Problems of Engineering Pedagogic Education

HIGHER EDUCATION STANDARDS FOR THE THIRD (EDUCATIONAL AND SCIENTIFIC) LEVEL OF HIGHER EDUCATION IN THE FIELD OF KNOWLEDGE “EDUCATION”: ANALYSIS OF THE LIST OF COMPULSORY GENERAL COMPETENCIES

N. V. DERSTUGANOVA — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-01

Reforming the higher education system of Ukraine and its orientation towards the best international
practices involves the introduction of a new approach to assessing the quality of educational activities and
learning outcomes, their compliance with higher education standards.
The article analyzes the generic competences list for graduates defined in the higher education standards
for the third (educational and scientific) level of higher education, Doctor of Philosophy degree, in the field of
knowledge «Education».
It has been established that, nowadays, the official website of the Ministry of Education and Science of
Ukraine has published the five higher education standards for the third (educational and scientific) level of
higher education of the Doctor of Philosophy degree in the field of knowledge «Education», which in total
identify nineteen obligatory generic competences of graduates.
Generic competences included in the list of obligatory generic competences of graduates across all
analyzed standards have been identified, namely: «the ability to work in an international context» and «the
formation of a systemic scientific/artistic worldview, professional ethics, and general cultural outlook».
It has been recorded that, overall, eight competences from the recommended list of generic competences
developed based on the Tuning project which consists of thirty-one generic competences were selected to
describe the obligatory generic competences of graduates in the analyzed standards.
It was noted that the analyzed standards show some differences in the wording of certain generic
competences.
It is emphasised that the development of higher education standards, in particular, the definition of the list
of mandatory generic competences of a graduate for the third (educational and scientific) level of higher
education of the degree of Doctor of Philosophy, is an important factor in improving the process of training of
new generation of scientific personnel, in particular in the field of knowledge «Education».

In cites: Derstuganova N. V. (2025). Higher education standards for the third (educational and
scientific) level of higher education in the field of knowledge ―Education‖: analysis of the list of
compulsory general competencies. Problems of Engineering Pedagogic Education, (84), 10-18.
https://doi.org/10.26565/2074-8922-2025-84-01 (in Ukrainian)

STRATEGIC DIRECTIONS OF COMPENSATION FOR EDUCATIONAL LOSSES UNDER MARTIAL LAW THROUGH THE PRISM OF ENSURING THE QUALITY OF EDUCATION

L. V. ILIICHUK — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-02

Purpose. The aim of the study is to systematically analyse scientific approaches to the problem of
educational losses under martial law, conceptualize key concepts, identify their impact on the quality of
education, and substantiate strategic directions of compensation for educational losses to ensure the
sustainability and accessibility of the educational system in a crisis.
Methods. A set of theoretical research methods was used: systematic analysis of scientific sources, which
made it possible to conceptualize key concepts and highlight the main aspects of the problem of educational
losses under martial law; terminological analysis to clarify the conceptual categories related to educational losses
and their impact on the quality of education; comparative and contrastive analysis, which allowed to identify
common features and differences in approaches to the study of educational losses within different scientific
paradigms and educational systems; phraseological analysis.
Results. A systematic analysis of scientific approaches to the problem of educational losses, highlighted
in domestic and foreign scientific discourse, with a focus on their conceptual understanding and identification of
their impact on the level of education quality, was carried out. It is established that overcoming the educational
losses in Ukraine caused by the war requires the development and implementation of a comprehensive long-term
strategy that will consolidate the efforts of state institutions, educational institutions and public organizations. It
is substantiated that the implementation of mechanisms for compensating for educational losses provides a
multicomponent approach that integrates a number of interrelated areas aimed at restoring the quality of
education, ensuring its accessibility and supporting the sustainability of the educational system under martial
law.
Conclusions. Educational losses are a complex and multifactorial phenomenon that encompasses
cognitive, emotional and psychological, organizational and infrastructural aspects of the functioning of the
educational process in crisis conditions. The war has caused profound transformational processes in the field of
education, resulting in a decline in the quality of education, deterioration of the psycho-emotional state of
participants in the educational process, destruction of educational infrastructure, shortage of qualified teaching
staff, etc. The results obtained expand the theoretical and methodological foundations of the study of the
problem of educational losses and determine the vectors of further research aimed at restoring and developing
the educational system under martial law and post-war reconstruction of the country.

In cites: Iliichuk L. V., Khyzhnіak I. A. (2025). Strategic directions of compensation for
educational losses under martial law through the prism of ensuring the quality of education. Problems
of Engineering Pedagogic Education, (84), 19-35. https://doi.org/10.26565/2074-8922-2025-84-02 (in
Ukrainian)

IMPLEMENTING A SYSTEM OF MICROCREDENTIALS AND PARTIAL QUALIFICATIONS IN UKRAINIAN HIGHER EDUCATION

А. O. LOMAKIN — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-03

Abstract. The article examines the mechanism for implementing the system of microcredentials and
partial qualifications in higher education institutions of Ukraine. The conceptual and regulatory foundations,
structure, and procedure for developing relevant educational programs are analyzed. Special attention is paid to
issues of quality assurance and accreditation of such programs. It is substantiated that the implementation of the
microcredentials system is an innovative tool that meets modern labor market challenges and contributes to
increasing the flexibility of the educational process.
Purpose. The research aims to analyze the conceptual foundations of the microcredentials and partial
qualifications system in Ukrainian higher education, define the role of higher education institutions in their
implementation, and develop recommendations for the structure, organization, and quality assurance of relevant
educational programs. The purpose is to form a theoretical foundation for implementing flexible educational
trajectories that meet modern labor market requirements and lifelong learning principles in the context of
integration into the European Higher Education Area.
Methods. The research is based on the analysis of national and European regulatory documents,
including the "Standards and Guidelines for Quality Assurance in the European Higher Education Area" (ESG)
2015 and documents regulating the National Qualifications Framework of Ukraine. A systematic approach was
used to analyze the relationships between different components of the microcredentials and partial qualifications
system. Methods of structural and functional analysis were applied to determine the role and tasks of higher
education institutions in implementing relevant programs. A categorical analysis of the main concepts of the
subject matter was conducted, and a comparative analysis of the features of partial qualifications and
microcredentials was performed.
Results. The conceptual foundations of the microcredentials and partial qualifications system were
formulated, defining their key characteristics and fundamental differences. It was established that a partial
qualification involves acquiring a portion of competencies defined by the standard for a certain level of the
National Qualifications Framework, while a microcredential is a more flexible tool focused on specific
competencies that meet labor market needs or the learner's personal needs.
The role of higher education institutions in providing partial qualifications and microcredentials was
defined, which consists in creating a flexible and adaptive education system that provides fast and effective
learning focused on specific skills and competencies. Seven main areas of tasks for higher education institutions
were formulated: program development, ensuring learning flexibility, meeting labor market needs, assessment
and certification, integration with formal education, promoting continuous learning, and cooperation with
employers.
Recommendations regarding the structure and procedure for developing programs with the award of
partial qualifications or microcredentials were developed, including requirements for forming working groups,
stages of program development and approval, and structural elements of programs. Forms of learning
organization (classroom/in-person, distance/remote, blended) and principles of learning outcomes assessment
(validity, objectivity, transparency, continuous feedback) were defined.
A mechanism for quality assurance and program accreditation was proposed, which includes six
evaluation criteria, a unified scale, and a formula for calculating program compliance with accreditation criteria.
The necessity of post-accreditation monitoring to maintain program quality was substantiated.
Conclusions. The implementation of the microcredentials and partial qualifications system in Ukrainian
higher education is an innovative approach that corresponds to modern trends in education and the labor market.
The system provides flexibility in educational trajectories, the possibility of rapidly acquiring specific
competencies, integration of formal, non-formal, and informal education, and alignment of educational programs
with labor market needs and individual learner needs.
National, European, and internal documents form the legal and ideological basis for implementing
flexible educational trajectories. Higher education institutions are capable of ensuring flexibility in educational
and professional trajectories, supporting the concept of student-centered learning, and ensuring the quality of
educational programs.
Further development of the microcredentials and partial qualifications system requires improving the
regulatory framework, developing mechanisms for validating learning outcomes, enhancing the digital readinessof higher education institutions, and developing cooperation with employers.

In cites: Lomakin A. O. (2025). Implementing a system of microcredentials and partial
qualifications in Ukrainian higher education. Problems of Engineering Pedagogic Education, (84), 36-
47. https://doi.org/10.26565/2074-8922-2025-84-03 (in Ukrainian)

SOCIALIZATION OF HIGHER EDUCATION STUDENT'S PERSONALITY AS A FACTOR IN ENSURING SUSTAINABLE DEVELOPMENT GOALS IN UKRAINE

L. G. BAKUMENKO — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-04

Purpose. The purpose of the work is to study the process of socialization of higher education students as a factor
in ensuring sustainable development goals in Ukraine and to identify effective mechanisms for promoting this process
in the university environment.
Methods. To identify the degree of development of the problem, methods of theoretical analysis of scientific,
psychological, pedagogical and methodological literature were used, as well as methods of analysis and synthesis,
generalization and systematization, which allowed us to systematically consider and characterize the research concepts,
form conclusions and determine prospects.
Results. The relevance of the problem under study in the context of today's challenges is substantiated, as is the
importance of socialization of higher education students for the formation of a socially responsible personality capable
of acting in accordance with the principles of sustainable development. The process of socialization of higher education
students is considered as a key factor in achieving the Sustainable Development Goals (SDGs) in Ukraine. The role of
higher education in the formation of active citizenship, environmental awareness, social responsibility, and digital
literacy of students was investigated; the influence of key factors of socialization, in particular academic culture, student
self-government, volunteer activities, and interaction with public organizations, on the personal and professional
development of students was investigated. The main challenges of students' socialization are identified and effective
ways to overcome these problems are proposed. It is found that the socialization of higher education applicants largely
depends on the quality of the educational environment, the level of academic culture, and the active participation of
students in public life. It is proven that the introduction of innovative educational technologies, the development of
student self-government and support for volunteer activities contribute to the formation of a socially responsible
personality oriented towards the principles of sustainable development. The prospects for socialization in the context of
the modern educational space and sustainable development processes are identified.
Conclusions. Socialization of higher education students is a necessary condition for achieving sustainable
development goals in Ukraine, as it forms civic responsibility, environmental awareness, and entrepreneurial thinking
among young people. The development of an interdisciplinary approach in educational programs and active interaction
of students with public institutions will contribute to a more effective integration of young people into the social
environment and their readiness to address the current challenges of sustainable development

In cites: Bakumenko L. G. (2025). Socialization of a higher education student‘s personality as a
factor in ensuring sustainable development goals in Ukraine. Problems of Engineering Pedagogic
Education, (84), 48-60. https://doi.org/10.26565/2074-8922-2025-84-04 (in Ukrainian)

SOCIAL PARTNERSHIP AS FACTOR OF QUALITY IMPROVEMENT OF VOCATIONAL TEACHERS' TRAINING

P. M. IGNATENKO — 2025-06-30

https://doi.org/10.26565/2074-8922-2025-84-05

Purpose. To study theoretical and methodological works, analyze and summarize foreign experience of
social partnership between universities and innovative enterprises to improve the quality of future vocational
teachers' training.
Methods. To solve the assigned tasks, a complex of general scientific (analysis, synthesis, analogy,
comparison, collation, generalization, classification, systematization) and empirical (analysis of philosophical,
psychological, pedagogical, methodological literature, regulatory documentation) methods is used.
Results. Interaction between vocational education institutions and organizations acting as employers
requires considering certain contradictions: training of specialists in the vocational education system does not
always meet the requirements of the labor market; professional orientations of graduates in vocational education
institutions do not fully meet the requirements of employers for staff; overestimated professional aspirations of
graduates do not always correspond to their real capabilities. In EU countries, to engage employers in social
partnership in vocational education, the state uses such mechanisms the following: state subsidies to employers
who create additional training places for on-the-job training and apprenticeships; establishing training funds
within the framework of collective bargaining agreements, the assets of which are formed either from payroll tax
or state subsidies; state subsidies for on-the-job training; tax benefits for enterprises, etc. The systemic
integrative factor of social partnership between a vocational education institution and an innovative enterprise is
the professional activity actually carried out in the workplace. This activity defines the parameters of educational
activity, its goals, methods and forms, and plays a leading role in solving a whole range of production and
pedagogical problems.
Conclusions. The relevance of the problem of effective professional training of future vocational
teachers in the social partnership of the university and innovative enterprises is determined by the social order
for the training of such a teacher who is able to form the competitiveness of students. The experience of
interaction between educational institutions and enterprises in such countries as Austria, Germany, Japan,
France, Switzerland and the USA shows that the tradition of cooperation between vocational education, the
achievements of advanced science and entrepreneurship allows achieving a high level of results for all
participants in this process.

In cites: Ignatenko P. M., Gres L. O. (2025). Social partnership as factor of quality
improvement of vocational teachers’ training. Problems of Engineering Pedagogic Education, (84),
61-71. https://doi.org/10.26565/2074-8922-2025-84-05 (in Ukrainian)

ARTIFICIAL INTELLIGENCE IN SCHOOL EDUCATION: NEW HORIZONS OF TEACHING AND LEARNING

O. KANEVSKA — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-06

Abstract. This article provides a comprehensive analysis of the opportunities and challenges
associated with the integration of artificial intelligence (AI) in school education, focusing on both global
trends and the specific context of Ukraine. The purpose of the study is to assess the impact of AI
technologies on teaching and learning processes, to identify how these innovations can enhance educational
quality, transform the teacher‘s role, and improve accessibility for diverse student populations.
The research employs a systematic review of scientific literature and practical case studies on the
implementation of AI in schools worldwide from 2019 to 2025. A comparative approach is used to evaluate
the effectiveness of intelligent systems in developed countries and in Ukraine, with particular attention to adaptive learning platforms, automated assessment tools, and inclusive technologies for students with special
needs. The analysis considers the current state of educational infrastructure and the technological readiness
of schools.
The findings demonstrate that AI significantly increases learning efficiency through personalized
instruction, which allows educational content to be adapted to individual student needs. Studies indicate that
the use of adaptive platforms can improve student achievement by 10–25% on average. Automation of
routine tasks, such as grading and scheduling, saves teachers considerable time, enabling them to focus on
creative and mentoring activities. Inclusive AI-driven technologies expand access to education for students
with disabilities, contributing to greater equity in learning opportunities.
However, the study also identifies substantial risks and barriers to effective AI integration. These
include limited access to technology in rural areas, digital inequality, psychological pressures on students
due to constant monitoring, and ethical issues related to algorithmic bias and data privacy. The teacher‘s role
is evolving from a traditional knowledge transmitter to a mentor and facilitator who supports the
development of students‘ critical thinking, creativity, and social-emotional skills. This transformation
requires new competencies in data analysis, digital literacy, and the ethical use of AI tools.
The article concludes that while AI opens new horizons for school education by enhancing its quality,
accessibility, and inclusivity, the successful implementation of these technologies depends on the
development of robust infrastructure and comprehensive teacher training. Coordinated efforts are needed to
address digital divides, establish ethical standards, and provide ongoing professional development for
educators. The authors recommend a balanced approach that maximizes the benefits of AI while minimizing
risks, ensuring that technological innovation complements rather than replaces the human dimension of
education.

In cites: Kanevska О., Chornyy G. (2025). Artificial intelligence in school education: new
horizons of teaching and learning. Problems of Engineering Pedagogic Education, (84), 72-83.
https://doi.org/10.26565/2074-8922-2025-84-06 (in Ukrainian)

Teaching in adjunctual at higher military educational institution: the role of motivation of adjuncts

O. MOROZOV — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-07

Introduction. The article presents the results of a study of motivation for studying in adjunct as an
important factor in the effective implementation of educational and scientific programs by adjuncts. It identifies
and diagnoses four interrelated aspects: motives for entering adjunct, motives for scientific and educational
activities, motives for an active participant in the educational process (stakeholder). The research shows the
feasibility of transitioning to innovative educational technologies, the need to strengthen the internal motivationof adjuncts and develop their interests in the field of practical professional, educational and scientific activities.
Purpose. The purpose of the article is to investigate the motives of higher education applicants for the
degree of Doctor of Philosophy and their influence on further military service in the positions of scientific and
pedagogical workers of higher educational institutions or scientific positions.
Methods. The study was conducted using the following methods: systemic analysis and synthesis,
induction and deduction, comparison, generalization and systematization.
Results. The analysis of the issues raised allows us to state that the transformation of adjunct education
into an institution that combines education and science, where innovations are created and a professional career
of a military serviceman as a teacher or scientist begins, requires a thorough study and understanding of the
motives for entering adjunct education, the motivation for scientific and educational activities, and the factors
that influence motivation. Research proves that the motivation for learning of those who plan to enter adjunct
education should be carefully studied both in the process of selecting candidates for study and at the stage of
entering adjunct education. The results of the study show the need to improve the process of adjunct training,
which contributes to strengthening the internal motivation of educational and scientific activities, the
development of interests of adjuncts in the field of practical, professional, educational and scientific activities, as
well as the expediency of the transition to innovative educational technologies that increase the involvement of
adjuncts in the learning process. These are special requirements for teachers - versatility of experience,
involvement in scientific and educational activities, and mastery of innovative educational technologies.
Originality. The article presents the results of research on the motivation of adjuncts of higher
educational institutions through three interrelated aspects: motivation for entering adjunct, motivation for
scientific and educational activities. Identifying the motives for studying in adjunct is considered from the
position of a psychological and pedagogical approach. This approach allows us to take into account the
important role of adjuncts themselves in the effectiveness of education and the formation of a future scientist and
teacher.
The motivation of adjuncts is studied through the definition of internal and external motives. Internal
motives are considered as primary in relation to educational and scientific activities and are formed in
accordance with the needs of the adjunct in cognition and development. External motives are considered as
secondary and are formed under the influence of the external environment. This allows us to objectively
investigate the factors that influence the motivation for entering adjunct, the motivation for scientific and
educational activities.
Conclusions. In the motivation of scientific and educational activities, and among the motives for
entering the adjunct position, external ones, related to career growth and competitiveness in the labor market,
prevail. They are supplemented by internal motives: the desire for knowledge, improving the professional level,
creative self-realization.
The results of the study show the need to improve the process of adjunct training, which contributes to
strengthening the internal motivation of educational and scientific activities, the development of interests of
adjuncts in the field of practical, professional, educational and scientific activities, as well as the expediency of
the transition to innovative educational technologies, which increase the involvement of adjuncts in the learning
process.
Prospects for further research should be aimed at studying changes in the motivation of assistant
professors during training, the causes and conditions of these changes.

In cites: Morozov O., Oliynyk L., Aksanov T. (2025). Teaching in adjunctual at higher military
educational institution: the role of motivation of adjuncts. Problems of Engineering Pedagogic
Education, (84), 84-92. https://doi.org/10.26565/2074-8922-2025-84-07 (in Ukrainian)

BARRIERS TO THE INCLUSIVE EDUCATIONAL SPACE OF A VOCATIONAL (VOCATIONAL-TECHNICAL) EDUCATION INSTITUTION: THEORETICALASPECT

N. Y. SHEMYHON — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-08

(VOCATIONAL-TECHNICAL) EDUCATION INSTITUTION: THEORETICALASPECT
Purpose. Based on the analysis of scientific literature and modern educational practice, to identify the
main barriers to ensuring equal opportunities for students with special needs while studying in the system of
vocational education.
Methods. To solve the purpose of the study, a set of theoretical methods was used: analysis of scientific
literature, regulatory documents and legislative acts; study of the modern educational space of inclusive
infrastructure in vocational (vocational-technical) education institutions of Ukraine and Europe; comparison,
generalization, systematization of theoretical data.
Results. The current state of accessibility of the educational environment of VET institutions for people
with special educational needs is considered. The conditions of accessibility of vocational education for students
with special educational needs are analyzed, certain types of barriers to the implementation of inclusion are
identified, which can be grouped into three main areas: social adaptation to the educational environment,
accessibility of educational products during full-time and distance learning, and the use of information, computer
and assistive technologies.
Conclusions. The main barriers to the inclusive educational space of VET institutions are pedagogical
barriers related to the choice of teaching methods in accordance with the student's nosology, the use of
information, computer and assistive technologies, insufficient training of teachers, and the lack of support staff.
Technological barriers related to technological tools and components in the distance learning system and their
accessibility for students with special needs. For educators, there are certain challenges in choosing the appropriate methodology, information and computer tools that will not only meet learning objectives, but also
facilitate joint interaction between teachers and students with and without special needs. Individual barriers that
relate to both students with special needs and normative students, namely, communication barriers. The lack of
experience of interaction between these two groups of students prevents the real inclusion of students with
disabilities in the educational and social space of a VET institution

In cites: Shemyhon N.Y., Akimova O. M. (2025). Barriers to inclusive educational space of a
vocational (vocational-technical) education institution: theoretical aspect. Problems of Engineering
Pedagogic Education, (84), 93-103. https://doi.org/10.26565/2074-8922-2025-84-08 (in Ukrainian)

ANALYZING THE EXPERIENCE OF EDUCATIONAL PROCESS ORGANIZATION DURING THE WAR AND DETERMINING THE PROSPECTS FOR ITS APPLICATION IN THE POST-WAR PERIOD

O. O. PROKOPENKO — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-09

The article presents materials covering relevant and actual problems of teaching higher education
applicants during the war. The features and principles underlying the organization of the educational process
using distance learning, the possibility of applying various digital tools and instruments used to provide
education to students who are at a great distance from the university, even if they are in different regions or
abroad, have been identified. The article analyzes the scientific and pedagogical results in organizing the
educational process in the course ―Technological schemes and basic equipment of pumping stations‖ for higher
education applicants of the first (bachelor's) level of the specialty Vocational Education (Extraction, processing
and transportation of minerals) according to the educational program (EP) ―Vocational Education (Oil and
Gas)‖, the model of which was developed at the Department of Automation, Metrology and Energy Efficient
Technologies of the Educational and Research Institute ―Ukrainian Engineering Pedagogics Academy‖ in
Kharkiv. The article shows that this form to organize the educational process and implement the developed
pedagogical model provides a reasonable opportunity to ensure the accessibility and quality of education in the
university during the military operations and limited attendance of the educational institution by the participants
of the learning process. The relevance of creating and implementing models of the educational process has been
substantiated. The main significant principles are determined and the results of the distance course
implementation in the Moodle environment have been presented. The main factors and their influence on the
effectiveness of the educational process during the war are presented and analyzed. It is substantiated that the
educational process organization in the distance course during the war made it possible to meet the requirements
for the quality of education despite the influence of negative factors through using various forms and digital
means of remote interaction between the teacher and students. An analysis of the experience of organizing the
educational process using distance pedagogical technologies accumulated during the war has led to the
conclusion as to whether this form of organizing the educational process may have significant prospects in the post-war period, the main ones being the expansion of access to education and the achievement of flexibility in the educational process.

In cites: Prokopenko O. O., Antonenko N. S. (2025). Analyzing the experience of educational
process organization during the war and determining the prospects for its application in the post-war
period. Problems of Engineering Pedagogic Education, (84), 104-115. https://doi.org/10.26565/2074-
8922-2025-84-09

THE METHOD OF REFLECTIVE DISCUSSIONS IN THE TEACHING OF RESEARCH METHODOLOGY TO FUTURE VOCATIONAL EDUCATION TEACHERS

L. O. BACHIEVA — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-10

Purpose. The article highlights one aspect of preparing vocational education instructors for research
activities, specifically a methodology aimed at intensifying the process of developing reflection on research
work. This methodology facilitates the transition from reproductive models of behavior and activity to
productive ones, fostering their awareness and integration into the structure of the future specialists'
personalities.
Methods. A set of research methods was applied in this study, namely: analysis and synthesis of scientific
information concerning the teaching of research methodology and pedagogical approaches that address the
organization of reflection processes in the educational environment; the design method for developing the
content of the elements of the reflective discussion methodology in teaching research methodology to future
vocational education instructors.
Results. A methodology for reflective discussions in teaching research methodology to future vocational
education instructors has been developed. The analysis of scientific sources showed that students should be
active participants in research projects. We have taken into account reflection models and the results of empirical
research that confirm the effectiveness of stimulation of students' reflections during the work on research
projects. This became the basis for creating the concept of the methodology, which involves the interrelated
activities of the instructor, who motivates and directs the discussion, and the students, who engage in reflection
during the process of learning research methodology. A key feature of the methodology is the system of
instructional-reflective questions, which are formulated according to the stages of research activity and the
hierarchy of cognitive processes.
Conclusions. Educational practice demands active research activities from vocational education
instructors to improve their own practices. The effectiveness of such activities is ensured through high-qualitytraining within educational institutions. A powerful tool for this training is the methodology of reflective discussions in teaching research methodology, which is based on the scientific foundation of the structure of research projects and productive practices of reflective activities

In cites: Bachieva L. O., Karolop O. O., Zagnybida R. P. (2025). The method of reflective
discussions in the teaching of research methodology to future vocational education teachers. Problems
of Engineering Pedagogic Education, (84), 116-126. https://doi.org/10.26565/2074-8922-2025-84-10

THEORETICAL MODEL FOR DEVELOPING PROFESSIONAL COMPETENCIES IN FUTURE VOCATIONAL EDUCATION TEACHERS

V. A. BURBYGA — 2025-06-30

https://doi.org/10.26565/2074-8922-2025-84-11

Purpose. This study aims to develop a theoretical model for forming professional competencies of
future vocational education teachers, addressing contemporary challenges posed by digital transformation and
globalization. The research seeks to analyze the theoretical foundations of teacher training based on Ukrainian
and international experiences, identify the model's key components (target, content, procedural, and resultative
blocks), substantiate pedagogical conditions for its implementation, and establish criteria for assessing competency development. The ultimate goal is to create a comprehensive tool to enhance the quality of teacher
education, ensuring competitiveness and adaptability to labor market demands.

Methods. The research employs a systemic approach as its core methodology, viewing competency
formation as an integrated system with interconnected elements. A literature review of works by Ukrainian and
international scholars (e.g., N.P. Redziuk, Ye.K. Semenov, I. Prylepa, M.A. Yuzik) provides a synthesis of
modern approaches, including competency-based, digital, and cross-disciplinary perspectives. Theoretical
modeling is utilized to construct a four-block framework, while synthesis of normative documents (e.g.,
Ukraine’s Concept of Pedagogical Education Development) and prior studies supports the justification of

pedagogical conditions. Competency assessment is structured around motivational-value, cognitive, and activity-
based components, using diagnostic methods such as testing, portfolio analysis, and practical tasks.

Results. The study presents a theoretical model comprising four blocks: the target block (aiming to train
teachers who integrate theory and practice), the content block (encompassing theoretical knowledge, practical
skills, and digital/cross-disciplinary elements), the procedural block (featuring interactive methods, blended
learning, and practice-oriented projects), and the resultative block (demonstrating teachers’ ability to design
relevant curricula and adapt teaching). Three pedagogical conditions are identified: integration of digital
technologies, a cross-disciplinary approach, and motivation for self-development. An evaluation system with
specific indicators (e.g., mastery of digital tools, quality of educational materials) ensures feedback for model
refinement. Compared to existing models, this framework offers a broader, integrative approach, combining
theory, practice, and innovation.
Conclusion. The proposed model serves as a robust theoretical tool for modernizing vocational teacher
education, enhancing teachers’ competitiveness in a digitalized and globalized context. Its structured blocks and
pedagogical conditions foster an environment conducive to competency development, while the evaluation
system enables continuous improvement. The practical significance lies in its potential to prepare teachers
capable of meeting modern educational and professional demands. Future research directions include
experimental validation of the model, deeper analysis of individual conditions (e.g., digital technology impact),
and the development of methodological guidelines for implementation, particularly in specialized vocational
fields.
Interpretation of Results. Although no direct experiments were conducted, the model’s design draws
on a synthesis of theoretical and empirical insights from prior studies, offering a predictive framework for
enhancing teacher training. The emphasis on digital and cross-disciplinary competencies reflects the evolving
needs of vocational education, while the systemic approach ensures adaptability. The results suggest a shift from
fragmented skill development to a holistic competency framework, with implications for educational policy and
practice.

In cites: Burbyga V. A., Shalimova I. M., Antoniuk B. O. (2025). Theoretical model for
developing professional competencies in future vocational education teachers. Problems of
Engineering Pedagogic Education, (84), 127-138. https://doi.org/10.26565/2074-8922-2025-84-11 (in
Ukrainian)

MODEL OF THE METHODOLOGY FOR DEVELOPING SOCIAL COMPETENCE OF TEACHERS TO WORK WITH LEARNERS IN DIFFICULT LIFE CIRCUMSTANCES IN THE PROCESS OF ADVANCED TRAINING

OLENA DVORNYK — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-12

Purpose. The article is devoted to the scientific substantiation and development of a model of
methodology for developing social competence of teachers to work with learners in difficult life circumstances
in the process of advanced training, particularly concerning their work with learners who have found themselves
or may find themselves in difficult life circumstances. The relevance of the research is determined by the current
challenges in the educational sphere, including the increasing number of learners who have found themselves or
may find themselves in difficult life circumstances.
Methods. The study employs a set of general scientific methods such as analysis, synthesis,
generalization, and systematization, as well as pedagogical modeling as the leading method of constructing the
model. Factors influencing the development of social competence among teachers were identified, along with the
methodological approaches and didactic principles that form the foundation of the model.
Results. A methodology model was developed, consisting of three interrelated blocks: methodologicaltarget, content-activity, and diagnostic-reflective. The first block defines methodological foundations,
approaches, principles, and external and internal influencing factors. The content-activity block outlines the
stages of implementing the methodology, as well as the forms, methods, and tools of learning in the system of
postgraduate pedagogical education. The diagnostic-reflective block focuses on the monitoring and correction of
professional training processes and on the formation of reflective skills as a component of self-development. The
proposed model enables the effective development of social competence among teachers, as confirmed by the
results of empirical observations and teacher surveys.
Conclusions. The study results confirm the need for a systemic and scientifically grounded approach to
the development social competence of teachers to work with learners in difficult life circumstances in the
process of advanced training. The methodology model presented in the article takes into account contemporary
educational challenges, including the conditions of war, digital transformation, and social tension, and can serve
as an effective tool in preparing teachers to work with learners in difficult life circumstances.

In cites: Dvornyk O. (2025). Model of the methodology for developing social competence of
teachers to work with learners in difficult life circumstances in the process of advanced training.
Problems of Engineering Pedagogic Education, (84), 139-155. https://doi.org/10.26565/2074-8922-
2025-84-12 (in Ukrainian)

FEATURES OF LEARNING THE SCRATCH PROGRAMMING ENVIRONMENT BY FUTURE COMPUTER SCIENCE TEACHERS

O. DUSHCHENKO — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-13

Abstract. The training of future computer science teachers involves studying programming in order not only to
teach programming to students in secondary education institutions, but also to create software products in
accordance with the needs of professional activity. Therefore, while forming knowledge, skills and abilities in
programming, it is necessary to form a creative approach to creating projects in future computer science
teachers.
Students of secondary education institutions begin to get acquainted with programming in primary grades,
studying the Scratch programming environment, and continue in secondary grades, studying the Scratch
programming environment in grades 5 and 6, in grade 7 they begin to study the programming language, usually
Python. Therefore, future computer science teachers should study the Scratch programming environment during
their studies in higher education institutions, as we previously wrote about in a scientific article. In addition, it is
precisely the use of the Scratch programming environment that can ensure the creation of creative projects by
future specialists.
The article examines the concept of the ―Scratch programming environment‖ and provides its own understanding
of this concept. The opinions of scientists on studying the Scratch programming environment for higher
education students are presented. The educational resources of the Scratch programming environment website
are characterized. Practical tasks for the mandatory educational component ―Programming‖ are developed for
such laboratory classes as: ―Introduction to the Scratch programming environment‖, ―Projects with loops in the
Scratch programming environment‖, ―Creating projects with variables, expressions and lists in the Scratch
programming environment‖, ―Developing a game project in the Scratch programming environment‖,
―Developing creative projects in the Scratch programming environment‖. The importance of studying the
Scratch programming environment for future computer science teachers is emphasized.

In cites: Dushchenko O. (2025). Features of learning the Scratch programming environment by
future computer science teachers. Problems of Engineering Pedagogic Education, (84), 156-168.
https://doi.org/10.26565/2074-8922-2025-84-13 (in Ukrainian)

FEATURES OF INTEGRATING INFORMATION AND COMMUNICATION TECHNOLOGIES INTO THE EDUCATIONAL PROCESS OF PRIMARY SCHOOL

T. V. HORDIIENKO — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-14

The article reveals the importance of using information and communication technologies (ICT) in primary
school lessons both to achieve a specific learning outcome and to create an environment that stimulates students'
creative potential and contributes to the formation of key competencies needed in the 21st century.
The authors emphasize the importance of adhering to a strategy for implementing ICT in the educational
process, which is characterized by defining the purpose of using a specific technology or digital tool, the correct
selection of ICT tools and their capacity for deep reflection and evaluation.
Key pedagogical conditions for the effective use of modern ICT tools in primary school are presented.
It is emphasized that the use of ICT allows teachers to focus on three key aspects of modern education:
fundamentality, activity and axiology.
The study pays special attention to the main teaching methods when using ICT within the framework of
the primary school program. The authors distinguish and characterize the explanatory-illustrative, partiallysearch, research and project methods. Each of these methods has its own specifics and application in the
educational process.
The use of ICT for interactive learning, for the formation of basic skills of younger schoolchildren within
the framework of STEM education, for the creation and conduct of educational quests in primary school as well
as for game methods used in lessons is considered. This contributes to the development of key skills of students
and makes it relevant and valuable in modern education.
The results of the study may be useful for educators in using ICT in terms of encouraging students to
actively participate in the educational process and developing their critical thinking and research skills along
with creating a more dynamic, effective and interesting educational environment.

In cites: Hordiienko T. V., Bilousova N. V., Bobro A. A., Filonenko O. S. (2025). Features of
integrating information and communication technologies into the educational process of primary
school. Problems of Engineering Pedagogic Education, (84), 169-177. https://doi.org/10.26565/2074-
8922-2025-84-14 (in Ukrainian)

FORMING THE PEDAGOGICAL PROFICIENCY OF SPECIALIZED DISCIPLINES TEACHERS IN THE TRAINING OF AGRICULTURAL ENGINEERS

V. I. DUGANETS — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-15

The relevance of the problem forming the pedagogical skills of specialized disciplines teachers in the
training of agricultural engineers is due to the requirements for ensuring a clear organization of the educational
process using the best traditions of national and foreign experience, modern pedagogical technologies and
educational innovations, since education is faced with the task of creating a powerful human resources to provide
it with highly qualified teachers as one of the most important conditions for stability, successful functioning and
further development of the higher education system. In this regard, the article is devoted to the problem of
forming the pedagogical skills of teachers of vocational disciplines in the training of agricultural engineers.
The purpose of the article is to summarize the essence of the concept of ―pedagogical skills‖, to study the
problem of forming pedagogical skills of teachers of vocational disciplines in agricultural higher educational
institutions, and to substantiate its importance and the main ways of improvement to increase the quality of the
educational process in the training of agricultural engineers. In the context of the study, the scientific approaches
to the interpretation of the concept of ―pedagogical proficiency‖ have been analyzed. It has been concluded to be
an integral structural component of the professional activity of teachers of professional disciplines. It is proved
the pedagogical proficiency is a manifestation of a high result of professional activity, the ability to embody and
realize one's own creative potential in conjunction with effective methods of building a high-level pedagogical
process. It has been established that improving the pedagogical skills of a teacher of vocational disciplines
consists in continuous improvement of their professional knowledge, qualifications and practical skills,
mastering the latest educational technologies, developing scientific and methodological support, active
participation in scientific and practical conferences, forums and seminars. The main ways of forming the
pedagogical proficiency of a specialized disciplines teacher in the training of specialists in agricultural and
engineering specialties from the beginning of his/her career have been outlined.
Conclusions have been drawn and prospects for further research have been outlined

In cites: Duganets V. I., Filenko V. М. (2025). Forming the pedagogical proficiency of
specialized disciplines teachers in the training of agricultural engineers. Problems of Engineering
Pedagogic Education, (84), 178-190. https://doi.org/10.26565/2074-8922-2025-84-15 (in Ukrainian)

FORMATION OF PROFESSIONAL AND PEDAGOGICAL CULTURE OF FUTURE SPECIALISTS IN PHYSICAL EDUCATION AND SPORTS

I. V. IVANII — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-16

The article deals with the necessity of forming the professional and pedagogical culture of future
specialists in physical culture and sports specialties in the process of professional training in higher education
institutions. The importance of professional and pedagogical culture in the training and formation of future
specialists in physical education and sports specialties as a basis for raising the level of general culture (physical,
spiritual, moral, intellectual, legal, economic and other) and as a carrier of professional competence - the
foundation for the formation of their high professional and pedagogical level, as well as the ability to respond
quickly and effectively to the various needs and demands of both students and society as a whole is
substantiated. The results of scientific research demonstrate the need to organize conditions and a set of
measures aimed at forming the professional and pedagogical culture of future specialists in higher education
institutions. The results of the conducted pedagogical experiment confirmed the feasibility of using the proposed
organizational and methodological conditions for the effective formation of the professional and pedagogical
culture of future specialists in physical education and sports specialties, namely: a systematic approach to course
development; organization of the educational process taking into account the subjective interaction of the teacher
and students in the process of implementing active teaching methods (business games, case-study method,
trainings, projects, etc.) Only through holistic training will future professionals be able to successfully adapt to a
dynamic educational environment and make a meaningful contribution to the development of physical culture
and sports in society. It allows to strengthen educational work based on the values of cultural and sporting
heritage of future specialists, successful formation of their pedagogical culture and professionalism.

In cites: Ivanii I. V., Mikheienko O. I., Leonenko A. V., Kozhemiako T. V. (2025). Formation
of professional and pedagogical culture of future specialists in physical education and sports.
Problems of Engineering Pedagogic Education, (84), 191-200. https://doi.org/10.26565/2074-8922-
2025-84-16 (in Ukrainian)

HEALTH-SAVING COMPETENCE AS COMPONENT OF PROFESSIONAL COMPETENCE OF FUTURE ENGINEER-TEACHER

V. B. KEKALO — 2025-06-30

https://doi.org/10.26565/2074-8922-2025-84-17

Purpose. To develop and describe the structure and content of the components of the future engineer-
teacher's health-saving competence.

Methods. In addition to general scientific methods (analysis, synthesis, generalization, comparison,
collation, systematization), empirical methods were used: analysis of normative legal documentation,
philosophical, psychological, pedagogical and methodological literature.
Results. The development of health-saving competence of university students is a problem that is
currently being solved by scientists and practitioners from different areas of knowledge: physiologists,
psychologists, sociologists, educators at all levels of the education system, etc. Accordingly, knowledge
components are integrated to enable a modern person to maintain health for a long time and feel like a full-fledged member of society for many years.
The health-saving competence of an engineer-teacher can be presented as an integral, professionally significant quality of a
personality, which is manifested in the general
ability and readiness to organize pedagogical activities in the aspects of preserving, forming and strengthening
health, based on the integration of knowledge about health with experience in its preservation and strengthening.
To develop health-saving competence, it is necessary to introduce an axiological approach into the content of
training future engineers-pedagogues, according to which the concept of health should be considered as a
universal, ethnocultural and civilizational value of the invariant and variable component of education.
Conclusions. The health-saving competence of an engineer-teacher at the level of the personality can be
represented through a complex of certain components: value-motivational, cognitive, operational and
technological. Correlating professionalism with different aspects of a specialist's maturity, we can distinguish
four types of professional competence: special, social, personal, and individual. In the structure of health-saving
competence, it is proposed to distinguish three components: content, activity and personal. Given the extremely
low level of health in Ukrainian society in general and students in particular, there is an urgent need for the integrative
introduction of certain topics and concepts in health protection into the curricula of future engineer-teachers,
in the content of specific subjects and in particular academic disciplines.

In cites: Kekalo V. B. (2025). Health-saving competence as component of professional
competence of future engineer-teacher. Problems of Engineering Pedagogic Education, (84), 201-212.
https://doi.org/10.26565/2074-8922-2025-84-17 (in Ukrainian)

MODERNIZATION OF CURRENT SYSTEMS FOR TRAINING FUTURE SPECIALISTS IN PHYSICAL CULTURE AND SPORTS FOR PHYSICAL CULTURE AND SPORTS REHABILITATION USING FITNESS TECHNOLOGIES

K. V. KOLESNYKOV — 2025-06-30

https://doi.org/10.26565/2074-8922-2025-84-18

The problem of training future physical education and sports specialists for physical education and sports
rehabilitation in Ukraine is becoming an increasingly relevant topic against the backdrop of ongoing hostilities
affecting the health and physical activity of the population. In the context of the conflict, there are many people
facing physical and psycho-emotional traumas that require an integrated approach to recovery, so there is a need
to modernize existing systems of training physical education and sports specialists to introduce innovative
rehabilitation methods. Modern technologies and innovative rehabilitation techniques are becoming important
tools for physical education and sports specialists, as their application makes it possible to return to active life as
soon as possible for the population of Ukraine in need.
During the war, when resources are limited and access to traditional methods of treatment and
rehabilitation might be complicated, innovative technologies of physical education and sports rehabilitation can
improve the quality of services in this sector. All of this necessitates a rethinking of approaches to training
physical education and sports specialists, in particular, considering modern fitness technologies. Virtual training,
mobile applications for monitoring physical activity, and specialized rehabilitation programs can provide access
to quality care even in the most difficult conditions.
Improving the current training systems in the field of physical culture and sports for physical culture and
sports rehabilitation creates new prospects for modern specialists who use fitness technologies, strive for
innovative training, follow current technologies and want to master the latest teaching methods. Updating these
systems will have a positive impact on the quality of training, encourage them to research and innovation, and
improve the quality of services they will be able to provide after graduation in this area.
This article will discuss modern innovative approaches to training future physical education and sports
specialists in physical education and sports rehabilitation, the problems arising in this sphere and ways to solve
these problems.

In cites: Kolesnykov K. V. (2025). Modernization of current systems for training future
specialists in physical culture and sports for physical culture and sports rehabilitation using fitness
technologies. Problems of Engineering Pedagogic Education, (84), 213-222.
https://doi.org/10.26565/2074-8922-2025-84-18 (in Ukrainian)

DESIGN COMPETENCE OF FUTURE TEACHER OF VOCATIONAL EDUCATION: ESSENCE AND CONDITIONS FOR FORMATION

A. V. NESMYANOVYCH — 2025-06-30

https://doi.org/10.26565/2074-8922-2025-84-19

Purpose. The purpose of the article is to determine the essence and conditions for the formation and
development of design competence in future vocational education teachers.
Methods. Analysis of regulatory and legal documentation, philosophical, psychological, pedagogical, and
methodological literature, synthesis, systematization, generalization, and comparison.
Results. It has been determined that the design competence of future vocational education teachers is an
integral component of professional competence, ensuring readiness for design activities, including a set of
relevant theoretical knowledge, practical skills, and personal qualities aimed at the successful implementation of
future professional activities. The content and structure of the design competence of future vocational education
teachers is determined by the specifics of their future professional activities. The formation and development of
design competence in future vocational education teachers is understood as a consistent process of qualitative
change in the personality of a vocational education student, aimed at acquiring components of design
competence, associated with achieving its specified level. Based on the analytical and synthetic procedures
carried out, it was determined that through the integration of competency-based, dimensional, and project-based
approaches, the formation and development of the design competence of future vocational education teachers
can take place, the scientific basis for which is a system of principles: integrativity; individualization;
situationality; equality; participativeness.
Conclusions. Analysis of psychological and pedagogical literature and generalization of pedagogical
experience have made it possible to identify and formulate pedagogical conditions for the formation and
development of design competence in future vocational education teachers: 1) application of a set for
interdisciplinary career-oriented tasks; 2) stimulation of project thinking in students of vocational and
pedagogical education; 3) activation of their creative activity. Promising areas for further scientific research may
include ways and means of improvement, as well as the creation of a model for the formation and development
of design competence in future vocational education teachers.

In cites: Nesmyanovych A. V. (2025). Design competence of future teacher of vocational
education: essence and conditions for formation. Problems of Engineering Pedagogic Education, (84),
223-233. https://doi.org/10.26565/2074-8922-2025-84-19 (in Ukrainian)

INFORMATION CULTURE OF FUTURE MASTERS IN VOCATIONAL EDUCATION AND ITS FORMATION CONCEPT

A. A. PELIKH — 2025-06-30

https://doi.org/10.26565/2074-8922-2025-84-20

Purpose. In the modern world, information and communication technologies (ICT) have a significant
impact on all sectors of society. They influence changes in the economy, politics, culture, and education. The
Methods. To solve the tasks, a complex of general scientific (analysis, synthesis, analogy, comparison,
collation, generalization, classification, systematization) and empirical (analysis of philosophical, psychological,
pedagogical, methodological literature, normative documentation) methods is used.
Results. Using the devices used to process information as a sign of information technology, 6 stages of
ICT development have been identified. It was determined that educational technologies in vocational education
are a system of scientific and engineering knowledge, as well as methods and tools used to develop, collect,
store, process and transmit information in the subject area. The didactic tasks solved by ICTs are usually the
following: increasing motivation to learn; intensifying the learning process; ensuring flexibility of the learning
process; improving the organization of teaching; increasing individualization of learning and the work of the
teacher, etc. The analysis of scientific sources has revealed a few features of modern ICTs, namely: cross-border;
mass; accessibility; modularity; interactivity. Based on these features, the main directions of ICT use in the
informatization of national education were identified: distance education; interactive teaching and learning
complexes (TLC); demonstration and modelling computer programs.
Conclusions. In the field of education informatization, there is currently a contradiction between the
trends of its informatization and the present education system, which reproduces the educational model of the
previous industrial society. This contradiction can be resolved only through a fundamental restructuring of the
whole national education system. The development of information culture through self-education is one of the
tasks for informatization of education, requiring conscious educational activity, as well as the development and
implementation of corresponding methods. A promising direction for further research on this issue is to identify
the organizational and pedagogical conditions for the development of information culture of future masters in
vocational education through information technology and to test them in practice.

In cites: Pelikh A. A. (2025). Information culture of future masters in vocational education and
its formation concept. Problems of Engineering Pedagogic Education, (84), 234-245.
https://doi.org/10.26565/2074-8922-2025-84-20 (in Ukrainian)

THE ROLE OF ETHICAL CHALLENGES OF ARTIFICIAL INTELLIGENCE IN TEACHING THE COURSE «ENGINEERING ETHICS»

M. RIABCHYKOV — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-21

The article addresses the issue of developing ethical competencies in future engineers in the context of the rapid advancement of artificial intelligence (AI) technologies. The relevance of the topic stems from the fact that modern engineering practice is no longer limited to technical aspects but also encompasses significant social responsibility, particularly in the context of using autonomous intelligent systems. There is a growing need to integrate ethical approaches into the training of professionals capable of analyzing moral dilemmas associated with the implementation of AI. Special attention is given to emerging challenges in the field of automated decision-making, algorithmic discrimination, loss of privacy, and the decline in transparency and accountability of digital systems.

The aim of the study is to substantiate a set of teaching methods that foster the development of critical thinking and moral sensitivity in future engineers within the domain of AI ethics. The research is based on the experience of teaching the course "Engineering Ethics" at Lutsk National Technical University. The methods used include a survey (involving 89 students), analysis of contemporary academic literature, comparison of international ethical standards (EU, IEEE, UNESCO), as well as the use of case studies and role-playing games in the teaching process.

The results of the survey revealed that students are particularly sensitive to issues related to human rights protection, algorithmic transparency, and the preservation of human autonomy and privacy. Their comments emphasized the importance of a human-centered approach and the necessity of maintaining control over autonomous systems. Less prominent, yet significant, were the topics of environmental responsibility and global digital inequality. This indicates the need for a deeper exploration of these aspects in the course content.

The article proposes a range of innovative pedagogical approaches to teaching AI ethics, including case studies, discussion-based debates, role-playing simulations, and decision-making exercises under uncertainty. Emphasis is also placed on an interdisciplinary approach involving experts in philosophy, law, engineering, and IT. The proposed teaching model contributes to a deeper understanding of the complexity of ethical decisions related to AI and cultivates students’ capacity for ethical reflection and responsible decision-making in their future professional careers.

Looking ahead, the authors see the necessity of creating adapted educational programs and teaching materials that integrate AI ethics at all levels of engineering education.

In cites: Riabchykov M., Puts V. (2025). The role of ethical challenges of artificial intelligence
in teaching the course «Engineering ethics». Problems of Engineering Pedagogic Education, (84),
246-257. https://doi.org/10.26565/2074-8922-2025-84-21 (in Ukrainian)

COMPETENCE OF FUTURE ENGLISH LANGUAGE TEACHERS IN OVERCOMING EMOTIONAL-VOLITIONAL BARRIERS IN PARTNERSHIP INTERACTION: ESSENCE AND STRUCTURE

V. TATARIN — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-22

Aim. The study aims to investigate the competence of future English language teacher in overcoming
emotional-volitional barriers in partnership interaction, to identify the interrelationships between its structural
components, and to delineate the role of this competence in professional teacher training.
Methods. To investigate the degree of development of this issue, the study employs theoretical analysis
of scientific, psychological-pedagogical, and methodological literature, as well as normative-legal documents. To
clarify the content of the studied concepts, generalization and systematization methods are applied. For
summarizing the theoretical foundations of the issue and formulating conclusions, analysis and synthesis
methods are used.
Results. The study structures competence into five interrelated components: motivational (defines the
need, interest, and value-based attitude toward conscious mastering competence), cognitive (includes knowledge
of the nature and typology of emotional-volitional barriers as well as the essence of partnership interaction),
activity-practical (provides skills in preventing and overcoming emotional-volitional barriers and creating a
barrier-free partnership environment), analytical-reflective (includes skills in observation, communication,
evaluation, decision-making, and teamwork), and personal (comprising emotional and volitional stability, barrier
resistance, and barrier prevention).
Additionally, it is established that ensuring the motivational component is effectively achieved through
Keller‘s model. The development of the cognitive component requires the application of constructivist
approaches that promote active student engagement, integration of new experiences, and the formation of
strategic thinking skills. The study identifies tactics for preventing and overcoming barriers, including
predictive-analytical, fostering a favorable partnership environment, developing emotional-volitional resilience,
individualization, psychological-pedagogical support, and emotional-volitional regulation.
Conclusions. The results confirm the crucial role of competence in overcoming emotional-volitional
barriers in partnership interaction to enhance the quality of professional teacher training. Integrating theoretical
knowledge, practical skills, and personal qualities through well-defined structural components provides a solid
foundation for developing effective pedagogical strategies and fostering a supportive, barrier-free educational
environment.

In cites: Tatarin V. (2025). Competence of future english language teachers in overcoming
emotional-volitional barriers in partnership interaction: essence and structure. Problems of
Engineering Pedagogic Education, (84), 258-270. https://doi.org/10.26565/2074-8922-2025-84-22

Working with scientific texts as a means of developing the linguistic and communicative competence in students of the educational and professional program «Local history and tourism work» (based on articles from the journal «Local history»)

O. V. CHUIESHKOVA — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-23

The article proves the importance of analyzing scientific professional texts in language disciplines for students
of the ―Local History and Tourism Work‖ educational and professional program. It is emphasized that such an activity
allows to deepen students' understanding of scientific language and scientific style in general, to instill text editing
skills, to form the ability to critically evaluate scientific products in terms of compliance with the norms of literary
language. It is noted that modern scientific works often contain violations of language norms, and as a result, a
separate area of research has been launched - ―error studies‖ or ―deviatology‖, which contains theoretical and
applied aspects. The theoretical aspect is related to the interpretation of the concept of ―error,‖ while the applied
aspect is to identify and correct errors, as well as to provide recommendations for preventing these phenomena.
The article focuses on the second aspect. The study is based on the material of scientific publications of the
―Regional Studies‖ journal, which students can use as a source of information when mastering many normative
and elective disciplines. The author proposes a classification of the most common mistakes identified through a
continuous sample, provides illustrative material, correct options, and justification for normative writing.
It is noted that the analyzed articles contain the most violations of euphony, in particular, the alternation
of prepositions У, В and initial У-, В-, as well as punctuation. Grammatical and lexical errors are also quite
common, while spelling errors are less common and relate mainly to the changes that have taken place in
Ukrainian spelling. It is concluded that the majority of violations of language norms by students of the ―Local
History and Tourism Work‖ educational and professional program are able to identify and propose reasonable
corrections, since the study of many topics of the ―Ukrainian Language (for Professional Purposes)‖ and
―Eloquence in the Professional Activity of a Historian-Guide‖ disciplines involves students' work with
dictionaries, manuals on language culture, reference literature, and Ukrainian spelling.

In cites: Chuieshkova O. V. (2025). Working with scientific texts as a means of developing the
linguistic and communicative competence in students of the educational and professional program
«Local history and tourism work» (based on articles from the journal «Local history»). Problems of
Engineering Pedagogic Education, (84), 271-281. https://doi.org/10.26565/2074-8922-2025-84-23 (in
Ukrainian)

MODERN APPROACHES AND TECHNOLOGIES OF ADAPTIVE FOREIGN LANGUAGE TEACHING FOR ADULTS IN THE CONTEXT OF LIFELONG LEARNING

A. BOHDAN — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-24

Purpose. The article delves into contemporary methods and technologies for adaptive foreign language
instruction designed for adults within the realm of lifelong learning.
Methods. To solve the tasks, a set of general scientific (analysis, synthesis, analogy, comparison,
contrast, generalization, classification, systematization) and empirical (analysis of philosophical, psychological,
pedagogical, methodological literature) methods.
Results. In the age of globalization and rapid changes in society, adult learners place high demands on
their professional development, with foreign language fluency serving as a crucial component of their
competitive edge. The imperative of implementing adaptive technologies and andragogical principles to enhance
learning efficacy is thoroughly examined. The focus lies on key andragogical principles, including the emphasis
on self-directed learning, collaborative activities, tapping into life experiences, personalized learning, systematic
approach, and the relevance of learning outcomes. The article places significant emphasis on the importance of
considering learners' life experiences and individual traits. Language learning journeys can encompass both
positive and negative experiences, and instructors should leverage these experiences to cultivate a motivating
and supportive learning environment. The significance of tailoring learning experiences to individual adult
learners is emphasized due to their diverse goals and motivations that influence the learning journey. The article
delves into adaptive technologies such as the communicative method, audiovisual approaches, control-corrective
tools, and AEV (adapt-extend-variation) learning technologies, all of which enhance language acquisition
effectively. The communicative method fosters active interaction between educators and learners, and
audiovisual techniques aid in developing language perception and comprehension skills through visual and
auditory avenues. These methods acknowledge individual learning styles and contribute to a flexible learning
environment. Moreover, the concept of adaptive education, encompassing psychological, organizational, goaloriented, content, technological, and monitoring and assessment aspects of the educational process, is explored.
Conclusions. Adaptive education endeavors to establish conditions that enable students to proficiently
tackle educational tasks, considering their individual needs and socio-cultural context. In conclusion, the article
underscores the significance of formulating and implementing adaptive educational strategies for adult learners,
as these strategies account for their individual traits and requirements, paving the way for successful learning and
goal achievement

In cites: Bohdan A., Bryntseva O., Podorozhna A. (2025). Modern approaches and technologies
of adaptive foreign language teaching for adults in the context of lifelong learning. Problems of
Engineering Pedagogic Education, (84), 282-291. https://doi.org/10.26565/2074-8922-2025-84-24

DIGITAL TESTING TOOLS AS A MEANS OF IMPROVING TEACHERS’ COMPETENCE

V.V. DRAHUN — 2025-06-30

https://doi.org/10.26565/2074-8922-2025-84-25

Purpose. The aim of this study is to investigate how the implementation of digital solutions influences
the development of educators' digital competencies and to explore how knowledge of one digital solution can be
applied in working with other educational technologies. Additionally, this study seeks to test the hypothesis that
familiarizing educators with specific digital testing systems can enhance their confidence in using other systems
and improve their overall digital competence.
Methods. The study employs observation, surveys, experimentation, analysis, and the method of studying
and generalizing best pedagogical practices.
Results. This article examines the impact of digital tools, particularly testing systems, on improving
educators' digital competencies. A brief overview of the testing systems introduced into the educational process
is provided. Following the implementation of these systems, an assessment of their impact on educators' digital
competencies was conducted. The effectiveness of the implementation was evaluated through a survey method,
using two types of questionnaires: a questionnaire to assess the development of educators' digital competencies,
a questionnaire to determine the level of digital competence after using a testing application (the survey was
conducted after the implementation of each proposed program). The results of these surveys emphasize the
importance and relevance of developing educators' digital competencies, as well as the necessity of maintaining
and improving these skills throughout their professional careers. Additionally, the survey results confirm the
hypothesis that introducing educators to digital testing systems can increase their confidence in using such
systems and enhance their overall digital competence.
Conclusions. The results of this experiment on mastering testing systems demonstrate a positive impact
on the development of technical skills and the ability to increase educators' confidence in using digital
technologies. Therefore, it is essential to conduct courses and training sessions that familiarize educators with the
latest digital solutions, support and develop already implemented software tools, and facilitate the integration of
new technologies. Future research directions may focus on conducting a more detailed study with a larger
sample size, as well as analyzing the shortcomings of testing systems identified through the surveys. This would
enable further refinement of existing systems or the development of new testing solutions.

In cites: Drahun V. V., Bondarenko T. S. (2025). Digital testing tools as a means of improving
teachers‘ competence. Problems of Engineering Pedagogic Education, (84), 292-302.
https://doi.org/10.26565/2074-8922-2025-84-25 (in Ukrainian)

MOBILE SPACE AND MOBILE-ORIENTED ENVIRONMENT IN THE TRAINING OF BACHELORS IN HEAT POWER ENGINEERING

S. V. ONYSHCHENKO — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-26

Purpose. The article aims to theoretically substantiate and reveal the methodological principles of the
formation of mobile space and a mobile-oriented environment in the process of professional training of bachelors
in heat power engineering. The main attention is paid to determining the ways of integrating mobile learning into
the educational process of higher education institutions in order to increase its flexibility, accessibility,
individualization and practice-oriented professional training.
Methods. To achieve the goal, an analysis of scientific sources, modeling of the educational environment,
a system-structural approach to isolating the components of the mobile space, as well as a generalization of
practical experience in implementing digital technologies in higher education institutions were used.
Results. It has been established that mobile learning is an effective tool for forming digital competence of
future specialists, promotes the development of professional skills using mobile applications, cloud services,
virtual laboratories and augmented reality technologies. A model of a mobile-oriented environment adapted to
the needs of training bachelors in thermal power engineering in accordance with industry standards is proposed.
The main structural components of the mobile space are identified, ensuring systematicity, interactivity, adaptability and efficiency of the educational process. The importance of a scientifically based approach to
organizing mobile learning, active participation of the teacher in digital support of educational activities and
constant support of the digital environment is emphasized. The advantages of using mobile applications for
personalized learning, prompt access to relevant information and integration of digital platforms into
professional training are substantiated.
Conclusions. A mobile-oriented environment contributes to improving the quality of professional training
of bachelors in thermal power engineering and their competitiveness in the labor market. The emphasis is on the
need for a scientifically sound approach to the organization of mobile learning, the active role of the teacher and
systemic support of the digital environment. Prospects for further research include the development of adaptive
mobile platforms, individualization of educational trajectories and assessment of the effectiveness of digital
technologies in the professional training of engineering teachers.

In cites: Onyshchenko S. V., Ketkov R. O. (2025). Mobile space and mobile-oriented
environment in the training of bachelors in heat power engineering. Problems of Engineering
Pedagogic Education, (84), 303-312. https://doi.org/10.26565/2074-8922-2025-84-26 (in Ukrainian)

Innovative technologies of training in activity of the teacher physical training

O. V. TKACHENKO — 2025-06-30

https://doi.org/10.26565/2074-8922-2025-84-27

Purpose. The purpose is to substantiate the necessity and possibility of using innovative teaching
technologies in the activities of physical education teachers.
Methods. To achieve the goal, we used the following general scientific methods: analysis, analogy,
comparison, comparison, generalization, systematization. They were supplemented by a number of empirical
methods: analysis of psychological, pedagogical and methodological literature, philosophical works, as well as
regulatory documentation.
Results. The content of physical education includes three main areas: socio-psychological, intellectual
and physical (motor) education. Innovative activity in teaching physical education is considered as the
development of three main stages: generating an idea (in a certain case - a scientific discovery); developing an
idea in the applied aspect; implementing an innovation in practice. The formation of innovative readiness of
physical education teachers involves conscious analysis of professional activity based on motives and
dispositions; problematization and conflict of pedagogical reality; critical attitude to pedagogical norms;
reflection and construction of a system of meanings; openness to the environment and professional innovations;
creative and transformative attitude to the world; striving for self-realization. Today, the introduction of
information and communication technologies into the educational environment of a physical education lesson
allows to increase and stimulate students' interest, activate mental activity and the effectiveness of learning,
differentiate and individualize learning, increase the speed of providing and assimilating information, and
conduct emergency correction of knowledge. It should be noted that students' mental activity in physical
education classes involving computers contributes to the rapid assimilation of theoretical material, and gaining
knowledge and motor skills becomes more intensive and diverse.
Conclusions. Organizing and conducting a modern physical education class using ICTs can successfully
combine not only physical but also mental work, developing the intellectual and creative abilities of the student.
The use of modern pedagogical technologies in the work of physical education teachers creates the most
favorable conditions for the disclosure of not only physical but also spiritual abilities of students, provides
creative implementation of acquired knowledge, skills and abilities to maintain a high level of physical and
moral health, and contributes to the formation of personal physical culture of students.

In cites: Tkachenko O. V. (2025). Innovative technologies of training in activity of the teacher
physical training. Problems of Engineering Pedagogic Education, (84), 313-323.
https://doi.org/10.26565/2074-8922-2025-84-27 (in Ukrainian)

FACTORS IN THE FORMATION OF LEGAL COMPETENCIES IN EDUCATIONAL INNOVATIONS IN THE SYSTEM OF TRAINING TEACHERS AND SOCIAL WORKERS

L. TSYBULKO — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-28

Abstract. The article examines the main factors of the formation of legal competencies in future teachers
and social workers in the context of educational innovations, in particular digital transformation.
The relevance of the study is justified, due to transformational processes in society, the reform of
educational and social policy of Ukraine, the need to protect human rights in education and the social sphere, as
well as the impact of the COVID-19 pandemic and full-scale war, which stimulated the transition to digital
formats of education.
The purpose is to analyze the main factors influencing the formation of legal competencies in the system
of training teachers and social workers.
Research results. The work emphasizes the need to integrate digital educational technologies into the
process of forming legal competencies, which requires future specialists to combine legal knowledge with digital
literacy.
The current state of scientific research in this field by domestic and foreign scientists is analyzed. The
main directions that determine the effectiveness of the formation of legal competencies are identified: the use of
electronic educational platforms (Moodle, Google Classroom, Coursera), interactive learning tools (video
lectures, simulations, multimedia resources), active learning methods (case method, project activities, roleplaying games, modeling of legal processes), as well as an interdisciplinary approach that integrates legal,
sociological, psychological and economic components. The importance of professional interaction of students
with representatives of legal practice (internships, master classes, guest lectures) is emphasized, which
contributes to the consolidation of legal knowledge and the formation of ethical responsibility. Particular
attention is paid to the new challenges of the digital era - in particular, expanding the content of legal
competence by including digital rights, information security issues, personal data protection, human rights in the
digital environment, as well as the problem of digital inequality. The need to adapt educational programs to the
needs of the modern labor market is emphasized, in particular by introducing modular training, creating
individual educational trajectories and including new courses related to law in the field of digital technologies,
artificial intelligence, cybersecurity, etc.
Conclusions. The formation of legal competencies in future teachers and social workers should take place
comprehensively, taking into account the dynamics of digital transformation, the challenges of the modern world
and the needs of legal protection of the individual. Effective legal training involves not only the acquisition of
knowledge, but also the development of critical thinking, ethical responsibility, the ability to legal
communication and adaptation in conditions of change. The article identifies areas for further research, in
particular, regarding the integration of legal education with digital platforms, the development of innovative
educational technologies and models focused on training a new generation of specialists.

In cites: Tsybulko L., Biletskyi O., Plys I. (2025). Factors in the formation of legal
competencies in educational innovations within the system of training teachers and social workers.
Problems of Engineering Pedagogic Education, (84), 324-334. https://doi.org/10.26565/2074-8922-
2025-84-28 (in Ukrainian)

DESIGNING E-LEARNING RESOURCES AS A COMPONENT OF TRAINING FUTURE TEACHERS OF VOCATIONAL EDUCATION

P. O. CHEKALKIN — 2025-06-30

https://doi.org/10.26565/2074-8922-2025-84-29

Purpose. The purpose of the article is to define the essence and stages of targeted training of future
vocational teachers in the design of electronic educational and Internet resources (EER).
Methods. The analysis of regulatory legal acts on the subject of the study, as well as psychological,
pedagogical and methodological literature sources has been carried out. Based on the analysis, the data obtained
have been systematized, summarized and compared in order to formulate conclusions.
Results. The basis of the didactic design of EER is the teacher's research and development activities to
analyze, select and test the capabilities of appropriate electronic tools in relation to the logic of self-deployment
of learning stages. The necessity of organizing targeted training of future vocational teachers to use and create
EERs for the needs of educational practice in the context of educational informatization has been proved. The
purpose of this training is to develop their competence in the use and creation of e-Learning resources, providing
an opportunity to: accelerate the learning process and make it more effective; rationally organize the cognitive
activity of students; intensify all levels of the educational process; build an open education system with
individualized learning; turn to fundamentally new cognitive tools. It is advisable to form EER design skills in
four stages: the first stage is the formation of the motivational and value component; the content of the second
stage is the implementation of the cognitive component; the content of the third stage is the formation of
technological literacy in the process of design activities; the fourth stage is the formation of the reflective and
evaluative component.
Conclusions. In the course of creating e-Learning resources, it is necessary to be guided by the following
principles: the principle of cooperation of the capabilities of electronic means and the didactic potential of a
particular level of the learning process; the principle of compliance of the implemented capabilities of electronic
means with the conceptual, target and technological imperatives of a particular level of the learning process; the
principle of compliance of the design of e-Learning resources with the logic of self-deployment of the didactic
potential of a particular level of the learning process and the specifics of its stages. It is the phased preparation of
students for the design of e-Learning resources that allows to effectively build the process of preparing a future
vocational teacher for the organization of the modern educational process.

In cites: Chekalkin P. O. (2025). Designing e-learning resources as a component of training
future teachers of vocational education. Problems of Engineering Pedagogic Education, (84), 335-345.
https://doi.org/10.26565/2074-8922-2025-84-29 (in Ukrainian)

ADVANCEMENTS IN ONLINE LANGUAGE INSTRUCTION TECHNOLOGIES WITHIN HIGHER VOCATIONAL EDUCATION

L.O. SHEVCHUK — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-30

Purpose of this article is to analyze and summarize current trends, challenges, and opportunities in the
field of online foreign language teaching. It focuses on how digital platforms, innovative methodologies, and
advanced technologies are being integrated into educational systems in response to external socio-political and
health-related factors. The article also aims to explore best practices, teaching strategies, and digital tools that
enhance the effectiveness of online language acquisition in higher education.
Methods. A theoretical review of academic literature, including previously published studies, conference
materials, and specialized publications, a synthesis of practical experiences from educational institutions,
particularly the Department of Foreign Language Training at V. N. Karazin Kharkiv National University,
comparative analysis of traditional and modern language teaching methods and their adaptation to online
formats, an examination of the technological infrastructure and tools (Moodle, Zoom, Edpuzzle, VoiceThread,
Quizlet, Padlet) employed in current online teaching practice.
Results. The article discusses online learning in Ukraine and offers best practices to enhance educational
technologies, especially for learning foreign languages. The paper explores new interactive learning materials,
electronic linguodidactics methods, and the use of artificial intelligence and virtual worlds in education. One of
the key issues is the adaptation of such innovations to traditional teaching methods, which can lead to qualitative
changes in teaching approaches. In addition, the study emphasizes the importance of finding optimal distance
learning methods for phonetics, grammar, listening and speaking. Special attention is paid to mastering stylistic
norms of written and spoken speech in different discourses - educational, scientific, business and official. The
problem of human interaction with electronic technologies in the process of creating digital learning
environments and interfaces also plays an important role, as it requires training teachers and students to use
modern online technologies. The Ukrainian experience, particularly during times of crisis, demonstrates how
digital education can promote resilience, accessibility, and modernization in the educational sector.
Conclusions. Thus, the study offers a comprehensive analysis and prospects for the introduction of
advanced online educational technologies aimed at improving the teaching and learning of foreign languages,
and emphasizes the need for professional development of teachers for the effective use of new-generation
interactive learning complexes.

In cites: Shevchuk L. O., Tupchenko V. V., Pasichnyk M. V. (2025). Advancements in online
language instruction technologies within higher vocational education. Problems of Engineering
Pedagogic Education, (84), 346-354. https://doi.org/10.26565/2074-8922-2025-84-30

DIAGNOSTICS OF THE ACADEMIC SUCCESS OF TEACHING THE DISCIPLINE “ENGINEERING GRAPHICS” BY MEANS OF QUALIMETRIC MODELING

V. B. BAKATANOVA — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-31

The article is devoted to the construction of a qualimetric model for assessing the teaching success of the
discipline ―Engineering Graphics‖ with its testing in the real academic process at Kharkiv Polytechnic
Professional College.
The analysis of the leading scientists' opinions in the field of qualimetric modeling allows us to conclude
that qualimetric modeling is the process of creating models reflecting various aspects of the educational process,
including learning outcomes. This allows to identify the key factors affecting learning outcomes, identify ways
to improve them, and measure the quality of education and training processes. The study determined that
qualimetric modeling is an effective tool for diagnosing the learning success of the discipline ―Engineering
Graphics‖, allowing to objectively assess the students' level of knowledge and skills, as well as to identify
problem areas that need correction. It provides systematization of knowledge and effective feedback between
teachers and students, as well as assessment of not only the current level of performance, but also identifies gaps
in knowledge. The application of criterion modeling contributes to the individualization of the learning process
and the adaptation of teaching materials and methods to the students' needs, increasing motivation and learning
efficiency. The results of diagnosing learning progress using criterion modeling indicate the need to constantly
update and improve teaching materials. It ensures the relevance and compliance of the content of the discipline
with the modern requirements of engineering practice.
The methods of the study included: theoretical - analysis of legal acts, content analysis of psychological,
pedagogical and methodological sources, factor-criterion modeling; empirical - questionnaires, pedagogical
observation, testing.
The introduction of a factor-criterion model for assessing the success of the discipline ―Engineering
Graphics‖ at Kharkiv Polytechnic Vocational College has provided positive results in increasing the motivation
and success of students. The identified factors for assessing learning outcomes allowed for a comprehensiveassessment of students' performance. It is advisable to continue research in the direction of integrating the latest
technologies, such as distance learning, virtual laboratories and electronic platforms into the process of teaching
engineering graphics.

In cites: Bakatanova V. B., Gundareva М. O., Gundareva L. A. (2025). Diagnostics of the
academic success of teaching the discipline ―Engineering graphics‖ by means of qualimetric
modeling. Problems of Engineering Pedagogic Education, (84), 355-367.
https://doi.org/10.26565/2074-8922-2025-84-31 (in Ukrainian)

METHODS OF RESEARCHING THE EFFECTIVENESS OF ONLINE LEARNING TECHNOLOGY

S. BIELIAIEV — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-32

Purpose. The purpose of the study was to conduct a comparative analysis of the requirements for
organizing the educational process using the online learning format with well-known analogues, which include
the traditional lecture-seminar system and distance learning technology.
Methods. Research methods: exploratory and analytical, comparative analysis, pedagogical modeling.
Results. Based on a comparison of the features of implementing the online learning format with lecture
and seminar classes in full-time and part-time forms of study, common requirements for the content of
professional training of a pedagogical worker were identified, relating to methodological preparation for
conducting classes and digital literacy. The advantages of the online learning format are highlighted, which are
determined by the availability of opportunities for organizing pedagogical interaction in synchronous and
asynchronous modes. In the process of determining the effectiveness of using the online learning format in the
professional training of specialists in pedagogical specialties, changes in the content of professional training
were identified, which is due to the transformation of the online learning format into a subject of study as a
component of the system of professional knowledge and skills. The consistent disclosure of the content of
professional competence, as a set of theoretical knowledge and necessary skills, became the basis for specifying
knowledge of digital technologies and tools as a component of the list of professional pedagogical knowledge.
The structure of pedagogical skills highlights the ability to use digital tools and technologies, platforms and
applications to search, process, summarize and present information, and establish communication between
participants in the educational process. The identification of a specific list of knowledge and skills that ensure
the successful use of distance learning tools has led to the specification of pedagogical tools for assessing
knowledge of modern digital tools, as well as the skills to use them in professional pedagogical activities.
Conclusions. The transition to using the online learning format has led to an expansion of the list of
professional pedagogical knowledge and skills by including requirements to own digital tools and technologies,
use educational platforms and applications for organizing the educational process in an online format.
Assessment of acquired knowledge should be carried out with an emphasis on the formation of digital literacy
and knowledge of digital tools and technologies that ensure the organization of the educational process in an
online format. Assessment of acquired skills should take into account the subject's mastery of digital
technologies and tools for organizing the educational process in an online format.

In cites: Bieliaiev S., Babelchuk O., Denisova M. (2025). Methods of researching the
effectiveness of online learning technology. Problems of Engineering Pedagogic Education, (84), 368-
381. https://doi.org/10.26565/2074-8922-2025-84-32 (in Ukrainian)

CRITERIA AND INDICATORS FOR EVALUATING THE EFFECTIVENESS OF CREATIVE TEACHING METHODS FOR TECHNICAL SPECIALTY STUDENTS

N. P. RUBAN — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-33

Abstract: The present day demands continuous development of new objects of technology and
engineering, and creative self-realization from future engineers. Creative teaching methods in technical
disciplines are capable of ensuring this. The quality of forming creative-level knowledge in technical disciplines
among future specialists will increase if the methodological system is based on modeling the development of
technical disciplines, and the content of teaching technical disciplines is presented in two parts – basic and
creative, where the latter should be created by students independently during the learning process using methods
and tools for managing students' creative educational and cognitive activity. The necessity of introducing
specially organized pedagogical influence within the educational process requires the development of a system
of criteria and indicators for identifying the quantitative and qualitative level of the pedagogical phenomenon's
formation.
The article proposes the developed content, criteria, and indicators for evaluating the effectiveness of
the teaching methodology for students in technical disciplines, which allow future engineers to assess the level of
formation of professional knowledge and skills, creativity, and professionally important qualities. The
assessment of the formation of professional knowledge is carried out in accordance with the acquaintanceorienting, conceptual-analytical, and productive-synthetic (creative) levels. Creativity is proposed to be
evaluated using four factors of divergent thinking: fluency, flexibility, originality, and elaboration. As indicators
of the formation of professionally important qualities of future engineers, it is proposed to assess the formation
of interest and activity in professional activity, risk-taking in future professional activity, and the level of
professional independence through questionnaires. All proposed criteria and indicators are thoroughly
substantiated, and a methodology for evaluating each indicator is proposed.

In cites: Ruban N. P., Chernenko YU. YU. (2025). Criteria and indicators for evaluating the
effectiveness of creative teaching methods for technical specialty students. Problems of Engineering
Pedagogic Education, (84), 382-391. https://doi.org/10.26565/2074-8922-2025-84-33

THE PERSONALITY OF A TEACHER - MOTIVATIONAL LEADER AS A GUARANTEE OF PROFESSIONAL SUCCESS OF A HIGHER EDUCATION STUDENT

Y. M. ANDRONCHYK — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-34

Purpose. The main purpose of the study is to theoretically investigate the personality of a teacher - a
motivational leader as a guarantee of professional success of a higher education student.
Methods. To achieve the goal and solve the tasks, a set of complementary general scientific and
empirical methods was used, in particular: synthesis, analogy, comparison, collation, generalization,
classification, systematization; analysis of psychological, pedagogical, methodological literature.
Results. The leadership of the future will require teachers to use their influence much more frequently to
bring about the changes needed for successful learning. The rapid pace of change, a deeper understanding of
human behavior, and the need to create a receptive learning environment that allows for experimentation and
rapid development of new ideas, require an ecosystem where people feel safe to learn and are motivated by
inspiration to achieve exceptional teaching and learning outcomes. Inspired learners gain the energy and
fortitude to overcome the inertia and fears that hold them back. Theoretically, the research is based on theories of
motivation, as motivation is a factor that influences performance. It is emphasized that leadership motivation
is often debated: are great leaders born with the ability to inspire, or can they learn the necessary skills? While
some people are naturally charismatic and influential, motivating others is a skill that can be developed through
experience, training and self-awareness. The importance of the teacher as a motivational leader is substantiated,
which lies in understanding human behavior and learning how to create an environment in which students feel
the desire to succeed. Based on the analysis of scientific information sources, it was determined that motivation
can be cultivated through conscious practice. Research on how to motivate people shows that leaders who
actively develop emotional intelligence, communication skills and strategic thinking become more effective in
inspiring, and that natural traits such as empathy, confidence and resilience play a role in how easily someone
can motivate others. It has been proven that motivation is not purely innate - it can be honed through training and
application in the real world. While some may need more effort to master how to motivate their students, anyone
willing to learn and apply the right methods can become a motivating leader. With the right mindset andpreparation, leadership motivation is an ability that can be both developed and strengthened over time.
Conclusions. The main conclusion of the study is that the personality of a teacher as a motivational
leader influences students. National policies can foster innovation by supporting teachers as leaders and
providing them with the necessary knowledge on how to use motivation to achieve the best results in higher
education.

In cites: Andronchyk Y. M. (2025). The personality of a teacher - motivational leader as a
guarantee of professional success of a higher education student. Problems of Engineering Pedagogic
Education, (84), 392-402. https://doi.org/10.26565/2074-8922-2025-84-34 (in Ukrainian)

FORMATION OF STRESS RESISTANCE IN THE PROFESSIONAL ACTIVITY OF A TEACHER

Antonova A. — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-35

Stress occupies a significant place in the activities of a teacher. Psychological traditions of studying this complex and interesting phenomenon were formed in psychoanalytic and sociological schools, which used a large arsenal of methods of recognition, description and research. Our work is aimed at studying the skills of stress-resistant behavior, which is an important factor in the self-development of a person. The starting point for solving various tasks of self-development and self-regulation is the ability to understand what is happening to you, who you are now, what are your strengths and weaknesses, to know your capabilities. The relevance of the identified problem and the study of pedagogical experience have shown that there are contradictions between:

- the growing needs of society for professional competencies of a teacher, who must have a high level of stress resistance and the stressogenicity of the teaching profession, which is associated with intensive and emotional interaction with people;

- the needs of teachers in the skills of stabilizing the functional and psychological state and the growth of stress factors.

So, the relevance, the objective need of society in the search for new approaches to solving the problem of forming stress resistance in the professional activity of a teacher, the insufficient development of the problem determined the choice of the research topic.

The purpose of the study is to theoretically substantiate and partially verify the methodology for stabilizing the functional and psychological state of the individual and determine the ways of psychologically overcoming maladaptive factors in the professional activity of a teacher.

The research methods were theoretical (analysis, synthesis, systematization, comparison, generalization) in order to systematize theoretical ideas and generalize the experience of forming ways and methods of overcoming stress and the need to develop the teacher's skills to control and regulate their well-being, their emotional state; empirical (testing, survey), observational (questionnaire) to diagnose the level of stress resistance; pedagogical experiment to check the psychological preparation of pedagogical workers in stressful situations.

As a result of the study, the essence of the concept of "stress resistance of a teacher", the lack of which can be considered a serious and urgent problem in the professional activity of a teacher, and, therefore, the formation of stress resistance is also important, which is understood as a process aimed at the acquisition by specialists of professional competencies to improve the desire to constantly increase the level of self-regulation, and accordingly the educational and scientific level, the actualization and realization of their own personal potential, the desire for self-development according to vocational education programs; the principles of learning (humanism; democracy; immanence of development; free development of a specialist; freedom of choice) have been further developed; the formation of the personality of an engineer-pedagogue of a vocational and technical profile and the management of the educational process in this educational field.

In cites: Antonova A. (2025). Forming stress resistance in professional activity of a teacher.
Problems of Engineering Pedagogic Education, (84), 403-413. https://doi.org/10.26565/2074-8922-
2025-84-35 (in Ukrainian)

Volunteer activity as a component of professional training for future primary school teachers

A. V. BEREZHNA — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-36

The article is devoted to exploring the role of volunteer activities in the professional training of future primary school teachers. It emphasizes the importance of developing competencies in educators that go beyond traditional knowledge, such as social responsibility, empathy, tolerance, and civic engagement. The connection between volunteering and patriotic education is highlighted, particularly its significance in fostering national consciousness and preparing future teachers to contribute to the harmonious development of students. The article examines the functions of volunteer activities, including socialization, educational, and professional aspects. It is emphasized that participation in volunteer projects provides future educators with opportunities to acquire practical skills, enhance communication abilities, and build a positive image of the teaching profession. Special attention is given to integrating volunteering into the educational process, which involves the establishment of student volunteer centers, organization of training sessions, workshops, and the integration of social activities into teaching practice. The necessity of a systematic approach to organizing volunteer activities in higher education institutions is also emphasized. This includes the creation of infrastructure, mentorship from faculty, and the development of methodological materials to maximize student engagement in socially beneficial work. The article concludes that volunteer activities are a key component of modern pedagogical education. They contribute to the formation of competitive professionals capable of effectively fulfilling their professional duties and meeting the challenges of contemporary education while enhancing the quality of the educational environment.

In cites: Berezhna A. V. (2025). Volunteer activity as a component of professional training for
future primary school teachers. Problems of Engineering Pedagogic Education, (84), 414-422.
https://doi.org/10.26565/2074-8922-2025-84-36 (in Ukrainian)

INTEGRATION OF HEALTH-SAVING TECHNOLOGIES INTO THE PROCESS OF TEACHING COMPUTER DISCIPLINES TO FUTURE VOCATIONAL TEACHERS

R. G. DOVGAL — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-37

Purpose. To determine the peculiarities of teaching computer disciplines to future vocational teachers
and possible ways of integrating health-saving technologies into the process of their study.
Methods. Theoretical analysis of scientific literature, comparative and analytical method, generalization
of pedagogical experience.
Results. The article is devoted to the theoretical and methodological substantiation of the integration of
health-saving technologies into the process of teaching computer disciplines to future vocational teachers. The
author reveals the relevance of the topic due to the growing influence of digitalization of education, which
causes an additional burden on the physical, psycho-emotional and cognitive health of students. The conceptual
apparatus of the study is clarified: the definition of the term “health-saving technologies” is given, their
classification is carried out, and the principles of implementation in the educational process are outlined.
Particular attention is paid to the health risks that arise during the study of computer disciplines (visual overload,
physical inactivity, information stress, etc.), as well as practical ways to overcome them. The article reveals
didactic approaches to the formation of a health-saving environment in ICT classes: the use of active teaching
methods, project activities, gamification, alternation of activities, as well as the use of digital tools for self-
observation and health monitoring. Examples of the integration of six groups of health-saving technologies
(medical and preventive, physical culture and recreation, psychological and pedagogical, social and adaptive,
pedagogical, and information and educational) into the content of the discipline “Information and
Communication Technologies” are presented. Specific formats of classes, tools and methods are proposed that
ensure simultaneous improvement of the quality of the educational process and preservation of students' health.
The approaches to evaluating the effectiveness of the implemented solutions through questionnaires, self-
observation, analysis of digital behavior and pedagogical observation are outlined. The prospects for further
research and the need to improve methodological support are emphasized.
Conclusions. The integration of health-saving technologies into the teaching of ICT disciplines is a
prerequisite for modern professional training of teachers. This approach contributes to the creation of a safe
educational environment,

In cites: Dovgal R. G. (2025). Integration of health-saving technologies into the process of
teaching computer disciplines to future vocational teachers. Problems of Engineering Pedagogic
Education, (84), 423-437. https://doi.org/10.26565/2074-8922-2025-84-37 (in Ukrainian)

Pedagogical competence of students majoring in economics and its formation in a digital environment

N. V. KOROLOVA — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-38

Purpose. To search for theoretically grounded and practically realized approaches to the formation of
pedagogical competence of students of economic specialties in the modern conditions of digital transformation
of education.
Methods. Theoretical analysis of scientific literature, comparative and analytical method, generalization
of pedagogical experience.
Results. The article deals with the theoretical and methodological foundations of the formation of
pedagogical competence of students of economic specialties in the context of digital transformation of education.
The relevance of the development of the pedagogical component in the professional training of non-teaching
specialists is substantiated, taking into account the current requirements of the labor market, the need for
mentoring, counseling, teaching economic disciplines and popularization of financial literacy. The author
analyzes psychological and pedagogical competencies in the content of educational standards of the first and
second levels of higher education, reveals their fragmentation and insufficient presence in the curricula. The
international experience of the USA, Germany and Poland in preparing students of non-pedagogical specialties
for educational activities is generalized. An integrated approach to the formation of pedagogical competence,
combining theoretical, digital and practical components, is proposed. Practical recommendations are given on
how to include.
Conclusions. The formation of pedagogical competence of students of economic specialties in the
context of digital transformation of education requires an integrated approach that combines theoretical training,
digital literacy and practical interaction. The revealed fragmentation of the pedagogical component in the current
standards confirms the need for its systematic implementation. The proposed approaches and recommendations
contribute to updating educational programs and training economists who are able to effectively transfer
knowledge, provide mentoring and develop in the modern educational space.

In cites: Korolova N. V., Durdas K. G. (2025). Pedagogical competence of students majoring
in economics and its formation in a digital environment. Problems of Engineering Pedagogic
Education, (84), 438-451. https://doi.org/10.26565/2074-8922-2025-84-38 (in Ukrainian)

NATIONAL IDENTITY OF STUDENT YOUTH: THEORETICAL AND PRACTICAL ASPECTS

Inna Repko — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-39

The article addresses a pressing issue of Ukrainian education in the context of the Russian-Ukrainian war – the formation of national identity among youth. This issue has gained special significance, as it is the younger generation that shapes the future of the state. The authors conduct an in-depth analysis of the concept of national and national-cultural identity based on the works of Ukrainian and foreign scholars, as well as domestic legal documents. Key challenges associated with the identity crisis are identified: the impact of globalization, erosion of national values, information warfare, and alienation – all of which call for new educational approaches.

A review of theoretical approaches to understanding national identity and national-cultural identity is provided, alongside an analysis of scientific literature, legislative acts, and historical prerequisites for identity development.

Special attention is given to pedagogical conditions and effective methods within extracurricular activities: cultural events, educational training, volunteer work, and project activities that foster national consciousness. Student self-governance, engagement with contemporary heroic figures, objective representation of history, the development of aesthetic taste and patriotic worldview are considered foundational for nurturing a citizen with a clear national identity.

The article emphasizes that forming a Ukrainian identity means not only preserving cultural heritage but also integrating into the common European space – where values of freedom, dignity, and self-awareness are upheld. It highlights the importance of developing a "self-concept" in youth and fostering emotional-value-based attitudes toward their nation, language, culture, heroes, and national history. National identity should become part of students’ personal, civic, and professional self-awareness.

This material has interdisciplinary relevance and may be useful for scholars, educators, youth mentors, and developers of educational programs in the field of humanities.

In cites: Repko I. P., Savchenko L. L., Kobzar Y. V. (2025). National identity of student youth:
theoretical and practical aspects. Problems of Engineering Pedagogic Education, (84), 452-468.
https://doi.org/10.26565/2074-8922-2025-84-39 (in Ukrainian)

A REVIEW OF THE IMPLEMENTATION OF STEM EDUCATION IN THE USA BASED ON ROBOTICS

Liliya Batyuk — 2025-06-30

https://doi.org/10.26565/2074-8922-2025-84-40

The article provides an overview of the implementation of STEM education in the United States based on robotics, as part of the latest innovations in the educational environment of the United States. STEM education is important for the development of basic, professional and social skills that are key to academic achievement and readiness for work in the 21st century. Technology in teaching STEM subjects refers to tools that make abstract ideas more concrete and accessible through experiential learning. These robotic technologies provide a dynamic presentation of STEM systems to improve students' mastery of complex concepts.

Based on a thorough analysis of scientific, pedagogical and regulatory sources, key periods of development of the use of technology in education and the related processes of building the STEM education industry in the United States are highlighted.

It was found that the emergence of technologies involves their introduction into the learning process of the lesson, and requires a profound change in the provision of education, a new concept regarding the “role of technology in education”, which defines a constructivist view of learning as “building knowledge structures” by creating new knowledge. Educational robotics in STEM education is considered cross-thematic and facilitates the assimilation of educational material by students in the field of science, technology, engineering and mathematics. Educational robotics provides schoolchildren and students with the opportunity to explore how virtual and engineering technologies work in real life, find new ways of working together, develop cooperation skills, express themselves using a technological tool, introduces students to a part of mathematical scientific thinking and can be a gateway to the study of applied mathematical disciplines and scientific concepts.

It was determined that robotic technologies provide a dynamic presentation of the STEM system to improve students' assimilation of complex concepts, and help optimize the educational process. The US government's support for integrating technology into robotics STEM education plays a key role in providing practical knowledge and preparing students for future careers in the global job market.

In cites: Batyuk L. V., Masych V. V. (2025). A review of the implementation of STEM
education in the USA based on robotics. Problems of Engineering Pedagogic Education, (84), 469-
484. https://doi.org/10.26565/2074-8922-2025-84-40

TOPICAL ISSUES OF ORGANISING NON-FORMAL AND INFORMAL VOCATIONAL EDUCATION FOR ADULTS IN EUROPE AND UKRAINE

A. V. BOIARSKA-KHOMENKO — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-41

The article aims to analyze topical issues of non-formal and informal adult vocational education in
European countries and in Ukraine, in particular, to identify key trends, problems, and prospects for developing
these forms of education. The article reveals the features of non-formal and informal education, their role in
ensuring competitiveness in the labor market, and adaptation to modern challenges. It also analyses the
mechanisms for recognizing the results of such training.
The study used the following research methods: theoretical analysis of scientific literature,
systematization and generalization, comparative and analytical methods, logical and structural analysis, and
prognostic methods.
The study results showed that non-formal and informal adult education are essential to the lifelong
learning system. They contribute to developing professional and soft skills, increasing the competitiveness of
adult learners in the labor market. At the same time, non-formal and informal learning meets the educational
needs of adults through various forms of learning (courses, training, online education, etc.). It facilitates the
integration of non-formal learning outcomes into the formal education system through validation, certification,
and recognition of qualifications.
The article reveals the key differences between formal, non-formal, and informal education, including
the absence of strict age or professional experience restrictions, the flexibility of programs, and the focus on
practical needs. At the same time, difficulties such as insufficient standardization, duplication of formaleducation functions, and difficulty in evaluating results were noted.
Particular attention was paid to the European experience, particularly the strategy of validation of nonformal learning, which involves the development of tools for recording competencies (e.g., Europass), ensuring
access to education for socially vulnerable groups, and integrating non-formal learning outcomes into national
qualification frameworks.
The conclusions confirm that non-formal and informal education are important tools for adapting to
modern challenges, such as digitalization, labor market changes, and social transformations

In cites: Boiarska-Khomenko A. V., Druhanova O. M. (2025). Topical issues of organising non-
formal and informal vocational education for adults in Europe and Ukraine. Problems of Engineering

Pedagogic Education, (84), 485-494. https://doi.org/10.26565/2074-8922-2025-84-41 (in Ukrainian)

Foreign experience in developing information and digital competence in students of vocational secondary education in the process of teaching computer science

A. V. VELET — 2025-06-30

DOI: https://doi.org/10.26565/2074-8922-2025-84-42

Abstract. The article presents a comprehensive analysis of foreign experience in developing digital
competence among high school learners in the process of learning computer science. The relevance of the study
is driven by the urgent need to modernize the content of general secondary education in accordance with the
demands of the digital age and the implementation of the New Ukrainian School concept. It is established that
digital competence is one of the keys 21st-century skills, alongside mathematical, civic, and linguistic
competences, and requires an integrated approach to its development. It is noted that high school learners
represent a particularly sensitive target group, as this stage of education involves active interaction with digital
environments, professional self-determination, acquisition of communication tools, participation in digital
educational projects, and the development of self-directed learning skills through technology.
The aim of the article is to systematize educational approaches, models, and strategies used in leading
countries (Singapore, Finland, Estonia, the United States) for the development of digital competence, and to
substantiate the possibilities of adapting these practices to the Ukrainian educational context. Within the
framework of the study, the competence-based approach to digital education is analyzed, along with the
integration of computer science into interdisciplinary STEM/STEAM projects, the use of digital educational
platforms (such as eKool and SLS), and models of teacher professional development. Particular attention is
given to the importance of implementing digital competence frameworks (DigComp, DigCompEdu) and
updating the content of the computer science curriculum as a key tool for developing learners’ digital
competence.
The article summarizes current national initiatives that promote the digitalization of general secondary
education institutions in Ukraine, while also highlighting the fragmented nature of existing practices. In our
view, promising directions for further research include the development of a model for shaping digital
competence among high school learners, taking into account modern trends in digital education, as well as the
empirical evaluation of the effectiveness of implementing such models in various types of educational
institutions.

In cites: Velet A. V. (2025). Foreign experience in developing information and digital
competence in students of vocational secondary education in the process of teaching computer science.
Problems of Engineering Pedagogic Education, (84), 495-507. https://doi.org/10.26565/2074-8922-
2025-84-42 (in Ukrainian)