Problems of Engineering Pedagogic Education

PHILOSOPHICAL AND METHODOLOGICAL FOUNDATIONS OF A THEORETICAL MODEL FOR THE INTEGRATION OF ARTIFICIAL INTELLIGENCE INTO EDUCATIONAL RESEARCH

Osadcha K. P., Spirin O. M., Oleksiuk V. P., Vakaliuk T. A., Verbovetskyi D. V. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-01

The purpose. This work aims to develop the philosophical and methodological foundations for integrating artificial intelligence (AI) into educational research, which includes: establishing the philosophical basis for integrating AI into the research process; defining the terminology; identifying the methodological principles that ensure the appropriate use of AI in research practices; justifying the role of AI as the researcher’s analytical partner.

Research methods. The study employed a range of methods tailored to its objectives: an analysis of previous fundamental works in philosophy and research methodology, as well as research on the integration of AI into education and scientific research; philosophical-ontological, conceptual and hermeneutic analysis, conceptual-categorical analysis, content analysis, systematisation, conceptualisation and classification, methodological analysis, as well as inductive, deductive, linguistic and cognitive-conceptual methods.

As a result, the study highlights the philosophical foundations of integrating AI into the research process, which include the following concepts and theories: the theory of knowledge (epistemology), concepts regarding the nature of being, social philosophy, ethical theories (theory of moral duty, virtue ethics), theory of technology adoption in education, phenomenology and theories of AI and general AI, as well as theoretical approaches to academic integrity. The integration of AI into educational research is based on the principles of ethics and academic integrity, human control (human-centredness), data privacy and security, avoidance of algorithmic bias, accountability and transparency. Based on a comprehensive analysis of scientific sources, regulatory documents, international standards and contemporary research publications describing the integration of AI into education, this study has developed a terminological framework for the integration of AI into educational research. It contains an overarching concept (“Integration of AI into the research process”), basic concepts, and concepts grouped into three categories: those describing mechanisms for ensuring the validity and verification of results obtained using AI; those describing the evaluation of the effectiveness of using various AI tools at different stages of research; and those presenting the procedure for the phased integration of AI at various levels of scientific activity. Methodological approaches have been identified that ensure the operationalisation of the terminological system in research practice (systemic, synergistic, phenomenological, personal, holistic), and methodological principles that ensure the correct use of AI in research practices (objectivity, determinism, development, unity of theory, experiment and practice, informativeness, cognitive). The role of AI as an analytical partner to the researcher, capable of enhancing cognitive processes and analytics whilst maintaining the leading role of humans in decision-making, is substantiated.

Conclusions. The philosophical and methodological foundations for integrating AI into educational research are based on a combination of fundamental philosophical categories (concepts, theories, approaches, principles) and contemporary methodological approaches and principles, ensuring a holistic approach and the ethical, evidence-based and conceptually sound use of AI in scientific inquiry.

PSYCHOLOGICAL -PEDAGOGICAL BASES FOR THE DEVELOPMENT OF EMOTIONAL INTELLIGENCE IN STUDENTS OF HIGHER MARITIME EDUCATION AS A CENTRAL ELEMENT OF PROFESSIONAL AND LEADERSHIP SUCCESS

Andronchyk Y. M. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-02

Purpose. The main goal of the study is to theoretically investigate the development of emotional intelligence and leadership of applicants for higher maritime education, as one of the most important components of a successful personality of the 21st century.

Methods. To achieve the goal and solve the tasks set, a complex of complementary general scientific and empirical methods was used, in particular: synthesis, analogy, comparison, generalization, classification, systematization; analysis of psychological, pedagogical, and methodological literature.

Results. Today's sought-after skills are increasingly technical in nature. However, there is a corresponding need for the unique human ability to work with and through others to achieve important goals, namely emotional intelligence (EQ), a set of skills that help us recognize, understand, and manage our own emotions, as well as recognize, understand, and influence the emotions of others. Emotional intelligence is crucial for building and maintaining relationships and influencing others — key skills that help people throughout their careers, regardless of their position in the organizational structure. The emphasis is on four components of emotional intelligence: 1) understanding one's own emotions; 2) self-management (including stress management); 3) understanding other people (including empathy); 4) managing the emotions of others and relationships. Theoretically, the study is based on the theory of emotional intelligence, since EQ determines self-awareness and communication skills. Emphasis is placed on the fact that emotional intelligence gives leaders the ability to think conceptually and better understand the perspectives of others. This ability affects the quality of future sailors' interactions with other people. The importance of developing emotional intelligence and leadership skills has been substantiated, and people must constantly use empathy and relationship management skills to determine how to interact with others. Based on the analysis of scientific information sources, it has been determined that understanding emotional intelligence requires awareness of its key components, each of which plays a significant role in effective leadership on a ship. Research shows that developing emotional intelligence requires focus and dedicated effort. It has been proven that the value of emotional intelligence extends to many dimensions, such as improved decision-making, improved team dynamics, and a positive workplace culture. In addition, studies show that people with high emotional intelligence are more innovative and have higher job satisfaction than those with lower EQ.

Conclusions. The main conclusion of the study is that developing emotional intelligence transforms good leaders into exceptional ones. It is a critically important leadership skill in today's diverse and dynamic work environment. Sailors who develop emotional intelligence enjoy increased trust, collaboration, and organizational effectiveness. Therefore, emotional intelligence is a fundamental skill that will set you apart from the rest.

RESOLVING PEDAGOGICAL CONFLICTS IN THE CONTEXT OF SPIRAL DYNAMICS THEORY

Ruban N. P. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-03

Purpose. To substantiate and define effective strategies for resolving pedagogical conflicts, based on the evolution of value systems and paradigms of thinking, which is the key to understanding each other.

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

Results. The article analyzes how the evolution of value systems and paradigms of thinking of the individual occurs, according to the theory of spiral dynamics, in order to determine the maturity of the teacher's consciousness. Attention is focused on the fact that the resolution of pedagogical conflicts can occur within the framework of different paradigms of thinking, which determine the behavioral strategies of the participants. Typical strategies for resolving pedagogical conflicts are determined, according to the Thomas-Kilman model. The correspondence between the paradigms of thinking of the teacher and typical strategies for resolving pedagogical conflicts is revealed. At the same time, the main values, the reasons due to which conflict situations usually arise, typical strategies and methods for resolving pedagogical conflicts, which are usually used by the teacher with the corresponding type of thinking, are determined for each paradigm of thinking, and the results of applying the used strategy are outlined. It is determined that a teacher who thinks at the integrative level is able to combine existing differences between participants in the educational process into a holistic picture of reality, and accordingly flexibly use the elements of the required paradigm of thinking depending on the specific situation. The philosophical principles of an integrated approach to problem solving are also considered. The work emphasizes the importance of the teacher constantly developing the integrative type of thinking. Recommendations are offered to the teacher for its development. A real case of resolving a conflict situation with different types of thinking is considered.

Conclusions. According to the theory of spiral dynamics, the resolution of pedagogical conflicts can occur within the framework of different paradigms of thinking, which determine the behavioral strategies of the participants. These paradigms reflect different levels of maturity of consciousness, value systems, as well as specific actions and approaches of the teacher. To find a constructive way out of the conflict, the application of a conflict resolution strategy depends on the pedagogical situation itself and on the paradigm of thinking in which the teacher is. An effective teacher, in order to maintain an orientation to the value of the individual and a constructive result, must be able to think at an integrative level. Real pedagogical cases show that with an integrative type of thinking, the teacher uses the energy of the conflict for learning and structuring the educational space.

PROFESSIONAL BURNOUT OF TEACHERS IN WARTIME: COPING STRATEGIES AND ORGANIZATIONAL SUPPORT

Stativka O., Bryntseva O., Podorozhna A. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-04

Objective. To investigate manifestations of professional burnout among teachers, identify its main components, and evaluate the effectiveness of individual and organizational coping strategies in the context of military operations.

Methods. A combination of theoretical and empirical methods was used. A theoretical analysis was conducted using methods of analysis, synthesis, and generalization of scientific sources. The empirical study employed standardized psychodiagnostic techniques, including the Maslach Burnout Inventory (MBI) and the Connor–Davidson Resilience Scale (CD-RISC), as well as questionnaires and semi-structured interviews. The results were processed using mathematical and statistical analysis methods (correlation analysis).

Results. The results show that a significant proportion of teachers demonstrate moderate or high levels of professional burnout. The most pronounced structural component of burnout is emotional exhaustion, which manifests itself in chronic fatigue, reduced emotional involvement in professional activities, and depletion of internal resources. It was found that teachers with high burnout are characterized by reduced psychological stability, lower ability to cope with stressful situations, and decreased personal resources. Correlation analysis showed a statistically significant relationship between emotional exhaustion and indicators of stress resistance: as burnout increases, psychological stability decreases. Survey and interview data confirmed that teachers experience increased psychological stress during military action, which negatively affects their professional motivation, emotional state, and the quality of pedagogical interaction. Respondents emphasized the need for psychological support, professional counseling, and stress resistance development programs.

Conclusions. The prevention of professional burnout necessitates a comprehensive approach that integrates the development of individual teacher resources with organizational support measures. The introduction of psychological support systems, workload optimization, supervision, coaching, and support groups contributes to increasing the resilience of teachers and maintaining the quality of the educational process.

SCIENTIFIC APPROACHES TO OVERCOMING BARRIERS IN CREATING AN INCLUSIVE EDUCATIONAL ENVIRONMENT IN VOCATIONAL (VOCATIONAL-TECHNICAL) EDUCATION INSTITUTIONS IN UKRAINE

Shemyhon N. Y., Akimova O. M. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-05

Purpose. Substantiate scientific approaches and effective mechanisms for overcoming barriers to creating an inclusive educational space in vocational and technical education institutions in Ukraine.

Methods. To achieve this objective, we used a set of theoretical methods: analysis of scientific and regulatory literature, legislative acts, and statistical data; research on the current educational environment and inclusive infrastructure of vocational education institutions in Ukraine and Europe; and comparison, generalization, and systematization of theoretical and empirical materials. This allowed us to identify key trends and effective scientific approaches to overcoming barriers to creating an inclusive educational space.

Results: The current obstacles to creating an inclusive educational environment in vocational and technical education institutions are examined. The features of an inclusive educational environment in vocational education institutions are identified. These features are determined by the practice-oriented nature of the training, the need to ensure safe industrial training, and the adaptation of workshops and practical bases to the needs of students with disabilities. The main problems hindering the creation of an inclusive educational space in vocational education institutions are organizational, institutional, psychological, pedagogical, and socioenvironmental barriers. Approaches and mechanisms to overcome these barriers are discussed. These include forming inclusive competencies among teaching staff at vocational education institutions, developing a system of psychological and pedagogical support for students with special educational needs, implementing organizational and managerial mechanisms for inclusion, and ensuring interdisciplinary and interdepartmental cooperation between vocational education and training institutions, social protection bodies, employment services, public organizations, and employers.

Conclusions: Despite the existence of a regulatory framework and state policy, the practical implementation of inclusion in the vocational education and training system is insufficiently systematic. The implementation of inclusion and the establishment of an inclusive space largely depend on the preparedness of teachers and vocational training instructors, the availability of resources, and well-established partnerships with social institutions and employers.

DEVELOPMENT OF SOCIAL SKILLS OF FUTURE MATHEMATICS TEACHERS IN THE PROCESS OF STUDYING MATHEMATICS-RELATED COURSES

Achkan V. V., Kudinov M. V., Khokhlova L. G. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-06

Abstract. This article examines the pressing issue of developing social skills among future mathematics teachers.

The purpose of the article is to provide a theoretical rationale and to develop a model for fostering soft skills in future mathematics teachers during the instruction of mathematics-related subjects.

Methods. Theoretical (analysis, synthesis, induction, deduction, abstraction, systematization, generalization, modeling) and empirical (surveys, testing, expert assessment, purposeful observation, interviews) research methods were used.

Results. The model proposes three interrelated components: content, process, and assessment. The content component involves the selection and structuring of instructional material in mathematics-related disciplines (mathematical analysis, algebra, geometry, probability theory, and mathematics teaching methods), taking into account opportunities for the development of social skills. The procedural component encompasses a system of methods, forms, and pedagogical technologies aimed at stimulating social interaction among students in the process of mastering mathematical disciplines. The main pedagogical technologies include: collaborative learning, peer instruction, problem-based and inquiry-based learning with a social component, the case method with a pedagogical focus, and reflective learning. A typology of tasks that integrate mathematical content and a social-communicative component is proposed: tasks for collective problem-solving. Complex mathematical problems requiring the synthesis of knowledge from various sections and collective “brainstorming”; tasks for mutual explanation; tasks for error analysis; project-based tasks; tasks for developing empathy. The main forms of work within the developed model include: classroom activities (lectures-discussions with active student participation; practical sessions with mandatory group work) and out-of-class activities (group projects; peer review of student work according to a structured framework; participation in a mathematics club for students).

Conclusions. The developed model has the potential to transform the practice of training future mathematics teachers, ensuring a harmonious combination of the subject-specific and socio-communicative components of professional competence. The results of the planned experiment, including quantitative and qualitative data, will be presented in subsequent publications.

STRUCTURE AND CONTENT OF FUTURE VOCATIONAL TRAINING TEACHERS' READINESS TO USE AI-ASSISTED TECHNOLOGIES IN THE INCLUSIVE ENVIRONMENT OF VET INSTITUTIONS: A THEORETICAL AND METHODOLOGICAL ANALYSIS

Burbyga, V. A., Shalimova, I. M., Nosach, R. S. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-07

Purpose. The article presents a theoretical and methodological analysis of the structure and content of future vocational training teachers' readiness to use artificial intelligence (AI)-assisted technologies and adaptive digital tools in the educational process of vocational education and training (VET) institutions within inclusive environments. The study aims to clarify the essence and structural components of the investigated phenomenon on the basis of a systematic analysis of scholarly approaches; to construct an original structural-component model of the target readiness; and to substantiate pedagogical conditions for its development in higher education institutions that prepare future VET teachers.

Methods. The research employed a set of theoretical methods: analysis and synthesis of domestic and international scholarly literature on teacher readiness, inclusive education, AI in education, and digital pedagogical competence; comparative analysis of conceptual frameworks and policy documents (DigCompEdu (2017), UNESCO AI Competency Framework for Teachers 2024, CAST UDL Guidelines 3.0); systematization and generalization of scientific views on the structure of the investigated phenomenon; and conceptual modelling as the primary method for constructing the authorial structural-component model. The methodological foundation integrates the competence-based, systemic, and inclusive approaches.

Results. Drawing on a systematic analysis of recent scholarly literature, the essence of the concept «future VET teacher's readiness to use AI-assisted technologies in an inclusive environment» was clarified as an integrated personal-professional quality that cannot be reduced either to general digital competence or to general inclusive competence. A four-component structural model of this readiness was developed: (1) motivational-axiological component (inclusive values, motivation to master AI tools); (2) cognitive-content component (knowledge of special educational needs categories, AI tool types, and regulatory frameworks); (3) operational-technological component (practical skills of tool selection and application in both theoretical and vocational practical training); and (4) reflective-evaluative component (capacity for critical self-analysis and professional development orientation). The model is aligned with the DigCompEdu, UNESCO AI Competency Framework, and UDL frameworks. A comparative analysis revealed that the inclusive educational process in VET institutions presents qualitatively distinct challenges compared to general secondary education. These challenges — rooted in the industrial character of vocational training, sector-specific occupational safety regulations, and qualification standards — are systematized in Table 1 and define a unique dual role for AI-assisted technologies: not merely as didactic tools, but as instruments of ergonomic adaptation of the learning environment to the needs of students with special educational needs. This dimension of VET-specific inclusive practice constitutes the principal novelty of the study.

Conclusions. The theoretical analysis confirms that future VET teachers' readiness to use AI-assisted technologies in inclusive settings constitutes a distinct and insufficiently studied scientific construct. The existing system of VET teacher preparation does not ensure the systematic development of this readiness — neither a theoretical framework nor practical pedagogical tools are currently in place. The substantiated structural-component model and three theoretically grounded pedagogical conditions (enrichment of professional training content with a specialized module «AI in Inclusive VET»; case-based learning with simulation of real-life inclusive vocational training situations; development of a reflective professional stance through digital portfolio and peer-review technologies) provide a theoretical foundation for subsequent empirical research — a diagnostic survey and a formative experiment.

INFORMATION AND COMMUNICATION COMPETENCE AS A COMPONENT OF THE PROFESSIONAL AND PEDAGOGICAL COMPETENCE OF A PHYSICAL EDUCATION TEACHER

Gyrych Z. I., Tkachenko O. V. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-08

Purpose. To identify the opportunities and advantages of using information and communication technologies, the mastery of which forms ICT competence, which is considered a component of the overall professional and pedagogical competence of a physical education teacher.

Methods. The following methods were used in writing this article: analysis of scientific publications on the research topic; study of national and foreign pedagogical experience; systematization of the opportunities and advantages of using ICT by physical education teachers; and generalization of the analytical data obtained.

Results. ICT plays a leading role in the modernization of education today, including physical education. However, the successful application of ICT requires physical education teachers to possess a high level of ICT competence. In particular, using ICT allows them to: engage passive learners in active learning activities; conduct educational activities with greater intensity and visual appeal; improve learners’ information literacy; stimulate cognitive interest; implement personalized and differentiated approaches to teaching, and so on. The advantages of using ICT in physical education classes include the following: the physical education process becomes more modern, intensive, and diverse; they ensure the practical implementation of the principle of visuality in physical education; they facilitate students’ adaptation to the existing information environment; they are applied in various forms of physical education and sports activities; they provide extensive opportunities for high-quality assessment and monitoring. Modern ICT is an effective tool for organizing and conducting physical education classes for: developing informational, methodological materials, and documentation for conducting classes; implementing the leading didactic principle—the principle of visuality; information search, processing, and storage; and communication with students, colleagues, and administrators.

Conclusions. To fully leverage the benefits of ICT, a physical education teacher must possess ICT competence, a crucial component of professional pedagogical competence today.

Prospects for further research lie in identifying the organizational and pedagogical conditions for the practical use of modern ICT in the work of physical education teachers, as well as in studying and implementing international experience in this area into the practice of national educational institutions.

CURRICULUM FOR THE ADVANCED ENGINEERING TRAINING OF FUTURE VOCATIONAL EDUCATION TEACHERS SPECIALIZING IN ELECTRICAL POWER ENGINEERING

Zhyhir V. I., Zabielina T. V. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-09

Purpose. To provide a theoretical basis for the structural components of the curriculum for the advanced engineering training of future vocational education teachers in the A5. 33 “Vocational Education (Energy, Electrical Engineering, and Electromechanics),” who are capable of implementing educational programs to train future competitive and market-demanded workers for the reconstruction and modernization of the electric power industry in the Zaporizhzhia region.

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

Results. The article examines the significance of advanced engineering training for future vocational education teachers majoring in A5.33 “Vocational Education (Energy, Electrical Engineering, and Electromechanics).” The authors emphasize the need to improve the professional training of future specialists capable of implementing educational programs to train future competitive and market-demanded workers for the restoration and modernization of the electric power industry in the Zaporizhzhia region.

The article identifies key aspects of the issue of proactive training for future specialists, including the need to develop specific professional qualities in them that are oriented toward the strategic needs of a particular industry; additional professional competencies regarding work with innovative production technologies; readiness to operate under a high degree of uncertainty in the regional labor market; and professional mobility, which enables effective work in conditions of job variability.

The theoretical aspects of advanced professional training for future specialists and various strategies for its implementation are examined. The interpretation of the category “advanced engineering training for future vocational education teachers in the specialty A5.33 ‘Vocational Education (Energy, Electrical Engineering, and Electromechanics)’” is clarified.

The study emphasizes the need to improve the content of engineering training for future vocational education teachers in the specialty A5.33 “Vocational Education (Energy, Electrical Engineering, and Electromechanics)” based on the principle of continuous development of their professional competencies.

Conclusions. In accordance with current labor market requirements (updating the list of professions, deepening specialization within specific professions) and changes occurring in Ukraine’s electric power industry, directions for improving the content of advanced engineering training for future vocational education teachers in the specialty A5. 33 “Vocational Education (Energy, Electrical Engineering, and Electromechanics).” In particular, its main components have been identified and characterized: theoretical, design, technological, and organizational-economic.

OPTIMIZING PRACTICAL TRAINING FOR FUTURE PILOTS BY DEVELOPING INDIVIDUALIZED EDUCATIONAL PATHWAY

Zadkova O., Brodova O. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-10

Abstract. This article addresses the topical issue of shaping the individual educational trajectory of future pilots during their practical training at aviation higher education institutions. It is emphasized that the effectiveness of developing professional competencies in future pilots largely depends on taking into account the individual characteristics of students, their level of preparedness, professional interests, and psychophysiological characteristics. The process of individualizing education allows for these unique aspects of each student to be taken into account, which in turn contributes to more effective learning and development. Analyzing and considering the personal characteristics of students helps create a more meaningful and enriching learning environment where everyone can realize their potential and achieve excellent results.

The purpose of the article is to analyze scientific approaches to the problem of individualization of the educational process and the organization of practical training of higher education students, as well as to examine the concept of individualized learning in higher education and its application to the professional training of future pilots. The article also explores methods for ensuring the reliability and control of information, including data verification, model calibration, analysis of underlying data, and the integration of technological tools with traditional approaches in aviation training.

The study employs methods of theoretical analysis and generalization of scientific literature, as well as approaches to ensuring the reliability and control of information, including data verification, model calibration, analysis of underlying data, and the integration of artificial intelligence technologies with traditional methods in aviation training.

Conclusions of the study indicate that the proposed structural and functional model for forming an individual educational trajectory of future pilots during practical training ensures a more effective organization of the educational process. Particular attention is paid to the integration of artificial intelligence technologies, including large language models with retrieval-augmented generation (RAG), as intelligent assistants for processing large volumes of theoretical information. The implementation of the model contributes to improving the effectiveness of professional pilot training, fostering the development of professionally significant qualities, and ensuring a high level of aviation safety.

IMPROVED MODEL OF ORGANIZATIONAL-PEDAGOGICAL CONDITIONS FOR TRAINING OF AIRCRAFT MAINTENANCE AND REPAIR ENGINEERS

Kalashnyk-Rybalko М. А., Kalashnyk G. A. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-11

Purpose. The purpose of the article is to theoretically substantiate and develop an improved model of organizational and pedagogical conditions for the training aircraft maintenance and repair engineers in accordance with the requirements of international standards.

Methods. The study used a set of theoretical research methods: analysis, synthesis, generalization, systematization of scientific sources and regulatory documents, standards and recommended practices of the International Civil Aviation Organization (ICAO) and the European Aviation Safety Agency (EASA), documents of the State Aviation Service of Ukraine, and the Ukrainian State Flight Academy.

Results. The presented methodological basis for substantiating an improved model of organizational and pedagogical conditions for training aviation engineers includes a systematic approach, comparative analysis, modeling, and content analysis of ICAO/EASA/State Aviation Service of Ukraine documents. The training program for aircraft maintenance and repair engineers and aircraft engines at the Ukrainian State Flight Academy was analyzed. An improved model of organizational and pedagogical conditions for training aircraft maintenance and repair engineers has been developed, serving as a modern, scientifically based tool that fully meets ICAO international standards. It provides a transition from the traditional modular-hour approach to training to demonstrable competence, i.e. the ability to consistently perform tasks at an acceptable level of safety in real or as close to real conditions as possible through multiple independent observations, criterion-referenced, rather than normed assessment.

Conclusions. Implementation of an improved model of organizational and pedagogical conditions for training aircraft maintenance and repair engineers at the regulatory, organizational and pedagogical levels will allow to increase in flight safety, competitiveness of Ukrainian specialists in aircraft maintenance and repair engineers. Further research should focus on empirically testing the improved structural and logical model of organizational and pedagogical conditions for training aircraft maintenance and repair engineers at the Ukrainian State Flight Academy; digitalizing assessment; and adapting to new aircraft types, including unmanned aerial vehicles.

CREATING A HEALTH-SAVING ENVIRONMENT IN THE EDUCATIONAL PROCESS AS THE LEADING GOAL OF PEDAGOGICAL ACTIVITY

Kovalenko O. E., Kalinichenko T. V., Kekalo V. B. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-12

The purpose of the article is to carry out a definitional analysis of the concepts of “health” and “health-saving environment,” on the basis of which it is proven that the leading goal of pedagogical activity is to care for the health of students by creating such a health-preserving environment in the educational process.

Methods. In addition to a number of general scientific methods (analysis, synthesis, systematization, etc.), certain empirical methods were used in the research: studying philosophical, medical, psychological, and pedagogical literature and regulatory and legal documentation.

Results. Despite the fact that the educational function at any level of education is the leading aspect of a teacher's activity, the most important factor in assessing the quality and degree of learning is the health of students. Thus, the task of modern education is to ensure not only a pedagogical but also a health-preserving effect, as well as to maintain a stable functional state of the organism and a high level of working capacity of the student. Today, the concept of a “health-promoting environment” has become widely recognized in modern pedagogical science. Therefore, the integral definition of the concept of a “health-promoting environment” is of great importance, according to which a health-promoting environment is a flexible, non-oppressive system that is being developed and is based on the environment in which it exists, and which is associated with a favorable regime of organization of life activities and a comfortable emotional component for the student. The main characteristics of a health-promoting environment are considered to be: the general moral and psychological climate in the educational institution; the ecology and hygiene of the educational process; modern design of the educational space; an optimal order of life, learning, and entertainment; innovative educational projects, technologies, and technological processes that support the health of students and gentle teaching.

Conclusions. The main directions of pedagogical activity aimed at creating a health-promoting environment involve a specific set of measures, the implementation of which can be considered the main goal of pedagogical activity in forming a health-promoting environment in an educational institution. The prospect for further research may be to improve the content of training for future teachers with a focus on the priority of creating a health-promoting educational environment in the educational institution where they will carry out their pedagogical activities.

SOCIAL PARTNERSHIP BETWEEN A PROFESSIONAL PEDAGOGICAL UNIVERSITY AND A VOCATIONAL EDUCATION INSTITUTION: GOALS, FOCUS AREAS, FORMS, AND METHODS

Korolova N. V., Ignatenko P. M. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-13

Purpose. To define the goals, directions, forms, and methods of social partnership between a professional pedagogical university and a vocational education institution.

Methods. Analysis of domestic and foreign publications on the research topic; study of existing social partnership experience; identification of goals, directions, forms, and methods of social partnership between a professional pedagogical university and a vocational education institution; generalization and synthesis of the obtained analytical data.

Results. The main goals of social partnership in specialist training within the vocational education system were identified as: joint development of socio-economic and labor policy; long-term planning of human resource development; evaluation of professional training outcomes; organization of joint events. Partnership between vocational education institutions and a professional pedagogical university can be implemented in the following areas: 1) educational and methodological work; 2) scientific and methodological support of educational programs; 3) assistance to faculty; 4) career guidance. Forms of partnership interaction can include: organizing various types of internships and traineeships at enterprises; involving employers in the development of educational programs, individual modules, and programs for various internships, and agreeing on assessment tools; organizing excursions to enterprises and firms; employers' participation in evaluating the quality of graduates' training from vocational education institutions, etc.

The methods of implementing social partnership between a professional pedagogical university and a vocational education institution include: concluding cooperation agreements; joint working groups for curriculum adjustment; planned regular meetings aimed at improving the educational process; and monitoring the quality of graduate training.

Conclusions. Social partnership in education is a type of jointly organized activity of independent and autonomous subjects of the educational process, characterized by their common goals and values, voluntary relationships, and recognition of the parties' responsibility for the outcomes of their mutual cooperation. In professional pedagogical education, it is focused on coordinating the actions of participating parties in the interest of educating and developing future vocational training teachers.

The prospect for further research on social partnership between a professional pedagogical university and a vocational education institution lies in identifying the organizational and pedagogical conditions for such partnership and developing a set of criteria for its effectiveness.

FORMATION OF CRITICAL THINKING AS A KEY COMPETENCE OF FUTURE CHEMISTRY TEACHERS USING ARTIFICIAL INTELLIGENCE

Kochubei O. V., Sovhira S. V. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-14

Objective. To identify the issues of forming critical thinking of future chemistry teachers in the context of the implementation of artificial intelligence in the educational process of higher pedagogical education institutions.

Methods. The study was conducted on the basis of higher pedagogical education institutions with the participation of 87 bachelor's degree applicants for higher education in the educational program "Secondary Education (Chemistry)". A set of methods was used to collect empirical data: author's survey using the questionnaire "Critical thinking of a future chemistry teacher in the context of the use of artificial intelligence" (24 questions, Likert scale 1–5 points); pedagogical observation of the activities of applicants while solving situational and methodological problems in chemistry with the involvement of AI tools; content analysis of educational products (lesson summaries, didactic materials, analytical essays); expert assessment using a map with four criteria. The experiment covered the ascertaining and formative stages.

Results. At the ascertaining stage, it was found that 24.7% of applicants regularly use AI tools (ChatGPT, Gemini, Copilot) in educational activities, however, only 7.4% systematically verify the reliability of AI-generated chemical content. Three strategies of applicants' interaction with AI were identified: "uncritical copying" (32.1%), "partial verification" (44.8%) and "critical analysis" (23.1%). In 38.4% of educational products, chemically incorrect content was recorded, in particular errors in chemical equations, formulas and explanations of reaction mechanisms. The average quality indicator of critical analysis of AI-generated content according to expert assessment was 2.1 points out of 5. After the implementation of pedagogical conditions at the formative stage, significant positive dynamics were recorded: the share of applicants with the “critical analysis” strategy increased from 23.1% to 54.3%; the average quality indicator of critical analysis increased from 2.1 to 3.9 points; the share of chemically incorrect educational products decreased from 38.4% to 12.6%; the number of applicants convinced of the need to verify AI content increased from 16.7% to 23.3%.

Conclusions. It was found that the effective formation of critical thinking of future chemistry teachers in the context of AI integration is ensured by a set of the following innovations: purposeful inclusion of tasks for critical analysis of AI-generated chemical content in the methodological training system; systematic use of situational and methodological tasks in chemistry in interaction with AI tools; formation of a conscious understanding of typical AI errors in the chemical context; development of a reflective culture of using AI as a tool of professional pedagogical activity. The results of the study prove that the implementation of the identified innovations ensures a qualitative change in the nature of interaction of future chemistry teachers with AI - from uncritical reproduction of generated content to its conscious, scientifically substantiated use in educational practice.

LINGUODIDACTIC POTENTIAL OF CLOSE TESTS IN TEACHING THE COURSE “UKRAINIAN LANGUAGE (FOR PROFESSIONAL PURPOSES)”

Rotova N. V., Chuieshkova О. V. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-15

Relevance of the problem. The conditions of martial law in Ukraine have caused profound transformations in national education in general and higher education in particular. Legislative changes have allowed the education system to adapt to the new realities of martial law: the digitalization of education, accelerated by global crises and war, has revealed the need to adapt to distance learning methods, which have changed the structure of communications, assessment mechanisms and the nature of interaction between participants in the educational process. The current stage of development of higher education in Ukraine is characterized by the reorientation of the educational process from the reproductive acquisition of knowledge to the formation of competencies necessary for future professional activity. A special role in this process is played by the language training of students, in particular within the course "Ukrainian Language (for Professional Purposes)", providing the formation of professional oral and written speech skills. In this regard, the problem of selecting effective teaching and assessment methods that would combine control, self-control and the development of speech skills is becoming more relevant. One of such methods is cloze testing, which allows diagnosing the level of language competence of students and at the same time promoting its development.

Purpose of the study. The article provides a comprehensive analysis of the didactic potential of cloze tests in the process of teaching the course "Ukrainian Language (for Professional Purposes)" in higher education institutions. The essence of cloze testing as a formative assessment tool is revealed, its place in the system of modern methods of language training of future specialists is outlined. A classification of cloze tests is proposed, methodological conditions for their effective application are determined, examples of professionally oriented tasks are given.

Research methods. In preparing the article, the method of analysis of psychological, pedagogical and methodological literature was used, devoted to the issues of goals, organization, methods, techniques and technologies of teaching and control of the level of learning at all levels of language learning. To achieve the goal and solve the tasks set, a complex of empirical and general scientific methods was also used: observation, induction and deduction, analysis and synthesis, analogy, comparison, generalization, terminological, functional, systemic, cognitive analysis, as well as the method of linguodidactic text analysis.

Research results. The article carries out a comprehensive analysis of the didactic potential of cloze tests in the process of teaching the course "Ukrainian Language (for Professional Purposes)" in higher education institutions: the essence of cloze testing as a formative assessment tool is revealed, its place in the system of modern methods of language training of future specialists is outlined, a classification of cloze tests is proposed, methodological conditions for their effective application are determined, examples of tasks of a professionally oriented direction are given.

Grammatical cloze tests in the course "Ukrainian Language (for Professional Purposes)" perform formative, diagnostic and correctional functions, ensuring the assimilation of normative grammatical models in professional speech and contributing to the improvement of the language culture of future specialists.

Stylistic cloze tests in the course "Ukrainian Language (Professional Orientation)" perform formative and corrective functions, contribute to the awareness of the norms of functional styles and prepare students for normative professional communication in academic and business environments.

Lexical cloze tests perform the function of a tool for the formation and control of lexical competence, ensuring the assimilation of terminological and general scientific vocabulary in the context of professional speech and contributing to the development of conscious, rather than reproductive, word mastery.

Contextual-semantic cloze tests in the course "Ukrainian Language (Professional Orientation)" perform integrative and diagnostic functions, ensuring the formation of skills for the holistic understanding of professional texts and the development of students' academic and professional communicative competence.

Conclusions. It has been proven that the main advantages of cloze tests include objectivity, versatility, and the ability to adapt to different specialties and forms of learning. At the same time, the effectiveness of this method depends on the quality of the selection of texts and the clear formulation of tasks. It can be concluded that the cloze test replaces a whole series of narrowly focused tasks, saving time and effort.

The advantages of cloze tests over traditional tests are their ability to comprehensively test language competence, and not just reproduce isolated knowledge. The main advantages include the following: cloze tests are based on a holistic text, therefore they test the understanding of language units in context, while traditional tests are often focused on individual rules or facts; one cloze test simultaneously activates lexical, grammatical, syntactic, and stylistic competence, unlike traditional tests, which usually measure them separately; unlike multiple-choice tests, cloze tests significantly reduce the randomness factor, since the correct answer must correspond to several parameters at the same time (content, form, style); the results of cloze tests make it possible to identify the depth of understanding of the text, the level of formation of professionally oriented speech and typical language difficulties of students; cloze tests are effective not only as a control, but also as a teaching tool, since they promote reflection, self-correction and the development of language competence.

Thus, cloze tests, unlike traditional test forms, provide a contextually conditioned, integrated and diagnostically significant assessment of language competence, which increases their validity in the process of professionally oriented language learning.

MODEL FOR FORMING PROJECT COMPETENCE OF FUTURE ENVIRONMENTAL SPECIALISTS DURING BLENDED LEARNING OF THE EDUCATIONAL COMPONENT “CONSEQUENCES OF ANTHROPOGENIC IMPACT ON THE ENVIRONMENT”

Soloshych I., Kononets N. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-16

The study examines the project competence of future environmental specialists as an integrative characteristic of personality that combines a system of knowledge, skills, abilities, experience, and personal qualities necessary for planning, organizing, implementing, and evaluating projects in the field of environmental protection. It presupposes the ability to analyze environmental problems, identify their causes and consequences, develop effective solutions, and evaluate the outcomes of implemented measures.

The structure of project competence of future environmental specialists is characterized as comprising four interrelated components: motivational-value, cognitive, operational-activity, and reflective-analytical. It is proven that the project competence of a future environmental specialist is formed as a complex characteristic that can be effectively developed in blended learning environments through the use of specially designed digital tools and educational platforms (Moodle, Google Workspace, Zoom, Trello, etc.).

It has been established that the project-based approach, as the foundation of the competence formation model, involves: integrating theoretical training with practical activities within educational projects; creating a virtual learning environment for interpersonal interaction, teamwork, and network collaboration; and applying methods such as problem-based learning, the case method, digital storytelling, and the modeling of managerial situations.

A model for the development of project competence of future environmental specialists during blended learning of the educational component “Consequences of Anthropogenic Impact on the Environment” has been developed and experimentally tested. This model consists of four blocks: target, content, organizational, and diagnostic.

The model is considered as a set of didactic conditions—specific interrelated factors (goals, content, forms, tools, and teaching methods, etc.) necessary for exerting a systematic influence on students' personality in order to develop all components of project competence.

It is emphasized that conducting a local pedagogical experiment in the 2024–2025 academic year at Poltava V. G. Korolenko National Pedagogical University served as an effective way to incorporate regional context into the training of future environmental specialists.

FORMATION OF PROFESSIONALLY ORIENTED CONTENT OF ELECTRICAL ENGINEERING TRAINING FOR FUTURE MECHANICAL ENGINEERS

Tarasenko A., Mosiienko H., Chepel T. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-17

Purpose. The purpose of the study is to determine the structure and theoretical foundations for the formation of professionally oriented content for teaching electrical engineering to future mechanical engineers.

Methods. In the process of research, accepted classifications of electrical equipment of industrial enterprises, state regulatory documents were used. The article applied the methods of a systematic approach, generalization and analysis.

Results. The classification of electrical equipment for machine building is given, and the main groups of equipment are identified according to their functional purpose.

The scope of professional activity of a mechanical engineer, determined by his job responsibilities, is considered, among which we can highlight the system of professionally significant qualities of a mechanical engineer, which is formed by the professionogram of his activity. It is shown that among them, an important place is occupied by the maintenance, operation, modernization, and repair of industrial equipment, which, as a rule, includes various electrical devices.

The requirements for the activities of a mechanical engineer, which are set out in the relevant job descriptions, are analyzed and the main factors that determine the structure of the professionally oriented content of electrical engineering are highlighted. At the same time, special attention was paid to bringing the content of the discipline as close as possible to the future professional activities of an engineer.

Conclusions. A systematic approach to the formation of professionally oriented content of electrical engineering education is proposed. The main factors determining the content of the course, obtained on the basis of an analysis of the professional activities of mechanical engineers, are shown. They form the basis for the formation of the content of professional training for future mechanical engineers. The particular importance in the system of training future engineers is the maximum approximation of classical sections of electrical engineering to the subject area and their transformation based on the formation of subject-oriented content of electrical engineering.

DISCOURSE MARKERS AND THE REDUCTION OF COMMUNICATIVE BARRIERS IN PROFESSIONALLY ORIENTED ENGLISH TEACHING IN HIGHER EDUCATION

Tatarin V. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-18

Purpose. The article aims to synthesize scholarly approaches to the study of discourse markers and related constructs in order to clarify the mechanisms through which DM-oriented instruction contributes to reducing communicative barriers among university students in EFL/ESP contexts, as well as to outline the pedagogical conditions for its effective implementation.

Methods. The study employed theoretical analysis and synthesis, including the review of scholarly literature, the comparison of existing approaches, and the integration of their key findings.

Results. The analysis showed that communicative barriers in EFL/ESP arise not only from linguistic inaccuracy but also from discourse-related and interactional difficulties affecting coherence, interaction management, negotiation of meaning, and pragmatic appropriateness. Across the reviewed studies, discourse markers emerged as pedagogically relevant resources in four interrelated domains. First, in coherence and cohesion, they help make causal, contrastive, temporal, and inferential relations explicit, thereby reducing inferential burden and improving discourse transparency. Second, in interaction management, they support topic entry, redirection, summarizing, and sequence closure, which makes spoken interaction more predictable and manageable. Third, in repair and negotiation of meaning, discourse markers facilitate clarification, reformulation, and comprehension checks, enabling students to address misunderstanding without disrupting interaction. Fourth, in pragmatic positioning, they contribute to mitigation, stance marking, and politeness, helping students align their utterances with academic and professional norms. The review also indicated that the pedagogical value of discourse markers depends on treating them not as isolated linking words but as functionally and contextually sensitive resources. Their instructional potential is strengthened through explicit noticing, guided practice, genre-sensitive tasks, and systematic feedback that support transfer into students’ spoken and written performance.

Conclusions. The study suggests that DM-oriented instruction can reduce communicative barriers in EFL/ESP by improving coherence, interaction management, meaning negotiation, and pragmatic appropriateness. Further research should test its effectiveness across different settings, genres, proficiency levels, and modes of communication.

FORMATION OF STUDENTS’ VALUE ORIENTATIONS DURING EXTRACURRICULAR ACTIVITIES

Tsys P. I. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-19

Purpose. The article is aimed at analyzing a complex of value orientations that are formed during extracurricular work with students, with the purpose of ensuring that the individual’s socio-professional potential corresponds to the demands of the modern labor market.

Methods. Within the framework of the research, the following methods were employed: analysis – in the course of examining scientific sources, theories, and conclusions that emphasize various value orientations; synthesis – to integrate existing theoretical provisions into a coherent structure of value orientations that may be formed in students through participation in extracurricular activities; generalization – to identify a set of value orientations necessary for students in the context of the modern labor market; comparative analysis – to investigate the impact of value orientations and extracurricular activities on academic and non-academic processes.

Results. The primary value orientations required for the contemporary socio-production environment, which may be formed through extracurricular work with students, have been identified as follows: academic integrity, responsibility, volunteering, civic engagement, adherence to democratic values/tolerance, and understanding and acceptance of the principles of diversity and inclusion.

The development of technical means for working with information has increased the relevance of academic integrity, making it possible to examine the functionality of this value orientation in light of current realities. It has been established that academic integrity contributes to the formation of students’ ability to work effectively with scientific sources while adhering to ethical standards, as well as to structure their personal time management. It has been determined that the value orientation of responsibility enhances students’ personal attitudes toward academic and professional tasks. The involvement of students in social initiatives that foster the development of professional skills or personal and spiritual qualities has highlighted the significance of volunteering. The research has shown that civic engagement provides students with opportunities to demonstrate their leadership and organizational potential, as well as to effect positive changes within social institutions. Contemporary societal demands have necessitated the analysis of orientations toward democratic values/tolerance (which ensure a full interpersonal interaction with representatives of diverse sociocultural groups) and diversity/inclusion (which guarantee equality among all participants in the socio-production process).

Conclusions. Value orientations that may be formed through extracurricular work with students should be grounded in the principle of comprehensive application, which will enable the structuring of future specialists’ training in order to ensure positive dynamics in their current academic preparation, as well as to achieve, in the long term, the required level of personal and professional competence that will secure competitiveness in the modern labor market within a heterogeneous society. The obtained results confirm the significance of the identified value orientations and the role of extracurricular activities in the preparatory process.

FOREIGN LANGUAGE EDUCATION AS A TOOL FOR SOFT SKILLS DEVELOPMENT IN ENGINEERING STUDENTS

Shevchuk L. O., Ovcharenko O. A., Tupchenko V. V., Pasichnyk M. V. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-20

Purpose. The purpose of the article is to conduct a theoretical and empirical study of the role of foreign language education in the development of soft skills in engineering students, as well as to identify effective methods and approaches for integrating soft skills into the teaching process of foreign language courses.

Methods. Theoretical methods (analysis of scientific literature, generalization, systematization, and comparative analysis) and empirical methods (questionnaires and observation) were used for the study. The questionnaire was administered to third-year students at V. N. Karazin Kharkiv National University studying the discipline “Foreign Language for Professional and Business Communication.”

Results. The study found that foreign languages contribute to the active development of communication skills, critical thinking, presentation skills, teamwork, and intercultural competence. Interactive teaching methods—such as project work, debates, discussions, case studies, and role-playing games—significantly enhance the effectiveness of soft skills development. In particular, students demonstrate greater confidence in public speaking in English and adapt more quickly to new professional situations. Modern technologies, such as online collaboration platforms, virtual laboratories, simulation platforms with artificial intelligence elements, and multimedia resources, provide dynamic, practice-oriented learning and stimulate the development of interpersonal, cognitive, and professional competencies. The use of such tools allows for the simulation of real professional scenarios, the implementation of remote team projects, and the practical training of decision-making skills in a safe learning environment.

Conclusions. The integration of foreign language education with active and technological teaching methods creates favorable conditions for the comprehensive development of soft skills in future engineers, increases their competitiveness in the international labor market, and prepares them for effective intercultural communication and professional mobility. Further research should focus on developing comprehensive models for integrating language training and soft skills development across various technical specialties, as well as on examining the long-term impact of interactive and technological teaching methods.

METHODOLOGICAL FOUNDATIONS FOR APPLYING UAV DYNAMICS PROBLEMS IN HIGHER MATHEMATICS COURSE FOR AVIATION SPECIALTIES

Yakunina I. L., Surkova K. V. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-21

Purpose. The aim of this article is to substantiate the feasibility and develop a methodological approach to integrating applied problems related to unmanned aerial vehicle (UAV) flight dynamics modeling into the teaching of the "Differential Equations" section within the Higher Mathematics course for students of specialty J6 "Aviation Transport". The relevance of the study is determined by the growing role of UAVs in the modern aviation industry and the need to strengthen the applied orientation of fundamental mathematical training for future aviation professionals.

Methods. The study was conducted at the Department of Information Technologies and Aviation Robotic Systems of the Ukrainian State Flight Academy. The methodological basis comprises the competency-based approach, principles of interdisciplinary integration and STEM education. A comparative analysis of the syllabi for "Higher Mathematics" and "Unmanned Aerial Vehicle Control" within specialty J6 "Aviation Transport" was carried out. Methods of systems analysis, mathematical modeling, and pedagogical design were employed to establish interdisciplinary connections between the mathematical apparatus of differential equations and UAV flight dynamics problems.

Results. Direct correspondences were established between the types of differential equations studied in the Higher Mathematics course and mathematical models of UAV motion. Three mathematical models adapted for the educational process were developed. First-order differential equations with separable variables were shown to describe the rectilinear motion of a UAV with aerodynamic drag, in particular the vertical takeoff of a quadcopter. Second-order linear homogeneous differential equations with constant coefficients were used to model the longitudinal stability of the aircraft based on the roots of the characteristic equation. Non-homogeneous linear equations with a special right-hand side were applied to describe the UAV response to periodic external disturbances such as wind gusts or engine vibrations, including resonance analysis. Analytical solutions were derived for each model and interpreted in terms of real UAV parameters. A set of applied problems with specific numerical parameters was developed for practical sessions and independent study.

Conclusions. The integration of UAV flight dynamics modeling problems into the Higher Mathematics course enhances student motivation, develops general competencies of abstract thinking, analysis and synthesis (GC 09), research capability (GC 04) and information technology skills (GC 03), and ensures the practical orientation of mathematical training for future aviation professionals. The proposed approach is universal for all educational programs within specialty J6 "Aviation Transport" and can be implemented in the educational process of higher aviation education institutions. A promising direction is the development of computer simulations of UAV dynamics to support practical sessions.

DIDACTIC FOUNDATIONS OF CASE TECHNOLOGY APPLICATION BY TEACHERS OF ECONOMIC DISCIPLINES

Bakatanova V. B., Arlachov K. V. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-22

Purpose. The purpose of this article is to identify the pedagogical principles underlying the use of case-based learning by instructors of economic disciplines, specifically the characteristics, structure, and types of case classifications based on various criteria. The research problem lies in the need for higher education teachers to have knowledge, abilities, and skills regarding the didactic features of applying case-based teaching in the higher education process, on the one hand, and their insufficient development among this category of educators, on the other.

Methods. The research methods used in writing this article include: a historical-logical approach to analyzing the phenomena under consideration; analysis of scientific sources and pedagogical experience; systematization of various approaches to the use of case-based technology; and generalization and synthesis of the analytical data obtained.

Results. A didactic case is generally understood as a task with a specific purpose that extends beyond the theoretical aspects of any academic discipline. They are typically multidisciplinary and simultaneously aimed at developing practical professional skills, as well as fostering high motivation in learners, which allows for the integration of the components of a future specialist’s competence into a unified whole. The distinctive features of the case-study method are: a case always has a single goal that unites the activities of students; a case includes a description of the socio-economic system being studied; the case must present a range of alternative solutions with no single “correct” answer; case resolution always involves collective decision-making, which enables the assessment of group performance; and during case resolution, there is always emotional tension among students, which is managed by the instructor. A well-designed case is characterized by clearly structured elements of the situation presented in the case: the temporal structure of the situation, the narrative structure, and the explanatory structure. At the same time, a typical content structure of a case may be as follows: introduction; problem; resources for solving the problem; possible scenarios or protocols for implementing the case; recommendations for the instructor.

Conclusions. Depending on the learning objectives, cases can be classified as follows: 1) cases that teach analysis and evaluation; 2) cases that teach problem-solving and decision-making; 3) cases that describe a problem and its solution. In addition to this classification, cases are categorized by their focus: 1) practical; 2) educational; 3) research-oriented. And depending on the completeness of their content, cases can be divided into two main types: 1) fully presented cases and 2) incomplete cases.

IMPLEMENTATION OF COOPERATIVE LEARNING TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF PRIMARY SCHOOL

Hordiienko T. V. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-23

Purpose. The purpose of the article is to clarify the theoretical and practical principles of implementing cooperative learning technologies in the educational process of primary school, determine their impact on the development of cognitive activity, communicative competence and social skills of younger schoolchildren, as well as to substantiate a phased strategy for training future primary school teachers for the implementation of cooperative learning in the conditions of the New Ukrainian School.

Methods. The study used a complex of theoretical and empirical methods: analysis, synthesis, generalization and systematization of psychological, pedagogical and scientific and methodological literature; comparative analysis of the approaches of Ukrainian and foreign scientists to the problem of cooperative learning; theoretical modeling to substantiate the strategy for training future teachers; pedagogical observation of the educational process in primary school and in higher education institutions; analysis and generalization of pedagogical experience, interpretation of the results obtained.

Results. The essence of cooperative learning as an interactive pedagogical technology that ensures active interaction of students in small groups on the basis of positive interdependence, individual responsibility and reflection is substantiated. Its potential in the formation of key competencies of younger schoolchildren is determined: cognitive, communicative and social. The main difficulties of implementing cooperative technologies in primary school are identified and a phased strategy for training future teachers to organize cooperative learning is proposed, which includes theoretical training, modeling, formation of skills for organizing group interaction, adaptation to the age characteristics of students and school practice.

Conclusions. It is proven that the systematic use of cooperative learning technologies contributes to increasing motivation for learning, the development of cognitive activity, communicative competence and social skills of younger schoolchildren, creates a favorable educational environment and corresponds to the ideas of the Concept of the New Ukrainian School. The implementation of the proposed strategy for training future teachers ensures the effective implementation of cooperative learning in the practice of primary school.

PEDAGOGICAL POTENTIAL OF TRAINING TECHNOLOGIES IN THE PROFESSIONAL TRAINING OF HIGHER EDUCATION APPLICANTS

Denyshchuk I. P. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-24

Purpose. The purpose of the article is to theoretically substantiate the pedagogical potential of training technologies and determine their role in the formation of competencies of higher education applicants in the conditions of the modern educational environment.

Methods. The study used a set of theoretical methods: scientific and pedagogical analysis, problem approach, theoretical analysis of scientific sources, comparison, generalization and systematization, as well as methods of processing results. The use of these methods allowed for a comprehensive study of the pedagogical potential of training technologies and to substantiate their effectiveness in the formation of education applicants.

Results. The article reveals the essence of training technologies as a set of active learning methods. The expediency of using training as an innovative form of organizing learning, which ensures the activation of cognitive activity, the development of professional and communicative competencies, emotional intelligence, and practical skills, is substantiated. The relevance of the topic is due to the transition of modern education to a competency model, orientation on learning outcomes, development of practical skills, communicative culture, critical thinking, ability for team interaction and professional adaptation. Modern scientific approaches to determining the essence of training technologies, their structural characteristics and didactic capabilities are analyzed. The main functions of training technologies in professional training are determined: motivational, activity, communicative, developmental, correctional and reflective. Didactic conditions for the effective use of training in educational institutions are outlined: practice-oriented content, taking into account the specifics of the future profession, phased organization, the presence of feedback, the creation of a safe educational environment and the teacher's readiness to facilitate group work. It is noted that these technologies are aimed at developing practical skills, responsibility for a common result, constructive conflict resolution, and contribute to the formation of cooperation and decision-making skills.

Conclusions. It is proven that the use of training technologies contributes to the creation of a positive psychological climate in the group, allows you to combine theory and practice, and ensure the connection of learning with real life. The main advantages of using training technologies in the training of students are identified, in particular their orientation to subjectivity, interactivity, and practical orientation of the educational process.

GAMIFICATION OF TOURISM ACTIVITIES AS A MEANS OF DEVELOPING GAME COMPETENCE IN FUTURE PHYSICAL EDUCATION TEACHERS

Dyshko O. L. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-25

Purpose. The purpose of the study is to provide a theoretical substantiation and experimental verification of the effectiveness of gamification of tourism activities as a means of forming the game competence of future physical education teachers.

Methods. The study was conducted using a set of complementary methods, including theoretical methods (analysis and generalization of scientific sources) and empirical methods (questionnaires, testing, performance of practical tasks, and self-assessment). The experiment involved 47 higher education students majoring in “Secondary Education (Physical Education)”, including 25 students in the control group and 22 in the experimental group. The formative stage involved the implementation of gamification of tourism activities in the experimental group (quests, role-playing tasks, a system of points and levels, and team interaction) within the process of professional training. In the control group, the educational process was carried out using traditional teaching methods. The results were processed using methods of descriptive statistics.

Results. The study identified the structure of the game competence of future physical education teachers, which includes motivational-value, cognitive, activity-practical, and reflexive components. It was established that the implementation of gamification of tourism activities ensured a more pronounced increase in indicators across all components in the experimental group compared to the control group. In particular, the proportion of students with a high level of the motivational component increased to 54.55%, the cognitive component to 50.00%, the activity-practical component to 45.45%, and the reflexive component to 45.45%. The obtained results indicate an increase in the level of motivation, the quality of knowledge, the development of practical skills, and the ability to self-analysis.

Conclusions. It has been proven that gamification of tourism activities is an effective means of forming the game competence of future physical education teachers, provided that it is implemented systematically and pedagogically justified. It ensures the integration of motivational, cognitive, activity-based, and reflexive components of professional training, which confirms the achievement of the stated research purpose.

STUDY OF INFORMATION SECURITY TECHNOLOGIES IN THE EDUCATIONAL PROCESS

Kanyuk G. I., Fursova T. M., Sabadash V. V., Sabadash I. V. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-26

The purpose of this article is to examine the impact of the digitization of the educational process on individual information security and to develop practical recommendations for minimizing the risks of personal data leaks in the digital educational environment.

The methods used to achieve the goal: analysis and synthesis of scientific sources on digital security issues, a comparative method for assessing the functional capabilities of modern protection tools (password managers, encryption tools, two-factor authentication mechanisms), as well as a systematic approach to considering cybersecurity as a complex interaction of technical, organizational and behavioral factors. The results were generalized to formulate practical recommendations.

Results. It was established that the digitalization of education significantly expands information capabilities, but at the same time increases the level of cyber risks, in particular those associated with the formation of a digital trace, compromise of accounts, phishing attacks and unauthorized collection of personal data. The need to implement the principles of digital hygiene is substantiated: the use of unique passwords, password managers with the zero-knowledge principle, multi-factor authentication, regular software updates, privacy settings for social networks and digital devices. Recommendations have been developed for the safe organization of online learning, access control to video conferences, and the formation of a culture of cyberethics.

Conclusions: it is proven that cybersecurity in the educational process is not only a technical task, but also an important component of digital culture and sustainable development of society. The formation of responsible digital behavior, increasing the level of digital literacy, and the implementation of comprehensive information protection measures are key conditions for ensuring the safe, ethical, and sustainable functioning of a modern educational environment.

PEDAGOGICAL DESIGN AS A MEANS OF CREATING AN INFORMATION AND EDUCATIONAL ENVIRONMENT IN A VOCATIONAL EDUCATION INSTITUTION

Kovalenko D. V., Bozhko N. V., Iodkovsky P. Yu. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-27

Purpose. The purpose of article consists in specifying a definition of the concept «information and education environment» (IEE) and to define its component structure, requirements to the content of its design and also the principles and stages of this process.

Methods. Methods of a research became as a number of certain general scientific methods (the analysis, systematization, synthesis, generalization), and certain empirical methods: studying of philosophical, pedagogical and psychological literature, standard and methodical documents.

Results. Results. The information and educational environment of a vocational education institution is understood as a pedagogical system that includes information and educational resources, pedagogical technologies, computer-based teaching and management tools, as well as monitoring of the student's learning, all of which are aimed at shaping their personality in order to help them acquire the necessary level of professional competence within a specific specialty. As a rule, the information and educational environment consists of the following components: target; knowledge; technical; technological; communication. The requirements for the content of IOS design are: 1) informational completeness of the IOS; 2) technological compliance of the IOS; 3) multicomponent structure of the IOS. The stages of pedagogical design are usually as follows: 1) development of the IES concept, involving the creation of a conceptual model and the formation of a pool of pedagogical know-how; 2) modeling aimed at forming a normative model of the future IES; 3) construction, aimed at creating an experimental model of an innovative IOS and conducting research and experimental work to evaluate the created system and its subsequent refinement; 4) creation of IOS implementation technology to ensure the guaranteed result of the organization and operation of the developed pedagogical project.

Conclusions. The principles applied in pedagogical design are as follows: 1) pedagogical appropriateness; 2) basic level of students' training; 3) modularity of the educational process; 4) coordination of distance and traditional education; 5) students' independent activity; 6) educational mobility. The prospect for further research is to adapt these theoretical provisions for the design of a dual educational environment and to determine the organizational and pedagogical conditions for training future teachers in pedagogical design of IOS.

THE SYSTEM OF METHODOLOGICAL TOOLS FOR FORMING THE READINESS OF FUTURE TEACHERS FOR INTEGRATED TEACHING OF LOWER SECONDARY SCHOOL STUDENTS

Marynchenko I. V. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-28

Purpose. The purpose of the article is to justify the need to implement a system of methodical means of forming the readiness of future teachers in universities of Ukraine as a guarantee of their ability to use integrative education of younger schoolchildren.

Methods. The methodological approach of the research is based on: empirical methods: survey, experiment and methods of mathematical statistics; theoretical methods, processing of final indicators of formation of readiness of education seekers for integrated training.

Result. During an experimental study at Oleksandr Dovzhenko Hlukhiv National Pedagogical University, a methodological toolkit for increasing future teachers’ readiness for integrated education of junior high school students was developed and implemented. The study identified prospective directions for improving the methodology of forming such readiness through its key components. The practical value lies in the creation of a methodological system for enhancing the professional training of future teachers in higher education institutions of Ukraine, as well as in clarifying the concepts of «integration in education» and «readiness of future teachers for integrated education of younger schoolchildren» and substantiating the methodology of its formation.

Conclusion. Prospects for further research include deepening the scientific and methodological justification and practical testing of effective models for preparing future teachers for integrated teaching. Further empirical studies should examine the impact of integrated teaching on students’ educational outcomes and the professional readiness of future teachers across higher education institutions. A key direction is the development and implementation of innovative methodological tools-particularly digital technologies, interdisciplinary projects, and practice-oriented learning-along with the enhancement of teacher professional development in line with contemporary educational challenges.

INNOVATIVE TECHNOLOGIES IN ENSURING SUSTAINABLE DEVELOPMENT OF THE HOSPITALITY SECTOR: PEDAGOGICAL ASPECT

Oliinyk N. YU. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-29

Purpose. The purpose of the article is to study the role of innovative technologies in ensuring the sustainable development of the hospitality sector and to substantiate the pedagogical conditions for training specialists for their effective implementation based on the development of a conceptual model that integrates technological and educational components. The author sets the task of investigating the main trends in the implementation of innovative technologies in the hotel and restaurant business, determining the role of digitalization and technological innovations in increasing the efficiency of hospitality enterprises, analyzing the importance of innovative technologies in ensuring the principles of sustainable development of hospitality enterprises, outlining promising areas for the implementation of innovative technologies in the hospitality sector, specifying the professional competencies of hospitality specialists and determining the pedagogical conditions for their formation.

Methods. The study used a set of mutually agreed methods. In particular, the analysis and generalization of scientific sources were used to identify modern trends in the development of the hospitality sector and approaches to training specialists. The systematic approach allowed to reveal the relationship between the economic, environmental and social components of sustainable development. The modeling method was used to develop a conceptual model of the impact of innovative technologies on the development of the industry. Comparative analysis ensured the consistency of the components of the model with the competencies defined by the Higher Education Standard for the specialty G13 "Food Technologies". Elements of the competency approach were also used to substantiate the content of professional training.

Results. It was established that innovative technologies (digital management systems, data analytics, business process automation) are an important factor in increasing the efficiency of hospitality enterprises and ensuring their sustainable development. It was substantiated that the effectiveness of their implementation directly depends on the level of professional training of specialists. Key competencies necessary for functioning in the conditions of digitalization and sustainable development were identified, in particular digital, innovative, environmental, analytical, managerial and entrepreneurial. A conceptual model was developed that includes technological, managerial and educational and personnel components, where the latter is defined as system-forming. It is proven that the integration of pedagogical and technological approaches in the training of specialists ensures the formation of readiness for the implementation of innovations. The harmonization of the model with the competencies of the higher education standard confirmed its compliance with modern requirements for professional training.

Conclusions. Training of specialists is a key factor in ensuring the effective implementation of innovative technologies and achieving sustainable development of the hospitality sector. The integration of the principles of digitalization and sustainable development into the content of professional education contributes to the formation of competencies necessary for successful activity in conditions of dynamic changes. The proposed model can be used to modernize educational programs, improve educational and methodological support and improve the quality of training of specialists in the industry. Prospects for further research are related to the development of methods for the practical implementation of the model and experimental verification of its effectiveness.

ENVIRONMENTS MODELING ADAPTIVE PEDAGOGICAL SYSTEMS IN DIGITAL LEARNING ENVIRONMENTS

Koldovskyi A., Shafranova K., Artemenko A., Dyvynska Y., Cherneha K. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-30

Purpose. The purpose of the study is to design an integrated simulation-based management model for adaptive pedagogical systems that addresses the problems of uncertainty in digital learning systems and affect the effectiveness of managerial decision-making. The research is focused on bridging that gap between the pedagogical adaptivity and the strategic management of digital education systems.

Methods. The methodological approach is a combination of dynamic panel econometric model and simulation-based analysis. The empirical framework includes pedagogical adaptivity, resource allocation, strategic management quality and environmental uncertainty as important factors determining learning effectiveness. The model is estimated using a System Generalized Method of Moments approach to deal with the endogeneity and unobserved heterogeneity. A simulation component of stochastic modelling and Monte Carlo methods is implemented to consider alternative scenarios to evaluate performance of the system under different degrees of uncertainty. The analysis is done with the help of the panel data of four countries across the time period of 2020-2025, which provides the cross-country comparability and time movement.

Results. The results show that pedagogical adaptivity and strategic management have major positive implications on the effectiveness of learning in each of the cases studied. The interaction between the use of adaptive technologies and the quality of management produces a strong positive effect, implying that integrated approaches show superior outcomes. Environmental uncertainty has a negative effect on the system performance, but the effect is vanished by effective allocation of resources and the strategic planning. Simulation results show that adaptive optimization strategies improve learning effectiveness by about 20 - 25 percent relative to baseline scenarios. The findings also show that systems with stronger managerial frameworks are more resilient and better able to recover following external shocks, and that they recover more quickly.

Conclusions. The study validates the role of managerial logic in adaptive pedagogical systems, which should be used to increase the level of their efficiency and resilience in digital spaces. The proposed model can be used to offer a comprehensive analytical and predictive framework for optimizing educational decision-making under uncertainty. The findings add to the development of digital pedagogy through the introduction of a management-oriented perspective and have practical implications for policy makers and educational institutions. Future research should focus on expanding the model by taking into account nonlinear dynamics and more general datasets in order to enhance the generalizability of the model.

EFFECTIVENESS OF INTEGRATING MOOCS INTO THE PROFESSIONAL TRAINING OF PEDAGOGICAL PROFILE STUDENTS: AN EMPIRICAL ANALYSIS OF THE EXPERIENCE IN IMPLEMENTING THE COURSE “ASSESSMENT OF LEARNING ACHIEVEMENTS IN A DIGITAL ENVIRONMENT”

Poliakov M. V. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-31

Purpose. The purpose of this study is to investigate the effectiveness of using Massive Open Online Courses (MOOCs) in the professional training of future educators and to determine their impact on the development of competencies in digital assessment of learning outcomes. The main focus of the course is the analysis of practical experience in implementing the course “Assessment of Learning Achievements in a Digital Environment,” which was developed and delivered at the Educational and Scientific Institute “Ukrainian Engineering and Pedagogical Academy” of V. N. Karazin Kharkiv National University. This research examines the benefits of introducing digital tools for organizing the learning process and the assessment process. In addition, the study analyzes the impact of online courses on the development of digital competencies of future teachers, their level of motivation, and the effectiveness of this approach.

Methods. The study uses methods of scientific literature analysis, pedagogical modeling, observation of the educational process, student surveys, and statistical analysis of learning outcomes. Empirical data were collected using analytical tools of the Moodle learning management system, results of student testing, as well as survey data evaluating the quality of the online course. Elements of learning analytics were used to analyze students’ digital activity during the learning process. The research was conducted over one academic semester and included analysis of learning outcomes, activity in Moodle, and student feedback.

Results. This article examines the impact of digital tools and online courses on the effectiveness of the educational process through the use of MOOCs. The study found that the use of MOOCs contributes to increased student motivation to learn, the development of digital skills, and the formation of practical abilities to work with modern educational platforms. Analysis of test results showed an increase in the average level of student achievement after completing the course. In addition, the survey results indicate a high level of student satisfaction with the course structure, the quality of video lectures, and practical assignments. A significant proportion of students noted that the course contributed to the development of skills in using online assessment tools, including Google Forms, Moodle, Classtime, and other digital services.

Conclusions. The results of this experiment on mastering digital assessment systems confirm the effectiveness of using Massive Open Online Courses in the professional training of students. The study demonstrated that integrating MOOCs into the educational process promotes the development of digital competence among future educators, increases their readiness to use modern educational technologies, and provides more flexible organization of the educational process. The obtained results can be used for further improvement of MOOC online courses.

STUDENT DIGITAL FOOTPRINT AS A TOOL FOR ANALYTICALLY-ORIENTED ASSESSMENT OF LEARNING OUTCOMES OF FUTURE MEDICAL PROFESSIONALS

Shustyk R. P., Linnik Y. V., Undir V. O., Konoshchuk R. V. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-32

Purpose. The purpose of the study is to substantiate and develop a model for using a student's digital footprint for a comprehensive assessment of academic achievements in a higher medical education institution.

Methods. The study employed a combination of theoretical and empirical methods. The theoretical methods included analysis, generalization, and systematization of scientific sources on the issues of education digitalization and assessment of academic achievements. The empirical part involved the collection, processing, and interpretation of students’ digital footprint data within a learning management system. The research was conducted among 40 first-year students majoring in “Medicine” during the study of the discipline “Philosophy.” Indicators of digital activity were analyzed, including the frequency of system logins, duration of engagement with educational materials, participation in forum discussions, level of interaction with learning content, as well as the timeliness and completeness of task completion. Additionally, behavioral patterns of students’ learning activities in the digital environment were taken into account. Descriptive statistics, comparative analysis, and elements of correlation analysis were applied to process the results.

Results. The article proposes a model for assessing students’ academic achievements based on their digital footprint, which integrates cognitive, behavioral, communicative, and organizational components. An integral assessment indicator was developed, calculated using an author’s formula, which allows considering both final learning outcomes and the dynamics of educational activity. A statistically significant relationship was found between the level of students’ digital activity and their academic performance. The results confirm the feasibility of using the digital footprint as a tool for analytical assessment.

Conclusions. Using the digital footprint as an assessment tool contributes to increasing the effectiveness of the educational process, ensures continuous monitoring of learning activities, and creates conditions for the individualization of learning. The proposed model has practical value for higher education institutions, as it allows improving the assessment system, increasing its objectivity and validity. Its implementation facilitates evidence-based pedagogical decision-making based on the analysis of educational data.

IMPACT OF VOCATIONAL EDUCATION ON DEVELOPING SOCIAL MATURITY IN MODERN STUDENTS

Bakumenko L. G. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-33

Purpose. The purpose of the work is to theoretically understand the role of vocational education in the formation of social maturity of modern students and determine its main structural components in the process of professional development of the individual.

Methods. To identify the degree of development of the problem, methods of theoretical analysis of scientific, psychological, pedagogical and methodological literature were used, and methods of analysis and synthesis, generalization and systematization were also applied. The methodological basis is the systemic, competency-based and personality-oriented approaches.

Results. The essence of social maturity as an integrative characteristic of the personality is revealed, the leading role of professional education in its formation is substantiated, the pedagogical potential of the educational environment of professional education institutions as a space for active social interaction is revealed, a set of pedagogical and social factors that contribute to the formation of social maturity of students is revealed, its key components have been identified, in particular the development of professional orientation, social competence, civic responsibility, value and moral orientation, communicative competence, emotional maturity, digital and media literacy, the ability to self-realize and make socially significant decisions. The importance of professional training is emphasized not only as a means of acquiring professional competencies, but also as an environment for socialization, development of responsibility, civic engagement, and readiness for independent living. It is proven that vocational education is an important social institution that ensures the formation of a socially mature personality, the integration of vocational training, practical and educational activities, social partnership contributes to the formation of stable social values and models of behavior. The conditions for the effective influence of vocational education on the formation of a socially mature personality of a student are outlined. The prospects for further scientific research in the direction of improving the social and educational component of vocational training are identified.

Conclusions. Vocational education is an important tool for the formation of social maturity of student youth, ensuring the holistic development of the personality of a future specialist. The results of the study confirm the feasibility of purposefully strengthening the social and educational component of vocational training in order to form an active, responsible and socially mature personality capable of successful self-realization in modern society.

THEORETICAL ASPECTS OF SELF-DEVELOPMENT OF A VOCATIONAL TEACHER'S PERSONALITY

Briukhanova N. O., Gabruk O. O. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-34

The purpose of the article is to identify theoretical aspects of studying the issues of self-awareness and self-development of a vocational teacher.

Methods. The research methods included content analysis of key concept definitions; typology of the phenomena under consideration; study of philosophical, psychological, and pedagogical literature.

Results. The study of the issues of self-knowledge and self-development, the provision of psycho-pedagogical support to the student at various stages of his or her development leads to the conclusion that a huge part of this work falls on the teaching staff and the specific vocational teacher. Only a teacher who has embarked on the path of systematic self-knowledge and self-development and who actively engages in self-education can effectively help others and create an atmosphere conducive to a culture of self-education. The personality of a vocational teacher is quite diverse. Its key components are: pedagogical orientation of the personality, professional activity, pedagogical abilities, professional knowledge and skills, pedagogical thinking and imagination, professional self-awareness. Favorable combinations of personal characteristics of a teacher determine the high level of his or her professional competence. They ensure the success of pedagogical activities and the professionalism of pedagogical communication, which ensures the achievement of high results in pedagogical action. Today, there are quite a few studies according to which teachers are divided into several types depending on the ratio of a person's level of self-acceptance and tendency toward self-improvement. Most often, four types of teachers are distinguished on this basis: 1) self-actualized; 2) independent; 3) self-assertive; 4) conflictual and contradictory.

Conclusions. For the processes of professional self-disclosure and self-development to be effective, teachers need comprehensive support and assistance from the management of the vocational education institution, which should be provided by creating certain conditions: 1) interaction with the teacher based on the creation of a zone of free choice; 2) delegation of managerial powers to the teacher and expansion of their functions; 3) training teachers in self-organization in the interests of personal development; 4) involving teachers in self-organization activities based on their experience and individual capabilities.

The prospect for further research is to study the information and educational environment and technologies that contribute to the effective professional self-development of vocational education teachers.

FEATURES OF FORMING PROFESSIONAL AND PERSONAL TRAITS OF A MODERN OFFICER OF THE UKRAINIAN ARMED FORCES

Morozov O., Medvid M. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-35

The article presents research on the conditions and factors that influence the formation of professional and personal qualities of cadets in a higher military educational institution that would meet the requirements for a modern Ukrainian officer.

The purpose of the article is to analyze the features of training officers in a higher military educational institution and their impact on the formation of socio-psychological traits of a modern officer of the Armed Forces of Ukraine.

Research methods. The methodological basis of the study is based on an integrative approach that combines psychological, managerial and socio-professional concepts.

Results. The research proves that the formation of such an officer must begin with clarifying the psychological characteristics of each cadet as an individual with their ideas about their personal qualities. It is shown that the environment of a higher military educational institution is very important, which must be formed primarily as a pedagogical environment. It is such an environment that will ensure the comprehensive development of the cadet as a professional in military affairs, a personality capable of leading subordinates in the future, who combines high patriotic consciousness, combat skill and high moral and volitional qualities.

It is proved that the formation of a modern Ukrainian officer from a cadet, yesterday's schoolboy or military serviceman, is possible provided that such conditions of training and upbringing are created in a higher military educational institution that will create conditions for a balanced interaction of adaptation (social-psychological, educational, military-professional) on the one hand, and individualization on the other.

The article outlines the main social and psychological features that should be inherent in a modern Ukrainian officer. Taking eight psychological types as a basis, the current requirements for the professional and personal qualities of a modern officer are outlined.

It is substantiated that in the military-professional sphere of activity, decisions by the commander should be made by means of logic and rationality. An officer as a leader requires sensitivity to subordinates, as well as flexibility to adapt to dynamically changing conditions, i.e., traits characteristic of irrationals and ethicists. It is stated that a modern officer should belong to the type of sensory-logical extroverts. He should also have the properties of an intuitive-ethical extrovert. Along with professional qualities, aspects of morality, morality, and ethics of relationships are no less important for a modern officer as a person. It is emphasized that a modern officer should be a highly moral, educated person, and an ethical-intuitive introvert is already operating in this area.

Conclusions. A modern Ukrainian officer should combine a wide range of psychological types. In order to form the professional and personal qualities of a modern officer, it is necessary to take into account that a cadet is a person with mental functions inherent only to him, and the conditions that influence his adaptation to the specific conditions of military service. And this is possible provided that there is a comprehensive approach to solving the problem of creating such conditions for the training and upbringing of cadets, their self-development, which would ensure a balanced course of the processes of adaptation and individualization.

For the most reliable determination of professional suitability, peculiarities of the worldview, worldview and formation of the worldview of a candidate for training, and subsequently a cadet, it is necessary to conduct their socio-psychological analysis both at the stage of admission to the military educational institution and during his formation as an officer. Regarding the problem of spiritual, moral and ethical education, it should be noted that their solution must be entrusted, first of all, to the cadet himself, since self-education and self-organization are an integral part of the life of an officer as an individual and a professional.

THE SQUARE OF BASIC EMOTIONS MODEL AS A PRACTICAL SELF-REGULATION TOOL FOR DEVELOPING PERSONALITY’S EMOTIONAL AWARENESS AND EMOTIONAL RESILIENCE

Pidlisna J. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-36

Purpose. The article aims to present the Square of Basic Emotions model (SBE Model) as a universal practical self-regulation tool for developing Emotional Awareness and Emotional Resilience.

Methods. The SBE Model is based on Damasio's neuropsychological concept of emotion [6], considering each emotion as a signal of deficit or disturbance of internal or social balance.

The model was developed based on empirical research conducted within the online School of Emotional Literacy. A total of 238 volunteers from Ukraine participated in the study (12 small groups in both online and offline formats), including 38% men and 62% women, aged 27–45 years. Through structured discussions and questionnaires, a wide spectrum of emotions (n = 60 emotive lexemes) was classified into clusters using a signal‑based approach derived from Plutchik’s psycho‑evolutionary theory of emotion [24].

To justify the Model, the methodological section employed a comprehensive set of statistical procedures: inter‑rater agreement assessment via Fleiss’ k [11]; verification of the four‑cluster structure using the χ² test of independence and Cramér’s V effect size, supplemented by Correspondence Analysis (CA) for visual inspection of the latent structure [14]; and item‑level validity analysis using match proportions and 95% Wilson confidence intervals [30].

Results. Statistical analysis revealed a stable four‑cluster structure. The broad spectrum of emotions was classified into four conditionally basic emotions: joy, fear, guilt/shame, and anger. The SBE Model is based on the premise that emotions function as signals of an imbalance between expectation and reality, aimed at restoring adaptive equilibrium in communication and the social environment [24]. However, unlike Plutchik’s psycho‑evolutionary theory, the SBE Model includes not eight but four basic emotions. This simplified classification of emotional experiences allows for rapid identification of the key emotional state, its functional role, and facilitates immediate transition to practical problem‑solving. The model demonstrated robust psychometric properties, including high measurement precision and internal consistency.

Conclusions. The SBE Model is a reliable tool for self‑regulation. On the one hand, it enables rapid identification of emotional states and enhances emotional awareness; on the other hand, it supports the development of emotional resilience during practical problem‑solving through the application of a five‑component algorithm—Situation → Emotion → Thought → Action = Result (SETAR)—which shortens the time required for adaptive responses in stressful situations. Thus, the SBE Model integrates emotional diagnostics with behavioral correction, complementing both therapeutic approaches (e.g., Rational Emotive Behavior Therapy [9]) and educational frameworks such as the RULER approach [3].

FOREIGN EXPERIENCE IN DEVELOPING SOFT SKILLS OF VOCATIONAL EDUCATION STUDENTS: A COMPARATIVE ANALYSIS

Korsikov D. O. — Sun, 31 May 2026 00:00:00 +0000

DOI: https://doi.org/10.26565/2074-8922-2026-86-37

Purpose. The article aims to conduct a comprehensive comparative analysis of foreign vocational education models (Germany, the Netherlands, Great Britain, the Baltic, and Scandinavian countries) to identify effective mechanisms for soft skills development and to justify the prospects for their adaptation into Ukraine's educational space in the context of European integration and post-war recovery.

Methods. The study employs a set of general scientific methods: theoretical analysis of scientific literature and the regulatory framework; systemic-structural analysis to study the specifics of educational models; the comparative-pedagogical method to contrast approaches to soft skills formation across different countries; and the generalization of foreign experience to determine strategic vectors for the development of the Ukrainian vocational school.

Results. The study examines the specifics of Germany’s «dual system», where soft skills result from direct industrial practice. It highlights the experience of the Netherlands in developing an entrepreneurial mindset through centers of innovative excellence. The British system of standardizing behavioral skills («behaviours») and the Scandinavian «lifelong learning» model based on early career guidance are analyzed. It was found that a key trend in the Baltic States is pervasive digitalization, where digital competence serves as a tool for social interaction and communication.

Conclusions. It has been established that soft skills are most effectively developed as an integrated part of professional activity through deep partnerships between education and business. The study justifies that for the modernization of Ukrainian vocational education, it is critical to transition from the academic study of "soft skills" to the creation of flexible educational trajectories, expanding the autonomy of educational institutions, and involving employers as full co-authors of the learning process. It is proven that the development of adaptability and critical thinking is a strategic tool for ensuring the mobility of Ukrainian specialists in the European labor market.