needs (SEN) are present. The appliqué lesson involves hands-on manipulation, fine motor skills, spatial thinking, and creativity, which are difficult to support without physical presence, supervision, and differentiated explanations. This article analyzes how to effectively organize and conduct such lessons in remote formats, with a focus on inclusive settings. Purpose. The purpose of the article is to outline pedagogical conditions and didactic approaches for organizing distance learning lessons on the topic «Appliqué» in inclusive primary school classrooms. Special attention is given to the needs of students with SEN and the integration of simple digital tools to ensure accessibility and quality. Methods. The study is based on qualitative analysis of pedagogical practices in distance learning. It includes a synthesis of scholarly research on inclusive and digital education, observation of remote lessons in inclusive classrooms, and practical recommendations grounded in the Universal Design for Learning (UDL) framework. Case analysis was used to examine the application of digital and visual tools in real-world classroom contexts. Results. Key findings demonstrate the importance of: flexible lesson planning, tailored to individual developmental needs, especially for students with speech disorders or autism spectrum disorders; use of visual aids, such as step-by-step guides, instructional videos, checklists, and visual timers, to scaffold understanding and reduce cognitive load; digital platforms, including Google Classroom (for distributing materials and collecting feedback), Zoom (for real-time communication), and Padlet (for showcasing students’ work), which create a sense of community and support; differentiation of tasks, with simplified templates for students with coordination or speech challenges; parental and teaching assistant involvement, particularly for guiding instructions and ensuring emotional comfort; accessible materials, with alternative options for household items (e.g. napkins instead of colored paper, buttons instead of decorations), which promote creativity and ecological thinking through upcycling. Originality. This article is one of the first comprehensive explorations that integrates inclusive, technological, and digital approaches to teaching appliqué in remote formats. It addresses the intersection of hands-on creative learning and digital accessibility, offering concrete strategies that meet both educational and emotional needs of diverse learners. It also reflects on the importance of sustainable practices and interdisciplinary connections. Conclusion. Effective implementation of distance learning lessons on the topic of «Appliqué» in inclusive primary school classrooms requires a thoughtful combination of didactic flexibility, digital tools, and sensitivity to individual learning needs. By applying visual aids, differentiated assignments, parental engagement, and ecological practices, educators can ensure inclusive and meaningful learning experiences for all students. The study highlights the necessity of ongoing teacher support, interprofessional collaboration, and a commitment to accessible, equitable, and creative education.
Copyright (c) 2025 Ольга Вишник (Автор) https://creativecommons.org/licenses/by-nc-sa/4.0