Collection of Research Papers «Рedagogical Sciences»
PEDAGOGICAL POTENTIAL OF BENCHMARKING IN THE CONDITIONS OF DIGITAL TRANSFORMATION OF EDUCATION
The article explores the pedagogical potential of benchmarking in the context of digital transformation of education. The relevance of the study is due to the need to find effective mechanisms for ensuring the quality of education in the context of the active implementation of digital technologies and the formation of a digital educational environment. It has been established that the digitalization of education contributes to the modernization of the content, forms and methods of teaching, expanding access to educational resources, developing digital competencies and improving educational communication.The purpose of the article is to substantiate the pedagogical potential of benchmarking and determine the possibilities of its use in the conditions of digital transformation of education. To achieve the goal, methods of analysis, generalization and systematization of scientific sources were used. The essence of benchmarking as a tool for systematic search, analysis, comparison and adaptation of best educational practices was clarified. It was determined that the use of digital platforms, cloud services, open educational resources and professional networks significantly expands the possibilities of implementing the benchmarking approach in education. It is proven that benchmarking contributes to the dissemination of innovative pedagogical experience, professional development of teachers, improvement of educational content and modernization of the educational process. The international experience of using digital benchmarking was analyzed and the main problems of its implementation in Ukrainian educational institutions were outlined. The prospects for further development of benchmarking, related to the expansion of the use of digital platforms, the development of professional educational networks and the activation of international cooperation, were substantiated.
SECTION 4. MODERN PEDAGOGICAL TECHNOLOGIES
THE MEANING-OF-LIFE UNIVERSE OF MARIIA PENTYLIUK AND NILA VOLOSHYNA: MEANING-MAKING IN SCIENTIFIC ACTIVITY
Purpose. The article conceptually reconstructs the meaning-of-life universe of M. Pentyliuk and N. Voloshynaas two complementary models of Ukrainian language and literary education: a communicative-activity modeland a cultural-interpretive model. Methods. The study applies conceptual-terminological, personological,comparative, structural-logical and projection-based analysis. The corpus includes M. Pentyliuk’s works onlanguage personality, professional communication culture and the integrative training of future language-andliteratureteachers, as well as contemporary studies of N. Voloshyna’s legacy concerning her scientific school,expressive reading, dialogue of arts, national-cultural identity and patriotic education. Results. The articlesubstantiates that the scientific activity of both professors represents a form of cultural and educational serviceto the Ukrainian word, the child, teachers and the future of Ukraine. M. Pentyliuk’s universe is structuredaround language personality, communicative activity, professional speech and the integration of philologicaldisciplines. N. Voloshyna’s universe is structured around the student-reader, the artistic word, aesthetic education,dialogue of arts, national-cultural identity and the textbook as a cultural-methodological text. A comparativemodel is proposed that correlates the researchers’ legacy with the projections of the Education. Children. Future project: target, programme, decomposition, methodological, interactional, content, monitoring, valueand development projections. Conclusions. Pentyliuk and Voloshyna do not duplicate each other; they createan integral matrix of modern language and literary education. The former provides action through the word,while the latter provides interpretation and experience of the word. Their synthesis forms a methodologicalbasis for the model of the future Self-personality capable of thinking, speaking, reading, creating, evaluatingand acting responsibly.
DIGITAL TECHNOLOGIES IN THE PROFESSIONAL DEVELOPMENT OF LECTURERS PROFESSIONAL PRE-HIGHER EDUCATION INSTITUTIONS
This review article demonstrates the relevance of enhancing the effectiveness of self-directed learningamong academic and teaching staff. The purpose of the article is to provide a theoretical analysis and overviewof digital technologies in the professional self-development of teachers at pre-higher vocational educationinstitutions. Methods: theoretical analysis of academic sources, systematisation and synthesis of materials.Results. Identification of the potential of digital resources as a tool for developing teachers’ professionalcompetences and stimulating innovative activity in educational institutions. The relevance of the study isjustified by the need to improve the effectiveness of self-education activities of scientific, pedagogicaland teaching staff. The potential of digital resources as a tool for developing the professional competenciesof lecturers and stimulating innovative activities in educational institutions has been identified. It has beenestablished that digital technologies play a key role in ensuring the accessibility, flexibility and personalisationof professional self-development processes for lecturers in today’s educational and digital environment. The level of digital literacy and proficiency in digital tools is a determining factor in the effective professionalgrowth and increased competitiveness of lecturers professional pre-higher education institutions. It isproposed to create author online communities as an innovative means of professional self-development forlecturers, combining digital platforms and traditional methods of professional development, and ensuringeffective exchange of experience, ongoing professional support and sustainable development of lecturers’competencies. It has been established that the most effective approach to enhancing the professional selfdevelopmentof lecturers is to integrate existing methods into a new alternative model capable of improvingthe effectiveness or partially replacing traditional professional development systems. Emphasis is placed onthe ethical and legal risks of using digital technologies in the professional activities of lecturers, in particularwith regard to the protection of personal data, ensuring privacy, informed consent and transparency of the dataobtained. It is justified that the preservation of digital inequality associated with limited access to technicalresources and stable Internet connection in conditions of martial law creates risks of deepening educationalimbalance in conditions of mandatory implementation of digital practices in the professional activitiesof lecturers. Conclusions. A theoretical synthesis of the scientific basis for the informed forecasting of trendsin the professional self-development of teachers at pre-higher vocational education institutions.
FORMATION OF INTEGRATED COMPETENCE OF FUTURE PROFESSIONALS IN THE CONTEXT OF DIGITAL TRANSFORMATION OF EDUCATION
The rapid development of digital technologies and the global digital transformation of education have significantly influenced the system of professional training in higher education institutions. Under modern conditions, the formation of integrated competence of future professionals has become one of the key priorities of educational policy and pedagogical practice. Integrated competence is understood as a complex combination of professional knowledge, practical skills, digital literacy, critical thinking, communication abilities, creativity, adaptability, and the capacity for lifelong learning necessary for effective professional activity in the digital society. The purpose of this article is to investigate the peculiarities of the formation of integrated competence of future professionals in the context of digital transformation of education and to determine the role of innovative educational technologies and competency-based approaches in improving the quality of professional training. Methods. The research employed a combination of theoretical and empirical methods to investigate the formation of integrated competence of future professionals in the context of digital transformation of education. Theoretical methods included analysis, synthesis, comparison, generalization, and systematization of scientific literature. The study demonstrates that digital transformation creates new opportunities for the modernization of higher education through the implementation of online learning platforms, interactive technologies, artificial intelligence tools, virtual learning environments, and blended learning models. It has been established that the effective formation of integrated competence requires the combination of traditional pedagogical approaches with innovative digital methods aimed at developing students’ professional, communicative, analytical, and technological skills. The results of the research indicate that the use of digital educational technologies contributes to increasing students’ motivation, autonomy, flexibility of thinking, collaboration skills, and readiness for professional adaptation in a rapidly changing labor market. The article emphasizes the importance of creating an innovative educational environment that promotes interdisciplinary learning, digital culture, academic mobility, and continuous professional self-development. Conclusion. The practical significance of the study lies in the possibility of applying the proposed approaches and recommendations in the process of professional training of future specialists in higher education institutions.
SECTION 3 THEORY AND METHODS OF PROFESSIONAL EDUCATION
METHODOLOGICAL ASPECTS OF DEVELOPING FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE IN FUTURE GERMAN LANGUAGE TEACHERS PURSUING A MASTER’S DEGREE
Purpose: to identify and substantiate methodological approaches and technologies for developing foreignlanguage communicative competence in future foreign language teachers, including the German languageteachers pursuing a Master’s Degree at higher education institutions of Ukraine and worldwide. Methods:theoretical analysis of scientific literature in pedagogy and foreign language teaching methodology, synthesisof pedagogical concepts of language competence development, comparative analysis of international language training standards (CEFR), investigation and critical analysis of pedagogical experience in training foreignlanguage teachers, detailed study of modern methodological approaches to foreign language teaching inMaster’s programs, research and implementation of innovative technologies for developing communicativeskills and competencies. Results: it was established that effective development of communicative competenceamong Master’s Degree students is based on complex integration of communicative approach, task-basedlearning and problem-based learning methods, and systematic development of intercultural competence inprofessional context. The expediency of applying problem-based learning for stimulating critical thinking,activating learning motivation, and developing hard professional skills in the context of business foreign languagestudy and communication was substantiated. The dual nature of Master’s Degree students’ communicativecompetence development was revealed which includes two major components: first, the development of theirown competence at personal level, and second, the simultaneous preparation of methodological basis for theirpedagogical competence empowering them to share such a competence with their future students. It wasfound that intercultural competence development remains the important and priority component of futureteachers’ training in the context of globalization of education systems and European integration of Ukraine.Conclusions: the implementation of comprehensive and scientifically substantiated methodological systemfor Master’s Degree training clearly oriented toward CEFR and modern innovative methodological approacheswill significantly improve quality and effectiveness of future teachers’ professional training in foreign languageteaching, including the German language teaching. Further research should be focused on the experimentalverification of developed recommendations in practice at various higher education institutions and onthe development of adaptive and differentiated methods for teaching various categories of Master’s Degreestudents based on their individual needs, goals, and learning.
THE PHENOMENON OF MARIIA PENTYLIUK IN UKRAINIAN LINGUODIDACTICS: LITTLE-KNOWN FACTS AND THEIR SCHOLARLY INTERPRETATION
Purpose. The study aims to identify, generalize, and provide a scholarly interpretation of unknown orlittle-known facts from the biography and professional activity of Mariia Pentyliuk, to clarify their role in herdevelopment as an educator and scholar and, on this basis, to reconsider her contribution to the developmentof Ukrainian linguodidactics. Methods. The study is based on a combination of biographical, historicalpedagogical,and source studies approaches. The empirical basis includes archival materials from KhersonState University (personnel file, official correspondence, and materials from departmental and university archives), which made it possible to clarify the chronology of her professional activity and specify herinvolvement in educational and scholarly processes; oral sources (interviews with Mariia Pentyliuk and hercontemporaries), treated as narrative testimonies with subsequent verification; as well as the researcher’spublished works and sources about her, used for contextualization. The analytical stage involved the thematicgrouping of the identified facts by main areas of activity. Results. The study establishes new biographicalfacts about Mariia Pentyliuk, revealing the early stage of her professional formation during the Soviet periodand highlighting her life and academic path in the context of contemporary wartime challenges. New archivalsources have entered scholarly circulation, including the researcher’s personnel file and interviews recordedafter February 24, 2022. The internal logic of the scholar’s professional development has been reconstructedas a unity of biographical experience, pedagogical practice, academic inquiry, and civic engagement.Conclusions. Mariia Pentyliuk is a key figure in the formation of modern Ukrainian linguodidactics, and herprofessional trajectory reflects the evolution of national language education in the second half of the 20thand early 21st centuries. The identified little-known facts significantly complement the established scholarlyimage of the researcher and demonstrate the decisive role of specific biographical circumstances in shaping heracademic concept. The results of the study emphasize the importance of pedagogical biography as a promisingarea for the development of pedagogical science.
СЕКЦІЯ 1. МЕТОДОЛОГІЯ ТА ІСТОРІЯ ПЕДАГОГІКИ
DIGITAL TRANSFORMATION OF ENGLISH TEACHING METHODS
The aim of the article is to analyze the processes of digital transformation of English language teachingmethodology, to generalize the practice of using modern digital technologies, and to consider the challengesthat modern transformation processes pose to a foreign language teacher. Methods. The study used theoreticalmethods of analysis, synthesis, systematization and generalization, as well as empirical methods – observationof the educational process and content analysis of educational platforms. Results. Present educationalenvironments are considerably influenced by the digitalization of education, which affects the content, forms,methods, techniques, and means of teaching foreign languages, and also transforms the teacher’s role. Thearticle reviews theoretical doctrines and practical experience with digital technologies in English teaching, analyzes modern CALL and MALL tools, and describes the problems facing teachers in a digitalized educationalenvironment. The article confirms that the communicative approach remains the predominant paradigmof ESL teaching but is undergoing substantial renewal through the integration of digital technologies. Thedevelopment of CALL from simple training programs to a contemporary, interactive, and genuine educationalspace, including artificial intelligence, is analyzed. The possibilities of mobile applications, AR, VR, and AItechnologies, as well as online platforms and services for creating interactive content, are described in relationto the development of foreign-language communicative competence. The growing role of the teacher asa facilitator, mentor, and guide in the information space is emphasized, as is the need to develop students’ digitalliteracy. Conclusions. The combination of digital innovations with classical teaching methods is a promisingdirection for the development of English language instruction, despite existing technical and pedagogicalchallenges.
UKRAINIAN LANGUAGE LESSON AS A COMMUNICATIVE EVENT: AWARENESS OF THE PEDAGOGICAL PHENOMENON BYHIGHER EDUCATIONAL ACQUISITIONS
Purpose. The purpose of the proposed scientific investigation is to present the results of an experimental study on the awareness of language and literature students of the communicative phenomenon of the modern Ukrainian language lesson, the communicative role of the teacher himself, as well as scientific conclusions as the basis for developing further practical steps towards the formation of the communicative competence of a future specialist. Results. To achieve the goal, the method of analyzing a special scientific source base was used; the method of theoretical understanding and generalization of the scientific principles of the proposed problem; the method of surveying higher education applicants; the method of observing Ukrainian language lessons. Conclusions.1. We observe a partial understanding by the students of the concepts of communicative event and communicative situation, sometimes the concepts are identified. The main goal of communication is seen by the students as the exchange of information, interaction, while the function of perception and the function of influencing the interlocutor are ignored. 2. Despite the absolute awareness by the students of the lesson as a communicative event, the explanations turned out to be somewhat narrow and superficial. 3. According to the respondents, the most active communication between the teacher and students occurs at the organizational and motivational stage, although other stages of the lesson are also partially named. 4. The role of the teacher as an active communicator in a Ukrainian language lesson is partially understood. Beyond the scope of understanding remain such communicative functions as: contact, motivational, coordination, understanding, regulatory and communicative, influence, etc. In addition, in some places we observe confusion between the concepts of «language functions» and «communicative functions». 5. Despite the applicants’ understanding of the dependence of effective student learning on the teacher’s level of communication, only 25% of respondents called themselves successful communicators. 6. The experiment showed that in the system of professional training of future teachers, special attention deserves a deep substantiation of the fundamental provisions on the problem of teacher communication with students in the lesson, and therefore the issue of forming a specialist’s professional communicative competence. 7. We consider it necessary in the future to develop and test a special methodology for the formation of professional communicative competence of future teachers of the Ukrainian language on the principles of communicative didactics, communicative methodology for optimal readiness for professional activity.
AN INTERDISCIPLINARY APPROACH TO FORMING THE STYLISTIC COMPETENCE OF FUTURE SPECIALISTS IN THE PROCESS OF SCIENTIFIC AND LINGUISTIC TRAINING
In the context of the rapid transformation of higher education, the development of students’ stylistic competence is no longer confined to the linguistic cycle; instead, it is becoming a fundamental element of their overall professional and research culture. Purpose. The article substantiates an interdisciplinary approach to forming the stylistic competence of future specialists during their scientific and linguistic training in higher education institutions. Methods. The study employs the analysis of scientific works on linguodidactics, systematic analysis of educational programs, comparison of training requirements for bachelor’s and master’s levels, and modeling of a system of practical tasks for classroom work. Results. It is proven that the formation of stylistic competence should occur consistently through the integration of language and methodological disciplines. A complex of tasks has been developed for undergraduate students (compiling glossaries, working with analytical matrices of styles, bibliographic description of sources) and graduate students (reconstruction of scientific texts, comparative analysis of definitions, case studies on academic integrity). Emphasis is placed on the necessity of moving the bulk of practical work into the classroom to minimize the uncontrolled use of artificial intelligence tools and develop students’ critical thinking. Differences in academic writing requirements at various educational levels are substantiated: from mastering standards at the bachelor’s level to constructing an author’s scientific strategy at the master’s level. Conclusions. The implementation of an interdisciplinary approach ensures the transformation of stylistic knowledge into a practical tool for scientific research. Studying research methodology in synergy with stylistics allows future specialists to successfully present their own results, adhering to the ethical norms of academic communication and requirements for academic integrity.
FORMATION OF SOCIO-EMOTIONAL SKILLS OF EDUCATION SEEKERS IN THE PROCESS OF SOLVING ENVIRONMENTAL PROBLEMS AT THE LEVEL OF LOCAL COMMUNITIES
Purpose. The study investigates the role of cooperation between communities and educational institutions in shaping socio-emotional skills (SES) of learners during Ukraine’s post-war recovery and ecological activities. Particular emphasis is placed on integrating sustainable development values and ecological awareness into the educational process, which is essential for preparing young people for active participation in social life and ecological practices. Methods. The research employed analysis of scientific publications (Google Scholar, Web of Science, Springer), regulatory documents, and empirical data from civic organizations (2016–2024). Online surveys were conducted among children and internally displaced persons (IDPs), complemented by observation, generalization, and statistical data processing. The study was carried out in two stages: before the pandemic and during wartime, which allowed for identifying diverse contexts of SES formation and the specific challenges of learning under stress and uncertainty. Results. The findings demonstrate that schools and communities play a decisive role in fostering socio-emotional skills such as resilience, empathy, responsibility, communication, teamwork, and adaptability. In ecological contexts, these skills are closely linked to the development of environmental consciousness and sustainable resource use. A practical example was the organization of battery collection and recycling, which enhanced responsibility and collective engagement. Participation of youth in community-based ecological projects strengthened socialization, collective responsibility, and a sense of belonging, while also encouraging environmentally conscious behavioral models. Conclusions. Socio-emotional skills are a critical factor in building ecological awareness and ensuring sustainable societal development. Communities, in cooperation with educational institutions, act as the primary drivers of SES formation, creating conditions for integrating ecological values into education, strengthening cohesion, and preparing young people for active ecological engagement. The practical significance of the study lies in developing strategies for embedding SES into the educational system and mobilizing communities as stakeholders of educational change. This approach ensures a safe environment for future generations and highlights the central role of communities in shaping socio-emotional competencies essential for post-war recovery and ecological sustainability.
INTEGRATION OF PROFESSIONALLY ORIENTED CONTENT INTO THE PROCESS OF FOREIGN LANGUAGE TRAINING OF STUDENTS OF TECHNICAL INSTITUTIONS
Purpose. Purpose of the article is to provide a theoretical substantiation and analysis of the effectivenessof implementing a contextual approach through the integration of professionally oriented content intothe process of foreign language training of technical university students to develop their professionalcommunicative competence. Methods. A complex of general scientific methods was applied, includingthe analysis of relevant sources, systematization, and generalization of theoretical data to provide an objective coverage of the researched problem. Results. The article examines the features of integratingprofessionally-oriented content into the process of teaching professional English to students of technicalspecialties based on the contextual approach. It is emphasized that a graduate’s competitivenessis determined not only by technical expertise but also by their level of English language proficiencyas a tool for professional practice. Ukraine’s integration into the global economic space necessitatesa modernization of the «English for Specific Purposes» (ESP) curriculum. The author substantiatesthe need to update educational programs, thematic content, and the implementation of innovative teachingmethods that correlate with dynamic changes in the professional environment. Mastering the disciplineis viewed as a multi-faceted process of forming linguistic skills based on profound professionalknowledge. This involves the confident use of professional terminology within standard grammaticalstructures. The content of the course is characterized by a high degree of variability and adaptability tothe specific profile of study. Conclusions. The effectiveness of forming English language communicativecompetence depends on the systematicity of the educator’s preparatory work: from analyzing educationaland professional programs (EPP) to developing original didactic materials. Successful learning is possiblethrough the integration of professionally oriented content based on a contextual approach (problembasedlearning methods, round tables, role-playing games), which allows students to act as experts. Thisapproach ensures not only the attainment of the B2 level but also the graduate’s readiness for continuousprofessional self-improvement in the global scientific and techn ical space.
INTELLECTUAL PROPERTY AND ACADEMIC INTEGRITY: POINTS OF INTERSECTION IN THE TRAINING OF FUTURE SPECIALISTS
Purpose. The article aims to provide a theoretical interpretation of the relationship between intellectualproperty and academic integrity in the training of future specialists and to identify their main intersectionsin the contemporary higher education process. Methods. The study uses analysis and synthesis of scholarlysources, comparison, generalization, interpretation of legal provisions, and a logical-systemic approach tothe legal, ethical, and pedagogical dimensions of the problem. Results. The research shows that intellectualproperty and academic integrity form a shared value-based and normative field that combines respect forauthorship, recognition of intellectual contribution, independence of learning and research activity, lawful use of sources, prevention of plagiarism, and responsible use of digital technologies and artificial intelligence. Themain intersections of these phenomena in the educational process are identified as authorship and citation,lawful use of educational and scientific materials, presentation of research results, independent completionof academic tasks, and digital ethics. Typical problems in student training are outlined, including insufficientunderstanding of the boundaries of authorship, a formal approach to academic writing, difficulties in workingwith sources, fragmented knowledge of intellectual property, and uncritical use of AI systems. The studysummarizes pedagogical approaches to building a culture of academic integrity and respect for intellectualproperty: integrative, axiological, practice-oriented, competency-based, reflective, environmental, design,digital-ethical, and systemic. Conclusions. The paper proves that integrating intellectual property and academicintegrity into professional training is a necessary condition for developing legal awareness, ethical responsibility,independent thinking, and readiness for honest academic and professional interaction.
THEORETICAL AND PRACTICAL ASPECTS OF DEVELOPING THE LOGICAL STRUCTURE OF THE THEORETICAL COMPONENT OF TECHNICAL DISCIPLINE CLASSES USING THE MCKINSEY PYRAMID
Purpose. The research is focused on the theoretical and methodological justification, as well as the generalization of practical experience in developing the logical structure of the theoretical component of classes in technical disciplines within the context of applying the McKinsey Pyramid methodology, with the aim of providing practical recommendations. Methods. To achieve this goal, a set of interconnected theoretical approaches was applied, including analysis, synthesis, comparison, classification, and generalization of sources related to the preparation of methodological materials for implementing distance learning in the field of technical disciplines. Additionally, content analysis of scientific publications and practices was conducted, along with an examination of the experience of countries with advanced educational systems (the USA, the UK, and EU countries) in the analytical and logical organization of large volumes of educational material. Results. The study established the importance of an analytical approach to structuring theoretical materials in technical disciplines. This approach promotes not only a deeper understanding of complex concepts but also the development of applied skills and competencies. It is proposed to use the McKinsey Pyramid concept for designing the logical structure of the theoretical component of classes. This methodology enables systematic organization of educational material through the application of analytical structuring principles, ensuring effective assimilation of large volumes of information by students. Conclusions. A set of practical recommendations has been developed, which includes the following key aspects: organizing material according to the principles of the McKinsey Pyramid, ensuring a gradual transition from individual elements to a holistic understanding of the topic; ensuring high-quality organization of argumentation, clarity and logic of presentation, as well as completeness of each aspect with integration of previously processed data; emphasizing key ideas and provisions with clearly formulated conclusions to enhance the methodological effectiveness of the educational process. Perspectives. Further research will focus on a more detailed study of the process of developing methodological and didactic support for other components of distance learning courses using the principles of the McKinsey Pyramid, which will contribute to improving educational practices in technical disciplines.
DUAL MODEL OF ACADEMIC ADVISING AND MENTORING FOR HIGHER EDUCATION STUDENTS: IMPLEMENTATION STRATEGY
The digitalization of higher education creates a paradoxical situation: on the one hand, MOOCs, adaptive learning platforms, and large language models expand access to knowledge and enable the individualization of learning pace; on the other hand, they increase the risk of depersonalization of the educational process and social isolation among students. At the same time, progressive educational trends (Liberal Arts, researchbased learning) emphasize the importance of personalized academic support for the development of critical thinking, research culture, and conscious choice of an educational trajectory. However, the model of intensive individualized mentoring characteristic of elite universities remains unattainable for most institutions due to its high cost and the substantial human and time investments required. This makes the development of realistic models of academic support particularly relevant – models that combine the effectiveness of personalization with the resource constraints of mass higher education. Purpose. To develop a model differentiating the functions of academic advising and mentoring in higher education and a strategy for its phased implementation considering the organizational culture of Ukrainian universities. Methods. Comparative analysis, theoretical synthesis based on the dialectical principle of unity of opposites. Results. It is proposed to combine two functionally differentiated but flexibly integrated roles: an academic advisor provides adaptation support for cohorts in the first year, while a mentor guides the formation of individual educational trajectories no later than the second year of study. The model is based on the dialectical principle of unity of opposites (guided integration ↔ autonomous choice, group ↔ individual, stability ↔ challenge) and represents a realistic compromise between ideal continuity of support and limited resources. Conditional differentiation over time allows for: distinguishing executor competencies, optimizing faculty workload, and preserving opportunities for early academic engagement. Successful implementation is ensured by three pillars: administrative support, balanced faculty motivation (material and value-based), and a culture of quality instead of formal control. Typical institutionalization pitfalls and preventive strategies are identified. The phased implementation strategy involves a hybrid trajectory from a pragmatic start to a value-based self-sustaining system. Conclusions. The transition from the «adaptation or mentoring» dichotomy to a dual model based on role composition through functional differentiation and flexible integration.
ON THE OCCASION OF THE NINETEENTH BIRTHDAY OF MARIA IVANIVNA PENTILIUK
SOFT SKILLS AS A COMPONENT OF PROFESSIONAL COMPETENCE OF FUTURE TOURISM SPECIALISTS
The relevance of the study is determined by the growing demands of the modern labor market forthe professional training of future tourism specialists under the conditions of globalization processes,digitalization, and transformation of the tourism industry. Particular importance is attached to soft skills asan essential component of professional competence that ensures the ability of future specialists to interacteffectively in the professional environment, work in a team, adapt to professional changes, and effectivelycarry out intercultural communication. Purpose. The purpose of the article is to investigate the role of softskills in the structure of professional competence of future tourism specialists and to substantiate theirsignificance in the process of professional training. Research methods. The study employed the analysisand generalization of scientific sources, analysis of educational programs, comparison of internationalexperience in professional training, as well as analysis of current labor market requirements in the tourismsector. Results. The study substantiates the significance of communicative, organizational, intercultural, and personal skills in the professional training of tourism specialists. The requirements of the modernlabor market and vacancies of tourism companies such as «Join UP!», «Anex Tour», and «Poikhaly znamy» were analyzed, which made it possible to identify the most demanded soft skills in the moderntourism industry. It was established that the professional competitiveness of a specialist largely dependson the level of development of communicative abilities, adaptability, emotional stability, responsibility,and teamwork skills. Particular attention was paid to the international experience of professional trainingat EHL Hospitality Business School and the peculiarities of dual education in Germany. Conclusions.The modern system of professional training of future tourism specialists requires the combination of hardskills with the systematic development of soft skills, as well as the implementation of practice-orientedlearning, internship-based training, and interactive teaching methods in higher education institutionsof Ukraine.
FROM READY-MADE ANSWERS TO GUIDED THINKING: THE METHOD OF COGNITIVE-TRAJECTORY TRACING IN THE USE OF ARTIFICIAL INTELLIGENCE
Purpose. The purpose of the article is to theoretically justify and experimentally verify a didactic modelof pedagogically guided use of artificial intelligence in developing mathematical competencies of futureprimary school teachers, as well as to clarify the essence of the cognitive-trajectory tracing method as a tool foranalysing students’ learning activity. Methods. The study employed analysis of scholarly and policy sources,pedagogical observation, questionnaires, analysis of student–AI dialogues, and a quasi-experiment withdiagnostic, formative, and control stages. Statistical processing of the results was carried out using Student’st-test. The participants were 33 second-year students majoring in Primary Education from two consecutiveacademic cohorts. Results. The article proposes a didactic model of AI use in which the role of artificialintelligence shifts from a tool for checking answers and varying task conditions to an object of critical analysisand a means of co-creation. The cognitive-trajectory tracing method is substantiated as a way to record notonly the final answer but also the sequence of students’ cognitive actions in interaction with AI, includingprompt formulation, clarification of conditions, choice of strategy, verification, explanation, and reflection. Theexperimental results demonstrated positive dynamics in the levels of mathematical competence, an increase in analytical and reflective actions, and signs of transfer from students’ own learning strategies to their emergingmethodological competence as future teachers. Conclusions. Pedagogically guided AI use can serve asan effective means of developing mathematical and methodological competencies in future primary schoolteachers, provided that learning is based on clear didactic design, human oversight, and a shift of emphasisfrom answer production to the process of thinking.
CRITERIA FOR SELECTING TEXTS FOR READING IN A FOREIGN LANGUAGE: SCIENTIFIC APPROACHES AND MODERN PRACTICES
This article delves into the primary criteria for selecting reading materials in a foreign language. It offers an analysis of various scholars’ perspectives on the use of authentic texts and explores potential methods to optimize the text selection process. Emphasis is placed on the importance of both adapted and authentic texts in the context of language acquisition, while also acknowledging the pivotal role modern digital platforms play in this domain. The purpose of this study is to explore the role of text selection in foreign language teaching and its impact on achieving specific educational objectives, such as language acquisition, cultural understanding, and cognitive development. The selection of texts must be deliberate and align with both the linguistic needs of students and the pedagogical goals of the curriculum. A comprehensive review of scientific literature highlights key factors that influence the choice of texts, such as the learner’s proficiency level, the thematic relevance of the material, and the degree to which the content aligns with student motivation and interests. The article underscores how crucial it is for educational texts to be engaging, challenging, and appropriately tailored to the individual needs of the learner to maintain motivation and foster deeper learning. The combination of these factors plays a vital role in enhancing the overall effectiveness of foreign language instruction. Special focus is given to the transformative influence of digital technologies, particularly in the area of automated text selection. By leveraging advanced technological tools, educators are now able to streamline the selection process, ensuring that materials are not only linguistically suitable but also pedagogically relevant. The analysis of text selection in foreign language teaching is approached through several key factors: alignment with educational objectives, types of reading (global, selective, and detailed), psycholinguistic factors, technical considerations (multimedia and interactive resources), and linguistic and sociocultural contexts. The study also examines the distinction between authentic and adapted texts, as well as the role of digital platforms in providing access to diverse materials. The results indicate that text selection should be tailored to learners’ proficiency levels, interests, and motivations. The study highlights the importance of using authentic materials for advanced learners, while adapted texts are beneficial for beginners and intermediate students. The integration of multimedia resources and digital technologies provides more flexible learning opportunities, enhancing engagement and improving listening and speaking skills. Psycholinguistic factors, such as motivation and cognitive appropriateness, are crucial for the effectiveness of the selected materials. The selection of texts for foreign language teaching should take into account pedagogical and psychological considerations, ensuring that the materials are suitable for the learners’ proficiency level and personal interests. Adapting texts to the students’ needs and incorporating multimedia and digital resources can significantly improve the learning process. Authentic texts are essential for developing communicative competence and cultural understanding, fostering a deeper connection between language and culture. The article concludes with a set of recommendations aimed at refining the text selection process. These recommendations emphasize the importance of leveraging digital tools to offer dynamic, personalized, and effective language learning experiences. The overall goal is to ensure that learners are not only exposed to language content that aligns with their proficiency and interests but also engaged in a way that maximizes the impact of their language acquisition journey. In light of these advancements, the article advocates for an evolving, tech-enhanced approach to reading in foreign languages, one that fosters greater learner engagement and success.
SECTION 4 MODERN EDUCATIONAL TECHNOLOGIES
TRADITIONAL AND INNOVATIVE TECHNOLOGIES IN TEACHERS’ PROFESSIONAL COMPETENCE IN TRAINING THE STUDENTS IN STEM EDUCATION
In the Concept of Development of Science and Mathematics Education (STEM Education), the implementation of which is envisaged by the Government of Ukraine by 2027, the need to focus on professional training of teachers is becoming increasingly relevant for higher education institutions. In this context, it is advisable to study the historical retrospection of the development of traditional and innovative educational technologies and the use of educational technologies in the professional activities of teachers in the field of STEM education in the country that is the source of STEM education – the United States of America.Purpose. The purpose of the article, based on historical retrospection, is to investigate the development of traditional and innovative practices of using educational technology in the professional competence of teach- ers in the training of students in the field of STEM education. The following tasks were solved: to investigate which technologies in the professional activities of teachers are traditional and which are innovative in the spa- tial content of the development of education; to determine which technologies are important for students to master for professional activities in the field of STEM education.Methods. To achieve the set goal, specific-search and logical-synthetic analysis; system-structural analysis; chronological analysis; statistical and comparative analysis of individual aspects of the development of STEM education; theoretical-generalizing method and interpretation method were used.Results. The results of the study showed that in the category of traditional technologies, both in the USA and in Ukraine, passive learning technologies prevail, namely explanatory-illustrative, lecture and practical learning in the classroom. In the category of innovative technologies, activity, interactive technologies, as well as technologies of personality-oriented learning prevail. Project technologies are very often attributed by teachers to the group of innovative ones, but today it is obvious that mastering them is mandatory for teachers. In the context of our study, it should be noted that the issue of liberal education, namely «artes liberales» versus «artes serviles» in the development of the educational environment and the concept of education in the United States, led to a rethinking of the direction of education, in particular in determining the development of pedagogical skills of teachers and the training of students, which was manifested in the progress and improvement of pedagogical systems.Conclusions. It is determined that the historical development of education is aimed at moving away from academic traditional learning, which has been an unchanging principle since the founding of the first higher education institutions in the United States, to the latest innovative educational methods, namely, information and communication, digital, problem-dialogical, problem-heuristic, interactive, personality-oriented, based on multiculturalism in education. Technologies of pedagogical skills of teachers in the field of STEM education, regardless of the country, are traditional (academic) and innovative at the same time, because the learning process can be oriented both to the classics and to innovations, which is a progressive model of education that attracts both young people and teachers who use the latest educational trends in their work.
THE KEY TO SUCCESSFUL CHEMISTRY EDUCATION THROUGH FORMATIVE ASSESSMENT TOOLS
In the context of educational reform in Ukraine, particularly the implementation of the New Ukrainian School (NUS) concept, which involves a transition to a competency-based approach to learning, research on effective methods of formative assessment is becoming increasingly relevant. The aim of the study is to develop and test a model toolkit for formative assessment in chemistry education, which will contribute to improving the quality of the educational process and developing students’ key competencies. The research methods include an analysis of scientific and methodological literature, a comparative analysis of formative and summative assessment, a pedagogical experiment, surveys of students and teachers, as well as statistical analysis of the obtained data. The research results indicate the effectiveness of formative assessment, which focuses on the learning process rather than just the final outcome. A model toolkit for formative assessment has been developed, which includes: checklists for laboratory work that allow students to independently monitor the correctness of experiments and analyze their actions; reflective pages in workbooks that encourage students to self-analyze, recognize their mistakes, and find ways to correct them; student achievement reports that provide feedback to parents and enable them to actively engage in the learning process; a two-stage knowledge assessment system that allows students to improve their results after correcting mistakes and additional work on the material. The pilot implementation of the proposed approaches in secondary education institutions confirmed the positive impact of the model toolkit on students’ success in chemistry. Сonclusions indicate that implementing the developed formative assessment model enhances students’ motivation for learning and fosters critical thinking. Thus, this model can be effectively applied in Ukraine’s modern educational system.
ORGANIZATIONAL AND PEDAGOGICAL PRINCIPLES OF MANAGING BLENDED LEARNING IN GENERAL SECONDARY EDUCATION INSTITUTIONS
Purpose. To substantiate the organizational and pedagogical principles of managing blended learning in general secondary education institutions under conditions of digitalization and dynamic socio-political transformations. The relevance of the study is justified in the context of challenges posed by the COVID-19 pandemic and martial law, which have prompted a reconsideration of traditional educational process models.Methods. The research is based on systemic and activity-based approaches, employing methods of content analysis, comparative analysis, and generalization of practical experience in implementing blended learning.The interrelations between educational management strategies and modern HR approaches adapted to the school context are identified.Results. Key components of organizational and pedagogical support for managing blended learning have been formulated: flexible planning of the educational process; enhancement of teachers’ digital competence; development of teacher autonomy and responsibility; cooperation with parents and students; effective use of digital platforms; formation of an assessment system for learning outcomes; adherence to principles of digital ethics. Contradictions between the need to modernize education management and the conservatism of management approaches in general secondary education institutions have been revealed. Emphasis is placed on the importance of creating an integrated digital environment that ensures the personalization of the educational process and real-time monitoring of its results. Conclusions. The proposed approaches to managing blended learning are based on the principles of inclusivity, flexibility, digital transformation, and pedagogical leadership. The defined principles contribute to the formation of an adaptive educational environment capable of promptly responding to external challenges.Prospects for further research are related to the design of a comprehensive model for managing the educational process in general secondary education institutions, oriented toward sustainable development and innovation.
СЕКЦІЯ 5. СУЧАСНІ ПЕДАГОГІЧНІ ТЕХНОЛОГІЇ
PRESCHOOL EDUCATION IN UKRAINE: CURRENT CHALLENGES
The article offers a theoretical and practical analysis of the challenges faced by the modern preschool education system under martial law conditions. Based on the analysis of regulatory and analytical documents, the authors justify certain ways to overcome these current challenges.The purpose of the article is to justify optimal ways to address the challenges facing the preschool education system in Ukraine under martial law.The research methods included analysis of psychological, pedagogical, and methodological literature, as well as relevant regulatory documents; methods of comparison and generalization of the results of analysis and observation; and methods for studying practical experience.The results of the study revealed that the preschool education system, facing contemporary challenges, demonstrates adaptability. The article emphasizes that adaptability is characterized by cognitive flexibility, emotional regulation, openness to new experiences, and problem-solving ability.The research confirmed the critical role of the personal potential of all participants in the educational process in ensuring its effectiveness. The authors highlight the importance of mental health in shaping a person’s system of values. It is shown that mental health should be regarded as a criterion of a proper psychological state that motivates the desire to develop, preserve, and transmit spiritual heritage, moral values, and to shape a culturally competent personality. Theoretical analysis of the works of Ukrainian scholars has shown that mental health is a state of well-being reflecting an individual’s intrinsic motivational orientation toward active cognitive activity.Conclusions. Further research may focus on enhancing practical tools, particularly the development and testing of training exercises aimed at fostering adaptability in children and the adult population to meet the demands of modern society.
PECULIARITIES OF PEDAGOGICAL SUPPORT FOR FOREIGN STUDENTS IN THE PROCESS OF MUSICAL TRAINING IN HIGHER EDUCATION INSTITUTIONS OF UKRAINE
Purpose. The purpose of this study is to analyze the challenges of adapting international students during their musical education in Ukraine and to substantiate the pedagogical conditions for effective support that facilitate their successful integration and professional development. Methods. To achieve the objective, the study employed theoretical analysis of scientific and pedagogical sources, exploration of international experience in adapting foreign students in the field of art education, and generalization of the practices of Ukrainian higher educational institutions specializing in the arts. Results. The research identified key factors complicating the adaptation process for international students, such as language barriers, cultural differences, disparities in prior professional training, and the need for distance learning under pandemic and martial law conditions. A set of pedagogical conditions to enhance the efficiency of foreign students’ education was proposed. These include the implementation of an intercultural approach that respects diverse national traditions; active use of multimedia and digital technologies to overcome linguistic and cognitive barriers; development of individualized educational trajectories based on students’ prior training and cultural backgrounds; and promotion of mentoring support systems, particularly peer-to-peer mentoring. Practical recommendations for integrating these approaches into the educational activities of Ukrainian art institutions were formulated. Conclusions. The effectiveness of the educational process for international students largely depends on the quality of pedagogical support. Comprehensive support combining an intercultural approach, individualization of learning, and modern technological tools contributes to successful adaptation, the formation of intercultural competence, and the creative self-realization of students. The role of the teacher as a mentor and cultural mediator is emphasized as critical within this context.
СЕКЦІЯ 4. ТЕОРІЯ І МЕТОДИКА ПРОФЕСІЙНОЇ ОСВІТИ
SOCIO-EDUCATIONAL PRACTICES IN EDUCATIONAL INSTITUTIONS IN KRAKOW IN THE LATE 19TH AND EARLY 20TH CENTURIES: EXPERIENCE WORKING WITH CHILDREN IN CONDITIONS OF SOCIAL RISK
The purpose of the article is to conduct a historical and pedagogical analysis of social and educational practices in children’s institutions in Kraków at the turn of the 19th and 20th centuries, within the context of the social challenges and pedagogical ideas of the era. Particular attention is given to the influence of Christian ethics, work-based education, the role of the clergy, and societal transformations on the formation of educational models within these institutions. To achieve this objective, an interdisciplinary approach was employed, integrating historical-pedagogical, socio-cultural, hermeneutic, and local (regional) perspectives.Notably, the case of Pawlikowice is examined as part of Kraków’s broader social-educational space, due to its geographical proximity and administrative affiliation with the Kraków region. Within these frameworks, the study applies methods such as content analysis of primary sources, the comparative-historical method, and the method of historical reconstruction. The research findings reveal that the socio-educational practices in Kraków’s child welfare institutions combined ethical, labor-oriented, and disciplinary elements in the upbringing of children in difficult life circumstances. The research substantiates the emergence of a unique educational model for working with homeless children, based on three core components: moral and religious guidance, engagement in labor as a means of resocialization, and the gradual institutionalization of care, supported by municipal authorities and the Church. The study also analyzes two typologically distinct institutions, which allowed for the identification of both shared features in their educational strategies and specific differences in pedagogical approaches, resocialization methods, and organizational structures. Despite differences in leadership and ideological foundations, both institutions fulfilled similar roles in promoting the moral, labor, and social development of children. Conclusions. The study demonstrated that the socio-educational practices implemented in child care institutions in Kraków at the turn of the 19th and 20th centuries emerged as a response to the social risks of the time, including poverty, orphanhood, homelessness, and juvenile delinquency. The key components of educational work included labor involvement, an individualized approach, participation in the institutional community, and the development of self-education skills. The identified principles and practices represent a valuable source of historical and pedagogical experience and may be critically reconsidered for use in contemporary socio-pedagogical work with children at social risk.
UTILIZING THE LEGACY OF UKRAINIAN ARTISTS OF THE MIDDLE 19TH TO EARLY 20TH CENTURY IN DEVELOPING KEY COMPETENCES: CULTURAL AWARENESS AND SELF-EXPRESSION
Purpose: To identify the pedagogical potential of the creative legacy of Ukrainian artists of the mid-19th to early 20th century in developing key cultural competences among learners–particularly cultural awareness and the ability for self-expression – through the integration of artistic works into the educational process.Methods: this research employed the following methods: analysis – for an in-depth study of the biographies and creative contributions of Ukrainian artists from the middle19th to early 20th century; historical method – to collect data on the educational and cultural environment in Ukraine during the specified period; synthesis – to integrate information and formulate conclusions based on the study.Results. The study analyzed the works and educational contributions of Ukrainian artists such as O. K. Bohomazov, M. I. Murashko, O. O. Murashko, V. H. Krychevsky, F. H. Krychevsky, P. I. Kholodny, and M. I. Zhuk. Their influence on the education system of their time and their role in shaping Ukrainian national identity were explored. The research examined their artistic and educational heritage and identified specific artworks that can be effectively used in the educational process to cultivate learners’ artistic and cultural competences.Conclusions. Integrating works of visual art into the educational process contributes to the development of artistic and cultural competences, patriotic values, and creative self-expression. This issue is particularly significant today, as Ukraine continues to fight for its national identity, while its cultural heritage remains under threat. Therefore, future educators must be equipped with the skills to incorporate national art into the curriculum as a means of shaping students’ aesthetic appreciation and cultural consciousness.
SOCIAL DETERMINANTS IN RECOGNIZING HIGHER EDUCATION DIPLOMAS
Aim. This article explores higher education diplomas recognized based on their social determinants across Europe. Academic mobility, the application of international educational standards, cultural and linguistic barriers, and the principle of equal access to education are the key factors forming the internationalization process in education. Methodology. Qualitative analysis is applied to international legal frameworks, educational policy documents, and institutional practices that regulate diploma recognition. Using comparative data and official sources, it explores initiatives like the Bologna Process, Lisbon Convention, and Erasmus+ to determine their effect on harmonizing higher education and academic cooperation.Results. Academic mobility is a key instrument that corporations use to foster cross-border partnerships and scientific exchange. Backed by various EU actions, it encourages educational systems to align with one another and streamlines coordination. However, it still struggles with bureaucratic speed bumps, and concern about brain drain hangs over the EU. Quality and comparability between institutions are still (and always will be) closely monitored via accreditation. Standards, trust, and transparency: bodies like ENQA and Ukraine’s NAHEQA maintain standards and mutual trust, while tools such as the ESG and EQF facilitate openness and mobility. The new study also explains how differences in language and culture stand in the way of diplomas being recognized. Fostering inclusivity and intercultural dialogue – the crux of multilingualism initiatives, including the European Centre for Modern Languages and EU multilingualism policies – is key to integrating diverse learners and professionals.Conclusions. As a fundamental value of the EU, access to education is affirmed. Still, restrictive migration and security policies result in the denial of access to education to vulnerable groups, and in particular to refugees and migrants. The piece notes that as EU strategies evolve, they must address these tensions to provide a fair recognition of qualifications while being attentive to national concerns and respecting the universal right to education and career development in an interconnected world.
EDUCATIONAL POTENTIAL OF WEBMULTIMEDIA: OPTIMIZATION STRATEGIES IN THE CONTEXT OF DIGITAL TRANSFORMATION
The purpose of the article aims to conduct a comprehensive analysis of the potential of information and communication technologies in higher education, with a focus on web multimedia, and to explore their optimization in the context of contemporary societal challenges. Methods. The study combines a theoretical review of scholarly publications and practical experiences related to the use of information and communication technologies in the educational process of higher education institutions with empirical research through testing, surveys, and observations. Results. A synthesis of scientific studies has demonstrated that during the forced transition to distance learning, information and communication technologies have gained new importance in the organization and delivery of educational services. The structure and content of online courses must consider participants’ needs and digital transformations. The survey results on the satisfaction level of higher education students with the organization of the educational process in a distance format revealed the following distribution: the majority of respondents (53%) showed a high level of satisfaction, rating the organization 10 out of 10; 22% rated it 9, indicating a positive perception; 17% gave a score of 8; fewer respondents expressed moderate satisfaction, rating it 7 (6%) and 6 (2%), respectively. The obtained data confirm a generally positive evaluation by students of web multimedia that facilitate the educational process at the Faculty of Pedagogy.At the same time, they provide a foundation for improving their effectiveness in the era of digital evolution.Conclusions. The article proves the pedagogical feasibility of using electronic courses at the Pedagogical Faculty of Kherson State University, taking into account the needs and interests of applicants for the effective implementation of their professional trajectory.
OPPORTUNITIES AND RISKS OF THE METAVERSE IN THE CONTEXT OF DIGITAL UNIVERSITY DEVELOPMENT
The article is devoted to the study of the opportunities and risks of using the metaverse in the context of digital university development. The primary aim is to identify the potential of the metaverse as a tool for transforming the educational process in higher education, to analyze the challenges associated with implementing virtual and augmented reality technologies, and to substantiate the pedagogical conditions for their effective use. To achieve this aim, a set of theoretical and empirical research methods was used. The theoretical analysis of scientific literature allowed us to identify the main directions of digitalization of higher education and the principles of formation of an immersive educational environment. Statistical sources and analytical reports of international companies made it possible to assess the dynamics of the metaverse market development in the educational sphere. The generalization method helped to formulate conclusions about the role of the digital university as a new generation institution. Results. The study has confirmed that the use of AR/VR technologies and the integration of artificial intelligence contribute to the personalization of learning, increase student motivation, and create new models of interaction in the learning environment.The metaverse allows students to immerse themselves in simulated situations that are close to real professional experience. At the same time, a number of risks have been identified: digital dependence, shifting emphasis in content, information manipulation, insufficient regulatory framework, and the need to improve the digital competence of teachers. The article also emphasizes the importance of ensuring ethical standards and preserving academic autonomy in the context of full or partial virtualization of education. The conclusions substantiate the expediency of implementing metaverse technologies in the system of digital higher education, with a comprehensive approach to the technical, methodological, legal, and ethical support of this process. The metaverse is viewed not only as a technical innovation but also as a new form of organizing educational space that requires a deep rethinking of the role of the university in the digital age.
RESEARCH METHODOLOGY IN THE INTERDISCIPLINARY DIMENSION OF EDUCATIONAL SCIENCES
The purpose of the article is to illuminate the essence of research methodology in the interdisciplinary dimension of educational sciences in order to elevate the functionality of scientific research in the field of education to a higher level.Methods. A set of methods was used to achieve the goals and objectives: analysis, synthesis, systematization, comparison, and generalization, which made it possible to structure the materials of theoretical research, formulate generalizations and conclusions; content analysis – for the quantitative and qualitative tracking of trends in scientific and pedagogical research and identifying hindering factors present in the PhD training.Results. The use of problem-oriented, systemic, competency-based, and axiological approaches has allowed for a comprehensive illumination of the issue outlined in the article, taking into account the current missions and visions of pedagogical science. The theoretical, methodological, and practical aspects relevant to pedagogical science (educational sciences) and educational practices for training future doctors of philosophy (PhDs) have been substantiated; leading directions for overcoming gaps in the scientific component of the educational and scientific program in the field of knowledge “A Education” with a specialty “A1 Educational Sciences” have been summarized. The issues highlighted in the article are characterized within the context of the leading functions of pedagogical science, which expands its scientific field in line with contemporary educational challenges. The problem of improving the scientific training of future doctors of philosophy using the best Ukrainian and foreign educational practices has been actualized; the essence of contradictions in justifying the topics of theoretical and applied dissertations has been revealed; and the interconnections between theoretical, methodological, and technological levels of scientific and pedagogical research have been discussed.A prominent place has been given to the elucidation of the terminological system of interdisciplinary research and its interpretation in the context of contemporary Ukrainian orthography.Conclusions: the generalized primary aspects of research methodology, according to the logic of scientific inquiry, in the unity of their interconnections in the interdisciplinary dimension of the educational sciences, will contribute to the advancement of new knowledge and educational practices based on the latest ideas and concepts about human education in a changing world.