Problems of Engineering Pedagogic Education

METHODOLOGICAL ASPECTS OF USING ARTIFICIAL INTELLIGENCE IN THE FORMATION OF PEDAGOGICAL SKILLS IN THE VOCATIONAL EDUCATION SYSTEM

I. V. MARYNCHENKO — 2025-12-30

DOI: https://doi.org/10.26565/2074-8922-2025-85-01

The article theoretically substantiates the need to reorganize the methodological system for implementing programs based on artificial intelligence in vocational education and identifies the prospects for using the proposed methodology to improve the training of future vocational education specialists in the context of educational transformations. The content of the concept of "artificial intelligence" is defined and its main features and features are revealed. In the context of implementing the methodology, it is recommended to use the following artificial intelligence programs in the field of vocational education: SlideBot, Quizlet, DALL-E, Bard, ChatGPT in the process of studying the discipline "Fundamentals of Artificial Intelligence" in the process of studying the educational and vocational programs "Vocational Education. Technology of Light Industry Products (Sewing Products)" and "015 - Vocational Education. Transport (Technical Maintenance and Repair of Automobiles)". A model for the use of artificial intelligence in vocational education is proposed, which includes the following stages: analysis and definition of needs, development of methodological principles, implementation and piloting, scaling and dissemination, monitoring and evaluation. The presented model is based on three interrelated components of readiness, namely: motivational-target, content-activity and criterion-evaluation. The relevance of the presented methodology was assessed at three levels: high, medium and low. Development prospects include the formation of ethical principles for the use of AI, data protection, improvement of teaching methods, cooperation with IT companies and assessment of the effectiveness of implementation. Promising areas of development are: the formation of ethical principles for the use of AI, ensuring non-discrimination and protection of personal data; research into models of human-AI cooperation; creation of methodological manuals, courses, codes of ethics; establishment of cooperation with IT companies and scientific institutions; systematic assessment of effectiveness and development of communities of practitioners.

In cites: Marynchenko I. V. (2025). Methodological aspects of using artificial intelligence in the formation of pedagogical skills in the vocational education system. Problems of Engineering Pedagogic Education, (85), 8-25. https://doi.org/10.26565/2074-8922-2025-85-01

RESILIENCE AS A COMPETENCE IN THE EDUCATIONAL PROCESS

D. D. ТАТАRCHUK — 2025-12-30

DOI: https://doi.org/10.26565/2074-8922-2025-85-02

Abstract. The increase in information flows complicates the adoption of a personal decision in conditions of uncertainty, which is typical for a choice situation when a specialist must reveal his own competence as a holistic entity. The paper considers the features of the influence of digital twin technology on didactic functions and aspects of this influence on competence. An attempt was made to prove that the manifestation of polymorphism in digital twin technology could be reduced to a set of factors as a way to effective perception and understanding of educational material by solving practical tasks. On this path, the innate dynamic property of the individual, as the ability to remain consistently in demand in the labor market in a constructive way, should receive additional development. Technical support for the implementation of the educational process is an important component, given that the modern scientific direction associated with micro-nano systems technology was characterized by a high level of technological changes during the production process and the high cost of technological equipment itself, the maintenance of which in an educational institution is impossible. The complexity of the physical functioning of technical support should not limit its adaptation to the educational process, but on the contrary, become a source of personal growth of future specialists through active participation in the creation of digital images of the educational environment. It was proposed to bridge the gap between technical support and the educational process to create virtual technological equipment with the aim of using it as a simulator for obtaining technological skills and ensuring such a competence as global competitiveness. How this can be implemented with the involvement of modern digital tools, such as: cloud computing, neuromorphic environment and the creation of digital twins of technological processes, and what impact this has on the formation of adaptive competencies is the subject of this article.

In cites: Татаrchuk D. D., Osinov S. M. (2025). Resilience as a competence in the educational process. Problems of Engineering Pedagogic Education, (85), 26-40. https://doi.org/10.26565/2074-8922-2025-85-02 (in Ukrainian)

ADAPTIVE LEARNING IN HIGHER EDUCATION AND ITS EFFECT ON STUDENTS’ MOTIVATION

Z. I. GYRYCH — 2025-12-30

DOI: https://doi.org/10.26565/2074-8922-2025-85-03

Purpose. The article presents a theoretical and analytical study of the effect of adaptive learning on students' motivation in higher education institutions. The purpose of the study is to identify the key components of an adaptive educational environment contributing to increased learning motivation, as well as to formulate recommendations for their effective implementation in educational practice.

Methods. The study is based on the complex of theoretical and analytical methods: scientific and pedagogical analysis, content analysis of contemporary publications, structural and component analysis of adaptive learning models, and methodological modeling of educational scenarios. The source base consists of Ukrainian and foreign scientific works. Particular attention is paid to comparing approaches to adaptive learning in the context of the digitalization of education and the formation of a motivational environment.

Results. The study revealed that adaptive learning has a positive effect on students' motivation, particularly on the development of intrinsic motivation, self-regulation, and academic responsibility. Three key components of adaptive learning with the greatest motivational potential were identified: content individualization, interactive feedback, and digital support for the learning process. It was found that the motivational effect of adaptive technologies is enhanced when technical solutions are combined with pedagogical support. Practical recommendations for the implementation of adaptive learning in higher education have been developed, considering students' motivational profiles, the need for autonomy, and the significance of the learning experience.

Conclusions. Adaptive learning is an effective tool for increasing students' motivation in higher education. Its implementation requires a comprehensive approach including digital infrastructure, methodological support, and teacher training. The results obtained are of practical importance for the development of educational strategies aimed at personalizing learning and improving its quality in the context of digital transformation.

In cites: Hyrych Z. I. (2025). Adaptive learning in higher education and its effect on students’ motivation. Problems of Engineering Pedagogic Education, (85), 41-50. https://doi.org/10.26565/2074-8922-2025-85-03 (in Ukrainian)

INTERNATIONAL STANDARDS AND ADAPTATION OF ENGLISH LANGUAGE COURSES FOR ENGINEERING UNIVERSITIES

H. ZELENIN — 2025-12-30

DOJ: https://doi.org/10.26565/2074-8922-2025-85-04

In the current context of globalization and international cooperation, proficiency in English is an essential component of professional training for engineering students. The study's relevance is due to the existing gap between international standards of English language teaching and traditional courses for engineering universities, which limits effective communication of students in professional and academic contexts.

The study aims to analyze and justify ways of adapting English language courses for engineering universities in accordance with international standards (CEFR, ABET, ISO) aimed at developing students' linguistic and professional competence.

The methods included analysis of scientific sources and foreign practices of teaching English for engineers (ESP), comparison of traditional and adapted courses, and a description of practical techniques: integration of technical cases, project-oriented learning, role-playing games, discussions, and the use of digital platforms.

The study results demonstrate that adapted ESP courses contribute to the development of technical terminology, documentation skills, presentation and discussion competencies, and team interaction in an international professional environment. Using interactive and gamified methods increases student motivation and knowledge acquisition's effectiveness in real professional situations.

The conclusions are that introducing international standards into English language courses for engineering universities is strategically important for improving the level of education, developing practical skills, and ensuring students' competitiveness in the global labor market. Adapted courses allow Ukrainian engineers to integrate into the international scientific and technical space and participate in joint academic and professional projects.

In cites: Zelenin H. I. (2025). International standards and adaptation of English language courses for engineering universities. Problems of Engineering Pedagogic Education, (85), 51-59. https://doi.org/10.26565/2074-8922-2025-85-04

THE ISSUE OF DIGITALISING EDUCATION IN UKRAINE AND POTENTIAL SOLUTIONS

O. I. POTAPCHUK — 2025-12-30

DOI: https://doi.org/10.26565/2074-8922-2025-85-05

The purpose of the article is to substantiate the theoretical and practical principles of the digital transformation of education in Ukraine and to identify effective directions for its implementation. To achieve the study's goal, theoretical methods of scientific research were used: studying the current state of the problem under study; analysis, systematization, synthesis, and generalization of theoretical approaches.

Results. The article analyses the current state of the digitalization of education in Ukraine. Based on the analysis of strategic documents and projects, it was established that the digitalization of education in Ukraine is today considered a strategic direction of state policy and is an integral part of the modernization of the education system in general. Such trends require a rethinking of modern approaches to education, which combine traditional and innovative methods; improvement of educational methods based on the implementation of new approaches and intensification of the educational process with modern digital technologies. Analysis of the problem of digitalization of education allows us to conclude that it is the most important regularity of the development of the education system and society as a whole.

Digital transformation of education is defined as a systematic renewal of the educational environment to achieve the necessary learning outcomes, improvement of the content of education, organizational forms and methods of learning and assessment of results, aimed at preparing specialists for activities in a digital society and using the potential of digital technologies to increase the efficiency of the educational process. It was established that the digital transformation of education is based, first of all, on digital technologies that create new opportunities for solving educational problems. The author's vision of a system of synergistic implementation of digital technologies and pedagogical innovations is proposed. The effective formation of digital competence of future teachers involves the introduction of interdisciplinary educational components in the educational process, which allow integrating psychological and pedagogical knowledge and technological skills.

Based on the analysis, it was concluded that the digitalization of education contributes to the formation of a system of continuous education, the creation of a single information and educational space, the introduction of new forms and methods of learning, the synthesis of traditional and digital education methods, and the development of an open education system. However, today there are still certain barriers: the problem of providing educational institutions with high-speed Internet and digital devices; the integration of digital technologies with pedagogical practices and professional development of teachers; and the need for effective solutions that ensure the sustainability of learning in today's conditions.

In cites: Potapchuk O. I., Hevko I. V., Lutsyk I. V. (2025). The issue of digitalising education in Ukraine and potential solutions. Problems of Engineering Pedagogic Education, (85), 60-70. https://doi.org/10.26565/2074-8922-2025-85-05 (in Ukrainian)

THE CONCEPT OF GROWTH MINDSET AS A TOOL FOR OVERCOMING STUDENTS’ EMOTIONAL-VOLITIONAL BARRIERS IN THE PROCESS OF LEARNING ENGLISH

V. TATARIN — 2025-12-30

DOI: https://doi.org/10.26565/2074-8922-2025-85-06

Aim. The article aims to substantiate and test the effectiveness of applying growth mindset instruments to overcome students’ emotional-volitional barriers in learning English, particularly fear of making mistakes, reduced self-confidence, avoidance of speaking activities, and frustration in communicative situations.

Methods. The study employed theoretical methods (analysis and systematization of scientific, psychological-pedagogical, and methodological literature; generalization of approaches by foreign and Ukrainian researchers) as well as empirical methods (student questionnaires via an online platform, pedagogical observation, and analysis of learning situations). Data processing was conducted using quantitative analysis (descriptive statistics) and qualitative analysis (interpretation of students’ verbal responses and behavioural patterns).

Results. The findings demonstrated that the introduction of growth mindset instruments (praise for effort and strategies, normalization of mistakes, reflective questioning, discussions about learning beliefs, the use of the “yet” phrase, and peer support) contributed to reducing the impact of emotional-volitional barriers, reconceptualizing mistakes as a learning resource, reorienting students’ motivational attitudes, increasing their speaking activity, and fostering a culture of mutual support.

Conclusions. The results confirm the practical feasibility of integrating growth mindset instruments into the English language learning process. This approach reduces manifestations of anxiety and insecurity, fosters tolerance toward mistakes and peer support, and creates a psychologically safe environment consistent with the principles of partnership pedagogy. At the same time, the study revealed the necessity of preparing teachers for the purposeful use of such approaches in pedagogical practice.

In cites: Tatarin V. (2025). The concept of growth mindset as a tool for overcoming students’ emotional-volitional barriers in the process of learning English. Problems of Engineering Pedagogic Education, (85), 71-82. https://doi.org/10.26565/2074-8922-2025-85-06 (in Ukrainian)

THE IMPACT OF ARTIFICIAL INTELLIGENCE ON THE SPECIFICITY OF TRAINING SPECIALISTS OF DIGITAL TECHNOLOGIES

N. SHYMKIV1 — 2025-12-30

DOI: https://doi.org/10.26565/2074-8922-2025-85-07

The aim of the article. This article aims to determine the impact of artificial intelligence on the educational process, which is extremely relevant given the changing approaches to learning, teaching, and managing the educational process. Accordingly, it considers the impact of artificial intelligence (AI) on professional education and its use in training digital technology specialists in the context of modern education..

Methodology. The research employs a problem-oriented approach, as well as general scientific methods such as comparison and generalization. This enables the identification of key requirements regarding the use and influence of artificial intelligence on current trends in education.

Results. The article analyses and systematizes the influence of AI technologies on the content and methods of training future professionals in the field of digital technologies. The main directions of educational process transformation under the influence of intelligent systems are defined, including curriculum renewal, the introduction of adaptive learning, the development of interdisciplinary competences, and the use of AI tools in the learning environment. Particular attention is drawn to the need for future specialists to develop not only technical knowledge, but also ethical and critical thinking skills, which ensure the responsible use of artificial intelligence. The study also outlines the main challenges associated with the automation of the educational process and ethical issues of AI implementation.

Conclusions. The impact of artificial intelligence on the specifics of specialist training has both positive and negative dimensions. The key negative aspects include: generative models (such as ChatGPT) enabling students to produce texts, solve tasks, and write code that appear original; overreliance on AI for ready-made answers, which reduces learners’ ability to independently develop skills of memorizing and analyzing information, searching for sources, and constructing arguments; the potential degradation of fundamental writing, basic programming, and research skills. Among the positive effects, the following aspects can be emphasized: AI undertakes data processing tasks, allowing humans to focus on more complex and strategic activities; in tasks requiring high accuracy (such as financial auditing or quality control in manufacturing), AI minimizes the influence of the human factor, resulting in fewer errors; adaptive learning platforms personalize the learning process in accordance with each student’s pace and needs, making education more accessible and effective.

In cites: Shymkiv N. I., Kyrchey T. O. (2025). The impact of artificial intelligence on the specificity of training specialists of digital technologies. Problems of Engineering Pedagogic Education, (85), 83-92. https://doi.org/10.26565/2074-8922-2025-85-07 (in Ukrainian)

THEORETICAL BASES OF INFORMATION DESIGN: HISTORY OF FORMATION AND THE PRINCIPLES OF APPLICATION IN EDUCATION

A. V. NESMYANOVYCH — 2025-12-30

DOI: https://doi.org/10.26565/2074-8922-2025-85-08

The article is dedicated to a retrospective analysis of the historical formation and development of information design, with the identification of guiding principles for its application in the activities of pedagogical workers within the domestic education system.

The methods employed included: a historical-logical analysis of philosophical, psychological, pedagogical, and specialized literature on the problems of design development, as well as the systematization and generalization of the obtained information.

In a situation of constant updating of educational content and the need for rational use of time in preparing learners, pedagogical design becomes a universal model of action. The main foundation for pedagogical design is information design.

Information design, in its formation and development, has gone through certain stages and phases that can be characterized as "proto-design." However, in 1907, an industrial union of leading artists, engineers, and industrialists was founded in Germany. In fact, from this year, the rapid development of design began, which in the 1970s led to the emergence of the English term «information design», introduced to denote an interdisciplinary field of human research and practical activity.

The application of information design in education and the development of multimedia educational products allows educators to: add illustrations to ready-made educational material to ensure more successful understanding and retention of this material and to motivate learners; activate the cognitive function of material presented in multimedia form, encouraging learners to participate in scientific research, independent information gathering, and the discovery of new knowledge.

The principles of information design are vital for the effective transmission and understanding of educational information because they help create a clear and easy-to-use design, improve orientation within the information field, and simplify the comprehension of educational content. The guiding principles for information design are: emphasis (or highlighting), contrast, balance, alignment, repetition, and usability.

Further research could consider the selection and classification of information design methods, as well as the development of organizational and pedagogical conditions for implementing information design into pedagogical practice.

In cites: Nesmyanovych A. V., Kalinichenko T. V. (2025). Theoretical bases of information design: history of formation and the principles of application in education. Problems of Engineering Pedagogic Education, (85), 93-104. https://doi.org/10.26565/2074-8922-2025-85-08 (in Ukrainian)

MODEL OF THE METHODOLOGICAL SYSTEM FOR PROFESSIONAL TRAINING OF CHEFS TO WORK IN EXTREME CONDITIONS

L. O. BACHIIEVA — 2025-12-30

DOI: https://doi.org/10.26565/2074-8922-2025-85-09

Purpose. The purpose of the study is to scientifically substantiate and model a methodological system of professional training of chefs to work in extreme working conditions based on the integration of systemic, activity, competence, problem-based, resource and axiological approaches. The leading concept of the study is to organize professional training of chefs to work in extreme conditions through the formation of professional competence in solving a system of problem production situations classified by structural elements of activity.

Methods. The methodological basis is a combination of theoretical and applied research methods: system analysis - to determine the structure and interrelationships of the components of the model; modeling - to create a holistic methodological system; functional analysis - to describe the mechanisms for implementing each component; and structural-functional modeling - for the development of activity and thinking models for solving problematic production situations. The complex of applied methods ensured the integrity, consistency and practical orientation of the developed model.

Results. A model of the methodological system for professional training of chefs to work in extreme conditions has been developed. It includes interrelated components: motivational-target, content, process-activity and control-regulation. The scientific novelty is the proposed problem-based training method, the implementation of which is based on an activity (structural-functional) and thinking model, which combines technical patterns of system functioning with cognitive mechanisms of professional thinking. This approach ensures consistency between the technical logic of production processes and the intellectual activity of the cook when solving problematic production situations.

Conclusions. The proposed model of the methodological system is a theoretically and methodologically sound basis for training chefs to work in extreme working conditions. Its implementation ensures the integration of professional knowledge, practical skills and value orientations, forms adaptability, flexibility of thinking and the ability to self-regulate when solving problematic production situations.

In cites: Bachiieva L. O., Lazarieva T. A. (2025). Model of the methodological system for professional training of chefs to work in extreme conditions. Problems of Engineering Pedagogic Education, (85), 105-114. https://doi.org/10.26565/2074-8922-2025-85-09

APPLYING ELECTRONIC EDUCATIONAL RESOURCES TO DEVELOP MASTER'S DEGREE STUDENTS' COMPETENCIES

D. A. ZYRYANOV — 2025-12-30

DOI: https://doi.org/10.26565/2074-8922-2025-85-10

The article is devoted to defining the theoretical basis for applying electronic educational resources to develop master's degree students' competencies.

It has been established that an electronic resource is a resource in digital form, requiring computing equipment for its use and which is an independent, complete product containing information in electronic form and intended for long-term storage and repeated application. Types of electronic resources include: electronic text equivalents of printed publications; databases; new forms of publications that have no printed counterparts; electronic publications of audio and video information; multimedia products; electronic games; electronic samples of printed publications. Today, digital integrated modular educational environments such as PIES (personalized integrated educational system) and MOOC (massive online open course) have been successfully integrated into the educational process. The study identified the basic principles for the effective use of electronic educational resources in the training of master's students. A list of didactic conditions for the use of electronic educational resources was also identified, taking into account the specifics of training master's students in the field of engineering systems and technologies: development of means of assessing learning outcomes, designed with regard to the goals of diagnostics, stages of learning, and the requirements of pedagogical qualimetry; development of methodological support for the educational, control, assessment, and management activities of university teachers using modern digital solutions; involvement of all subjects of educational activity in the process of ensuring the quality of training based on the development of motivation, reflection, and learning.

Research methods (analysis of psychological, pedagogical, and philosophical sources, regulatory and legal acts, and methodological literature; systematization and generalization; pedagogical observation) allowed us to conclude that electronic educational resources can ensure the formation of information and digital competence in master's students.

The results of the study should be implemented in the training process for masters of computer systems and networks, a methodology for developing their information and digital competence has been created, and criteria and indicators for the level of its formation have been determined.

In cites: Zyryanov D. A. (2025). Applying electronic educational resources to develop master's degree students' competencies. Problems of Engineering Pedagogic Education, (85), 115-126. https://doi.org/10.26565/2074-8922-2025-85-10 (in Ukrainian)

FILM EDUCATION TOOLS IN TEACHING THE DISCIPLINE “LAW” IN THE TRAINING OF CIVIL AVIATION SPECIALISTS

M.M. IVASHCHENKO — 2025-12-30

https://doi.org/10.26565/2074-8922-2025-85-11

Abstract. The article presents an original methodology for teaching the discipline “Law” to future civil aviation specialists, developed on the basis of a synthesis of competency-based, practice-oriented, interactive, and learner-centered approaches. It is emphasized that the legal training of aviation personnel should not only ensure the acquisition of normative legal knowledge but also foster professional legal awareness, ethical responsibility, and the ability to make decisions under conditions of legal uncertainty. The feasibility of implementing film pedagogy as an innovative tool for developing students’ legal culture is substantiated.

The central element of the proposed methodology is the training module “Human Rights,” aimed at mastering international aviation standards, the provisions of the Chicago Convention, EU Regulations on passenger rights protection, and understanding the priority of human dignity during air travel. It is demonstrated that the use of feature films in combination with role-playing and situation analysis clarifies the legal consequences of professional actions and promotes the development of practical legal thinking.

The results of a pedagogical experiment are presented, showing an improvement in the formation of students’ legal competencies, an increased ability to provide reasoned legal assessment of professional situations, the development of empathy, and a sustainable internal motivation to adhere to human rights in aviation activities.

It is concluded that the use of film pedagogy ensures a transition of the educational process from a predominantly knowledge-based model to an experience- and value-based one, and contributes to the professional maturity of future civil aviation specialists in accordance with modern international standards of flight safety and human rights protection.

Purpose. To theoretically substantiate, develop, and partially experimentally verify the effectiveness of the author’s pedagogical approach to teaching the discipline “Law” in the training system of civil aviation specialists through the use of feature films as a means of forming legal culture, ethical responsibility, and intercultural professional competence.

Methods. Analysis and synthesis of scientific sources, pedagogical observation, questionnaires, modeling of aviation-related legal situations, film reflection, and quantitative and qualitative analysis of the results of a pedagogical experiment.

Results. In the course of implementing the author’s pedagogical approach, which integrates competence-based, practice-oriented, active-interactive, personality-oriented, and integrative approaches, a training module “Human Rights” was developed and tested using feature films as video cases. The following films were used in work with students: Sully (Miracle on the Hudson), Official Secrets, Spotlight, etc., which contain professionally significant situations related to moral and legal dilemmas and professional responsibility. The analysis of the partial pedagogical experiment demonstrated positive dynamics in the formation of students’ legal competencies. In particular, the cognitive component (knowledge of aviation law and the ability to identify legal violations) increased by 28%, the value-motivational component (internal readiness to be guided by human rights principles in professional actions) by 32%, and the activity component (ability to apply legal norms in managerial decision-making) by 30%. Students showed an increase in the number of correct legal assessments of aviation situations, a more conscious attitude toward their professional role, and a higher level of empathy toward passengers and colleagues.

The obtained results indicate the formation of stable skills and convictions necessary for work under conditions of high responsibility and potential legal uncertainty that characterize professional activity in the aviation field. The author’s approach has proven its suitability for scaling within the “Law” discipline and other courses of the humanities cycle.

Conclusions. The proposed author’s approach to teaching the discipline “Law” using feature films as video cases ensures the integration of legal knowledge with students’ emotional and value-based experience, promotes the development of critical thinking, professional responsibility, legal awareness, and readiness to make informed decisions in aviation situations. The implemented experience confirms that film pedagogy can strengthen the humanitarian component of aviation education and bring the training of future specialists closer to modern international standards of flight safety and human rights protection.

The tested approach is recommended for further implementation in higher education institutions of technical profile, as well as for the development of long-term professional development programs for aviation personnel with an emphasis on legal culture and ethical behavior.

In cites: Ivashchenko M. M. (2025). Film education tools in teaching the discipline “Law” in the training of civil aviation specialists. Problems of Engineering Pedagogic Education, (85), 127-136. https://doi.org/10.26565/2074-8922-2025-85-11 (in Ukrainian)

THE ROLE AND SIGNIFICANCE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE PRACTICE OF BUILDING DISCIPLINES TEACHERS

V. V. KOVALENKO — 2025-12-30

DOI: https://doi.org/10.26565/2074-8922-2025-85-12

The article is devoted to the consideration of the peculiarities in the creation and use of ICT in the educational process of training specialists at various levels of the education system in general and for the building industry in particular.

The main pedagogical goals of using modern information and communication technologies are: intensification at all levels of the education system and educational process; development of the personality of the student and preparation for life in an information society; fulfillment of the social order to train information-literate individuals; and career guidance in the field of computer science. The peculiarities of the formation of a teacher's basic ICT competence are: an understanding of the didactic possibilities of ICT and the functioning of a personal computer; the ability to prepare didactic and visual materials using Microsoft Office; the use of digital educational resources and the Internet in the process of pedagogical activity; the creation of positive motivation when using information technologies. Unlike traditional books, educational electronic publications allow material to be presented in a dynamic graphic form, which is very important when teaching construction-related subjects.

The research methods used included: systematic analysis of scientific psychological, pedagogical, and methodological literature; generalization and synthesis of constructive provisions on the issues under study.

The role and significance of ICT in the educational process of various types of educational institutions is determined by the ability to: maintain various documentation (reports, lesson plans, schedules, etc.); prepare various teaching materials; use interactive whiteboards, multimedia projectors, electronic journals, etc.; create control programs or develop tests to assess knowledge; use the Internet to hold conferences, distance learning, distance competitions, online testing, search for various information, and conduct virtual tours.

Prospects for further research are seen in studying the issues of developing the professional competence of future teachers of construction disciplines based on a thorough mastery of information and communication technologies that allow visualizing spatial building structures and simplifying their perception and study by students.

In cites: Kovalenko V. V., Ametsynsky D. V. (2025). The role and significance of information and communication technologies in the practice of building disciplines teachers. Problems of Engineering Pedagogic Education, (85), 137-148. https://doi.org/10.26565/2074-8922-2025-85-12 (in Ukrainian)

USING TENSORFLOW/KERAS LIBRARIES FOR TRAINING NEURAL NETWORKS IN THE TRAINING OF BACHELORS IN VOCATIONAL EDUCATION OF THE COMPUTER SPECIALTY

S. V. KOZIBRODA — 2025-12-30

DOI: https://doi.org/10.26565/2074-8922-2025-85-13

Purpose. The purpose of the study is to analyze the potential of using TensorFlow and Keras libraries for training neural networks in the preparation of bachelors in vocational education in computer technologies, as well as to develop a methodology for their effective integration into the educational process. Special attention is given to how the practical application of these libraries contributes to the development of digital competencies and analytical thinking among future engineering educators.

Methods. The study is based on a systematic analysis of scientific publications from 2019 to 2025 in the Scopus, Web of Science, and Google Scholar databases focusing on the use of TensorFlow and Keras in education. A comparative analysis of domestic and international experience in preparing specialists in artificial intelligence is conducted. The method of pedagogical modeling is applied to develop a methodology for teaching students how to create, train, and evaluate neural networks using TensorFlow and Keras libraries.

Results. The study substantiates a methodology for preparing students to work with neural networks based on TensorFlow and Keras libraries. It involves step-by-step mastery of building, training, and evaluating machine learning models, which promotes the development of practical skills in implementing intelligent systems. The proposed methodology is aimed at forming students’ understanding of neural network architectures, optimization principles, and practical applications in their professional activities.

Conclusions. The use of TensorFlow and Keras libraries in the preparation of bachelors in vocational education in computer technologies opens new opportunities for the practical acquisition of artificial intelligence technologies and the development of engineering and pedagogical competencies. Prospects for further research include identifying pedagogical conditions for the effective implementation of the developed methodology, assessing its impact on the quality of professional training, and exploring possibilities for adaptation in other technical educational programs.

In cites Kozibroda S. V., Franko Yu. P., Klubko D. I. (2025). Using TensorFlow/Keras libraries for training neural networks in the training of bachelors in vocational education of the computer specialty. Problems of Engineering Pedagogic Education, (85), 149-162. https://doi.org/10.26565/2074-8922-2025-85-13 (in Ukrainian)

USING 3D PRINTING TO CREATE EDUCATIONAL ROBOTICS PLATFORMS BY COMPUTER SPECIALISTS

M. M. OZHA — 2025-12-30

DOI: https://doi.org/10.26565/2074-8922-2025-85-14

Develop and validate an open learning platform based on 3D printing that allows students to generate, customize, and physically implement their own robotic models as part of their professional training. The paper proposes the architecture of the Robo3D platform, which combines parametric CAD models, a library of modular components, and instructions for integrating standard electronics. The platform is implemented as an open digital environment where students can select basic configurations (wheeled, tracked, manipulator, etc.), set geometric parameters, export STL files for 3D printing, and assemble functional prototypes. To assess its pedagogical effectiveness, a teaching experiment was conducted in the format of project-oriented learning, in which students developed their own robotics projects based on the generated models. The analysis was carried out according to the criteria of originality of design, functional completeness, technical complexity, and compliance with the set task. The Robo3D platform provided a high level of student autonomy in design: 78% of participants created unique robots that did not repeat template solutions. Most projects demonstrated the integration of mechanical, electronic, and software components, indicating the formation of interdisciplinary engineering thinking. Teachers noted increased motivation to experiment and a willingness to iteratively improve designs. In addition, the use of a parametric approach reduced design time by 35% compared to manual modeling. The proposed platform for generating robotic models based on 3D printing is an effective tool for professional education, combining the flexibility of digital design with practical implementation. It not only simplifies access to complex engineering contexts, but also creates conditions for the development of creativity, technical independence, and a deep understanding of the principles of robotic systems.

In cites: Ozha M. M., Sitkar T. V., Mazur I.-S. V. (2025). Using 3D printing to create educational robotics platforms by computer specialists. Problems of Engineering Pedagogic Education, (85), 163-172. https://doi.org/10.26565/2074-8922-2025-85-14 (in Ukrainian)

PEDAGOGICAL CONDITIONS FOR DEVELOPING THE DIGITAL COMPETENCE OF BACHELOR'S DEGREE STUDENTS IN VOCATIONAL EDUCATION IN AN ELECTRONIC INFORMATION EDUCATIONAL ENVIRONMENT

O. V. PETLIUK — 2025-12-30

DOI: https://doi.org/10.26565/2074-8922-2025-85-15

Purpose. The purpose of the article is to analyze the optimal pedagogical conditions for forming the digital competence of bachelors in vocational education (digital technologies) within the electronic information educational environment and to formulate recommendations for their implementation in higher education institutions.

Research methods. Theoretical methods were applied to study and further analyze encyclopedic, scientific, educational, methodological, and technical literature, as well as regulatory documentation. Comparison, systematization, and generalization methods were used to theoretically substantiate the pedagogical conditions for the formation of digital competence of bachelors in vocational education within the electronic information educational environment.

Results. In defining the pedagogical conditions for the formation of digital competence of bachelors of vocational education, the electronic information educational environment is considered as the main tool, and the key concepts, theoretical frameworks, and empirical data related to the electronic information educational environment are outlined (definition and components, theoretical foundations, technological integration, pedagogical approaches and strategies, the impact of the electronic information educational environment on the formation of digital competence, challenges and limitations). The pedagogical conditions for the formation of digital competence of vocational education teachers (digital technologies) in the electronic information educational environment have been identified as follows: axiologization of the content of training future specialists in digital technologies within the electronic information educational environment; ensuring the availability of high-quality, verified, and variable educational content; the use of new learning tools (virtual simulators and laboratories) that provide interactivity, multimedia, and hypertextuality of the environment; stimulation of self-educational activities of bachelors in vocational education (digital technologies) through engagement in educational communities.

Conclusions. The electronic information educational environment of the university, in which the identified pedagogical conditions for the formation of digital competence of vocational education teachers (digital technologies) are implemented, is considered not only as a technical platform for the realization of the educational process but also as a space for professional and personal development. It ensures the training of competitive bachelors of vocational education who are ready for professional and pedagogical activities in the digital era.

In cites: Petliuk O. V. (2025). Pedagogical conditions for developing the digital competence of bachelor's degree students in vocational education in an electronic information educational environment. Problems of Engineering Pedagogic Education, (85), 173-184. https://doi.org/10.26565/2074-8922-2025-85-15 (in Ukrainian)

MANAGEMENT OF STUDENTS' EDUCATIONAL AND COGNITIVE ACTIVITIES IN DISTANCE LEARNING

H. SAZHKO — 2025-12-30

DOI: https://doi.org/10.26565/2074-8922-2025-85-16

Purpose. The study aims to analyze the theoretical foundations and practical approaches to managing students’ educational and cognitive activity (ECA) in the process of distance learning; to identify key factors influencing the effectiveness of such management, and to propose recommendations for improving this process.

Methods. A comprehensive theoretical and methodological approach was applied, combining: system analysis; control theory methods; a cognitive-psychological approach; structural-hierarchical analysis; and modeling of learning situations.

Results. It was established that the implementation of adaptive methods, interactive technologies, and individualized approaches contributes to enhancing students’ cognitive activity, independence, and the overall effectiveness of the educational process. The study also developed a model for managing ECA, which is based on the principles of systematicity, interactivity, and personalization.

Conclusion. The conducted research confirmed the importance of developing an effective system for managing ECA in the context of distance learning. It was found that:

The use of adaptive methods, interactive technologies, and individualized approaches increases students’ motivation, independence, and overall learning performance.

The proposed model for managing ECA within the «student–computer» system, based on a Controlled Semi-Markov Process, ensures the systematic, interactive, and personalized nature of the educational process.

The conceptual definition of the “knowledge gain” function as a reflection of memory regularities makes it possible to integrate the cognitive-psychological dimension into the management model.

The constructed hierarchy of states and system of diagnostic tests creates conditions for objective monitoring of learning outcomes and timely pedagogical intervention.

Prospects for further research include expanding the management model to different academic disciplines, testing it in educational institutions, and exploring the impact of emerging digital technologies—particularly artificial intelligence—on the effectiveness of distance learning organization.

In cites: Sazhko H., Ptashnyi О., Lukashov V. (2025). Management of students' educational and cognitive activities in distance learning. Problems of Engineering Pedagogic Education, (85), 185-195. https://doi.org/10.26565/2074-8922-2025-85-16 (in Ukrainian)

GAMIFICATION AND INTERACTIVE METHODS IN FOREIGN LANGUAGE TEACHING FOR ENGINEERING STUDENTS

V. V. TUPCHENKO — 2025-12-30

DOI: https://doi.org/10.26565/2074-8922-2025-85-17

This article aims to examine the effectiveness of interactive methods and gamification in teaching English to engineering students. The primary focus is on combining the mastery of technical terminology with developing communication skills, teamwork, and critical thinking, which are key competencies for future engineers in an international professional environment.

Methods. The study uses an analysis of current scientific literature on gamification, interactive learning, and professional language training for engineers; a review of practical examples of the implementation of interactive platforms (Kahoot, Quizizz, Padlet, Miro, Duolingo for Schools); and a description of role-playing, debate, and project-based learning methods in study groups of technical students.

Results. The study showed that interactive methods and gamification elements increase student motivation, promote effective acquisition of technical terminology, and develop practical communication skills. Role-playing games, debates, and team projects develop collaboration, critical thinking, and creativity skills, creating conditions close to real professional activity. Digital platforms ensure interactivity, instant feedback, and support for collective work even outside the classroom.

Conclusions. Interactive and gamified approaches significantly increase the effectiveness of the learning process and the competitiveness of engineering students. The successful implementation of such methods requires proper preparation of materials, technical resources, and adaptation of students to new learning formats.

In cites: Tupchenko V. V., Pasichnyk M. V. (2025). Gamification and interactive methods in foreign language teaching for engineering students. Problems of Engineering Pedagogic Education, (85), 196-204. https://doi.org/10.26565/2074-8922-2025-85-17

DEVELOPMENT OF EDUCATIONAL INTERNET PROJECTS AS A COMPONENT OF FUTURE VOCATIONAL EDUCATION TEACHERS' COMPETENCE

P. O. CHEKALKIN — 2025-12-30

DOI: https://doi.org/10.26565/2074-8922-2025-85-18

The aim of the article is to determine the influence of applying internet project design on the formation of professional-pedagogical competence of vocational education teachers and its specific components that are developed through this innovation.

A logical-structural analysis of recent literature in the fields of psychology, pedagogy, and cyberpedagogy pertaining to internet project design was conducted as a research method. This facilitated the systematization and generalization of the information gathered.

One of the educational technologies of cyber-pedagogy and professional cyber-socialization for candidates of pedagogical education is internet project design. This is understood as the process of constructing, step-by-step creation, and substantive development of an internet resource on a specific topic, intended to solve a given social or professional problem. It is extremely important that candidates for professional-pedagogical education, in the process of internet project design, simultaneously master two roles: 1) the executor, who learns to create internet projects themselves; and 2) the organizer, who understands how to implement internet project design in professional education at its various levels. As a result of mastering internet project design, a vocational training teacher becomes capable of: conducting information search, analysis, and synthesis, as well as applying a systemic approach; defining the scope of tasks within a given goal and selecting optimal methods for their solution; critically analyzing problematic situations and developing a strategy of action; managing a project throughout all stages of its lifecycle; organizing and leading a team's work, developing a team strategy of action to achieve the chosen goal, and so on. In other words, during the process of internet project design, a specific range of ICT-competencies is formed, which a vocational training teacher must possess.

An internet project, as a product of the joint activity of a university educator and a student, becomes a connecting link between pedagogical theory and pedagogical practice. Accordingly, this technology is relevant and in demand due to the simultaneous formation and development of several key competencies of a future vocational training educator, which makes its implementation in the practice of vocational pedagogical education promising, taking into account the new realities of the digital space and the digitalization of educational activities.

The prospect for further research in this direction could be the development of a methodology for training vocational training educators in the development of internet projects for the purpose of forming and developing the maximum number of their constituent competencies.

In cites: Chekalkin P. O., Gres L. O. (2025). Development of educational Internet projects as a component of future vocational education teachers' competence. Problems of Engineering Pedagogic Education, (85), 205-215. https://doi.org/10.26565/2074-8922-2025-85-18 (in Ukrainian)

PSYCHOLOGICAL REHABILITATION OF MILITARY PERSONNEL THROUGH MINDFULNESS PRACTICES: CURRENT TENDENCIES AND EFFICIENCY

O. BRYNTSEVA — 2025-12-30

DOI: https://doi.org/10.26565/2074-8922-2025-85-19

The purpose of the article is to evaluate the efficiency of mindfulness practices in the psychological rehabilitation of military personnel and war veterans in the context of the current war in Ukraine and to determine the possibilities for their integration into Ukrainian rehabilitation programs.

Methods. The methods used include reviewing international and national studies, systematic reviews, and meta-analyses on the effectiveness of mindfulness interventions (MBCT, MBSR, MBAT) in working with military personnel and war veterans. An analysis of Ukrainian practical initiatives and rehabilitation center programs was conducted, including using online platforms and mobile applications for mindfulness training.

Results. Studies have shown that it reduces symptoms of PTSD, anxiety, and depression and improves emotional regulation, self-awareness, and social integration in war veterans. Combining mindfulness with cognitive-behavioral and body-oriented therapy makes rehab programs more effective.

Conclusions. In Ukraine, mindfulness practices are actively implemented through non-governmental organizations, war veteran funds, and specialized centers, ensuring the accessibility and individualization of programs for different categories of patients. Its main advantages are accessibility, safety, and flexibility in group and individual formats. Further research should focus on adapting programs to the Ukrainian context, using digital technologies, evaluating long-term effects, and developing a system for training specialists to implement mindfulness practices in rehabilitation work effectively.

In cites: Bryntseva O., Podorozhna A. (2025). Psychological rehabilitation of military personnel through mindfulness practices: current tendencies and efficiency. Problems of Engineering Pedagogic Education, (85), 216-225. https://doi.org/10.26565/2074-8922-2025-85-19

STUDENTS' MOTIVATION IN DISTANCE VOCATIONAL EDUCATION: THE IMPACT OF TECHNOLOGICAL SOLUTIONS ON THE LEARNING OUTCOMES

V. A. BURBYGA — 2025-12-30

DOI: https://doi.org/10.26565/2074-8922-2025-85-20

Purpose. The study aims to provide theoretical substantiation for an integrated techno-motivational framework that establishes a mechanistic connection between the design of technological solutions and the satisfaction of students' basic psychological needs in distance vocational education systems. Particular attention is paid to identifying specific motivational deficits arising from the transition from traditional learning forms to virtual environments and determining ways to overcome them through purposeful use of modern technologies.

Methods. Theoretical analysis and systematization of scientific sources on the application of self-determination theory and motivational design models in online learning were employed. A synthesis of psychological concepts with technological approaches was conducted to construct an integrated model. Comparative analysis of international and national studies regarding the impact of immersive technologies, artificial intelligence, and gamification on the quality of practical skills acquisition in vocational education was applied.

Results. A techno-motivational framework has been developed that combines three axes: supporting autonomy through AI-based adaptive platforms, developing competence through virtual and augmented reality, and strengthening social connection through collaborative tools. The mechanisms of each technological solution's impact on corresponding psychological needs according to self-determination theory have been systematized. Three critical conditions for effective implementation have been identified: overcoming the digital divide, ensuring pedagogical readiness of instructors, and systematic integration of all stakeholders. A multi-level assessment system has been proposed, including measurement of motivation dynamics, formative assessment of practical skills through technological instruments, and summative competency-based evaluation.

Conclusions. The effectiveness of technological solutions in distance vocational education is determined not by their mere presence but by the quality of pedagogical design that purposefully uses these tools to satisfy students' basic psychological needs. The proposed framework serves as a practical instrument for designing motivationally effective educational programs and requires empirical validation through longitudinal studies.

In cites: Burbyga, V. A., Shalimova, I. M., Khoroshun, D. A. (2025). Students' motivation in distance vocational education: the impact of technological solutions on the learning outcomes. Problems of Engineering Pedagogic Education, (85), 226-236. https://doi.org/10.26565/2074-8922-2025-85-20 (in Ukrainian)

DIGITAL TECHNOLOGIES IN VOCATIONAL EDUCATION: THEORETICAL BASIS AND CLASSIFICATION

V. E. HRYB — 2025-12-30

DOI: https://doi.org/10.26565/2074-8922-2025-85-21

Purpose. Theoretical justification of the essence of digital technologies in the vocational education system, determination of their didactic potential, classification, and possibilities of application in the training of future vocational education teachers in the context of the digital transformation of education.

Methods. Analysis of scientific sources, comparative analysis, systematization, and generalization.

Results. The article reveals the theoretical foundations of using digital technologies in the vocational education system and defines their role in shaping the digital competence of future teachers. It is argued that modern vocational education operates in the context of profound socio-technological changes, which necessitate updating the content, methods, and forms of teacher training. It is determined that digital technologies are becoming not only a tool for modernizing the educational process, but also a factor in the formation of a new culture of professional activity for teachers, focused on innovation, flexibility, critical thinking, and continuous learning. A comparative analysis of the concepts of “information technologies,” “information and communication technologies,” and “digital technologies” was carried out, which made it possible to clarify their content and show the evolution from informatization to digitalization of the educational process. Based on scientific sources, digital technologies have been classified according to their application in vocational education, including hardware, software, and communication support, and their didactic potential and functional capabilities have been revealed. It has been shown that the effective implementation of digital technologies contributes to improving the quality of training for future teachers, developing their digital culture, innovative thinking, and professional mobility. Particular attention is paid to Alan Carrington's pedagogical wheel as a methodological model for integrating pedagogical goals, cognitive levels of thinking, and digital tools in the learning process.

Conclusions. Digital technologies in professional education perform not only an instrumental but also a conceptual function, contributing to the development of innovative thinking among educators, improving the quality of the educational process, and training competitive specialists.

In cites: Hryb V. E. (2025). Digital technologies in vocational education: theoretical basis and classification. Problems of Engineering Pedagogic Education, (85), 237-252. https://doi.org/10.26565/2074-8922-2025-85-21 (in Ukrainian)

USING GAMIFICATION AS AN INNOVATIVE TECHNOLOGY IN TEACHING PROGRAMMING TO FUTURE TEACHERS OF COMPUTER SCIENCE AND MATHEMATICS

OLHA DUSHCHENKO — 2025-12-30

DOI: https://doi.org/10.26565/2074-8922-2025-85-22

Abstract. Modern military realities require a new organization of the educational process. Scientific and pedagogical workers are faced with the question of forming the readiness of future teachers for innovative activities in the future. One of the options for solving this issue is the use of gamification statistics as an innovative technology.

Previously, game technologies were used in the education of young children (children of early, preschool and primary school age). However, now more and more often game technologies are used in the education of children of middle and senior school age, as well as adults, in particular, higher education students. A game learning environment is immediately perceived by users as something interesting, creative and inspiring, but at the same time the use of such an environment has an educational character. Accordingly, if a game learning environment is perceived in this way by users, then educational tasks with game elements will be perceived differently than ordinary educational tasks, for example, with interest, motivation to create something new. By the way, the use of game elements in educational tasks is defined as gamification.

The article analyzes the scientific works of Ukrainian and foreign scientists, systematizes the results of research, and summarizes the existing experience of using gamification in the educational process. The concept of "gamification" is defined as an innovative technology that provides the use of game elements in a certain area of human activity, including education, in order to form certain knowledge and skills in an accessible learning environment.

Gamified tasks are modeled for teaching programming to future teachers of computer science and mathematics. The developed tasks involve the creation of game projects that can be performed during programming laboratory work. The possibilities of creating projects and scripts for them are presented.

It is determined that the use of gamification in the educational process contributes to the development of creativity, imagination, and critical thinking of future teachers of computer science and mathematics.

In cites: Dushchenko O. (2025). Using gamification as an innovative technology in teaching programming to future teachers of computer science and mathematics. Problems of Engineering Pedagogic Education, (85), 253-265. https://doi.org/10.26565/2074-8922-2025-85-22 (in Ukrainian)

PROFICIENCY IN INFORMATION TECHNOLOGIES AS THE BASIS OF MODERN METHODOLOGICAL CULTURE OF MASTER'S DEGREE STUDENTS IN VOCATIONAL EDUCATION

O. E. KOVALENKO — 2025-12-30

DOI: https://doi.org/10.26565/2074-8922-2025-85-23

The purpose of this article is to study the impact of information technology (IT) proficiency on the methodological culture of vocational education masters.

The practice of applying information technologies in vocational education has shown the following: a) their use significantly increases the motivation of students to learn; b) the informatization of education reduces the psychological tension of communication between students in the system of new objective relationships between “student – computer – teacher”; c) the informatization of education increases labor productivity and improves the information culture of university teachers. The new generation of specialists must have an educational background enabling them to effectively and quickly master not only the technological devices and equipment already created by previous generations, but also those that may appear in the future. They must be prepared for the further development of science, engineering, and technology. The modern understanding of the readiness of university graduates to master new information technologies includes: knowledge of IT tools and the ability to use them; the ability to obtain, analyze, and apply information; good adaptability, expressed in the ability to cope with information loads caused by the renewal of industrial technologies, etc.

The research methods included: a comprehensive analysis of scientific psychological, pedagogical, and methodological sources; synthesis and generalization of appropriate approaches to solving the problems under study.

It is advisable to integrate modern information technologies into all vocational educational disciplines, which will require a certain level of professional training from teaching staff, their knowledge of the potential of these technologies, as well as the ability to use all their capabilities for practical and scientific purposes. The integration of information technologies into the educational process should be pedagogically appropriate and justified, and serve as an additional factor, rather than a total replacement of traditional forms, methods, and means of teaching in the modern professional education system.

It seems promising to identify the organizational and pedagogical conditions for developing information culture as a component of methodological culture in future master's students in vocational education.

In cites: Kovalenko O. E., Pielykh A. A. (2025). Proficiency in information technologies as the basis of modern methodological culture of master's degree students in vocational education. Problems of Engineering Pedagogic Education, (85), 266-277. https://doi.org/10.26565/2074-8922-2025-85-23 (in Ukrainian)

FEATURES OF THE EMOTIONAL SPHERE OF EDUCATION PESONNEL: THE INTERCONNECTION BETWEEN PSYCHOLOGICAL WELL-BEING, RESILIANCE, AND ADAPTATION IN CRISIS CONDITIONS

A.O. LOMAKIN — 2025-12-30

DOI: https://doi.org/10.26565/2074-8922-2025-85-24

Relevance of the problem. In the context of permanent social instability and martial law in Ukraine, the issues of psychological well-being and emotional resilience of education personnel are becoming increasingly crucial. The teaching profession, which is a “people-oriented” profession, requires a high level of emotional self-regulation and resilience. After the large-scale invasion, the workload increased for more than 80% of educators, which significantly increases the risk of professional burnout. The psychological condition of teachers directly correlates with the quality of the educational process and the ability of students to perceive learning positively, making research into the emotional sphere of educators extremely relevant.

The purpose of the study is to identify and analyze the interconnections between the components of the emotional sphere of the personality (psychological well-being, resilience, and socio-psychological adaptation) of education personnel in crisis conditions.

Research methods. An empirical study was conducted in 2024 at the Kharkiv Lyceum “School Liberty” involving 34 teachers. Standardized psychodiagnostic tools have been used: K. Riff's Psychological Well-Being Scale (84 items), S. Maddy's Resilience Test (44 statements), and Rogers-Diamond's Social-Psychological Adaptation Scale (101 questions). Data analysis was carried out using descriptive statistics and Pearson's correlation analysis (SPSS Statistics 22.0).

Research results. A predominantly positive profile of the emotional sphere was revealed: 79% of teachers have a positive level of psychological well-being, 70% have high resilience. The factor “Goals in Life” is a key integrator of resilience, correlating with all components of resilience (r≈0.18–0.23, p≤0.05). A critical inverse correlation was established between “Positive Relationships” and “Self-Perception” (r=-0.30), indicating a risk of altruistic imbalance and professional burnout. Based on the results, a psychocorrectional training program was developed to harmonize self-perception and increase the adaptive flexibility of teachers.

Як цитувати: Ломакін А. О., Вєтрова Д. В. Особливості емоційної сфери особистості працівників освіти: взаємозв'язок психологічного благополуччя, життєстійкості та адаптації в умовах кризи. Проблеми інженерно-педагогічної освіти. 2025. Вип. 85. С. 278-293. https://doi.org/10.26565/2074-8922-2025-85-24

PHYSICS COURSE AS PART OF PROFESSIONAL TRAINING FOR FUTURE IT SPECIALISTS AT AN ENGINEERING UNIVERSITY

O. V. SYNELNYK — 2025-12-30

DOI: https://doi.org/10.26565/2074-8922-2025-85-25

Purpose. The study analyses the role, workload and content of the physics course in the training programs of specialists in the specialty "Computer Engineering" at universities of Ukraine, as well as to the identification of the main contradictions and problems that arise in the process of teaching this discipline under the conditions of reducing the classroom hours and reducing the level of previous preparedness of students.

Methods. The work uses a comparative-analytical method to compare educational programs of Ukrainian and foreign universities (USA and European countries), quantitative analysis of the amount of study time allocated to the study of physics, as well as content analysis of curricula and syllabi. To assess the level of preparedness of applicants, a statistical analysis of the results of external independent assessment and the national multi-subject test in physics and mathematics over the past decade was used.

Results. It was established that the volume of the physics course in the training programs of Ukrainian universities is 4–5 times smaller compared to similar programs of leading universities in the world. The content analysis showed that among higher education institutions in Ukraine there is no unified approach to the formation of the curriculum: some institutions are limited to studying only the basic sections of classical physics, while others provide a full range of all sections. At the same time, in world practice, the variability is less: attention is focused on classical physics; sections of modern physics - quantum physics or solid-state physics - are also often included in the program. At the same time, in Ukraine, there is a tendency to reduce the level of preparedness of entrants, which complicates the mastery of physical and mathematical disciplines.

Conclusions. Reducing the classroom hours and reducing the level of school preparedness lead to a decrease in the quality of fundamental education of students studying IT. To ensure the proper level of professional training, it is necessary to introduce modern pedagogical technologies, active learning methods and information and communication tools that will compensate for the reduction in study time and increase students' motivation to study physics. Further research should be aimed at finding effective models for integrating fundamental and professionally oriented disciplines within educational programs in the computer field.

In cites: Synelnyk O. V. (2025). Physics course as part of professional training for future IT specialists at an engineering university. Problems of Engineering Pedagogic Education, (85), 294-309. https://doi.org/10.26565/2074-8922-2025-85-25 (in Ukrainian)

PREPARING TEACHERS OF VOCATIONAL EDUCATION INSTITUTIONS TO DEVELOP STUDENTS' PERSONALITIES IN TODAY'S WORLD

N. V. BOZHKO — 2025-12-30

DOI: https://doi.org/10.26565/2074-8922-2025-85-26

Purpose. Justification of theoretical and methodological foundations, analysis of current trends, and identification of ways to improve the training of vocational education teachers for work aimed at developing the personalities of vocational education students.

Methods. Analysis of scientific literature, comparative-analytical method, generalization of pedagogical experience.

Results. The article discusses the theoretical and methodological foundations and practical aspects of training teachers in vocational education institutions to develop the personalities of students in the context of modern social transformations. It focuses on the changing role of the teacher—from imparting knowledge to becoming a mentor, facilitator, and moderator of the educational process, capable of creating conditions for the comprehensive development of students. It analyzes contemporary scientific approaches to understanding the essence of personal development and identifies its key components (professional, cognitive, social-communicative, value-moral, and personal-psychological). The results of a comparative analysis of domestic and foreign experience in teacher training, in particular the practices of Germany, Finland, Canada, Singapore, Poland, and France, are presented. The main problems of the modern system of teacher training are identified: insufficient integration of psychological, pedagogical, and methodological knowledge, limited development of soft skills, low level of digital competence, and weak cooperation with employers. The following areas for improvement in teacher training are proposed: the introduction of competency-based, person-oriented, activity-based, innovative-technological, and reflective-research approaches; expansion of the practical component of education; and the formation of a system of continuous professional development. It is substantiated that effective training of teaching staff is a key condition for the formation of competitive, socially active, and spiritually mature specialists in vocational education.

Conclusions. Effective training of teaching staff at vocational education institutions for the personal development of students involves the integration of professional, psychological, pedagogical, and digital competencies, the introduction of innovative technologies, and the formation of humanistic values. This is a necessary condition for training competitive, responsible, and creative specialists in modern vocational education.

In cites: Bozhko N. V. (2025). Preparing teachers of vocational education institutions to develop students' personalities in today's world. Problems of Engineering Pedagogic Education, (85), 310-323. https://doi.org/10.26565/2074-8922-2025-85-26 (in Ukrainian)

DEVELOPING THE ACADEMIC CULTURE OF HIGHER EDUCATION STUDENTS THROUGH RESEARCH ACTIVITIES

A. V. PRYHODII — 2025-12-30

DOI: https://doi.org/10.26565/2074-8922-2025-85-27

Research activity in higher education institutions is an integral component of the educational process, aimed at integrating scientific, instructional, and professionally oriented training of learners. It serves as a powerful driver of academic culture, fostering students’ capacity for independent inquiry, critical thinking, creative initiative, and adherence to the principles of academic integrity.

The article explores the development of the academic culture of higher education students through research activities as a key factor in enhancing the quality of contemporary education. It is argued that, amid the reform of Ukraine’s higher education system and its integration into the European Higher Education Area, special attention should be paid to nurturing academic values, ethical principles, research competencies, and a culture of academic communication.

The essence of the concept “academic culture” is analyzed, and scholarly approaches to its interpretation are synthesized. The article identifies the main structural components of academic culture and reveals the specific features of their formation within the research process.

It is substantiated that the effective development of academic culture occurs progressively — from familiarizing students with the fundamentals of scientific inquiry to implementing individual and group research projects and participating in conferences, seminars, and student research competitions. Such gradual involvement promotes the integration of theoretical knowledge and practical skills, the development of critical and analytical thinking, information and communication literacy, and the cultivation of academic ethics and scholarly communication skills.

The study emphasizes that research activity in higher education serves not only as a means of professional formation but also as an effective instrument for developing students’ intellectual potential, research initiative, creativity, and responsibility for the outcomes of their scholarly work.

It is concluded that fostering the academic culture of higher education students through research activities is a necessary condition for preparing competent, creative, and innovation-oriented professionals capable of functioning in the global information and educational space in accordance with the principles of sustainable development, academic integrity, and professional responsibility.

In cites:. Pryhodii A. V, Minko N. P., Horchynska K. V. (2025). Developing the academic culture of higher education students through research activities. Problems of Engineering Pedagogic Education, (85), 324-335. https://doi.org/10.26565/2074-8922-2025-85-27 (in Ukrainian)