Scientific notes of the pedagogical department

Model of forming the research competence of vocational education teachers during practical training

2026-08-06T09:32:19+00:00

The relevance of this theoretical study is determined by the renewal of the regulatory framework of vocational and pedagogical education, the strengthening of requirements for the quality of practice-oriented training, and the need to prepare a vocational education teacher as an agent of educational change who is capable of analysing professional and pedagogical situations, conducting pedagogical inquiry, substantiating decisions on the basis of data, and implementing local educational innovations. It has been found that contemporary studies describe individual components of research competence; however, they do not sufficiently reveal the specific features of integrating research tasks into the practical training of future vocational education teachers, particularly at the intersection of the psychological-pedagogical and sectoral-technological components of their professional activity. The purpose of the article is to theoretically substantiate and construct a model for developing the research competence of vocational education teachers during practical training and to disclose its substantive content. The study is theoretical and modelling-oriented in nature. It is aimed at constructing a conceptually coherent theoretical model that
may serve as a basis for further experimental verification. A set of interrelated theoretical methods was used, with the procedure for their application operationalised at the research design stage and presented in the article: normative analysis, targeted content analysis, comparative-pedagogical analysis, synthesis, generalisation and systematisation, and structural-functional modelling. A holistic structural-functional model is proposed, which integrates social demand, regulatory requirements, methodological approaches, pedagogical conditions, stages, criteria, and the expected result. The model comprises five interrelated blocks: social-normative, target-methodological, content-related, organisational-procedural, and diagnostic-resultative. The scientific novelty of the proposed model lies in the fact that each block consistently takes into account the dual nature of the vocational education teacher’s activity: the combination of psychological-pedagogical and sectoral-technological components, the connection between research actions and real tasks of practical training, the mentoring triangle “student – higher education institution teacher – mentor from the practice base”, and the micro-research format for testing pedagogical decisions. The system-forming characteristics of the model have been identified, namely: scientific approaches, principles, and pedagogical conditions for its implementation. In the article, practical training is interpreted not as a space for testing ready-made methods, but as a specially organised educational and research environment in which the future vocational education teacher learns to identify a problem, collect empirical data, interpret them, test pedagogical decisions, and present the results. The practical significance of the proposed model lies in the possibility of using it to update educational programmes for the training of vocational education teachers, programmes of pedagogical and industrial-pedagogical practice, individual assignments for students, methodological materials for mentors, and tools for internal monitoring of training quality, as well as for further empirical verification.

Integration of evidence-based approaches into the general biological chemistry and biological chemistry of motor activity course as a means of developing clinical thinking among students in the 17 “Therapy and rehabilitation”

2026-08-07T06:44:18+00:00

This article examines the effectiveness of integration of evidence-based approaches in teaching of medical biochemistry as a means of developing clinical thinking among students majoring in 17 “Therapy and Rehabilitation” in the context of transformation of modern medical education. The relevance of this work stems from the need to transition to a competency-based learning model, implement evidence-based educational practices, and improve the quality of training for future healthcare professionals. The aim of the study was to substantiate and evaluate the impact of evidence-based approaches on the development of clinical thinking among students. The study employed the theoretical analysis of scientific sources as well as empirical methods, including surveys and comparative analysis of learning outcomes; the sample consisted of students from various courses within specialty 17 “Therapy and Rehabilitation.” The results showed that the use of interactive, problem-based, and clinically oriented teaching methods contributes to a deeper understanding of the educational material, the development of analytical thinking, and the ability to make clinical generalizations, especially among upper-level students.
It has been found that evidence-based approaches increase students’ motivation to learn and the effectiveness of their independent work. The findings indicate the advisability of implementing evidence based methods in the teaching of medical biochemistry. The practical significance lies in the possibility of using the obtained results to improve the educational process and enhance the quality of training for medical professionals

Game-based neurotechnologies as a means of cognitive development in children within inclusive and general educational settings

2026-08-07T07:20:04+00:00

The article examines the potential of game-based neurotechnologies as an innovative means of stimulating cognitive development in children aged 3–9 years within general and inclusive educational environments. The relevance of this study is driven by the need to transform educational methods in the digital age and by the search for barrier-free technologies that promote neuroplasticity through active sensorimotor engagement. The aim of the research is the development and piloting of a web application grounded in computer vision and artificial neural network technologies, designed to create a system of contactless interaction between the child and digital content. The study employed methods of theoretical analysis of psychophysiological literature, object-oriented software architecture design, as well as empirical methods of observation and testing. The sample consisted of groups of neurotypical
children and children with special educational needs based at an inclusive resource centre. The principal outcomes of the study were the implementation of a web application featuring adaptive difficulty logic that identifies user gestures in real time, transforming gameplay into a trainer for cognitive processes.
Experimental validation confirmed a high level of emotional engagement among participants and the effectiveness of activating cognitive activity through the synergy of cognitive effort and motor activity.
The conclusions demonstrate that the use of artificial intelligence eliminates the physical barriers inherent in traditional learning and ensures equal opportunities for intellectual growth for every child. The practical significance of the work lies in the creation of an accessible toolkit for educators and rehabilitation specialists, enabling the implementation of an inclusive approach grounded in the latest advances in neuroscience and information technology

Trauma-informed environment in General Secondary Education Institutions: systematization of international models and perspectives for Ukraine (a scoping review)

2026-08-07T08:43:50+00:00

This study examines models of trauma-informed environment development in general secondary education institutions (GSEI) through a scoping review. The methodological framework follows Arksey & O’Malley (2005), with results reported in accordance with PRISMA-ScR (Tricco et al., 2018). The literature search was conducted via the Primo platform of the University of Minnesota Libraries using the search string («trauma-informed») AND («school») AND («system»), covering publications from 2020 to 2025.
Following a two-stage screening process, 36 studies were included for analysis. The concept of a «trauma informed school environment» is clarified as a complex systemic property of the educational environment that comprehensively integrates SAMHSA principles into school culture, policy, and interaction practices.
Models were identified and systematized across three domains: individual, institutional, and systemic. Individual-level models were found to correspond to the trauma-awareness and trauma-sensitivity stages of the Missouri Model. Institutional models implement trauma-responsiveness and trauma-informed practice as a comprehensive school ecosystem. Systemic-level models are realized through school collaboration with community social institutions. Institutional models with structured implementation frameworks and models supporting internally displaced persons are identified as most relevant for the Ukrainian wartime context. Adaptation of international experience requires consideration of the collective and prolonged impact of war, sustained exhaustion and traumatization of educators, and the need for coordination across diverse social institutions within the community.

Practical Case of Integrating 3D Technologies and Computer Design into the Training of Pre-Service Computer Science Teachers

2026-08-08T05:39:18+00:00

The paper considers a practical case of integrating 3D technologies and computer design into the process of professional training of pre-service computer science teachers in the context of the digital transformation of education. The current trends in the development of digital technologies are analyzed, and the need to modernize pre-service computer science teachers’ training content to meet the needs of a high-tech society is substantiated.
The purpose of the study is to analyze and substantiate the effectiveness of a project-oriented approach in developing the professional competencies of pre-service computer science teachers. The research process used analysis of scientific sources, pedagogical observation, case studies, questionnaires, and descriptive statistics. The research methodology is based on a competency-based, interdisciplinary, and project-oriented approach. The study was conducted during the 2021–2026 academic years at the Dragomanov Ukrainian State University. 108 students of the specialty “Secondary Education (Computer Science)” participated in it.
As part of the study, students developed visual digital content for the real needs of the university environment (3D models, emblems) by implementing integrated projects. The results of the input and output surveys showed positive dynamics in the levels of students’ practical skills in the field of 3D technologies and computer design: the number of students with a high level of development of the relevant competencies increased from 20 to 49 people (by 27%), and the number of students with a low level decreased from 37 to 0 people (by 35%). In addition, 80.6% of respondents noted the practical usefulness of project activities for developing professional competencies, and 70.4% of students found the proposed projects interesting and motivating.
The results of the study show that integrating 3D technologies and computer design into the professional training of pre-service computer science teachers increases students’ learning motivation, develops their creativity, digital literacy, and readiness for pedagogical activity in the context of a high-tech society. This approach ensures the training of educators who cannot only effectively use modern digital tools but also develop in students the appropriate competencies for future professions.

Expediency and methodological-didactic founda tions for implementing artificial intelligence systems in the professional training of future mathematics teachers

2026-08-08T06:59:56+00:00

The expediency and methodological-didactic foundations for implementing artificial intelligence systems in the professional training of future mathematics teachers have been substantiated. The relevance of the study is determined by the rapid digital transformation of education, the widespread use of AI tools by teachers, and the necessity to shift from spontaneous to systematic and responsible integration of artificial intelligence into pedagogical practice. The purpose of the research was to theoretically justify the feasibility of introducing AI systems into the professional training of future mathematics teachers and to develop methodological approaches and monitoring tools for assessing the effectiveness of this process. A mixed theoretical-empirical approach was applied, including theoretical analysis and synthesis of scientific sources and strategic documents, systematization of AI tools, the prognostic method, and an empirical survey of students of pedagogical specialties. The scientific novelty of the study lies in: the theoretical substantiation of a four-component structure of AI competence for future mathematics teachers, comprising technical, methodological, ethical, and practical components; the development of a modular structure
for a specialized academic discipline that encompasses theoretical, ethical, methodological, and practice oriented aspects; the proposal of a survey toolkit for monitoring the formation of AI competence, based on an 8-component questionnaire structured in accordance with the key components of AI competence.It has been proven that future mathematics teachers demonstrate a high level of awareness of the importance of AI and confidence in working with generative models, while requiring deeper practical training with adaptive platforms (ALEKS, Khanmigo) and critical validation of AI-generated mathematical content. The practical significance of the study lies in the possibility of direct implementation of the developed course "Artificial Intelligence Systems in Education" into the professional training of bachelor’s and master’s students majoring in Secondary Education (Mathematics).

Teachers’ perception of stem/steam education in elemen tary school (study on a purpose-sample of participants of the ODM program): the gap between importance and implementation practice

2026-08-10T05:17:08+00:00

The article examines the contradiction between the proclaimed importance of STEM/STEAM education in primary school and the actual practices of its implementation in educational settings. The aim of the study is to identify the nature and scale of the gap between teachers’ perceptions of the importance of STEM-oriented learning activities and the level of their systematic implementation in primary school classrooms, as well as to determine the factors that explain this discrepancy. The study employed a mixed-methods design with quantitative priority. The empirical base consists of data from an author-designed survey of 96 primary school teachers in Ukraine, covering aspects of their understanding of STEM/STEAM education, assessment of the importance of various learning activities, levels of practical implementation, as well as the conditions and barriers to project-based learning.
The results demonstrate a consistent perception–practice gap: despite near-unanimous endorsement of a wide range of STEM-oriented activities (96–98%), systematic implementation of complex components — hypothesis formulation, modelling, product improvement, and reflection — ranges from only 33% to 55%. The identified gap widens as the cognitive complexity and meta-cognitive demands of activities increase. Analysis of students’ readiness for project-based work confirms that stage-based preparation is a decisive factor for successful STEM learning.
The findings make it possible to formulate concrete recommendations for the methodological support of STEM education in primary school and to justify the need for stage-based organisation of learning aligned with pupils’ developmental capacities.

Research competence of students in history: a comparative analysis of domestic and foreign approaches to its essence and development

2026-08-10T06:33:33+00:00

The article presents a comparative analysis of domestic and foreign approaches to defining the essence and methods of developing students’ research competence in history education. The relevance of the study is determined by the shift toward a competence-based educational paradigm and the growing importance of critical thinking in the modern information environment. The aim of the study is to identify common trends and differences in scientific approaches and to substantiate the possibilities of their integration into Ukrainian educational practice.
The research is theoretical in nature and is based on a comparative analysis of academic sources. The methods include analysis, synthesis, systematization, and comparison.
The findings indicate that domestic approaches interpret research competence as an integrative personal quality, whereas foreign approaches consider it as a process and a mode of historical thinking associated with evidence-based reasoning and knowledge construction. Common trends (activity-based learning, staged development, the role of reflection) and key differences in methodology, instructional design, and assessment have been identified.
The study substantiates the need to combine structured learning organization with student autonomy, implement formative assessment, strengthen metacognitive components, and apply inquiry based learning models.

Model of formation of design competence of future engineer-teachers under the conditions of pedagogical practice

2026-08-10T07:47:33+00:00

The contemporary modernization of vocational education in Ukraine, driven by digital transformation, European integration processes, changes in the labor market, and the need to train competitive specialists, has brought the issue of developing design competence in future engineer-teachers to the forefront. This issue becomes particularly significant in the context of teaching practice, where the theoretical, methodological, research, and professional-technological components of students’ training are integrated.
The purpose of the article is to provide a theoretical substantiation, substantive elaboration, and structural functional modeling of the process of developing design competence in future engineer-teachers during teaching practice. The logic of the study builds upon the author’s previous research, in which the essence of the concept of “design competence of an engineer-teacher” was clarified and the specific features of its development in practical training were outlined. The research design was defined as a theoretical study with elements of a structured literature review and conceptual modeling; the research procedure included the selection of sources, their analytical grouping, and the synthesis of the structural elements of the model. It is substantiated that the contemporary training of engineer-teachers requires the purposeful development of design competence as an integrative quality that ensures the future specialist’s ability to design, implement, adjust, and evaluate pedagogical as well as professional-technological solutions. An analytical review of Ukrainian and international sources revealed a scholarly gap in modeling specifically the dual nature of the engineer-teacher’s design competence, that is, its pedagogical and engineering technological dimensions, within the framework of teaching practice. The findings demonstrated that the development of design competence in future engineer-teachers should be understood as a holistic, stage-by-stage organized process aimed at fostering motivational-value, cognitive, operational-activity, and reflective-evaluative components. A structural-functional model was developed, consisting of the following interrelated blocks: social demand, target block, content block, procedural block, organizational conditions, resultative block, and levels of development. For each block, its content, functions, and logic of interaction were specified. The criteria and indicators of design competence development were outlined, and four levels of its advancement were characterized: situational-intuitive, normative-reproductive, active-search, and creative-intellectual. It was demonstrated that teaching practice is not only a space for testing previously acquired knowledge and skills, but also the leading environment for integrating the pedagogical, engineering, and research experience of future engineer-teachers. The proposed model ensures the systemic nature of professional training, the последовательность? Wait need English: consistency/sequential progression of increasing complexity of design tasks, an enhanced level of student agency, and an orientation toward a reflective-evaluative outcome.

Model for developing the methodological culture of teachers of law disciplines through training sessions

2026-08-10T09:29:37+00:00

The article substantiates and develops a structural-functional model for fostering the methodological culture of teachers of law disciplines through training sessions. The relevance of the topic is driven by increasing requirements for the quality of higher legal education, the transition of higher education institutions to student-centered and competence-based learning, and the need for methodologically well prepared teachers capable of designing the content of educational components, developing assessment criteria, integrating digital tools, providing feedback, and building subject-subject interaction with students. The purpose of the study is to provide a theoretical substantiation of the model for developing the methodological culture of teachers of law disciplines through training sessions and to identify its conceptual foundations, structural blocks, pedagogical conditions, criteria, and expected outcomes. The study is theoretical in nature and incorporates elements of conceptual modeling and a structured literature review. The research consisted of the following stages: descriptive-analytical, conceptual-prognostic, the stage of selecting methodological approaches, conceptual modeling, and synthetic-generalizing, each of which relied on methods that enabled a well-grounded investigation. The article addresses the issue of holistic modeling of the process of developing the methodological culture of teachers of law disciplines and determines the potential of training sessions as an integrated means of developing value-motivational, cognitive, operational-activity, communicative-facilitative, and reflective-creative components. The proposed model includes interconnected blocks: socio-demand and normative-determinative, target, conceptual-methodological, content-related, organizational-processual, training-technological, and diagnostic-resultative. It is proved that training sessions should be regarded not as an auxiliary form of professional development, but as a mechanism of intensive professional and methodological growth of a specialist. The pedagogical conditions for implementing the model, the criteria and indicators of the development of methodological culture, as well as the levels of its formation, are identified.

The first year of implementing civic education in grade 8: aligning teaching practices and student experience (survey-based evidence)

2026-08-11T06:35:31+00:00

The article analyses the results of an empirical study of the first year of implementing the Grade 8 civic education course, based on surveys of students and teachers. It addresses the problem of aligning the declared competency-based potential of the course with actual classroom practice. The aim of the study is to identify the specific features of how the course is perceived by students and teachers, as well as to determine the factors influencing the effectiveness of its implementation.
A mixed-methods approach was employed, combining quantitative and qualitative techniques, including student and teacher questionnaires, comparative analysis of responses, and interpretation of open-ended questions. The sample comprised Grade 8 students and teachers who taught the course during its first year of implementation.
The findings reveal a consistent asymmetry in course evaluations: students tend to focus on its practical relevance, whereas teachers emphasize the importance of long-term civic competencies. A gap is identified between the potential of activity-based learning and its actual implementation, primarily due to methodological challenges and constraints related to instructional time. It is also shown that the potential of the digital supplement is not yet fully utilized.
The study substantiates that improving the effectiveness of the course requires strengthening methodological support and optimizing instructional time. In addition, the systematic integration of digital resources, grounded in students’ experience, is essential. The findings have practical implications for enhancing both the content and pedagogy of civic education