Scientific notes of the pedagogical department

Primary school teachers’ professional readiness for integrating artificial intelligence concepts

2026-03-16T08:09:01+00:00

Artificial intelligence is becoming an important component of contemporary education; however, in primary school, teachers often lack sufficient methodological and ethical preparation to integrate its basic concepts into teaching and learning. The absence of age-appropriate, systematic approaches leads to a persistent gap between the potential of AI technologies and teachers’ readiness to ensure their safe and pedagogically sound application.
The purpose of this study is to substantiate and develop a model of primary school teachers’ professional readiness to introduce basic concepts of artificial intelligence to young learners, as well as to assess the actual level of such readiness based on empirical data. A mixed-methods design was employed, combining an analysis of international frameworks (UNESCO, OECD, AI4K12), pedagogical modelling, and a survey of 97 teachers. Data were analyzed using descriptive statistics, correlation analysis, and thematic coding of open-ended responses. The study’s novelty lies in the operationalization of a three-dimensional readiness model (T-P-E).
The findings indicate that teachers’ self-assessed readiness to work with AI technologies remains low: mean values range from 2.33 (creating didactic materials using AI tools) to 2.81 (understanding ethical aspects). Correlation analysis revealed a moderate and statistically significant relationship between overall AI awareness and actual use of AI tools in teaching practice (r = 0.59), underscoring the need for targeted professional development. The proposed T-P-E model structures teachers’ readiness across technical, pedagogical, and ethical dimensions, identifies key gaps, and provides a foundation for further professional support.
Effective integration of AI concepts in primary education requires a comprehensive approach that combines technical, methodological, and ethical components. The results have practical value for designing teacher professional development programmes and form a conceptual basis for developing age-appropriate learning tasks and activities for students in Grades 1–4.

Model of digital transformation of natural and mathematical postgraduate teacher education

2026-03-16T08:43:53+00:00

The article is devoted to constructing and analysing the potential for implementing a model of digital transformation of professional development for natural science and mathematics teachers, based on the analysis of existing digital transformation models and methodologies for integrating digital technologies into education, as well as examining key strategies and directions for the digital transformation of natural and mathematical postgraduate teacher education as a prerequisite for the digital transformation of teachers’ professional development.
The study employed theoretical research methods, including analysis, synthesis, comparison, generalisation, and modelling. The analysis of scientific studies and publications on digital transformation in education, together with the experience of professional development for natural science and mathematics teachers in postgraduate education, made it possible to theoretically substantiate a model of digital transformation of teachers’ professional development aligned with international frameworks such as DigCompEdu and technology integration models including SAMR and TPACK. The model is grounded in contemporary approaches to educational digitalisation, the requirements of the professional teacher
standard, and international models of digital technology implementation
The proposed structural-functional model of digital transformation integrates normative, organisational, resource-based, subject-related, procedural, and outcome-oriented components. It is developed with consideration of systemic, competence-based, activity-based, andragogical, and AI oriented approaches, reflecting the logic of digital transformation of postgraduate education as a holistic educational process. The model is implemented at four levels: strategic, organisational-managerial, technological, and socio-humanitarian. Functionally, it ensures normative alignment, organisation of the digital educational process, updating the content of professional development, the introduction of innovative digital technologies, and analytics of educational outcomes.
The resultative component is determined at the individual level (teacher), the level of the professional community, the postgraduate education institution, and at the overall system level. It serves as a foundation for the development of teachers’ digital competence, the strengthening of their professional autonomy, and the modernisation of postgraduate education. Key mechanisms for the model’s implementation and pedagogical conditions for its effective introduction are identified.

Integration of artificial intelligence into the process of developing students’ digital competence

2026-03-16T10:36:49+00:00

Artificial intelligence technologies have transformed the education sector and require the introduction of new teaching and learning practices, the development of artificial intelligence courses, and educational research.
The aim of the study is to analyse regulatory documents in the context of introducing artificial intelligence technologies into the educational process and to determine the trajectory of preparing students for the use of artificial intelligence technologies.
The article analyses current approaches to integrating artificial intelligence technologies into the educational process of higher education institutions and their impact on the development of digital competence among students. The challenges, opportunities and risks of using artificial intelligence technologies in education are identified, and international and Ukrainian regulatory documents governing the introduction of artificial intelligence are outlined, in particular the UNESCO framework, the European Commission’s ethical recommendations on the use of artificial intelligence for educators, the European Strategy for Artificial Intelligence in Science, and the Concept of Artificial Intelligence approved in Ukraine. The
need to create a regulatory and ethical framework for the implementation of artificial intelligence technologies in educational institutions is emphasised. Based on an analysis of regulatory documents and best practices, a conceptual technology for integrating artificial intelligence technologies into the educational process has been developed, which includes target, technological, content-methodological, ethical, and performance-evaluation components. The trajectory of training students to use artificial intelligence technologies in their professional activities and the experience of introducing the academic discipline ‘Artificial Intelligence Technologies’ are presented. The necessity of forming in students a conscious, safe and responsible use of artificial intelligence tools, the development of critical thinking and the development of strategies for educational institutions in the context of using artificial intelligence technologies is substantiated.
The study showed that the use of artificial intelligence contributes to the high-quality organisation of the educational process, the improvement of teaching methods, and the development of future-oriented critical thinking skills in students.

World trends in the professional training of subject teachers

2026-03-16T11:15:50+00:00

The article offers a comparative analysis of subject teacher preparation in four countries: England, the Republic of Poland, Israel, and the Republic of Korea. The study is driven by the global shortage of subject teachers and the need to modernize Ukraine’s system of initial teacher education in light of the New Ukrainian School reform.
The aim of the article is to identify and substantiate international trends in the subject teacher training based on the examples of the four selected programs, as well as to outline promising pathways for adapting international experience to the Ukrainian system of teacher education. The methodological framework is grounded in qualitative comparative education and Bray’s cube. Empirical data were collected through the analysis of legislation, teacher training curricula, professional standards, and materials provided by the University of Warwick (England) and the School of Education at the University of Warsaw (Poland).
The research identifies five key trends: the standardization of teacher competency requirements; diversification of teacher education pathways; introduction of post-graduate programs for individuals without prior pedagogical training; technologization of teacher preparation; and strengthening of university–school partnerships.
Prospective directions for integrating international experience into Ukraine’s teacher training system include standardizing requirements for subject teacher preparation; piloting one-year retraining programs; updating curricula to incorporate modern pedagogical technologies; implementing a mentorship model for student teachers and novice educators inspired by the Polish experience; and creating a catalogue of evidence-based practices based on the English model. Implementing these initiatives may help mitigate the shortage of subject teachers and improve the quality of their initial preparation.

Conceptual principles of teachers’ professional growth: implementation prospects

2026-03-16T14:20:26+00:00

The article addresses the problem of modernizing the system of professional growth of teaching staff iin Ukraine, which gains particular importance in the context of implementing the “New Ukrainian School” reform and wartime challenges. It is emphasized that existing models of training, advanced training, and teacher support remain fragmented, inconsistent, and insufficiently effective for ensuring the quality of education and overcoming the current personnel shortage. The lack of unified approaches that would combine entry into the profession, career development, and professional support hinders the formation of high-quality staffing potential.
The aim of the article is to theoretically substantiate conceptual approaches to updating the system of teachers’ professional growth in five key directions, which form the basis of the draft “Conceptual Principles of Continuous Professional Growth of Teaching Staff of General Secondary Education Institutions” (2025).
The methodological basis of the work consists of: a system analysis of legal and regulatory documents; statistical analysis of data from international and national monitoring studies; systematisation of scientific approaches and concepts.
A model of professional growth covering five directions has been substantiated. In the field of training, synchronization of higher education standards with Teachers’s professional standard, increasing the volume of practical training, and introducing dual education are proposed. Regarding entry into the profession, mechanisms for effective pedagogical internship and alternative pathways to teaching for persons with non-pedagogical education through one-year programs are defined. Within the career trajectory, a gradual replacement of attestation with voluntary certification is envisaged for the transition to new vertical levels (from beginner teacher to expert teacher) and the formalization of horizontal roles
(mentor, supervisor). Professional development is based on creating a unified digital platform, recognizing micro-credentials, and financing according to the “money follows the teacher” model. The system of professional support focuses on scaling up the use of supervision and the development of professional communities.
It is concluded that the proposed model forms a unified logic of teacher development, where all stages are integral components of state policy. The comprehensive implementation of these approaches, subject to proper financial provision and increasing the social status of the teacher, will allow creating a sustainable professional community capable of effectively responding to educational challenges and ensuring high quality of learning.

Pedagogical principles of modernization of the “Computer design” course for future teachers of computer science in the era of AI

2026-03-16T15:29:41+00:00

The article substantiates the theoretical and methodological principles of modernizing curricula in computer design for future computer science teachers in the context of the intensive development of artificial intelligence technologies. Based on an analysis of international documents, national regulatory sources, and modern scientific research, key competencies necessary for teachers to effectively and ethically integrate AI into the educational process have been identified. An experimental study, which included a survey of students and teachers of the Dragomanov University, has shown a high level of distribution of AI tools in educational activities and the relevance of updating the methodological support of design disciplines.
An updated structure of the course “Computer Design” is presented, which includes modules on the basics of visual communications and design thinking, working with raster and vector graphics using AI tools, as well as legal and ethical aspects of using artificial intelligence in the field of design. A system of competencies that future computer science teachers must form in the process of mastering the course has been determined: critical evaluation of AI work results, the ability to formulate effective prompts, the ability to ensure academic integrity when using generated content, the development of creativity, digital literacy and skills in creating ethical and accessible educational visual material. It is substantiated that the modernization of computer design disciplines in accordance with modern technological trends is a necessary condition for the professional training of a computer science teacher in the context of the digital transformation of education.

Organizational and pedagogical conditions for ensuring the quality of professional training of future primary school teachers

2026-03-17T06:48:35+00:00

The article emphasizes that the growth of educational risks caused by dynamic changes in the environment, transformations in educational policy, technological and social challenges significantly affect the quality of professional training of future primary school teachers. This necessitates the identification and theoretical justification of a set of organizational and pedagogical conditions capable of ensuring the stability and adaptability of the educational process, as well as their effective integration into the internal quality assurance system of higher education institutions.
The purpose of the study is to theoretically substantiate the organizational and pedagogical conditions that ensure the quality of professional training of future primary school teachers, to determine their content and functional purpose in the higher education system. The generalization of theoretical approaches and practical experience has made it possible to interpret organizational and pedagogical conditions as an integrated complex of productive and interrelated factors that ensure the implementation of the educational process in accordance with higher education standards, labor market needs, and stakeholder demands. The following key conditions have been identified: consistency of the goals and content of the educational program with higher education standards; rational organization of the educational process based on student-centeredness, academic integrity, and innovative teaching technologies; resource and infrastructure support for educational activities, covering human, material, technical, educational, methodological, information, and financial resources; effective institutional management of the internal system of higher education quality assurance; orientation of the educational process towards achieving the predicted learning outcomes and the formation of professional competence of future specialists.
It is concluded that the identified organizational and pedagogical conditions constitute the strategic basis for improving the quality of professional training of future primary school teachers. Their implementation ensures the consistency of learning objectives, content, and outcomes, enhances the competence potential of learning, contributes to the sustainability of the educational process, and develops an effective internal quality assurance system.

Interpretation of educational quality management at the level of pedagogical practice

2026-03-17T07:22:10+00:00

The article focuses on the analysis of the problem of ensuring the quality of education at the institutional level in general secondary education institutions in the context of pedagogical practice. The purpose of the study is to identify teachers’ views on the essence of education quality, their involvement in internal quality assurance processes, and to determine the factors that have the greatest impact on educational outcomes. The empirical basis of the study is the survey “Quality of Education at the Level of Pedagogical Practice – 2025”, conducted among teachers of general secondary education institutions in the city of Kharkiv using Google tools. A total of 523 teachers participated in the survey, which exceeds the calculated representative sample size.
The study analyzes the level of teachers’ awareness of the Regulation on the Internal Quality Assurance System, the degree of their involvement in its development and implementation, as well as their assessment of changes that occurred after the introduction of relevant procedures. It was found that the majority of teachers perceive the quality of education as a complex characteristic of the educational environment and recognize the decisive influence of teachers’ professional competence, modern teaching methods, the educational environment, and interaction with parents on achieving high-quality learning outcomes. At the same time, a contradiction was identified between teachers’ awareness of the importance of their role and their actual participation in education quality management processes.
The article outlines the main difficulties teachers face in implementing education quality assurance requirements, including excessive bureaucratic workload, lack of time, and decreased student motivation. The teachers’ vision of an optimal education quality management mechanism is generalized; such a mechanism should be systemic, cyclical, supportive, and focused on student development and teachers’ professional growth. Possible ways to address the identified problems are proposed.

The evolution of educational goals of informatics in the era of AI: analytical and empirical results of a Ukrainian study

2026-03-17T07:57:17+00:00

The article analyzes the impact of artificial intelligence (AI) on the content, objectives, and methodology of computer science education in secondary schools of Ukraine in the context of international trends. Based on a review of OECD, UNESCO, and European Commission policy documents, as well as contemporary scholarly literature, the necessity of shifting from a technocratic to a competence- and value-oriented model of computer science education is substantiated. This model places at its core the development of AI literacy and critical thinking, digital ethics, and creative human–AI–human collaboration.
The study employs a mixed-methods approach involving 182 computer science teachers from different regions of Ukraine. The survey results show that 56.6% of teachers positively assess the impact of AI on the educational process; however, they emphasize the need to update curricula, assessment methodologies, and teacher education systems. According to the respondents, the content lines “digital literacy”, “digital creativity”, and “data analysis and modeling” require the most substantial changes.
It is demonstrated that artificial intelligence transforms the traditional Bloom’s taxonomy: lower-order cognitive levels are increasingly automated, while the role of analysis, evaluation, co-creation, and ethical reflection on AI-generated outcomes is significantly enhanced. An updated framework of educational objectives for the computer science curriculum is proposed, integrating the principles of an AI-enhanced taxonomy of learning objectives with AI-related competencies.
The findings highlight the need for systemic modernization of the national standard for the information domain, the development of methodological resources, and comprehensive teacher professional development programs that will ensure the transition of the Ukrainian school system toward an AI-integrated model and the formation of a new generation of critically thinking, ethically responsible, and creative citizens of the digital society.

Transformation of teachers’ professional functions in the modern Ukrainian education system

2026-03-17T14:33:18+00:00

In the development of both global and national education, a significant reevaluation of teachers’ professional functions is underway, leading to their transformation. This process is primarily driven by the challenges of the COVID-19 pandemic, the military aggression of the russian federation against Ukraine, the digital transformation of school education, and the ongoing reform of the Ukrainian educational system. Consequently, the professional roles of modern teachers are also evolving in line with these changing functions.
The article examines the transformational processes in the structure of teachers’ professional functions in response to global and national challenges, within the contemporary context of the Ukrainian
education system.
Main findings. Six groups of teachers’ professional functions that have been transformed or newlyemerged are identified. The first group includes functions influenced by the current context of the national education system under martial law: ensuring an inclusive and safe learning environment; providing psychological support and fostering resilience among participants in the educational process; compensating for learning losses and addressing the educational needs of students affected by war, displacement, or the pandemic; engaging with children abroad to preserve their national identity; and recognizing learning outcomes. The second group consists of the professional digital functions of a modern teacher: shaping
digital culture and healthy digital skills; teaching safety in the virtual world; modeling the digital world as a learning tool; using digital tools for personalized learning. The third group of functions relates to communication. A new function involves using social media to support learning, facilitate communication, and manage relationships with students and their parents or guardians. The use of artificial intelligence technologies in education has also influenced the nature of interaction among participants in the educational process, particularly between teachers and students, and has contributed to the emergence of new professional functions of teachers, which constitute the fourth group. The fifth group of teachers’ professional functions reflects the implementation of educational reforms. The functions of the sixth group have also undergone transformations and are associated with teachers’ professional development, resilience,
initiative, and ability to engage in lifelong learning.
Conclusions. The transformation of teachers’ professional functions under social challenges, new educational policies and reforms, and digitalization demonstrates the teacher’s adaptability, resilience, and capacity to ensure continuity and modernization of the educational process.

Shaping Digital Literacy of IT-Students in the Process of Foreign Language Acquisition for Professional Purpose

2026-03-17T15:19:26+00:00

The article elaborates on the problem of shaping digital literacy skills in students of IT majors in context of modern challenges. Based on the analysis of relevant scientific works, the concept of digital literacy is defined as an integral ability to consciously, critically, and safely apply digital technologies for information retrieval, interaction, content creation, and solving professional tasks. A series of practical tasks adapted for English language classes in IT-groups is proposed. It is aimed
at combining language training with the development of technical skills. These include: analysis of open sources (OSINT), assessment of one’s cyber hygiene, identification of phishing messages, detection of biases in datasets, critical code review with emphasis on common vulnerabilities, analysis of licenses and security of software libraries, as well as work with user agreement terms. The proposed tasks involve the use of authentic materials, development of critical thinking, and the expansion of English-language technical terminology.
Practical orientation of the tasks is embedded in close-to-real-life situations that students encounter during their studies and future professional activities: risk assessment, working with data, understanding security policies, and communication in technical English. The acquired experience contributes to enhancing digital literacy, strengthening cybersecurity skills, and fostering responsible digital citizenship.

Adaptive system of teacher professional development

2026-03-17T16:05:14+00:00

In the current conditions of global transformations of the educational space and the rapid devel opment of digital society, the problem of the effectiveness of existing models of advanced training for pedagogical staff becomes urgent. Traditional linear systems, focused on episodic learning and unified aptation to new challenges. A contradiction arises between the standardized offer of educational services and the teacher’s need for flexible, personalized development. This necessitates a scientific rethinking of approaches to organizing postgraduate education and a transition from directive management to the creation of adaptive ecosystems for professional growth.
The aim of the article is the theoretical substantiation and description of the structural-functional modelof an adaptive system of teacher professional development, which integrates external conditions of the educational environment and internal needs of the specialist to ensure their continuous professional improvement.
The main results of the study reveal the essence of the adaptive environment as a complex multi-component system that harmonizes the processes of functioning and development. Six key components of this environment are characterized in detail: architectural (ergonomics and space zoning), material and technical (resource provision and digitalization), educational and methodological (content and andragogical principles), social (culture of interaction and horizontal connections), psychological (emotional climate and burnout prevention), and technological (a set of development tools). Particular attention is paid to the transformation of the role of the teacher, who in this system acts not as an object of influence, but as an autodynamic subject — an agent of change capable of self-diagnosis, designing their own trajectory, and reflection.
The conclusions indicate that building an adaptive system of professional development is a strategic task, the implementation of which requires a systemic approach to modeling the educational space. It is proven that such a system allows bridging the gap between formal training and real pedagogical practice, contributes to the development of teachers’ professional resilience, and improves the quality of education
in general. Prospects for further research are seen in the development of diagnostic tools to assess the effectiveness of each component of the adaptive environment.

Digital educational environment for training future computer science teachers in the age of artificial intelligence

2026-03-18T05:35:24+00:00

The introduction of artificial intelligence (AI) into all spheres of human life presents new challenges, particularly for the education system. The level of awareness about the work of AI and its potential conse quences (the black box of AI) remains intuitive, mainly, despite the widespread use of AI in the educational process by all its participants. It is especially relevant for future computer science teachers. They need to form deep professional competencies in the field of AI. This can be ensured through the design of a modern digital educational environment for training future computer science teachers in the AI era.
The purpose of this article is to theoretically substantiate the construction of a conceptual and predictive model of a digital educational environment for training future computer science teachers in the AI era, identifying the prerequisites and outcomes of its design, key components, and relationships.
Research methods: theoretical (analysis and synthesis of scientific sources, systematization of concepts, classification of components); complex (modeling, conceptual and predictive design). The article analyzes scientific sources and relevant publications on the topic of the study, specifying the conceptual apparatus. The analysis of the requirements for designing a digital educational environ ment for training future computer science teachers in the context of AI implementation is carried out.
The system of components of the digital educational environment is formulated and substantiated. The authors propose a conceptual and predictive model of the digital educational environment, comprising six interrelated components: spatial-architectural, technological-instrumental, administrative-security, content-methodological, axiological-ethical, and competency-based. The emphasis is on the need to develop appropriate competencies in future computer science teachers in the field of AI to overcome the problem of the black box of AI, the importance of an ethical approach to AI use, the development of critical thinking, and ensuring the human-centeredness of education in the AI era. The authors conclude that one of the practical tools for updating approaches to training future computer science teachers in the AI era is a modern digital educational environment, which requires targeted design in accordance with new academic challenges.

Gender stereotypes in Ukrainian education: the experience of encountering prejudices and their critical reflection through the eyes of youth

2026-03-18T06:10:06+00:00

Gender stereotypes remain an extremely relevant topic in education both in Ukraine and worldwide, contradicting the modern civilizational doctrine, which defines gender as a socially constructed, not a naturally fixed, attribute. At the formal legal level, Ukraine guarantees gender equality, directly prohibiting discrimination based on sex and guaranteeing equal access to education and the choice of specialty. However, despite the legal entrenchment of gender equality in Ukraine, gender inequality continues to exist.This manifests in significant segregation in the choice of specialties (particularly the low representation of girls in mathematical and technological fields), which clearly highlights the persistence of disparities. In fact, the latent transmission of traditional roles through the educational environment continues, limiting the realization of youth potential.
The objective of the article is to determine how pupils and students perceive gender stereotypes in the educational environment, what forms of their manifestation they observe, and to what extent they are ready for critical reflection and active defense of non-stereotypical positions.
The results of the study revealed a dual nature in the perception of stereotypes. Youth demonstrate high awareness (69%) of direct institutional pressure from teachers who encourage “gender-typical” subjects. A significant gap was recorded between the declared autonomy of choice and actual avoidance behavior (36% abandoned non-typical fields). This is explained by the high social cost that youth are forced to pay for defending their positions. Despite the powerful ideological potential (98% readiness for active opposition), only 23% are prepared for vertical confrontation with educational authorities, preferring personal example and horizontal communication. Thus, the conducted research allows for the conclusion
that the educational environment remains a key retransmitter of conservative views. The hierarchical structure of the institution is the main deterrent to realizing the values of equality, despite the high critical awareness of the youth. A systemic reform is necessary, including the mandatory improvement of teachers’ gender competence and the creation of role models.
The research results are a diagnostic basis for developing a systemic reform of the educational environment, aimed at: enhancing the gender competence of educators through mandatory training; creating a gender-sensitive environment where respectful challenge of stereotypes is welcomed; creating role models to overcome the “lack of inspiration” in non-typical fields. Further scientific research will focus on: the operationalization and quantitative measurement of the “social cost” of opposing stereotypes; the development and approbation of detailed methodological recommendations for educators, containing concrete algorithms for eliminating stereotypes.

RESILIENT PEDAGOGY: COMPARATIVE APPROACHES IN TIMES OF CRISIS

2026-03-19T07:49:48+00:00

The article examines the concept of resilient pedagogy as a response to the challenges faced by educational institutions during crises such as armed conflicts, pandemics, and large-scale social disruptions. The problem is defined as the urgent need to ensure continuity of education and the preservation of pedagogical quality under conditions of instability. The relevance of the study lies in the growing demand for adaptable teaching strategies that safeguard both the psychological well-being of learners and the professional sustainability of educators.
The purpose of the article is to analyze comparative approaches to resilient pedagogy across different national and institutional contexts, with particular attention to international research and practices. The study aims to identify common strategies, highlight innovative methods, and propose a synthesized frame work for resilience pedagogy applicable to diverse educational environments.
The research methods include comparative-historical analysis, bibliometric review of foreign publications, and case studies of higher education institutions in Europe, North America, and Asia. These methods allow for the identification of theoretical foundations, practical applications, and cross-cultural variations in resilience pedagogy.
Comparative analysis reveals that institutions with embedded resilient strategies achieve higher levels of student engagement, teacher retention, and continuity of learning during crises. The author’s contribution lies in proposing a multidimensional framework that combines narrative, technological, and community-based approaches to resilient pedagogy.
The conclusions emphasize the scientific novelty of resilient pedagogy as a proactive rather than re active educational paradigm. The findings have both theoretical and practical significance, offering recom mendations for policymakers, educators, and institutions seeking to strengthen their capacity to withstand crises while maintaining educational quality.

A VISUAL-INTERACTIVE PEDAGOGICAL MODEL FOR SYSTEMATIZING GRAMMATICAL MATERIAL AS A MEANS OF SUPPORTING THE EDUCATIONAL PROCESS OF FUTURE TEACHERS (BASED ON THE EXAMPLE OF THE MANUAL “MODOS E TEMPOS VERBAIS COM O AZULINHO”)

2026-03-19T10:46:42+00:00

The rapid digitalization of higher education requires a rethinking of traditional approaches to teacher training, with a focus on integrating visual-interactive technologies into the learning process. The contemporary educational paradigm emphasizes the development of analytical, creative, and digital competences that enable future educators to transform abstract concepts into accessible visual models. However, the practical application of visual-interactive tools for the systematization of grammatical material remains underexplored in pedagogical theory. Addressing this gap is particularly relevant for adult learners and displaced persons who study foreign languages as part of social and professional adaptation.
The purpose of this article is to substantiate and implement a visual-interactive pedagogical model for organizing and systematizing grammatical material as a means of supporting the learning process of future teachers, exemplified by the author’s manual “Modos e Tempos Verbais com o Azulinho”.
The study employed a set of theoretical and empirical methods, including pedagogical observation,content analysis, experimental testing, and visual-interactive pedagogical modeling. Interactive platforms (Wordwall, Kahoot, Miro, Canva, Google Meet) were integrated into the educational process to verify the cognitive and motivational effects of the developed manual. Quantitative data were supplemented with student feedback and reflective comments to assess usability and emotional comfort.
The approbation of the manual among adult learners demonstrated the effectiveness of color coding, logical structuring, and interactive visualization in enhancing grammatical comprehension. The average accuracy rate increased from 62% to 87%, while task completion time decreased by 44%. Students reported a reduction in learning anxiety and an improvement in confidence and motivation. The visual-interactive pedagogical model proved to be a flexible tool for both the organization of grammatical knowledge and the development of analytical and creative competences necessary for future educators.
The developed manual “Modos e Tempos Verbais com o Azulinho” confirms the pedagogical potential of visual-interactive learning technologies as a system-forming element of modern teacher education. The model integrates cognitive, communicative, and emotional dimensions of learning, supporting the transition from knowledge reproduction to meaningful understanding. The research contributes to the advancement of visual-interactive pedagogical model in teacher training and may be adapted for various educational contexts, including multilingual and adult learning environments.