Collection of Research Papers «Рedagogical Sciences»

TRADITIONAL AND INNOVATIVE TECHNOLOGIES IN TEACHERS’ PROFESSIONAL COMPETENCE IN TRAINING THE STUDENTS IN STEM EDUCATION

2025-07-29T10:25:39+00:00

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.

RESEARCH METHODOLOGY IN THE INTERDISCIPLINARY DIMENSION OF EDUCATIONAL SCIENCES

2025-07-29T10:19:39+00:00

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.

PRESCHOOL EDUCATION IN UKRAINE: CURRENT CHALLENGES

2025-07-29T10:19:41+00:00

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.

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

2025-07-29T10:19:40+00:00

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.

PEDAGOGICAL STRATEGIES FOR COMPENSATING EDUCATIONAL LOSSES IN PRESCHOOLERS’ PHYSICAL EDUCATION UNDER MARTIAL LAW CONDITIONS

2025-07-29T10:19:39+00:00

Purpose. The purpose of the article is to investigate the issue of educational losses in the field of preschool physical education caused by the full-scale Russian aggression and to justify pedagogical strategies for their compensation under blended learning conditions. Methods. The study employs the analysis of international and domestic experience in overcoming educational losses, which allowed for clarification of the main definitions of the identified problem based on Ukrainian realities and the identification of strategies to minimize educational losses in the field of preschool physical education. Additionally, monitoring of the level of motor activity, physical fitness, and general health status of senior preschoolers was conducted, along with the generalization of experimental data.Results. The study emphasizes the negative impact of external factors (blended and distance learning formats, informatization of educational activities, prolonged stay in shelters leading to increased anxiety) on children’s physical activity and psychophysical condition. It was found that the most vulnerable to educational losses are children who do not have stable access to organized educational services. An increase in the number of overweight children, a decrease in daily motor activity duration, negative reactions to physical exertion, reduced adaptive capacity of the organism, exacerbation of chronic diseases, and low levels of physical qualities compared to the hygienic standards approved in Ukraine were identified.Strategic approaches to minimizing educational losses are proposed: systematic monitoring of children’s psychophysical condition, implementation of measures to regulate negative psycho-emotional reactions, integrated learning aimed at solving the tasks of physical development, the formation of cognitive activity and personal qualities, as well as the supplementation of the educational program with exercises adapted for performance in confined shelter spaces.Conclusions. The presented practical experience confirms the effectiveness of the proposed solutions for maintaining the physical and psycho-emotional well-being of preschool children and can serve as a foundation for updating the content of physical education in the context of crisis challenges.

UTILIZING THE LEGACY OF UKRAINIAN ARTISTS OF THE MIDDLE 19TH TO EARLY 20TH CENTURY IN DEVELOPING KEY COMPETENCES: CULTURAL AWARENESS AND SELF-EXPRESSION

2025-07-29T10:19:39+00:00

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.

PROFESSIONAL SKILLS OF THE EDUCATOR IN THE PROCESS OF FORMING ARTISTIC AND CREATIVE COMPETENCE OF PRESCHOOL CHILDREN

2025-07-29T10:19:41+00:00

The article considers the issue of professional skills of educators of modern preschool educational institutions in the context of the formation of artistic and creative competence of preschool children. The main components of a teacher’s professional skills are identified, in particular his artistic and aesthetic development, creativity, mastery of innovative methods, and the ability to motivate children to creative activities. The purpose of the article is to consider the professional qualities of a teacher and their influence on the formation of artistic and creative competence of preschool children. During the writing of the article, theoretical research methods were used, namely: descriptive, systematization of theoretical material, comparison, generalization.Research results: a theoretical description of pedagogical methods and techniques that contribute to the development of creative abilities of preschoolers through the integration of various types of art in the educational process of a preschool educational institution are highlighted. Attention is focused on the need to use innovative gaming technologies and a person-centered approach in the educational process of preschool educational institutions (PEI). The importance of close cooperation between the teacher and the music director for the effective achievement of joint tasks in music classes is emphasized. The role of the educator in creating a favorable environment for visual, theatrical, musical, and choreographic activities of preschool children is outlined. It has been proven that the professional skills of the educator are the key factor of the process of forming artistic and creative competence of preschoolers. In preschool age, there is an active development of imagination, fantasy and creative thinking, which is the basis for the further creative activity of children.The main types of artistic and creative activities among students of modern preschool institutions are drawing, modeling, music, theater, choreography, etc. Attention is focused on the fact that all these activities are integrated into the game process, since play is the leading activity of preschoolers. It allows children to express themselves freely, develop imagination, emotional sensitivity and communication skills. The educator plays the role of a facilitator of creative development, creating conditions for free self-expression.Conclusions: professional qualities of the educator, such as methodological literacy, knowledge of the age characteristics of pupils and creative development technologies, the ability to generate new ideas and use non- standard approaches in teaching, the ability to emotionally interact with children through art, psychological flexibility, skills in organizing a creative environment, and motivation for creative activity have a powerful influence on the formation of artistic and creative competence in preschool children.

FORMATION OF PRESCHOOL CHILDREN’S AESTHETIC TASTE THROUGH THE INTEGRATION OF MUSIC AND MATHEMATICS

2025-07-29T10:19:41+00:00

Formation of aesthetic taste in preschool children is an important component of their personal development, which contributes to emotional perception of the world, development of artistic abilities, and appreciation of art.In modern educational conditions, the integration of different disciplines, particularly music and mathematics, is becoming increasingly relevant as an effective means of holistic child development. Common features of these subjects – rhythm, symmetry, logic, and harmony – ensure simultaneous development of logical- mathematical thinking and aesthetic perception.Purpose. The purpose of the study is to identify the potential for integrating music and mathematics in the educational process of preschool institutions (PEIs) to form aesthetic taste in preschool children through analysis of scientific sources, educational programs, and pedagogical experience.Methods. The methodological basis includes a combination of theoretical and empirical methods. Theoretical analysis covered pedagogical, psychological, and aesthetic literature, as well as the content of educational programs. Empirical methods included pedagogical observation, interviews with educators and music teachers, and analysis of children’s works. The research was carried out from the standpoint of personality-oriented, activity-based, and integrative approaches.Results. It was found that the integration of music and mathematics in the educational process positively influences both aesthetic and logical thinking in children, contributing to the development of rhythm, attention, memory, speech, and emotional sensitivity. The effectiveness of methods such as rhythmic exercises, counting rhymes with musical accompaniment, exercises with musical instruments, and integrated games and activities combining logical and aesthetic elements was confirmed.Conclusions. The integration of music and mathematics is an effective means of developing aesthetic taste in preschoolers, as it ensures a harmonious interaction between logic and emotion in the educational process.Educators are encouraged to purposefully implement integrated lessons, use musical elements to enhance mathematical concepts, and improve their methodological training in interdisciplinary integration. Future research should focus on developing specific methodological materials and evaluating the impact of integrated activities on children’s emotional intelligence and artistic development.

TEACHER INDUCTION AS A FACTOR OF NOVICE TEACHERS’ PRIMARY ADAPTATION

2025-07-29T11:55:58+00:00

Purpose. The article reveals the essence of teacher induction as a factor in the primary adaptation of novice teachers in Ukraine. The need for a systemic model of professional establishment for beginners is actualized based on the analysis of national legislation, international experience, and theoretical concepts of professional development.Methods. The methodological basis of the study is formed by professionally oriented and learner-centered approaches. Theoretical methods were used (analysis of legal documents, scientific literature, international practices, evaluation of training content, generalization of mentoring models), as well as empirical methods (survey of 45 teachers from a private educational institution, analysis of practices from the “Teach for Ukraine” program).Results. A generalization of the current state of teacher induction in Ukraine was carried out, and challenges related to regulatory uncertainty, formalized implementation, and insufficient mentor preparation were identified. The results of the empirical survey revealed two dominant needs among novice teachers – professional improvement and psychological support. A comparative analysis of induction models in Germany, the United Kingdom, Canada, the USA, Finland, and Japan was conducted.Conclusions. Teacher induction is an effective mechanism for professional adaptation that requires further regulatory development, scientific and methodological support, and resource provision. Its improvement in the context of post-war educational recovery should rely on international experience, the needs of novice teachers, and the principles of sustainable professional growth.

DOMESTIC AND INTERNATIONAL EXPERIENCE IN FORMING THE PROFESSIONAL-ETHICAL CULTURE OF FUTURE PHYSICIANS

2025-07-29T11:39:28+00:00

The article is devoted to analyzing the issue of forming the professional and ethical culture of future doctors in Ukraine and globally in the context of contemporary challenges.The article aims to analyze Ukrainian and international experiences in developing future physicians’ professional and ethical culture, identify effective pedagogical strategies, and justify adaptive solutions for improving medical education in Ukraine. To achieve this goal, the following methods were used: analysis of scientific literature on national and international approaches to ethical training in medicine, systematization of models of bioethical education, comparative examination of Ukrainian and foreign practices with identification of opportunities for their adaptation to the Ukrainian context, and synthesis of findings to propose promising directions for the development of ethical education in medicine.Results. The comparative analysis revealed a key issue in Ukrainian medical education – an overly theoretical approach to ethical training, with 60% of graduates reporting a deficiency in practical skills.In contrast, international practices demonstrate the effectiveness of simulation training (which increases empathy by 25–30%), virtual reality, and mentoring programs. Ukraine retains strong humanistic traditions, but the practical integration of bioethics remains insufficient. The article offers practical recommendations to enhance the ethical training of future doctors in Ukraine.Conclusions. The comparative examination of approaches to fostering the professional-ethical culture of future physicians demonstrated commonalities and distinctions influenced by financial resources and cultural contexts. Grounded in robust theoretical principles, Ukrainian medical education necessitates greater adoption of practice-focused bioethical training methods, validated by global practices. The proposed strategies for ethical training will contribute to shaping a new generation of Ukrainian physicians capable of competently addressing complex bioethical issues in modern medical practice. Future research should focus on examining the impact of innovative technologies on the development of ethical competencies, as well as exploring the relationship between professional burnout and adherence to ethical principles in medical practice.

DIGITAL COMPETENCE AS A FACTOR OF EFFECTIVE PROFESSIONAL ACTIVITY OF FUTURE LAW TEACHERS IN THE CONTEXT OF EDUCATIONAL TRANSFORMATION

2025-07-29T11:39:29+00:00

Purpose. The aim of this study is to analyze digital competence as a key factor in the professional readiness of future law teachers in the context of digital transformation of education. The relevance of the issue stems from the need to modernize educational programs in line with the demands of the digital era, particularly by integrating digital technologies into didactic practices, developing pedagogical thinking in digital contexts, and forming skills for legal digital communication and innovative approaches to teaching legal disciplines.Methods. The research is based on a combination of methods: analysis of academic sources in digital pedagogy, legal education, and professional teacher training; comparative analysis of digital competence models (TPACK, DigCompEdu); surveys of teacher education students; pedagogical observation during teaching practice; focus group discussions with university educators; as well as content analysis and expert evaluation of students’ digital readiness. The empirical base includes data from three pedagogical universities, ensuring representativeness and reliability of the results.Results. The findings indicate that students’ digital competence develops unevenly: while most demonstrate technical skills in general digital tools, their pedagogical and legal domain-specific digital competencies remain underdeveloped. The weakest components relate to digital assessment, personalized learning, and digital legal literacy. Many students equate digital competence solely with technical skills, overlooking its didactic dimension. A clear need has been identified for structured methodological support, the use of field-specific digital cases, legal simulations, and the integration of such tools into the curriculum of teacher training programs.Conclusions. Digital competence is a vital prerequisite for effective and adaptive professional activity of future law teachers in a digitally transformed educational space. Its development should be integrated, interdisciplinary, continuous, and context-oriented. The results of this study may serve as a basis for updating educational standards, implementing innovative practices in digital legal pedagogy, and shaping national policies for digital transformation in legal education.

SOCIAL DETERMINANTS IN RECOGNIZING HIGHER EDUCATION DIPLOMAS

2025-07-29T11:39:29+00:00

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.

PECULIARITIES OF PEDAGOGICAL SUPPORT FOR FOREIGN STUDENTS IN THE PROCESS OF MUSICAL TRAINING IN HIGHER EDUCATION INSTITUTIONS OF UKRAINE

2025-07-29T11:39:29+00:00

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.

OPPORTUNITIES AND RISKS OF THE METAVERSE IN THE CONTEXT OF DIGITAL UNIVERSITY DEVELOPMENT

2025-07-29T11:39:30+00:00

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.

ORGANIZATIONAL AND PEDAGOGICAL PRINCIPLES OF MANAGING BLENDED LEARNING IN GENERAL SECONDARY EDUCATION INSTITUTIONS

2025-07-29T11:39:30+00:00

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.

EDUCATIONAL POTENTIAL OF WEBMULTIMEDIA: OPTIMIZATION STRATEGIES IN THE CONTEXT OF DIGITAL TRANSFORMATION

2025-07-29T11:39:32+00:00

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.