Scientific notes of the pedagogical department

THE MAIN ASPECTS OF TEACHING THE DISCIPLINE “BASICS OF OCCUPATIONAL HEALTH AND SAFETY” IN A HIGHER EDUCATION INSTITUTION

2025-10-05T05:19:56+00:00

The article is devoted to modern approaches to teaching the discipline “Fundamentals of Occupational Health and Safety” in higher education institutions in the context of digitalization of education, growth of social and technological risks, and transformation of the structure of curricula.

The authors focus on the problems associated with the increase in hours of independent work, the low level of preparation of junior students for independent work in the distance education system, the decrease in the practical component of the discipline and the lack of sufficient motivation to master it. The main methodological tasks of the course aimed at forming a safe type of behavior in students, the ability to assess risks, act in emergency situations and provide first aid are considered.

Particular attention is paid to the difficulties associated with distance learning: limited interaction with the teacher, technical barriers, lack of practical work with equipment and personal protective equipment. A number of effective solutions are proposed, including the introduction of virtual laboratories, online simulators, video lectures, and case studies.

It is concluded that it is expedient to combine digital technologies with practically oriented forms of education to ensure quality training The authors of the article emphasize the role of the teacher in the formation of professional competencies and safety culture of future specialists, and also define him as a coordinator of self-training of applicants and a carrier of professional knowledge. Practical recommendations for optimizing the content and methods of teaching the discipline in view of new challenges are provided.

Teaching Economics in English for higher education institutions: EMI-aproach

2025-10-09T02:47:34+00:00

The article deals with the prospects and forms of using English as a medium of instruction within the framework of the so-called EMI approach to teaching economics in higher education institutions of Ukraine.

The purpose of the article is to assess the prospects for introducing EMI into the national practice of teaching economic disciplines and to develop proposals for improving the efficiency of using EMI programs in higher education in Ukraine.

In the course of the study, general scientific methods of analysis and synthesis, as well as the method of expert survey were used. The expert survey in the form of a focused interview and questionnaire was conducted by the authors of this study in January-February 2024. Teachers of English and Economics at higher education institutions in Kharkiv took part in the survey.

Results of the research. The application of the EMI approach to teaching economic disciplines in higher education institutions of Ukraine is assessed as promising. Among the potential advantages of the EMI approach to teaching economic disciplines in Ukrainian higher education institutions, the respondents identified: improving the level of language training of students and graduates, expanding the range of opportunities for graduates to continue their studies abroad, improving their competitive position in the domestic and foreign labor markets. Potential risks of using the EMI approach included: insufficient language training of teachers working in integrated learning programs, foreign economic risks of implementing EMI programs, and the risk of lack of demand for EMI programs from domestic and foreign applicants.

In order to neutralize these risks and improve the efficiency of learning and teaching in EMI programs, it is proposed to involve either foreign language teachers with additional subject training or a ‘tandem’ of teachers, which should include an English teacher and a specialist in a particular economic discipline, in teaching economic disciplines in these programs. It is also proposed to use the most effective (according to the respondents) methods of language training (communicative approach, personality-oriented approach, problem-based learning, competence-based approach, interactive methods of language teaching) and subject training (case method, discussion method, interactive technologies of subject teaching, etc.) in the process of integrated learning.

PECULIARITIES OF USING THE PARTICIPATORY APPROACH IN HIGHER EDUCATION IN THE UNITED STATES AND THE UNITED KINGDOM

2025-10-05T05:49:41+00:00

The main task of modern higher education is to teach students to create, search, share experiences, and implement best practices in the content of education. The innovations of the higher education system today include the ideas of human centredness, student-centred learning based on a participatory approach. It has been established that at the present stage, this approach is widespread in higher education institutions of the USA and the UK. Therefore, generalisation and creative use of the practices of leading universities in the United States of America and the United Kingdom can provide significant assistance in applying the participatory approach in higher education institutions of Ukraine.
The purpose of the article is to clarify the peculiarities of using the participatory approach in higher education in the United States of America and the United Kingdom, which is aimed at improving interpersonal relations, promoting cooperation between teachers and students, serving as the basis for successful communication during classes and providing an opportunity for active participation of each student in the learning process.
The study shows that the peculiarities of using the participatory approach in higher education in the United States and the United Kingdom include: the introduction of ‘open curricula’ by universities; joint creation of the course curriculum by both teachers and students; development of research programmes for undergraduate and graduate students; introduction of practical training programmes; active participat ion of students in discussions, group projects and extracurricular activities; widespread introduction of reading and self-study practices; creation of a virtual environment; introduction of interdisciplinary courses and various forms and methods of formal and summative assessment; self-assessment of students’ own activities; active participation of students in the assessment of teaching and learning; providing each student with a ‘personal teacher’; organisation of student-centred learning; wide involvement of multimedia tools, digital resources and online platforms in the learning process; creation of a flexible learning environment; fostering creative thinking of students.

EXPERIENCE OF ORGANIZING AND IMPLEMENTING CAREER GUIDANCE ACTIVITIES DURING WARTIME IN A FRONTLINE CITY

2025-10-05T06:26:58+00:00

The article highlights the multidimensional significance of career guidance activities in educational institutions located in the frontline regions of Ukraine during the full-scale war. Under such circumstances, career guidance serves not only as a tool for professional self-determination of school youth but also as an essential means of socio-psychological support, patriotic education, and the development of inner resilience. Emphasis is placed on the fact that in conditions of uncertainty
and constant threat, career guidance enables young people to see prospects, plan their future, and remain emotionally resilient.
The study analyzes the key functions of career guidance: reducing anxiety, developing life and communication skills, supporting mental health, preserving the educational potential of frontline areas, as well as countering migration sentiments and the “brain drain.” Special emphasis is placed on the patriotic component of career guidance, which fosters in students a sense of responsibility for the fate of their country and an awareness of the importance of their personal contribution to its reconstruction.
The focus is on the experience of Kharkiv National Medical University and the faculty of the Department of Medical and Bioorganic Chemistry, who systematically and purposefully implement career guidance initiatives adapted to wartime conditions. The article highlights examples of activities conducted: online and in-person meetings with students of Kharkiv lyceums, introductory lectures, educational and professional first aid training sessions, and interactive discussions on healthy lifestyles.
The importance of involving KNMU students in these activities is emphasized, as it ensures a dialogical approach, fosters trust between educational institutions, and contributes to building a positive image of the medical university.
In conclusion, it is proven that career guidance activities in frontline conditions are not merely educational work but a strategic tool for national recovery. They contribute to raising a generation capable not only of choosing a profession but also of consciously building the future of their country.

THE ROLE OF EDUCATIONAL AND PSYCHOLOGICAL STRATEGIES IN THE DEVELOPMENT OF STRESS RESISTANCE AND SOCIAL SUPPORT FOR IT-INDUSTRY EMPLOYEES TO OVERCOME PROFESSIONAL BURNOUT

2025-10-05T06:48:52+00:00

The article addresses the issue of occupational burnout in the information technology (IT) sector through the lens of developing employees’ resilience and social support. It is noted that the specifics of the IT environment high work intensity, multitasking, technological changes, and social isolation significantly increase the risk of emotional exhaustion. The necessity of a comprehensive approach to preventing occupational burnout through the combination of educational and psychological strategies is emphasized.
The research methodology was based on a theoretical analysis of contemporary domestic and international scientific literature, systematization of empirical research findings, comparative analysis of educational and psychological interventions, and modeling of an integrated strategy for burnout prevention in the IT field. Particular attention was given to sources published within the last 5–10 years, ensuring the relevance and scientific validity of the generalizations.
The results of the study demonstrate that educational strategies (resilience training, digital programs, microlearning) effectively develop self-regulation and stress management skills among employees. Psychological strategies (mindfulness, cognitive-behavioral interventions, mental health support programs) contribute to reducing emotional exhaustion and fostering emotional flexibility. At the same time, the organizational level of support plays a crucial role in sustaining the results. Based on the analysis, an original model integrating educational and psychological strategies was developed, encompassing individual, interpersonal, and organizational levels of influence.
In the conclusions, it is emphasized that the comprehensive implementation of educational and psychological measures not only reduces the risk of occupational burnout but also promotes the formation of a resilient, innovative, and psychologically safe corporate environment in IT companies. The prospect for further research is defined as the empirical testing of the proposed model and the development of diagnostic tools for assessing its effectiveness.

PROFESSIONAL INTENTIONS OF PEDAGOGICAL STUDENTS: MOTIVATION, EXPECTATIONS AND READINESS TO WORK AS TEACHERS AFTER GRADUATION

2025-10-05T07:12:47+00:00

This article explores the professional intentions of pedagogical students in Ukraine, focusing on their motivation, expectations, and readiness to work as teachers after graduation. The topic’s relevance stems from the transformative processes in contemporary Ukrainian education and the crucial impact of future educators’ professional maturity on the quality of national education. The authors emphasize the need for a thorough study of these factors to improve the content and technologies of future teachers’ professional training.
The article reviews scholarly works on the professional motivation and readiness of future teachers. Modern research highlights the necessity of continuous professional development, scientific and methodological activity, innovative engagement, and adaptation to changes in the educational environment, particularly the implementation of ICT. The influence of broader educational challenges, such as the COVID-19 pandemic and military actions, as well as reforms (e.g., the New Ukrainian School – NUS), on student expectations are also examined. The conclusion is that professional intentions result from the interplay of classic pedagogical ideas and modern educational realities, demanding creativity, continuous learning, and adaptability from future teachers.
To empirically study professional intentions, motivation, and readiness for pedagogical activity, an anonymous online survey was conducted among 100 pedagogical students from various Ukrainian cities, including Kharkiv, Kyiv, Dnipro, and Poltava. A quantitative survey method was used with Google Forms. The questionnaire included both closed and open-ended questions, combining structured surveying with content analysis of free responses. The survey covered sections related to motivation for choosing the profession, expectations from future activities, employment plans, factors that might hinder career realization, and self-assessment of professional readiness. The sample was formed using random sampling through online communities and social networks, ensuring broad coverage of students from different years and regions.
The main motives for choosing the profession were the desire to work with children (“calling”) and job stability in education. Approximately half of the students cited these internal motives. Over 60% of respondents considered their career choice to be conscious. The most common expectations from the profession included flexible working hours and holidays, as well as the opportunity for personal growth and self-realization through teaching children. Expectations of high salaries and public respect were less pronounced. Roughly half of the students expressed a clear readiness to work in a school after graduation, with another 25–30% intending to do so temporarily. About 10–15% do not plan to work in their chosen field.
Among the obstacles and drawbacks of the profession, the most frequently mentioned were low wages, high emotional burden and stress, lack of support from administration or the state, and insufficient practical training during studies. Most students rated themselves as partially ready to work as teachers (less than 25% considered themselves fully ready). Among the suggestions for increasing motivation and readiness, students highlighted: higher salaries, additional pedagogical support and mentorship, practical improvement of training (more school practice), and increased public recognition and respect for teachers.
The survey revealed that future educators have significant interest in teaching, but this is coupled with an awareness of existing difficulties (financial, organizational issues) and a feeling of insufficient preparation. These findings underscore the importance of enhancing material support, improving practical training, and developing mentorship systems to retain young educators in the profession and realize their motivational potential.

PECULIARITIES OF ORGANIZING BLENDED LEARNING IN MATHEMATICS FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

2025-10-06T09:42:02+00:00

In the current conditions of the accelerated development of inclusive education in higher education, there is a need for a continuous search for appropriate and flexible solutions in the choice of technologies, methods and means of learning. It is necessary to study in detail, develop and implement specific technologies that ensure the active and effective inclusion of applicants with special educational needs in the educational process. In this regard, the main problem is the choice by the teacher of didactic methods, means and technologies that allow organizing the learning process with the appropriate degree of effectiveness for all applicants, including applicants with special educational needs. Modern inclusive education involves the elimination of information barriers to the acquisition of knowledge, which is ensured by the active inclusion of distance technologies in the educational process. At the same time, a complete transition to a distance format negatively affects the process of social adaptation of individuals with special educational needs, therefore the most acceptable is a reasonable combination of online and offline forms of learning.
The purpose of the article is to study and substantiate the features of the organization of blended learning in mathematics for students with special educational needs in order to increase the effectiveness of their education and integration into the educational environment.
Materials and methods. To conduct this study, the following methods were used in combination: analysis of psychological, pedagogical and methodological literature, systematization and generalization of different views on innovative approaches to the organization of blended learning for students with special educational needs.
Research results. The authors identified the features of the organization of blended learning in mathematics for students with special educational needs, which provide for the conditions for balancing online and offline learning. The roles of participants in blended learning are characterized from the point of view of the active type of pedagogical interaction. The essence of the educational process in a blended format is considered. The need for a comprehensive selection of active and interactive methods of pedagogical interaction is substantiated for the effective interaction of students with teachers and with each other.
Conclusions. Blended learning in mathematics for students with special educational needs is not simply a combination of online and offline formats, but a holistic strategy that requires deep individualization, flexibility, and the use of adaptive technologies. It allows you to create an inclusive educational environment where every student, regardless of their characteristics, can succeed in mastering mathematics.

DIGITAL TRANSFORMATION OF PHYSICAL EDUCATION IN THE CONTEXT OF DISTANCE EDUCATION IN THE PRC: CHALLENGES AND PROSPECTS

2025-10-07T02:23:15+00:00

This article presents an integrative study of the digital transformation of physical education (PE) in China during and after the COVID-19 pandemic. It combines a systematic review of 48 empirical studies (2019–2025) with a Delphi panel of 18 Chinese PE and ed-tech experts. The research is grounded in Digital Transformation theory, the TPACK framework, and Self-Determination Theory, offering a three-tiered ana lytical model (policy, pedagogy, motivation).
The introduction outlines national reforms (e.g., Education Informatization 2.0, Healthy China 2030), highlighting the urgency to merge physical activity goals with digital education platforms. It frames PE as a strategic tool for both public health and smart-education advancement.
The literature review synthesizes findings on digital tools such as AI-powered feedback, wearable sensors, and VR labs, noting moderate success in improving student engagement and fitness outcomes. Yet it identifies systemic limitations in digital literacy among teachers and technological access in rural regions.
The methodology describes a mixed-methods design: (1) a systematic review of Chinese PE studies using digital tools, and (2) a Delphi panel consultation to assess practical challenges and pedagogical priorities. Quality control followed PRISMA and CASP protocols.
Results highlight four domains: (1) infrastructure and access, (2) pedagogical design and engagement, (3) health and psychological outcomes, and (4) governance and professional development. Key findings reveal uneven broadband penetration, limited teacher tech-efficacy, and short-term engagement drops in gamified learning.
The discussion emphasizes the “capacity gap” between policy ambition and real-world implementation. Long-term solutions include upskilling PE teachers in AI and XR, funding rural connectivity, and embedding gamified tools in formal curricula.
The conclusion asserts that aligning policy, pedagogy, and motivation is vital for scaling digital PE. When executed cohesively, digital PE can enhance fitness, motor skills, and well-being – fulfilling the dual vision of Healthy China 2030 and Smart-Education.

FROM TRADITION TO INNOVATION: THE EVOLUTION OF EDUCATIONAL PRACTICES

2025-10-09T02:51:42+00:00

This essay explores the contributions of Johann Pestalozzi, Horace Mann, and John Dewey, along side current trends in pedagogy, emphasizing student-centered learning, technology integration, and inclusive education. Each historical figure’s work laid foundational principles that resonate in today’s educational practices.
Modern pedagogy, emerging in the late 19th to early 20th century, represents a shift from knowl edge transmission to learner-centered, technology-enhanced, and inclusive education. This article investigates the evolution of modern teaching methodologies by analyzing the foun dational contributions of Johann Pestalozzi, Horace Mann, and John Dewey, and their enduring influence on contemporary pedagogical practices. It explores how Pestalozzi’s holistic, sensory-based learning, Mann’s advocacy for universal public education, and Dewey’s progressive, experiential ap proach have shaped student-centered, technology-enhanced, and inclusive education in the 21st century. The study also examines current trends, such as differentiated instruction, technology integrat ion, and inclusive pedagogies, highlighting their alignment with historical principles and their role in addressing modern challenges like educational inequity and student disengagement.
The purpose of this research is to provide educators with a comprehensive understanding of how historical pedagogical foundations can inform equitable and effective teaching strategies in a globalized, technology-driven world. By synthesizing the innovative approaches of Pestalozzi, Mann, and Dewey with contemporary methodologies, the article aims to bridge the gap between traditional and modern educational practices, ensuring relevance and adaptability in addressing diverse learner needs. It seeks to highlight the applicability of historical principles holistic development, univer sal access, and experiential learning in fostering dynamic learning environments that integrate evidence-based practices, technology, and inclusivity, ultimately preparing students for 21st-century challenges.

NEUROEDUCATION AND COGNITIVE LOAD: THEORETICAL FOUNDATIONS AND PEDAGOGICAL IMPLICATIONS IN HIGHER EDUCATION

2025-10-09T02:52:33+00:00

The increasing integration of neuroscientific insights into educational discourse has given rise to the field of neuroeducation, which seeks to align pedagogical strategies with empirical understandings of brain functioning. Within the context of higher education, where cognitive demands are often substantial and diverse, the relevance of neuroeducation is particularly salient. This article investigates the pedagogical implications of Cognitive Load Theory (CLT) as a framework for designing instructional practices that promote deep learning—defined here as the long-term, transferable acquisition of knowledge and skills through meaningful engagement.
The study employs a conceptual and analytical methodology, grounded in a synthesis of contem porary international scholarship published within the last decade. Drawing on recent empirical and the oretical contributions from cognitive psychology and educational science, the research elucidates how the tripartite model of cognitive load—comprising intrinsic, extraneous, and germane load—can inform the structuring, sequencing, and delivery of complex academic content. Particular emphasis is placed on instructional techniques such as segmenting, signalling, dual coding, and retrieval practice, which are demonstrated to optimise cognitive processing and enhance learners’ working memory efficiency.
The findings reveal a critical need to reconceptualise teaching practice in higher education through a neuroscience-informed lens, with the goal of minimising unnecessary cognitive interference while actively fostering schema construction and transfer. In doing so, the article highlights the broader pedagogical significance of cognitive regulation, attentional control, and emotional engagement as mediating factors in academic success. It concludes by proposing a set of evidence-based principles for the design of cognitively aligned curricula and underscores the importance of embedding neurodidactic competence within teacher education programmes.

LEGAL CHALLENGES AND DEVELOPMENT PERSPECTIVES OF THE AUTONOMY OF UNIVERSITIES IN THE CHANGED CONTEXT OF HIGHER EDUCATION

2025-10-07T06:29:05+00:00

This article explores the legal challenges and development prospects of university autonomy in Ukraine within the rapidly changing context of higher education shaped by globalization, digitalization, war, and policy reform. University autonomy comprising academic, organizational, financial, and staffing dimensions is a fundamental principle for ensuring the quality, responsiveness, and resilience of higher education systems. While Ukraine’s 2014 Law on Higher Education formally guarantees wide-ranging in stitutional autonomy, its practical implementation remains inconsistent due to contradictory legal norms, excessive bureaucratic regulation, and the absence of effective safeguards against political interference.
The article offers a multi-theoretical framework grounded in public policy (principal–agent theory), legal constitutionalism, and educational governance (Clark’s triangle of coordination) to analyze the dis crepancy between de jure and de facto autonomy. It also draws on Humboldtian philosophical perspectives to reinforce the ethical imperative of institutional independence. A comparative review of international practices particularly from Germany, the United States, Finland, and Austria reveals actionable strategies that Ukraine can adapt to wartime realities.
The article proposes comprehensive legal and institutional reforms, including the harmonization of normative acts, codification of procedural autonomy, establishment of independent oversight mech anisms, and flexible financial governance through performance-based contracts. Emphasis is placed on the need for adaptive legal frameworks responsive to crisis conditions and regional disparities. The con clusions argue for a multilayered autonomy model that balances institutional freedom with accountability and sustainability. Such a model is essential not only for advancing academic quality and innovation but also for safeguarding democratic values and rebuilding Ukraine’s intellectual infrastructure in the post-war recovery phase.

BLENDED LEARNING IN THE HUMANITIES: DIGITAL TRANSFORMATION TRENDS IN UKRAINIAN UNIVERSITIES

2025-10-07T06:44:25+00:00

This article explores the transformation of humanities education in Ukrainian universities through the integration of blended learning models. Blended learning, combining traditional face-to-face instruction with digital technologies, has become a pedagogical necessity under the pressures of the COVID-19 pandemic and ongoing geopolitical instability in Ukraine. The study is based on a mixed-methods approach, incorporating survey data from 40 educators and 200 students, as well as qualitative insights from interviews and focus groups. Findings reveal that while both groups recognize significant benefits such as flexibility, increased engagement, and improved digital literacy substantial challenges remain. These
include insufficient training in digital pedagogy, increased workload for educators, unequal access to digital infrastructure, and reduced interpersonal interaction. The study highlights the ways in which educators have adapted their instructional strategies, embracing flipped classrooms, interactive assessments, and multimedia resources. Students report greater comfort in asynchronous formats and higher motivation when interactivity and gamification are present. The findings underscore the importance of strategic planning, institutional support, and national policy development for sustainable digital transformation.
The article concludes with consultative considerations for researchers, practitioners, and policymakers seeking to enhance the quality and equity of blended learning in the humanities.