Collection of Research Papers «Рedagogical Sciences»

SOCIAL-HISTORICAL CONTEXT OF THE FORMATION OF THE CONCEPTUAL AND TERMINOLOGICAL SYSTEM OF UKRAINIAN HIGHER EDUCATION PEDAGOGY IN THE LATE 20TH – EARLY 21ST CENTURY

2025-10-31T10:12:48+00:00

The purpose of this article is to analyze the social and historical factors that influenced the formationof the conceptual and terminological system of Ukrainian higher education pedagogy from the late 20th tothe early 21st century. Methods. The study applies historical-pedagogical and systematic approaches as wellas content analysis to examine academic publications, terminological sources, regulatory acts, educationalstrategies, and legislation of Ukraine. The interdisciplinary approach and retrospective analysis made itpossible to identify the key social and historical factors that impacted the transformation of the conceptualand terminological system of Ukrainian higher education pedagogy during the specified period. Results. Thearticle emphasizes that the evolution of the terminological apparatus of higher pedagogical education is notonly a result of internal scientific development but also a reflection of broader societal transformations, suchas the attainment of independence, European integration processes, the digitalization of education, paradigmshifts in governance, and democratization of the educational environment. A brief characterization is provided of both the Soviet and post-Soviet periods in the development of Ukraine’s conceptual and terminologicalsystem of higher education pedagogy from the late 20th to early 21st centuries. The influence of externalfactors (e.g., the Bologna Process, ISO standards, the war in Ukraine) and internal factors (e.g., changesin educational and managerial strategies, legislative and regulatory frameworks) on the formation of newconcepts and categories is analyzed. Conclusions. Key stages in the evolution of the terminological systemare defined. The transformation from Soviet-style unified models to a modern pluralistic, European-orientededucational environment is traced. The study demonstrates how terminology functions not only as a cognitivetool but also as a marker of identity and an indicator of change within the national education system.

FOREIGN LANGUAGE TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS (SECOND HALF OF THE TWENTIETH – BEGINNING OF THE TWENTY-FIRST CENTURY): METHODOLOGICAL ASPECT

2025-10-31T10:13:15+00:00

The purpose of the article is to identify socio-economic, political-ideological, pedagogicaland organizational and methodological prerequisites that influenced the development of foreign language training of elementary school teachers in Ukraine in a certain period. Methods. On the basis of the analysisof archival data, historical-literary and other sources of the studied period, the peculiarities of teaching foreignlanguages of future elementary school teachers in the second half of the twentieth-early twentieth century aregeneralized and the prospects for the use of research results in modern educational institutions are determined.Results. The concentration of strategic elements in practical educational and professional programs deprivedthe ability to respond promptly regarding the introduction of methodological innovations of the worldpedagogical discourse. At a time when the Western educational systems actively attracted personality-orientedand pragmatic approaches to learning a foreign language, the educational process in Soviet institutions of higherpedagogical education focused on the structural and functional model. This significantly limited the possibilityof introducing a methodological diversity into the educational process, since foreign language activity was notonly limited, but also determined by its internal priority. Under such conditions, the formalization of educationwas actively developed, which was enhanced by the traditional for the then society the elimination of initiativeby the teacher. As a result, the study of foreign languages did not lay the necessary foundation for foreignlanguage competence, but provided for the quantitative accumulation of knowledge of linguistic elements.The system of foreign -language theoretical training of elementary school teachers during the formationof the Ukrainian education system was faced with a practical problem of implementing new methodologicalapproaches. First of all, it is worth noting the complexity of the transition of the scientific and pedagogicalcommunity to new standards of teaching. Also problematic was the need to change (sometimes quite cardinal)educational and methodological standards of pedagogical activity in the field of foreign language learning.All these aspects were exacerbated by the complex socio-economic state of education in general, which ledto the delaying the rapid transition of the specifics of the training of future elementary school teachers. Withthe stabilization of the situation in the educational sphere, active work on educational and methodologicalupdating of programs of training of future teachers has begun. Conclusions. The most significant factors thatcontributed to the updating of the theoretical paradigm of the learning process of foreign languages were:removal of ideological prejudices in the formation of professional standards of teacher training; the possibilityof attachment to the experience of other countries in the use of effective approaches to learning a foreignlanguage; adherence to the principles of humanization of education that gave priority of personality-orientedlearning; transition of the elementary school teacher training system from administrative to variant dimensionswith active involvement of flexible skills; Reorientation from the ability to know a foreign language tothe format to understand it and use it in a foreign language environment.

WAYS OF OPTIMIZING CHILDREN'S COGNITIVE DEVELOPMENT IN THE CONDITIONS OF DISTANCE EDUCATION

2025-10-31T10:13:18+00:00

The purpose of the article is to consider ways to optimize the cognitive development of children in distancelearning. To analyze the key motives of online learning. To indicate the necessary conditions for distancelearning in preschool education institutions as a method of optimizing learning. To characterize the roleof the information and communication sphere in cooperation with parents and adults who are interestedin the child’s health, his thoughts, feelings and desires, which will ensure the consistency and supportof children’s cognitive development not only in preschool education institutions but also at home, in the family,where the child feels loved, accepted and valued. The methods and principles of optimizing the cognitivedevelopment of preschoolers are highlighted – this is an individual approach, systematicity and consistency, emotional support and positive reinforcement of preschool children by adults. Result. The role of the teacherand parents in creating conditions for optimizing the cognitive development of preschoolers and finding waysto maximize their potential are determined. The focus is on the positive and negative effects on the cognitivedevelopment of preschoolers that arise in the process of online learning. The emphasis is on the existenceof an environment that contributes to the achievement of learning outcomes and provides the child withthe opportunity for independent activity and making their own positive decisions. Conclusions. The maintasks of optimizing the cognitive development of preschoolers are identified. It is noted that distance learningstimulates the development of independence and responsibility in children, as they learn to organize their time,plan activities and perform tasks without constant control from adults, but the active participation of adultsin the educational process of preschoolers provides an opportunity to observe the progress of children ineducational activities and correct negative emotions. Delving into the details of the existing areas indicated inthe article, conclusions are drawn and recommendations and suggestions are provided regarding the supportof the cognitive development of preschoolers in conditions of distance learning.

STAGES OF FORMATION OF SKILLS OF PLAYING PERCUSSION INSTRUMENTS OF STUDENTS OF ART LYCEUMS

2025-10-31T10:13:22+00:00

Among musical instruments, percussion instruments occupy a special place; in orchestras and ensembles they form the tempo-rhythmic basis, determine the artistic character of the work and often give it a nationalstylistic flavor. Effective mastery of percussion instruments involves consistent and purposeful formation of performance skills, organized taking into account the psychophysiological characteristics of the student and the specifics of percussion subfamilies. The purpose of the study is to scientifically outline the content and features of the stages of formation of skills in playing percussion instruments in students of art lyceums. Methods: the regulatory and legal analysis allowed us to define the concept of an art lyceum and the features of its educational activities, to clarify the requirements of typical programs and approaches to assessment, generalization was used to formulate a generalized definition of "skill formation", to identify common features of definitions of different authors, due to the systematic approach was used to establish relationships between goals, content, methods of forming skills of playing percussion instruments and assessment. The result is a description of a three-stage model of the formation of skills of playing percussion instruments in the context of an art lyceum, which is consistent with the requirements of current educational documents and the practice of school musical performance. The specified phasing ensures progress from primary motorrhythmic organization to interpretive independence and stage reliability, preparing the applicant for further specialized education. Conclusions: the formation of skills of playing percussion instruments by students of art lyceums includes three stages. At the initial stage, the foundations of technique and musicality are laid, students master basic playing techniques, develop rhythmic ear, coordination, learn an elementary repertoire, and form motivation for music lessons. At the intermediate (basic) level, there is intensive development of technical skills (speed, rudiments, playing various percussion instruments), enrichment of musical horizons with stylistically diverse material, education of ensemble skills and creative independence. The profile level completes the formation of a young drummer, skills are improved to a level close to professional, interpretive abilities, one's own performing style, readiness for further specialized education are formed.

STRUCTURE OF READINESS OF INSTRUCTORS OF TRAINING CENTRES OF THE ARMED FORCES OF UKRAINE FOR PROFESSIONAL INTERACTION

2025-10-31T10:13:25+00:00

The article's purpose is to theoretically substantiate the structure of readiness of instructors of the AFUtraining centres for professional interaction in retraining reserve officers. The study aims to identify the keycomponents of this readiness, their content, and interrelationships, which are essential for improving the qualityof military education in the context of reforming the security and defence sector. The study uses a set of methods, including analysis of scientific sources, systematisation of approachesto interpreting the concepts of 'readiness' and 'professional interaction', and structural and functional analysisof the components of instructor readiness. The study is based on the provisions of military pedagogy, andragogy,occupational psychology, and legal documents regulating the activities of the Armed Forces of Ukraine.The study results showed that professional interaction in the military is a complex multilevel phenomenonthat integrates several key aspects. The socio-psychological aspect emphasises the role of interaction asa mechanism for regulating interpersonal relations in a military team. The functional and communicativeaspect reveals it as a purposeful activity that includes verbal and non-verbal communications and plannedand situational contacts. The institutional and organisational aspects consider interaction as an elementof corporate culture with a clear role differentiation, and the educational and pedagogical aspects result froma purposeful educational process.The structure of instructors' readiness for professional interaction turned out to be a complex integrativesystem consisting of five components. The motivational and element of value forms a professional orientationtowards cooperation and responsibility for a typical result. The cognitive component includes knowledgeof the principles of andragogy, military pedagogy, conflictology, and communication strategies. The operationaland interaction component includes practical skills in organising interaction in various training and combatsituations, including during training, simulations, and group exercises. The communicative component involvesthe skills of effective dialogue, taking into account the peculiarities of the military environment. The reflectiveand evaluative component provides the ability to analyse and correct one's professional behaviour critically.The conclusions confirm the need for further research, including the development of practical methods fortraining instructors, the introduction of interactive training and the study of the impact of digital technologieson professional interaction.

ARTIFICIAL INTELLIGENCE AS A DIGITAL COLLEAGUE: OPPORTUNITIES, CHALLENGES, AND PROSPECTS IN EDUCATION

2025-10-31T10:13:37+00:00

This article explores the integration of generative artificial intelligence (AI) into scientific and educational activities as a full-fledged “digital colleague.” Purpose.The primary aim of the study is to analyze the transformation of research practices under the influence of AI and to identify both the benefits and potential risks of human-AI collaboration. Methods.The methodological framework combines a systematic and comparative analysis of contemporary scholarly publications, case study methodology to examine specific applications of AI in academia, and the synthesis of international experiences in human-AI cooperation. This approach provides a comprehensive overview of emerging research cultures, in which algorithms function not only as tools for data processing but also as active participants in idea generation and intellectual exchange. Results. The findings demonstrate the significant advantages of AI integration in research, including enhanced scholarly productivity, acceleration of big data analysis, optimization of repetitive tasks, and expanded opportunities for interdisciplinary collaboration. However, the study also reveals critical risks, such as challenges to academic integrity, difficulties in attributing authorship, ethical dilemmas concerning responsibility, and the risk of overreliance on algorithms. Particular emphasis is placed on the necessity of strengthening researchers’ digital competence, as effective collaboration with AI depends on their ability to critically evaluate and refine AI-generated outputs. Conclusions. The study concludes that the concept of a “digital colleague” offers new horizons for advancing scientific inquiry, yet its successful implementation requires a balance between technological innovation and clear ethical and legal frameworks. A promising direction lies in the development of hybrid human-AI teams, capable of combining the analytical capacities of machines with the creative and critical thinking of humans. Such collaboration ensures not only research efficiency but also the preservation of the humanistic dimension of science.

ADAPTATION AND DEVELOPMENT OF DECORATIVE ART IN THE EDUCATIONAL PROCESS: STRATEGIES FOR THE PREPARATION OF FUTURE SPECIALISTS UNDER CONDITIONS OF A FULL -SCALE WAR

2025-10-31T10:13:41+00:00

The article examines vital strategies for adaptation and development of decorative art in the educationalprocess of higher education institutions of Ukraine, which operate in a full-scale war. The purpose of the articleis to identify and describe innovative methods, forms and practices of work, which not only contribute tothe effective preservation of rich national cultural heritage, but also stimulate the development of creativeand critical thinking in students. Methods: method of analysis of psychological-pedagogical, methodological literature and normative documents; methods of comparison and generalization of observation results;Methods of studying practical experience. The article analyzes the unprecedented influence of hostilities onestablished traditional approaches to teaching and teaching artistic disciplines, emphasizing the urgent needfor systematic transformation of educational programs. This transformation is critically important for ensuringtheir compliance with the dynamic challenges of today and the formation of a new generation of specialists.The enormous potential of art in the country's reconstruction is also emphasized, because decorative art can benot only a symbol of the Renaissance, but also a real tool for the restoration of infrastructure, aesthetic spaceand national identity. Results of the study are of considerable practical value and can be effectively used fora wide range of stakeholders: teachers of art and pedagogical specialties, methodologists, as well as headsof educational institutions of different levels. It is emphasized that the proposed strategies are aimed at formingpsychological stability and ability to organize self-organization of decorative arts, which is extremely importantin conditions of long-term stress and uncertainty. Conclusions. The implementation of the proposed strategiesand techniques will help to optimize the process of training highly qualified, competitive and patriotic specialistscapable of working and developing in difficult historical conditions and making a significant contribution tothe future of Ukraine.

AUTHOR’S SONG IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTIONS: DEVELOPMENT OF STUDENTS' CREATIVE POTENTIAL THROUGH THE PRISM OF STUDYING THE DISCIPLINE AND COMPETITIVE ACTIVITIES

2025-10-31T10:13:44+00:00

Purpose. This article aims to determine the role of author's song and the impact of the "Author's SongPerformance Workshop" discipline on the development of students' creative potential, as well as to analyzethe results of its mastery through competitive activity. Methods. The study employed theoretical methods(analysis of psychological-pedagogical, art history, and methodological literature; synthesis, generalization,and systematization) and empirical methods (pedagogical observation, analysis of students' creative products).Results. The article emphasizes that author's song is a unique pedagogical tool capable of integrating variousaspects of artistic and creative activity and fostering comprehensive personal development. It is noted that author's song is a unique syncretic genre combining the functions of composer, lyricist, and performer. Masteringauthor's song requires students to develop not only musical and performance competencies but also emotionalintelligence, the ability for self-expression, and artistic comprehension of reality. The conceptual foundationsof the interrelationship between creativity and innovativeness are analyzed, and the essence of the "creativepotential" concept is clarified within the context of training future music art teachers. The content of the electiveacademic discipline “Author's Song Performance Workshop" is highlighted as a key hub for developingthe creative potential of future music art teachers. The methods underpinning the educational process arepresented: information analysis and generalization, analytical method, creative tasks method, informationand communication technologies (ICT) method, project method, and guest lectures method.Conclusions. Thestudy demonstrated the effectiveness of project– competition activities in stimulating the creative potentialof students, confirmed by the results of their participation in author's song and poetry competitions. It isunderscored that such artistic and creative projects not only allow for an objective assessment of students'acquired knowledge but also create a powerful motivation for self-improvement and further professional selfrealization.

UPDATING TEACHERS' PROFESSIONAL COMPETENCES IN THE ERA OF ARTIFICIAL INTELLIGENCE: STRATEGIES AND REGULATION

2025-10-31T10:13:46+00:00

In the modern conditions of digital transformation of education and active implementation of artificial intelligence (AI) technologies, the requirements for the professional activity of a teacher are changing significantly. The integration of artificial intelligence into the educational process and the constant updating of relevant digital tools necessitate a rethinking of the traditional role of the teacher. Under these conditions, the need to update the content and structure of teachers’ professional competence in accordance with the new requirements for professional development and advanced training in the postgraduate period is becoming more urgent. Purpose. The purpose of the article is to research and substantiate strategies and mechanisms for updating teachers’ general and professional competencies in the context of the rapid development of artificial intelligence (AI). Methods. The study used theoretical analysis of scientific literature and sources on the topic of the research, content analysis of articles and publications dedicated to the introduction of artificial intelligence into the educational process, generalization and modeling of teacher's competencies that intersect with competencies in the field of AI, as well as synthesis of the information obtained to form conclusions and recommendations. Results. The importance of digital skills and competencies among teachers is constantly growing, and mastery of artificial intelligence technologies is becoming one of the key components of modern education. This provision is confirmed by a number of international documents. In particular, in the UNESCO Recommendations on the Ethics of Artificial Intelligence (2021), in the European Union strategic document «Digital Education 2030». The OECD report also emphasizes that the integration of AI into the educational environment requires not only technical adaptation, but also the formation of new professional competencies for teachers. It is about critically reflecting on the opportunities and challenges associated with the application of algorithmic solutions, personalized learning, and digital analytics in educational practice. The development of digital and artificial intelligence literacy of teachers is gaining the status of one of the priority areas of educational policy, which involves systematic support for the professional growth of teachers, revision of state educational standards, and updating of advanced training programmes. It has been established that AI competencies are integrated into the general and professional competencies of teachers described in the framework documents and are a key element of the training and advanced training of specialists. Particular attention is paid to updating the content of informational-digital, organizational, social and emotional-ethical competences, taking into account the specifics of learning in the era of AI. The analysis of curricula and content modules of the in-service training courses revealed a high level of integration of elements aimed at developing teachers’ digital competence, as well as existing forms and types of activities aimed at implementing AI in the educational process. The results of the study indicate that AI literacy is closely related to other digital skills and competencies of professionals and requires special attention in the context of teachers’ professional development. The conclusions drawn become the basis for further research aimed at improving and expanding the tools for forming AI literacy of specialists, developing targeted professional development programmes, and preparing teachers for the challenges and opportunities that the use of AI in education opens up. Conclusions. Based on the results of the study, it can be concluded that effective updating of teachers' professional competencies in the context of the implementation of artificial intelligence technologies requires a systemic approach. The key conditions are: developing teachers’ digital skills, integrating knowledge about AI into advanced training programmes, forming strategic mechanisms for regulating its use at the level of educational institutions, and implementing relevant provisions in state standards. The combination of centralized support, resource provision, and orientation towards international experience can ensure a balanced implementation of innovations while preserving the pedagogical value and quality of the educational process.

PHD TRAINING AT HIGHER EDUCATION INSTITUTIONS IN KHERSON UNDER MARTIAL LAW

2025-10-31T10:13:48+00:00

The purpose of this article is to analyze trends and effectiveness of the training of PhD at higher education institutionsin Kherson during the period of martial law. To achieve the set goal, theoretical sources and regulatory documents were analyzed, and descriptive and statistical methods, as well as generalization, were applied. The analysis is based on datafrom the NAQA.svr Information System regarding 5 higher education institutions in Kherson.Results. The risks caused by wartime circumstances that may adversely affect the mastery of the educationaland scientific program and the preparation of a qualitative study are outlined, and attention is paid to regulatorychanges that have made adjustments to the formation and implementation of the individual plan of applicantsfor the PhD degree. The number of dissertations submitted for defense at higher education institutionsin Kherson by year and specialty is determined. It was found that from 2022 to the first half of 2025, 47one-time specialized academic councils were established. It is noteworthy that the number of defenses isincreasing annually, which indicates adaptation to current conditions and is also due to the possibilityof PhD students of previous years returning to defend their dissertations and compliance by applicants withthe current requirements for graduation by public dissertation defense. During the outlined period, among the16 specialties, the largest number of defenses held and planned were in specialties 011 Educational, PedagogicalSciences (7 defenses), 201 Agronomy (6 defenses), 053 Psychology, and 122 Computer Sciences (4 defenseseach). A trend towards an increase in the number of one-time specialized academic councils with three officialopponents was identified. In total, during the analyzed period, councils with two official opponents accountedfor 74.5%, and with three, 25.5%.Conclusions. At higher education institutions of Kherson, the training of applicants for the third (educationaland research) level of higher education continues and is yielding results, despite the risks and challengescaused by the conditions of martial law. Gradual adaptation to current circumstances and new requirementshas resulted in an annual increase in PhD dissertation defenses. Among the main issues that require furtherattention are PhD training under current educational and scientific programs, in which no defenses took placeduring the study period, and the formation of one-time specialized academic councils by current requirements.

ORGANIZING OR CONDUCTING THE EDUCATIONAL PROCESS: HOW TO CORRECTLY NOMINATE ONE OF THE TEACHER'S KEY LABOR FUNCTIONS?

2025-10-31T10:13:51+00:00

Purpose. This study aims to clarify the semantic content of the term "conducting the educational process"as the name of a teacher's labor function in general secondary education institutions. It also analyzes itscorrespondence to the directions and types of a teacher's professional activity and determines the appropriatenessof its use in contemporary educational discourse.Results. The usage of the phrase "conducting the educational process" in the name of a teacher's labor functioncontradicts the ontology of the concept "educational process" itself as a system (a system can be organized, implemented, introduced, its functioning ensured, but not "conducted"). "Organizing the educational process",as a narrower concept, is a component of the broader concept of "conducting educational activities" of a generalsecondary education institution. This broader concept encompasses, in addition to the teacher's organizationof the educational process, other processes, including managerial ones: building an internal quality assurancesystem for education, organizing material and technical support, ensuring safe and comfortable learningand working conditions, organizing an inclusive educational environment, access to information resources,as well as organizing leisure, health improvement, daily life, nutrition, etc. The results of a teacher surveyindicate the unusualness and unacceptability of the phrasing "a teacher conducts the educational process"within the pedagogical community: only 11% of respondents answered that a teacher conducts the educationalprocess; 38% believed that a teacher organizes the educational process; 51% chose the option – a teacher bothconducts and organizes the educational process.Conclusions. According to the semantic and grammatical features of word usage, the following constructionsare normative: “to organize the educational process,” “to carry out the educational process,” “to implementthe educational process” / “organization of the educational process,” “implementation of the educationalprocess.” Conversely, “to conduct educational (scientific, financial and economic, etc.) activity” / “conductingeducational (scientific, financial and economic, etc.) activity” is normative, as the verb “to conduct” and itsdeverbative “conducting” semantically characterize the management of an activity, the execution of a certaintask, or the implementation of sequential actions. Therefore, a teacher in a general secondary educationinstitution, as a professional in the field of education and training, organizes, ensures, and implementsthe educational process in accordance with their labor functions, but does not “conduct” it. It is the educationalinstitution, as a legal entity, that conducts educational activities by providing educational services in accordancewith licensing conditions.

FORMATION OF VOCAL-PERFORMING CONFIDENCE IN FUTURE MUSICIAN TEACHERS

2025-10-31T10:14:06+00:00

Modern conditions for the development of national art education require the training of a highly qualifiedspecialist, a teacher, ready to compete in the labor market, successfully performing educational and pedagogical,artistic and educational activities, which requires the formation of a complex of professional competenciesof a teacher, the mastery of which will allow the teacher to provide high-quality education to students, conductmusical and educational activities at school. An integral part of the professional training of a future musicteacher is the formation of a complex set of musical and performing skills necessary to ensure musical,pedagogical and performing activities. At the same time, it is important for the future music teacher to mastera set of psychological and pedagogical competencies.The results of the work conducted allowed us to establish that the vocal training of a future teacherof musical art involves the formation of a complex set of vocal and technical skills, the development of artisticand performing, evaluative and analytical skills. The musical and pedagogical activity of a teacher at school involves the holding of artistic and educational events, participation in concerts, school cultural and mass events,and competitions of pedagogical skill. Preparing a student for public performance on stage must necessarilyinclude the formation of skills for self-regulation of one's own emotional states, the development of stressresistance, the ability to demonstrate one's own performing skills in the emotional conditions of performing infront of an audience, as a permanent professional trait. The purpose of writing the article is to reveal the issuesof forming vocal and performing reliability of future teachers of musical art.Conclusions. High-quality professional vocal training of a future teacher is designed to ensure the possibilityof realizing the pedagogical, creative, musical and performing potential of a specialist. The formation of vocaland performing reliability in a future teacher-musician allows ensuring high performance of his vocaland performing activities, the effectiveness of transmitting the emotional and figurative content of a vocal workduring a public performance, the creation of a holistic, complete artistic image, with continuous self-controlof the technical side of vocal performance during a public performance.

STATISTICAL LITERACY AS A COMPONENT OF RESEARCH COMPETENCE IN THE EDUCATION OF MASTER’S STUDENTS IN PHARMACY

2025-10-31T10:14:09+00:00

The aim of the study is to provide a theoretical rationale for the essence of statistical literacy as a keycomponent of research competence in future Master’s students in pharmacy, as well as to analyze the educationalconditions and pedagogical approaches that contribute to its effective development during professional training.The research methods include analysis of scientific literature, data comparison, systematization and logicalgeneralization of information.Results. Statistical literacy is an essential component in the training of future pharmacists, as it ensurestheir ability to adequately analyze, interpret and critically evaluate research results in pharmaceutical practiceand science. The development of statistical literacy involves several levels, including the informal (intuitivepersonallevel) of understanding statistical concepts, the sequential non-critical level, the initial critical leveland the high level of critical thinking with comprehensive data analysis. Each stage of the development of statistical literacy has its own characteristics and corresponds to specific educational approaches ‒ rangingfrom basic lectures and practical exercises to case studies, project activities, mentoring support and work withreal statistical data. The approaches to the gradual formation of statistical literacy in pharmacy education havebeen summarized, involving the progressive complication of educational material, expansion of active studentengagement forms, as well as the use of modern software for data analysis.Conclusions. Statistical literacy involves not only the acquisition of instrumental knowledge but alsothe development of analytical thinking and communication skills, which are essential for the professional activityof a pharmacist in the modern scientific and informational environment. The article presents a structural modelof the multi-stage formation of statistical literacy in pharmaceutical education ‒ from the intuitive-personal tothe advanced critical stage. The proposed typology of educational approaches to the development of statisticalliteracy corresponds to these stages and may serve as a foundation for pedagogical design of the contentand teaching methods aimed at supporting the development of research competence in future Master’s studentsof pharmacy.

FORMATION OF A COMPONENT OF PROFESSIONAL COMPETENCE OF FUTURE MATHEMATICS TEACHERS AIMED AT DEVELOPING STUDENTS’ ABILITY TO OVERCOME MATH ANXIETY AND LEARNING BARRIERS

2025-10-31T10:14:33+00:00

Purpose. The article is devoted to the theoretical substantiation and experimental verification of the methodological system for the formation of a component of professional competence in future mathematics teachers, which is aimed at developing the ability of schoolchildren to overcome mathematical anxiety and learning barriers. The purpose of the study is to determine the pedagogical conditions, structure, content and technological aspects that ensure the preparation of teachers to support students in overcoming psychological difficulties in learning mathematics. Methods. To achieve the goal, a complex of theoretical and empirical methods was used: analysis of scientific sources, modeling of a structural-functional model, development of a methodological system, organization of a formative pedagogical experiment involving bachelors and masters, as well as statistical processing of the results using non-parametric criteria of agreement. Results. As a result of the study, the components of the professional competence component (motivationalvalue, content, process-activity, communicative, reflective) were identified, and the pedagogical conditions that contribute to its formation were characterized. The dynamics of the development of the levels of formation of the specified competence were experimentally proven, the increase in students' readiness to identify personal characteristics of schoolchildren and modeling the process of overcoming educational barriers and anxiety was diagnosed. The importance of emotional-volitional regulation as a factor in the successful prevention of mathematical anxiety was confirmed. Conclusions. The proposed methodological system contributes to the training of specialists who are able to purposefully plan, organize and implement the educational process taking into account the psychological needs of schoolchildren. The implementation of pedagogical conditions and a structural-functional model allows future mathematics teachers to effectively work with the emotional-volitional aspects of students, forming a positive attitude towards teaching mathematics and overcoming barriers to its mastery.

WORLD HISTORY COURSE AS A TOOL FOR FORMING HISTORICAL CONSCIOUSNESS IN FUTURE HISTORY TEACHERS: METHODOLOGICAL ASPECT

2025-10-31T10:14:17+00:00

Purpose. The article aims to substantiate the methodological foundations of teaching world history in higher education as a tool for developing historical consciousness in future history teachers. It also seeks to identify the key components of this process, their interrelations, and their didactic potential for contemporary pedagogical practice. Methods. The study employs the method of critical analysis of sources to define the main theoretical concepts related to historical consciousness; the method of pedagogical design to predict the influence of selected methodological approaches on the development of historical consciousness in future teachers; and the narrative approach to analyze the role of world history as a component of professional teacher training. Results. The course in world history is an essential tool for shaping historical consciousness in future history teachers. Each of the components of historical consciousness (cognitive, value-based, and emotionalevaluative) can be effectively developed through the study of world history. This is made possible by applying appropriate methodological approaches to instruction in higher education, such as multiperspectivity, comparativism, interdisciplinarity, project-based learning, meta-historical and axiological principles. These approaches foster narrative competence and critical thinking. Overall, the successful reorientation of the world history course toward the development of historical consciousness ensures the formation of humanistic values and academic reflection in future history teachers. Conclusions. The article outlines the role of world history in developing historical consciousness among future teachers. It highlights its influence on the cognitive, value-oriented, and emotional-evaluative components of historical consciousness. The importance of critical thinking, narrative competence, and moral evaluation is emphasized. Methodological approaches such as multiperspectivity, comparativism, interdisciplinarity, project-based learning, and axiological strategies are analyzed. The formation of historical consciousness is identified as a key factor in the professional training of history teachers.

BOARD GAMES IN WORLD LITERATURE AND THEIR USE IN LESSONS IN GENERAL EDUCATION INSTITUTIONS

2025-10-31T10:14:20+00:00

The presented material examines board games as one of the components of gamification. The focus is placed on the advantages of board games, the functions they perform, the fundamental principles of working with them, and methodological recommendations for their development. The aim of the study is to analyse existing materials on the outlined issue, to systematise them, and to develop content for the methodological casebook “Board Games for World Literature Lessons”, including a search for effective ways to integrate such games into the educational process. A comprehensive methodological approach enabled the analysis and identification of the most effective strategies for designing board games and incorporating them into the structure of world literature lessons. As a result of the research, the advantages and limitations of using board games were identified; these findings may serve as reference points for literature teachers when implementing this tool in classroom practice. Our study has led to the conclusion that the integration of board games into the educational process during world literature lessons in secondary schools is pedagogically justified. An essential factor in the effectiveness of this practice is teachers’ awareness of the key principles for preparing and applying this tool within the lesson structure. The prospects for further research on this issue necessitate the development of a comprehensive portfolio of board games in accordance with the current curriculum, their testing, and the creation of methodological recommendations for their implementation in the educational process.

DIGITALIZATION OF UKRAINIAN LANGUAGE TEACHING AT SCHOOL: OPPORTUNITIES FOR MODERNIZATION OF THE EDUCATIONAL PROCESS

2025-10-31T10:14:22+00:00

The article examines the process of digitalization in teaching the Ukrainian language in secondary school,with a focus on developing students’ lexical competence. The relevance of the research is determined bythe implementation of the New Ukrainian School concept and the need to update language teaching methodsin response to the challenges of the digital society. The paper analyzes the theoretical foundations of digitaltransformation in education, particularly language education, and outlines the possibilities of modern digital tools such as interactive platforms (Wordwall, LearningApps), mobile applications (Quizlet, LinguaLeo),online dictionaries, and educational video resources. The study identifies methods and techniques that promoteeffective learning of lexicological material, including gamification, web quests, digital testing, and multimediavisualization. Special attention is given to the teacher’s role in digitalization–their digital and methodologicalcompetence, as well as their ability to adapt learning tools to educational goals and students’ needs. Thekey barriers to digital integration (technical, methodological, and psychological) are identified, and possiblesolutions are proposed.The author argues that digital technologies are not a secondary supplement but an integral part of a modernUkrainian language lesson. Examples of successful implementation of digital platforms in lexicology teachingpractice are presented. Emphasis is placed on the benefits of personalized learning and the developmentof students’ key competencies. The article highlights the importance of critical thinking, digital literacy,and communication skills in the process of mastering lexical material. The integration of artificial intelligenceinto the educational environment is considered as a promising direction. The influence of digital technologies onstudents’ motivation and engagement in the learning process is analyzed separately. It is noted that digitalizationpromotes flexibility and adaptability in lessons. The importance of improving teachers’ qualifications inthe field of digital linguodidactics is emphasized.The obtained results can serve as a foundation for further research in digital education and Ukrainianlanguage teaching.The article underscores the need for institutional support for digitalization processes in education. The authoralso highlights the expediency of creating a unified educational platform for lexicological learning. A samplemodel of a digital Ukrainian language lesson is proposed, taking into account students’ age characteristics.The analysis confirms the effectiveness of an integrated approach combining ICT, pedagogical mastery,and methodological design. The practical value of the study lies in the possibility of applying the describedtools and techniques in teachers’ daily educational practice.

FEATURES OF STUDYING ORGANIC CHEMISTRY USING THE EXAMPLE OF THE ANTHRAQUINONE CLASS OF COMPOUNDS

2025-10-31T10:14:25+00:00

In our time, the issue of activating students' cognitive activity in the educational process is the most important. This, in our opinion, is due to the development of technologies in the field of communication, which allow transferring knowledge from one medium to another without their understanding; modern computer programs that perform tasks of any complexity, thereby gradually losing the ability to independently solve problems; the introduction of elements of distance learning into the educational process in the form of online lectures, exams on Internet platforms, etc., which, in many cases, leads to a lack of enthusiasm for learning. The study of organic chemistry in a higher educational institution is a certain problem for students. This is due to the large amount of theoretical material, the variety of new concepts, formulas, nomenclature and their connection. The purpose of the study is to develop and implement active learning methods in the educational process of students of the specialties "Secondary Education (Chemistry)" and "Secondary Education (Natural Sciences)" of knowledge about the class of anthraquinone compounds in the subject "Organic Chemistry": work in small groups, team learning, etc. Research methods: analysis of scientific and methodological literature, comparative analysis of formative and summative assessment, pedagogical experiment, as well as analysis of the obtained data. Research results: methodological recommendations for teachers of organic chemistry on active teaching methods have been developed. The goals, objectives and basic methodological principles of implementing problem-oriented and team-oriented teaching methods are described. Situational tasks for practical classes and criteria for evaluating all students' actions when studying organic chemistry, in particular the class of anthraquinone compounds, are given. The conclusions of the study are devoted to the implementation of active methods in the educational process, work in small groups, team-oriented learning. Therefore, in the course "Organic Chemistry" such an organization of the educational process would encourage the student to work on the course regularly and contribute to the formation of a conscious systemic quality of knowledge and creative thinking.