Pedagogical Discourse

Art and Design Education of Students of Galicia in the Late 19th and Early 20th Centuries

Olena Volynska — Thu, 23 Jan 2025 00:00:00 +0200

An important issue today is the development of such an education system that will not only contribute to the acquisition of knowledge, skills and abilities of schoolchildren, but will also become the basis for the restoration and development of the economy of the post-war state of Ukraine. A significant role in the outlined problem is played by the study of the progressive experience of the past, namely: art and design education of schoolchildren of Galicia in the late 19th - early 20th centuries.

Our study analyzed the cultural prerequisites for the development of art and design education of schoolchildren of Galicia in the late 19th - early 20th centuries. The artistic and pedagogical processes that took place at the beginning of the 20th century are characterized in general and in particular, their influence on the development of art and design education of schoolchildren of Galicia is traced. The pedagogical achievements of Galician artists are studied. The teaching methods and forms of conducting classes in art disciplines of D. Golembyovsky, M. Kots, V. Krytsinsky, etc. are highlighted. It is noted that an artist-teacher is a highly qualified mentor who, using the right methods, develops the artistic worldview of students, educates competent artists, teachers and hardworking citizens who understand and create true art, visit museums, art galleries, shape reality according to the laws of beauty, etc. The importance of such artistic disciplines as drawings, folk art, history of Ukrainian and foreign art, handicrafts, etc. in the art and design education of the region's youth is analyzed. It is determined that a mandatory condition for art and design education of youth is the publication and provision of educational institutions with textbooks and manuals on art disciplines. Attention is drawn to the special importance of national culture and the influence of folk art on the art education of the region's student youth and the importance of using the results of the research in modern Ukraine.

Professional Training of Future Fine Art Teachers: Modern Tendencies and Methodological Approaches to Computer Design Education

Galyna Buchkivska, Valentyna Baranovska, Valentyna Greskova — Thu, 23 Jan 2025 00:00:00 +0200

The article reveals that computer design is one of the most dynamic areas of training of future professionals, which requires not only an aesthetic vision but also a thorough understanding of user experience, interface solutions, adaptability and interactivity.

It was considered that the professional competencies of a future designer are formed as an integral system of knowledge, skills, abilities, values and personal qualities that provide the ability to work effectively in real project situations.

We have identified the design and artistic competence, which is an integral component of the professionalism of design specialists in the field of fine arts. It provides the ability to think creatively, implement ideas of using digital tools, and act successfully in real design tasks.

We found out that training of future fine art teachers in the process of studying the discipline «Computer Design» involves the use of the following graphic editors: Canva, Krita, Adobe Photoshop, Adobe Illustrator and Figma, that have their own functional features, didactic potential and range of application in the educational environment, which require gradual mastery of the relevant tools and approaches. That is why it is advisable to introduce a modular course structure.

It has been determined that the modular approach is an effective strategy in higher education, especially in the study of disciplines related to computer design, as it allows to structure the content of the curriculum clearly on the basis of separate modules, each of which is devoted to the study of specific tools and approaches to creating digital graphics. Modular approach to learning makes it possible to ensure the flexibility of the educational process and forms a competitive portfolio of students.

Therefore, the study of the discipline «Computer Design» of the speciality A4 Secondary Education (Arts. Fine Arts) in a higher education institution should be based on the use of digital technologies that correspond to the current trends in the creative industry.

It has been determined that the integration of current trends in computer design, UX/UI approaches and artificial intelligence helps to develop the professional competencies which are necessary for the future specialists to be successful in the digital space.

Theoretical Basis for Training Future Education Managers to Form a Professional Image

Denys Besedin — Wed, 19 Feb 2025 00:00:00 +0200

The article highlights the theoretical foundations of training future education managers in the aspect of image formation. Given that the professional image of the head of an educational institution is not only his or her personal characteristic, but also an essential factor in the strategic development of the institution, there is a growing need for the purposeful formation of image culture as a component of professional training.

The purpose of the article is to reveal the theoretical foundations of training future education managers to form a professional image as a component of their professional identity and managerial culture. To achieve this goal, the article analyzes scientific and theoretical sources on the formation of the image of a leader in the educational context, clarifies the essence of the concept of «professional image of an education manager», systematizes its characteristics and functions, and substantiates the principles and content of training students for image activities. In the course of the study, the methods of theoretical analysis, specification, system analysis and generalization were applied, which allowed to organize existing scientific approaches and to highlight the conceptual provisions for organizing pedagogical support of the image creation process. The author’s own definition of the concept of «professional image of an education manager is proposed and it is proved that the professional image of an education manager can be interpreted as an integral, systemic phenomenon that combines personal qualities, communication skills, managerial competencies and socio-psychological attitudes, ensuring the effectiveness of managerial interaction. It is proved that the image is not a purely spontaneous formation, but is subject to purposeful formation through pedagogical technologies that take into account both external expectations and the internal professional identity of the future leader. The functional characteristics of the image – flexibility, integrity, dependence on public expectations, etc. – are systematized and their role in achieving professional performance is revealed. It is substantiated that the training of future managers for image activity should be based on the principles of humanistic orientation, professional relevance, reflexivity, taking into account the context of the functioning of the educational institution, the unity of personal development and professional training. The results of the study confirm the expediency of forming image competence as a key element of the professional skills of a future manager in education.

Theoretical and Applied Aspects of Modern Management of Educational Institutions

Oleksandra Marmaza — Wed, 26 Feb 2025 00:00:00 +0200

The article notes that the study of management models aimed at the efficient functioning and sustainable development of educational institutions in the postwar period is of particular relevance. It is proved that this will contribute to the formation of a quality educational environment and the development of human capital in the country as a whole. In accordance with this goal, theoretical and applied aspects of the state of management of an educational institution at the present stage are revealed; the relevance of the problem of studying traditional and innovative approaches to management due to the challenges of time and turbulence of the environment is substantiated; the peculiarities of the requirements for management and the head of an educational institution from the point of view of the present and development prospects are clarified.

The main challenges of managing an educational institution at the present stage in Ukraine are identified: the consequences of hostilities (destruction of infrastructure, the need to organize training in conditions of danger, psychological trauma of participants in the educational process, significant educational losses); instability of financing and economic difficulties; personnel problems (outflow of teachers, the need to improve their skills in the context of reforms and technologization); ensuring quality distance and blended learning; overcoming educational losses caused by war and previous crises. Through the integrated use of theoretical methods, which included the analysis of the source base and practical experience on the problem, systematization and synthesis of approaches to its solution, generalization and formulation of conclusions, we have identified the following among the key aspects of the current state of management of an educational institution: humanistic, systemic, innovative, participatory, digital approaches.

Modernizing Foreign Language Training for Future Teachers through the Use of Gamified Learning

Liudmyla Zakrenytska, Ruslana Melnyk, Tetiana Severina — Thu, 20 Mar 2025 00:00:00 +0200

This article investigates the effectiveness of gamification as an innovative approach within the educational process of higher pedagogical institutions, specifically focusing on its application in teaching foreign languages to future educators. The study provides a comprehensive review of both national and international scholarly works on gamification in higher education.

In the study, we used a number of general scientific methods: analysis, synthesis, comparison, induction, deduction, generalisation, which contributed to a thorough study and analysis of the essence of gamification and the formulation of conclusions. Problem-solving methods made it possible to find out ways to implement game technologies in the process of teaching foreign languages in higher education.

The authors analyze the concept of «gamification», defined as the use of game elements in non-game contexts, and substantiate the psychological and neurobiological mechanisms of its influence on students' cognitive interest, motivation, and brain functions. The role of gamification in activating the reward system and releasing dopamine, as well as its positive impact on cortisol levels, a stress hormone that improves attention and memory, is highlighted. The theoretical foundations of gamification are further explained by combining the ‘flow’ theory of Mihaly Csikszentmihalyi, behaviorist theories and self-determination theory. The key aspects of gamification, such as dynamics, mechanics, aesthetics and social interaction, were outlined in conjunction with its basic principles.

Examples of available educational platforms, websites and applications, virtual/augmented reality technologies and artificial intelligence tools that facilitate gamified foreign language learning were analyze. It was emphasized that gamification modernizes the process of acquiring communicative competence in a foreign language, promotes intrinsic motivation, enhances engagement, improves learning outcomes and provides satisfaction from personal progress, thereby optimizing the interaction of all participants in the educational process. It was concluded that the introduction of gamification in foreign language teaching in pedagogical higher education institution is not just an innovation, but a strategic step towards the formation of a new generation of competent, motivated and adaptive educators capable of teaching languages effectively in the 21st century.

Methodological Principles of Management Psychology: the Law of Uncertainty of Response (or Pygmalion’s Law)

Oleksandr Halus — Fri, 04 Apr 2025 00:00:00 +0300

The article analyzes the law of uncertainty of response (or Pygmalion's Law), which, among other laws, constitutes the methodological foundations of management psychology. It is noted that the problem of the methodology of scientific research is relevant for any science, since its achievements are largely determined by the development of its own methodological apparatus. Based on the analysis of psychological and pedagogical sources on management, it was found that the law of uncertainty of response, also known as Pygmalion's Law, states that people's expectations can influence their behavior and achievements. This law can be considered as a kind of psychological phenomenon in which the expectations of one person regarding another can influence the behavior of this other person, as a result of which these expectations come true. Taking into account the law of uncertainty of response (or Pygmalion's law) in the educational activities of educational institutions in the context of psychological approaches makes it possible to instill faith in students in their pursuit of excellence, personal and professional growth, and self-actualization. In the self-concept, psychologist Carl Rogers developed a theory of self-actualization and psychotherapy. He proposed the concept of self-identity, which includes self-esteem, self-awareness, and self-acceptance. Self-esteem is the assessment that a person makes of their own characteristics, skills, abilities, and achievements. The self-expectancy effect is important, where our expectations of outcomes affect our behavior, which in turn affects outcomes. If we expect a person to be successful in a certain area, we can treat them differently, provide more opportunities for development, and support and praise them for their successes. This can stimulate their development and increase their confidence in their own abilities, which in turn can lead to improved outcomes.

Communicative and Leadership Competences of a Patrol Police Officer as Factors of Forming His Readiness for Professional Activity

Valentyna Tyurina, Liudmyla Romanyshyna — Wed, 16 Apr 2025 00:00:00 +0300

The article substantiates the relevance of the problem of forming and developing communicative and leadership competencies of future patrol police officers. The definitions of the concepts of «competence», «communicative competence» and «leadership competence» are given. It is concluded that the process of forming leadership and communicative competences is directly related to the acquisition of skills and abilities that ensure the competent performance of leadership and communicative functions. The formation of communicative and leadership competencies as professionally significant qualities of a future patrol police officer requires not only the acquisition of certain knowledge, skills and abilities, but also certain personal qualities as components of these competencies. The formation of skills, abilities and value orientations is facilitated by cadets performing special tasks and exercises that are similar in content and conditions to real-life situations. One of the effective and promising methods for developing skills, abilities and personal qualities is training and classes with training elements. In general, the training of future patrol police officers at the Higher Education Institutions of the Ministry of Internal Affairs of Ukraine, in order to develop their leadership and communication competencies as components of their readiness for professional activity, should be aimed at developing the following abilities, skills and habits: active listening; overcoming potential language barriers; asking open questions; understanding body language and non-verbal signals; not taking insults or verbal attacks personally; understanding the limits of verbal de-escalation; effective and consistent communication; crisis communication; proactivity skills; focus on self-education and self-improvement in the field of leadership and communication. The results of an experimental study on the formation of communication and leadership competencies in future patrol police officers during their professional training are presented. A statistically significant positive trend was found in most indicators in the groups after studying a special course, writing term papers and creative works, and participating in training.

Tytul

Author Author — Fri, 25 Apr 2025 00:00:00 +0300

The article analyses the concept of «idiom» or «phraseological unit» as defined by various researchers and scholars in the field of linguistics, which is the object of this study, characterises the peculiarities of using English idioms to develop learners’ lexical competences with the help of effective methodological approaches to improve the level of foreign language communication. The relevance of the work is related to the possibility of applying methodological approaches to the use of phraseological units in speech for the development of lexical and communicative competences, as well as the development of both cultural and social status. The article also notes that the use of English phraseological units will make the language more expressive, vivid, and emotionally coloured. Every nation and people reflects its vision of the world, its own way of life, traditions, culture and mentality in its phraseology. The research is descriptive and explanatory in nature. The study examines the main types of classifications of phraseological units, their meaning and translation. Specific examples are used to demonstrate the importance of correct translation of phraseological units not only for accurate understanding, but also for cultural enrichment. It is explained that it is necessary to use both non-communicative and communicative exercises in English lessons. A list of exercises for the development of lexical competences to improve the level of oral and written English is provided. The need to introduce different types of tasks using idioms and to update student’s books, textbooks with a certain number of idioms according to the level is emphasised. The results of the work can be used by educators of pre-university and higher education institutions who are interested in effective and modern ways of teaching and learning foreign languages.

Competency-Based Approach to Training Future Teachers-Bachelors of Primary Education

Oksana Shkvyr, Halyna Dudchak, Olha Polianovska — Mon, 28 Apr 2025 00:00:00 +0300

The article focuses on the need to train future bachelor teachers in the specialty A 3 Primary Education on the Basis of a Competency-Based approach. It is determined that the competency-based approach determines the need to rethink the purpose of training future bachelor teachers in primary education, the results of their learning, educational components (EC) and pedagogical tools of professional activity of teachers of higher educational institutions. The purpose of the article is to highlight the pedagogical conditions for training future bachelor teachers in primary education on the basis of a competency-based approach and the experience of teachers of the Department of Pedagogy of Khmelnytskyi Humanitarian-Pedagogical Academy (KhHPA) regarding their implementation in the process of teaching educational components. The essence of the concepts of «competence», «professional competence», «competence approach» has been clarified. The author’s definition of the concept of «competence approach to the training of future teachers-bachelors of primary education» has been proposed. Based on the study of scientific works, surveys of primary school teachers and the method of expert assessments, the pedagogical conditions for the training of future teachers-bachelors of primary education on the basis of the competency approach have been determined: formation of a value-based and personal attitude of future teachers-bachelors to the acquisition of professional competencies; introduction of practice-oriented teaching technologies into the educational process and the use of competency-oriented tasks for independent work of education seekers. The experience of teachers of the Khmelnytskyi Humanitarian-Pedagogical Academy in implementing certain pedagogical conditions in the process of teaching the following educational components has been highlighted: «Didactics», «Theory and Methods of Education», «Methodology of the Work of the Class Teacher», «Fundamentals of Scientific Research», «Inclusive Education». It is concluded that certain pedagogical conditions contribute to the formation of professional competencies of future teachers-bachelors of primary education. It is noted that further scientific research should be directed to studying foreign experience of professional training of future teachers-bachelors of primary education on the basis of the competency-based approach.

Teaching English through Movies: Practical Aspect (with the Reference to «The Crown»). Part 1

Yuliia Hlavatska — Tue, 29 Apr 2025 00:00:00 +0300

This paper highlights some practical aspects of teaching English through movies. Its relevance is that learning English through films contributes to developing communicative competence, that is, the ability to communicate effectively in real situations. Moreover, it enhances non-linguistic students’ motivation and engagement in the educational process. This paper continues to focus on two aspects of methodological work using scenes from the series «The Crown»: communicative and lexical. We aim to present the methodological principles for integrating cinematic discourse into the teaching process while emphasising the importance of conversation. The case study examines a scene from «The Crown» by Peter Morgan, featuring the first meeting between Lady Diana Spencer and Prince Charles.

Various scientific methods have been utilised to meet this paper’s objectives and address the assigned tasks. They include analysis and synthesis, as well as concretisation and generalisation. Additionally, didactic methods such as preparation for understanding, explanation of new material, reinforcement, and questioning have been incorporated. This paper is organised as follows: 1) exploring why «The Crown» is a valuable resource for students learning English; 2) describing the Queen’s accent; 3) providing brief information about two globally recognised personalities and two main characters in «The Crown» – Princess Diana and Prince Charles – from a communicative perspective; 4) understanding new vocabulary through brainstorming lexical units within the lexical aspect. As summarized, the dialogue in the show features a rich blend of formal and informal language, allowing students to broaden their vocabulary effectively; the series deepens students’ understanding of the context behind idiomatic expressions, making the language more relatable and practical; it enhances listening skills and helps students grasp different English pronunciations, fostering better communication; watching the show with English subtitles improves comprehension of the spoken dialogue; the engaging storytelling keeps viewers interested, maintaining motivation and making the learning process enjoyable and rewarding.

Historical Aspect of the Formation of the System of Art Educational Institutions in Ukraine

Anna Bokshan — Wed, 30 Apr 2025 00:00:00 +0300

It is proved that the formation of the system of art educational institutions laid the foundation for the development of professional art education in Ukraine. The development of culture, customs and aesthetic ideas of people, as well as the need to train qualified art professionals, became the basis for the creation of specialised educational institutions in different regions of Ukraine.

The second half of the nineteenth century was marked by the opening of: painting schools (Kyiv Public School of Painting of M. Buialovskyi, Odesa Drawing School, Kharkiv School of Drawing of M. Raievska-Ivanova, Myrhorod Art and Industrial School named after Mykola Hohol, Kamianets-Podilskyi Art and Industrial School, etc.); art and industrial schools and colleges (Lviv Industrial Schools, Kosiv Industrial School, etc.). It is determined that under the influence of ideological views of social transformation, artistic and industrial education gained priority in artistic educational institutions of Ukraine.

The author analyses the formation of modern educational complexes «college - institute – academy» and their positive dynamics (Lviv National Academy of Arts, Transcarpathian Academy of Arts). It is considered that it was in the 20s of the XX century that design education began to emerge in Ukraine, which became a natural continuation and development of artistic and industrial education. This period was an important stage in the formation of new directions in art education, which took into account the processes of industrialisation and modernisation of the society and the introduction of the speciality «Design» (Academy of Fine Arts and Architecture, National Forestry University of Ukraine, Kharkiv State Academy of Design and Art, etc.). It is determined that the analysis of the activities of higher art and artistic and industrial educational institutions gives grounds to assert that they have provided and continue to provide a high level of professional training of graduates in the field of art.

Analysis of the Effectiveness of Fitness Programs «Health and Development during War» on the Physical and Mental Health of Students

Oleksandr Mozolev, Maryna Khmara, Alina Bodnar — Fri, 09 May 2025 00:00:00 +0300

Maintaining students’ physical and psychological health during wartime is a complex and ambiguous pedagogical process, the effectiveness of which is additionally influenced by many factors. The aim of the article is to analyze the effectiveness of the physical education and health program «Health and Development during War» on the physical and mental health of students. The participants of the experiment: 226 students aged 17–19 (147 women and 79 men) of Khmelnytskyi Humanitarian-Pedagogical Academy. Methods: analysis of scientific and methodological sources; questionnaire; survey; pedagogical observation; methodology for studying the functional, physical and psychological state of students; comparative analysis; methods of mathematical statistics. The results of the study showed that students experienced positive changes in their physical health: functional indicators of the development of the respiratory system, physical performance of the cardiovascular system, as well as indicators of recovery processes after physical exertion improved. In the development of students' physical abilities, significantly significant changes occurred in the indicators of development, speed-strength qualities and general coordination of movement. Other indicators of physical development remained at the previous level. Analysis of students' psychological health shows that the processes of psychological adaptation to war are different for men and women. Women experience significant fluctuations in their psychological state, while men's psychological state is more stable. It has been established that physical exercise and communication help reduce depression, boost emotional uplift, improve mood and overall psychological well-being. Conclusions. The «Health and Development during War» program is adapted to the education of students in the conditions of martial law in Ukraine. It has a positive effect on the development of students’ functional and physical abilities, and helps stabilize their psychological state.

Development of Research Competence of the Future Teacher in the Structure of Educational Process

Tetiana Franchuk, Igor Boiko — Thu, 15 May 2025 00:00:00 +0300

The article concerns the problem of the theory and practice of forming the future teacher’ research competence of in the process of his professional development. The goal is to form an approach to interpreting the essence of the research competence of a future specialist. It is based on the generalizing his functional capabilities, as well as identifying problems and potential development opportunities in the structure of the organization of the educational process. The position is substantiated that one of the basic reasons for the insufficient level of formation of the research competences of a future teacher is the dominance of the information-reproductive (knowledge) model of organizing the educational process. It does not actualize research functions enough.Based on generalizing various positions of scientists, an author's approach to interpreting the investigated phenomenon is proposed, centered on its functionality. The results of the diagnostics of the level of formation of the research competence of junior and senior students are presented. They showed a slight increase in quality indicators according to this criterion. This indicates the problem of orientation of traditional education on the development of this group of competencies. Also this indicates the need for more active use of the capabilities of the competency-based education system. It is substantiated the objective need for reorientation of teaching/studying of academic disciplines (including special ones) of the above-mentioned special and other academic disciplines in the context of transition to a competency-based system of professional education. Based on the analysis of the diagnostic results, a set of reasons has been formed. They are classified as the most significant in the context of ensuring the effectiveness of the development of students’ research competencies. The need to work purposefully on improving traditional practices of organizing educational activities, gradually increasing the research component, is integrally determined. At the same time, there is a need for rethinking the concept and methodology of studying various academic disciplines, especially special ones.

Foreign Language Learning Practices and Attitudes among Ukrainian University Students

Iryna Khalymon, Tetiana Larina, Viktoriia Smelianska — Thu, 15 May 2025 00:00:00 +0300

This research investigates foreign language learning among tertiary students in Ukraine, emphasizing its relevance to improving language education in diverse contexts. The study aimed to identify key factors influencing students’ foreign language learning outcomes and practices. A specially designed questionnaire was administered to 643 students at Nizhyn Mykola Gogol State University, focusing on their attitudes, motivation, perceived necessity of foreign languages for future goals, and learning practices. The research employed a quantitative methodology, using descriptive and inferential statistics. Data analysis included correlation and regression analyses to determine predictors of foreign language learning success. The findings indicate that the majority of respondents perceive their foreign language knowledge as satisfactory or poor. Despite this, students generally exhibit a positive attitude toward foreign language learning, with many expressing a desire to improve and recognizing the importance of foreign languages for their future. Results revealed that the students’ positive attitudes toward foreign language learning are driven by the instrumental form of extrinsic motivation, which align foreign language learning with career and educational aspirations. However, a notable gap between positive attitudes and actual learning practices emerged, as only a small proportion of participants consistently dedicated time to improving their foreign language skills. The analyses highlighted satisfaction with foreign language knowledge, engagement in foreign language practice, and positive attitudes toward foreign languages as compulsory subjects as significant predictors of success. In contrast, factors such as gender, year of study, and perceived necessity of foreign languages for daily use or further education did not significantly impact outcomes. The study underscores the importance of aligning foreign language instruction with students’ real-world aspirations to sustain motivation and improve outcomes. Additionally, findings emphasize the value of personalized and interactive learning experiences, suggesting adjustments to curricula and educational policies to better meet learners' needs.

Dynamic Stereotype and Communicative Competence in Foreign Language Learning

Aryna Frumkina — Tue, 27 May 2025 00:00:00 +0300

The article reveals the psychophysiological nature of the dynamic stereotype and its role in the development of foreign language communicative competence. The mechanism of speech automatization in the process of language acquisition is analyzed, with emphasis on the consolidation of lexical and grammatical units in memory. The study highlights the importance of functional and contextual repetition as key factors in the formation of speech automatisms. Special attention is paid to the conditions that ensure effective reinforcement of linguistic material, including the frequency, variety, and communicative relevance of speech practice. The paper presents empirical research results confirming a strong correlation between repetition quality and the level of dynamic stereotype formation among language learners. The findings suggest that a communicatively oriented approach, grounded in psycholinguistic principles, significantly enhances the stability and fluency of foreign language use. The dynamic stereotype is interpreted not only as a product of habitual practice but as a target outcome of purposeful language training that fosters automaticity and confidence in spontaneous communication.

Organisation of Work of a Speech Therapist in an Educational Institution under Martial Law

Alyona Korol — Fri, 06 Jun 2025 00:00:00 +0300

The article examines the process of organizing the work of a speech therapist in educational institutions under martial law, as well as specific aspects, forms and methods of this work. The author used the methods of analysis of scientific and methodological literature and normative legal acts, synthesis, comparison, and generalization. In the context of martial law, the functioning of the education system faces unprecedented challenges, which requires the adaptation of traditional approaches to the provision of correctional and developmental services, including speech therapy. Children who have experienced traumatic events and have undergone changes in their normal life often demonstrate a deterioration in speech development and need special support. This necessitates a deeper understanding and optimization of the organization of speech therapist's work in modern conditions. The article analyzes the peculiarities of organizing the work of a speech therapist in an educational institution under martial law. The main challenges and problems faced by speech therapists in these conditions are summarized, including security risks, adaptation to distance and blended learning formats, the psychological state of participants in the educational process and limited resources. The adapted forms and methods of speech therapy work, including the use of distance technologies, work in shelters and the organization of inclusive education in the conditions of displacement are revealed. The specifics of diagnostic and correctional work with children who have experienced traumatic events are analyzed. Recommendations for psychological support and prevention of professional burnout of speech therapists are generalized. The ways to improve the interaction of a speech therapist with parents, teachers and other professionals to ensure holistic support for children are revealed. The importance of interdepartmental cooperation for the effective organization of speech therapy is analyzed. The scientific novelty of the article lies in the systematic analysis of the experience of speech therapists in martial law, generalization of key problems and disclosure of new approaches to the organization of speech therapy adapted to modern realities.

Innovative Teaching Technologies in Training Future Teachers to Form Coherent Speech of Junior Pupils

Larysa Maftyn — Wed, 11 Jun 2025 00:00:00 +0300

Modern education is in a state of dynamic change, which requires new approaches to teacher training. Therefore, the relevance of the study is due to the new educational benchmarks and requirements of the State Standard of Primary Education, the need for professionally mobile, innovative teachers, the need to update the content and methods of professional training of students, and the demand for effective tools for developing the speech competence of younger students. The purpose of the article is to reveal the peculiarities of using innovative teaching technologies in the process of professional training of future primary school teachers to form coherent speech of junior schoolchildren; to substantiate effective forms, methods and means of teaching that contribute to the development of relevant professional competencies. To achieve the goal and solve the research tasks, a set of interrelated theoretical and empirical methods was used: analysis, generalization, and mathematization of scientific sources; comparative analysis of pedagogical technologies; observation of the educational process, study and analysis of educational programs and teaching materials.

The article discusses the importance of using innovative technologies and interactive teaching methods in the process of professional training of future primary school teachers, in particular, the formation of coherent speech of younger students. The author emphasizes how these pedagogical tools help to form professional competencies and subject knowledge. The article presents the experience of methodological training of future primary school teachers at the Department of Pedagogy and Methods of Primary Education of Yuriy Fedkovych Chernivtsi National University in the process of studying the discipline «Development of Coherent Speech of Younger Students». The conclusions emphasize that the use of innovative teaching technologies ensures the quality of education and allows higher education students to develop appropriate skills, abilities, and competencies. It is important to choose the right technologies for a particular topic, as well as to provide appropriate training for students to use these tools properly.

Teaching Digital ESL Communication Skills for Remote Work Environments

Zoriana Dziubata — Thu, 12 Jun 2025 00:00:00 +0300

The research is aimed at investigating the need to specifically address the application of English language skills and using AI tools within remote professional communication contexts due to the growing shift towards remote and AI-enhanced work environments. The term “digital ESL communication skills” has been defined as follows: the application of English language skills for professional, task-based interaction in digital environments, including written and spoken communication through emailing, instant messaging, video conferencing, project management platforms and AI chatbots. Having applied such methods as literature review, a stakeholders’ survey of 116 students and professionals, document analysis and the analysis of leading Business English course syllabi, it has been demonstrated that there is a gap in current ESL education and the need to integrate English language learning with practical tasks that are required for asynchronous professional communication, video conferencing and intelligent use of AI tools in remote digital work environments. 7 core skill areas such as: slack-style messaging, digital professional writing, task management communication, video conferencing, AI tool usage, digital etiquette and soft skills development for professional success in remote settings, have been identified and described according to current real-world professional tasks within a remote, tech-integrated context (needs analysis). Recommendations on teaching digital English communication and AI literacy have been provided on each skill area. These included the lists of targeted vocabulary and grammar as well as recommended activities and resources aimed at contributing to the methodological aspect of teaching digital ESL communication skills. The research is a step towards modernizing ESL courses at college and university level for today’s remote or hybrid globalized, tech-driven workplace.

Integration of Veteran Students into the Country’s Educational Environment: the Experience of the United States of America

Liliya Batyuk — Mon, 16 Jun 2025 00:00:00 +0300

The development of STEM education in Ukraine, the formation of a balanced policy in the country's educational space under martial law, and the creation of a favorable educational environment for military personnel upon returning from military service to civilian life are defined in a number of regulatory acts and laws set out on the official website of the Government of Ukraine, on the website of the Ministry of Education and Science of Ukraine, and on the websites of other government institutions. In the new realities of Ukraine today, the return of military personnel to civilian life requires new jobs, which is a consequence of mastering new modern in-demand professions, which in turn are a consequence of obtaining modern STEM education. In this sense, the experience of the United States of America can be useful for Ukraine to develop an educational environment and educational reforms that meet the needs of the state.

As a result of the theoretical and methodological analysis, based on research in the field of pedagogical education, philosophy and management, the directions of reforms of the United States Government aimed at supporting student veterans in the context of obtaining higher education in the second half of the 20th - first half of the 21st century were analyzed; the system of forming professional competence of future specialists from among student veterans of the war in higher education institutions was considered; the main problems faced by military personnel when entering higher education institutions were identified; the level of awareness, experience of use and satisfaction with state programs and benefits aimed at supporting student veterans and their families was clarified. Given the need for a unified and comprehensive policy of integrating veterans into the public life of the country, the USA proposed a conceptual model that takes into account the multifaceted integration of veterans, including the opportunities to obtain higher, and any other STEM education, in better quality. Effective veteran integration policies contribute to the United States' progress toward achieving specific national sustainable development goals, including STEM education for all.