Acta Paedagogica Volynienses

PEDAGOGICAL CONDITIONS FOR THE FORMATION OF UKRAINIAN NATIONAL IDENTI IN SENIOR PRESCHOOL CHILDREN

2026-04-17T12:18:45+03:00

The article examines the pedagogical conditions for the formation of Ukrainian national identity in senior preschool children within preschool educational institutions. It is established that the senior preschool age is a sensitive period for acquiring basic concepts about the homeland, native language, traditions, cultural heritage, and state symbols. Key legislative documents of Ukraine have been analyzed, including the Laws of Ukraine «On the Basic Principles of State Policy in the Sphere of Consolidating Ukrainian National and Civic Identity», «On Preschool Education», and the Basic Component of Preschool Education, which define the normative foundations for the formation of Ukrainian national identity in children and the role of preschool education in this process. The essence of pedagogical conditions is revealed as a purposeful combination of organizational, content-related, and methodological factors of the educational process that ensure coherence of educational influences, integration of learning material with the national-cultural environment, and the application of an activity-based approach. The role of the educator as a carrier of patriotic values and as a model for fostering a positive attitude toward Ukrainian culture, history, and traditions in children is outlined. Key conditions for effective formation of national identity are highlighted: enriching the educational process with nationally oriented content, creating a national-cultural educational environment, activating various types of activities, involving families of children, and enhancing the professional competence of educators. Practical forms of implementing these conditions are analyzed, including the use of integrated projects, game- and research-based tasks, theatrical activities, multimedia technologies, and joint family engagements. The implementation of these conditions ensures the integrity, systematization, and effectiveness of the process of forming Ukrainian national identity, promotes the development of patriotic feelings, children's awareness of their belonging to the Ukrainian nation, and the formation of socio-civic competence.

BURNOUT SYNDROME IN THE PROFESSIONAL ACTIVITY OF PRESCHOOL TEACHERS: A SYSTEMIC ANALYSIS OF FACTORS

2026-04-17T12:47:24+03:00

In the context of the transformation of Ukraine’s education system and prolonged social challenges caused by martial law, professional demands and psycho-emotional pressure on preschool education teachers have significantly increased. The professional activity of preschool teachers is characterized by intensive interpersonal interactions, a high level of responsibility for the life, health, and safety of children, and the need for constant emotional involvement and self-regulation under conditions of uncertainty. The combined influence of these factors leads to substantial psycho-emotional and cognitive workload, increasing the risk of emotional burnout syndrome. Emotional burnout among preschool teachers is considered a complex, multidimensional psychological phenomenon that develops as a result of prolonged professional stress and chronic emotional strain. Its main manifestations include emotional and physical exhaustion, depersonalization, reduced professional motivation, decreased job satisfaction, and a sense of devaluation of professional activity. These symptoms negatively affect teachers’ psychological well-being, the quality of interpersonal interaction with children and parents, and the effectiveness of the educational process. The article presents a systemic analysis of the key factors contributing to emotional burnout among preschool teachers, including professional, organizational, and personal factors, taking into account current socio-psychological conditions. The relevance of a comprehensive approach to the prevention and overcoming of emotional burnout is substantiated, emphasizing the integration of individual psychological resources, organizational support, and targeted psychoprophylactic measures.

THE IMAGE OF AN EDUCATIONAL INSTITUTION AS AN IMPORTANT ELEMENT OF ENSURING THE QUALITY OF PRESCHOOL EDUCATION

2026-04-17T12:50:47+03:00

The purpose of the scientific article is to provide a theoretical substantiation of the image of an educational institution as a multidimensional socio-pedagogical phenomenon and to determine its role in ensuring the quality of preschool education under modern educational transformations. The study emphasizes the relationship between a positive image of a preschool institution, the level of trust from parents, the professional reputation of teaching staff, and the effectiveness of the educational process. Special attention is paid to the image as a strategic resource that influences public perception and sustainable development of preschool education institutions. The methodological framework of the research is based on systemic, competence-based, and axiological approaches, which made it possible to consider the image of an educational institution as an integral system of internal and external characteristics. A set of general scientific and special research methods was used, including analysis and synthesis of scientific literature, comparison, generalization, structural and functional analysis, and pedagogical forecasting. The analysis of regulatory and legal documents in the field of preschool education allowed determining the role of image policy in ensuring the quality of educational services. The scientific novelty of the study lies in clarifying the concept of the “image of a preschool education institution” as an integrative characteristic that combines organizational culture, professional competence of the teaching staff, communicative openness, and social responsibility. The structural components of the preschool institution’s image (managerial, pedagogical, communicative, and visual-informational) are substantiated, and their influence on creating a positive educational environment and improving the quality of preschool education is theoretically proven. The research results demonstrate that the image of an educational institution is an important tool for ensuring the quality of preschool education, as it contributes to increasing the competitiveness of the institution, establishing partnership relations with parents and the community, and creating a favorable psychological climate. It is concluded that purposeful formation of a positive image should be an integral part of strategic management of preschool education institutions and should be focused on long-term development and compliance with modern quality requirements of educational services.

A SAFE DIGITAL ENVIRONMENT AS A TOOL FOR FORMING HEALTHY DIGITAL HABITS IN PRESCHOOL CHILDREN

2026-04-17T12:53:42+03:00

Purpose of the study: to substantiate the necessity of creating a safe and developmental digital environment for preschool children that would serve as a platform for their harmonious development and protection from potential risks. Methodology: the study employs a set of theoretical methods, including retrospective and comparative analysis of pedagogical sources and the regulatory framework, which made it possible to specify the components of safety: informational, technological, and psychological. Scientific novelty: for the first time, an integrated theoretical justification and systematization of the approach to creating a safe digital environment as a holistic pedagogical tool for forming healthy digital habits in preschool children has been provided. The concept of a “safe digital environment” has been conceptualized. Unlike approaches that focus solely on limiting “screen time,” this environment is considered as a multifunctional platform that simultaneously performs protective and stimulating functions. Its components – informational, technological, and psychological – have been specified and systematized. It has been proven that the safety of the digital space depends not only on technical filters, but also on active pedagogical support, the selection of high-quality content, and the modeling of ethical behavior by adults. Within a unified concept, the use of a wide range of tools has been systematized: from adaptive platforms (TinyTap, Scratch Junior) and AR technologies to “screen-free learning” tools (Bee-bot, Cubetto) and socially oriented robots (Moxie). Conclusions: the creation of a safe digital environment in preschool education should be regarded as a long-term, comprehensive, and interdisciplinary process that requires coordinated efforts of educators, parents, researchers, and state institutions and serves as a prerequisite for the formation of a responsible, healthy, and conscious digital generation.

FORMING ELEMENTS OF DESIGN THINKING IN OLDER PRESCHOOL CHILDREN DURING DRAWING CLASSES

2026-04-17T12:58:06+03:00

The article is devoted to the topical issue of developing design thinking in older preschool children in the context of preschool educational institutions. The relevance of the study is determined by modern requirements for the development of a creative, proactive child personality capable of creative thinking, independent decision-making, and elementary design. Particular attention is focused on drawing classes as one of the most accessible and effective types of visual activity for the development of design thinking in preschoolers. The work analyzes scientific approaches to the interpretation of the concept of «design thinking» in psychological and pedagogical research and identifies its main structural components in older preschool children, in particular: the ability to see a problem, form an idea, select artistic means in accordance with the set goal, combine form and color, and evaluate the result. The pedagogical potential of drawing classes in the formation of these components of design thinking is substantiated. The pedagogical conditions for the effective formation of elements of design thinking in older preschool children have been outlined, including: the creation of a creative and developmental environment, the use of problem-solving and creative tasks, a focus on independence and variability in children's decisions, and encouragement of verbal discussion of ideas and results. Examples of creative drawing tasks aimed at developing the skills of image planning, selection of art materials, and means of expression are provided. It is concluded that the purposeful and methodically justified use of drawing classes contributes to the effective formation of elements of design thinking in older preschool children and has a positive effect on their artistic, aesthetic, and creative development.

THEORETICAL ASPECTS OF PROFESSIONAL TRAINING OF PRESCHOOL EDUCATION SPECIALISTS

2026-04-17T14:08:28+03:00

The article highlights the theoretical analysis of the process of professional training of a preschool teacher in the light of modern requirements reflected in state documents and legislative acts. The positions of modern scientists who have significantly enriched the potential of preschool pedagogy with information on key aspects of theoretical and practical training of preschool education specialists are presented. It is emphasized that the main figure of the educational process in the ZDO is the teacher. Therefore, the high level of his professionalism, pedagogical skills, professional competence, personal qualities and social position, which are formed in the process of professional training in higher education institutions, will undoubtedly ensure the successful harmonious development of a preschooler. The article considers the essence of the pedagogical skill of the educator as an important factor in the organization of the educational process in the institution of preschool education, which provides for the achievement of the highest results in the development of the child in the least amount of time. The direct dependence of the professional competence of the teacher, his pedagogical skill on the correct selection of methods and techniques of his professional influence on pupils and parents is emphasized. It is noted that the process of professional training of a teacher should be aimed at prioritizing the formation of the child's subjectivity as the main applicant for knowledge, which is characterized by creative thinking, creativity, independence in decision-making and adaptation to the rapidly changing conditions of modern life. On the basis of the generalization of scientific research, the functional characteristic of the activity of the educator of the ZDO as a prerequisite for successful professional training is allocated. The article draws balanced conclusions, outlines the prospects for further scientific research.

DEPRESSIVE MANIFESTATIONS IN OLDER PRESCHOOL CHILDREN AMONG INTERNALLY DISPLACED PERSONS AS A RISK FACTOR IN THE FORMATION OF UKRAINIAN NATIONAL IDENTITY

2026-04-17T14:10:58+03:00

The article explores the psycho-emotional characteristics of older preschool children among internally displaced persons (IDPs) affected by the war in Ukraine. The main factors contributing to the emergence of depressive symptoms in children of this category are examined, including the loss of home, disruption of familiar living conditions, difficulties with language adaptation, and emotional instability of parents. The article emphasizes that depressive states significantly complicate the process of forming Ukrainian national identity during the older preschool age a critical period for the development of civic consciousness and national self-identification in the future. It is shown that under conditions of psycho-emotional traumatization, older preschool-aged IDP children may lose interest in national symbols, holidays, and cultural context, which hinders the development of a sense of belonging to the Ukrainian nation. Special attention is paid to the analysis of key legislative documents of Ukraine, in particular: the Laws of Ukraine «On the Fundamentals of State Policy in the Field of Affirming Ukrainian National and Civic Identity», «On Ensuring the Rights and Freedoms of Internally Displaced Persons» and the Basic Component of Preschool Education. The text highlights that the aforementioned state documents regulate not only the importance of fostering Ukrainian identity in preschool children but also the protection of children’s rights and the preservation and support of their health, including mental well-being. The author underscores the importance of creating a safe emotional environment, applying methods of patriotic education that consider traumatic experiences, and providing timely psychological and pedagogical support. The article offers methodological recommendations for educators, psychologists, and parents on overcoming depressive symptoms in older preschool children among the IDP population by integrating Ukrainian national imagery into the educational process. The conclusion is drawn that a multidisciplinary approach to supporting IDP children of older preschool age is essential for developing a stable Ukrainian national identity.

“UKRAINIAN SUPPORT BACKPACK” AS A MEANS OF PEDAGOGICAL SUPPORT OF YOUNG CHILDREN AFFECTED BY EMERGENCY SITUATIONS (BASED ON THE EXPERIENCE OF THE PHILIPPINES “BIG BLUE BAG”)

2026-04-17T14:16:15+03:00

The article substantiates the relevance of the problem of pedagogical support for young children affected by emergency situations of military and natural origin. International and national experience in organizing Early Childhood Care and Development (ECCD) in crisis conditions is analyzed, in particular the Philippine model of using the mobile educational and developmental kit «Big Blue Bag», developed with the support of Plan International and UNICEF. The key advantages of this approach are identified, including mobility, autonomy, accessibility, and the ability to ensure continuity of the educational and developmental process in the absence of stable educational infrastructure. Based on the analysis of international experience and the author’s own professional experience gained through participation in the implementation of the international project «Emergency Early Childhood Development Support for Ukrainian Refugees» (2022-2023, Poland, Romania), the content and structure of the mobile «Ukrainian support backpack» were developed and scientifically substantiated as a means of pedagogical support for young children in emergency situations. The author presents a model of the backpack’s content, which includes educational, emotional and psychological support, instructional and methodological, hygienic, and inclusive blocks aimed at ensuring the continuity of child development, stabilizing the child’s psycho-emotional state, and developing self-regulation skills. It is proven that the «Ukrainian support backpack» can serve as an individualized, mobile, and universal resource for pedagogical and emotional support for young children in crisis conditions. The prospects for further research are outlined and include large-scale piloting of the proposed tool, the development of mechanisms for monitoring its effectiveness, and the integration of mobile pedagogical tools into the national preschool education system under emergency conditions.

THE IMPACT OF MODERN DIGITAL TECHNOLOGIES ON THE DEVELOPMENT OF PROFESSIONAL COMPETENCIES OF JUNIOR BACHELORS IN COMPUTER ENGINEERING IN UKRAINE

2026-04-20T11:26:11+03:00

The article provides a comprehensive analysis of the impact of modern digital technologies on the formation of professional competencies of professional junior bachelors in computer engineering in Ukraine in the context of the digital transformation of education. The relevance of the study is determined by the growing role of digital tools in training competitive specialists capable of operating effectively in a dynamic information and technological environment. The paper examines theoretical approaches to defining professional and digital competencies and analyzes current trends in their formation within the process of professional training of computer engineering students. Particular attention is paid to practical mechanisms for integrating digital technologies into the educational process, including the use of cloud services, online learning platforms, learning management systems, virtual and remote laboratories, electronic educational resources, and specialized software. Their influence on the development of technical, analytical, communicative, and transversal skills of students is investigated, as well as their role in increasing learning motivation and improving the level of practical training. The article identifies key digital competencies required for future computer engineering specialists, including the ability to work with digital data, use modern information systems, ensure cybersecurity, and apply programming and automation tools. Problematic aspects of using digital technologies in professional prehigher education are outlined, such as technical limitations, unequal access to digital resources, and the need to enhance the digital competence of teachers. Recommendations are proposed to improve the effectiveness of the educational process through the systematic and pedagogically grounded use of digital technologies. The research results confirm the significance of digital technologies for the formation of professional competencies and the training of competitive specialists for the modern labor market.

DEVELOPMENT OF FUTURE ENGINEERS’ PRESENTATION SKILLS IN ENGLISH

2026-04-20T11:31:45+03:00

An important component of the professional competence of a modern specialist in technical fields is communicative competence in English. A key indicator of the development of this competence is students’ ability to present scientific and professional achievements in English. Therefore, the relevance of the research problem under consideration is evident. The purpose of the article is to highlight the specific features of developing students’ presentation skills in English when obtaining the second (master’s) level of higher education in the specialty «Applied Mechanics» within the course «Foreign Language for Academic Communication». The research methodology includes the analysis of scholarly literature, synthesis, generalization, systematization, and abstraction. The scientific novelty of the article lies in defining presentation skills in English as an integrated personal construct that encompasses speech, discursive, sociocultural, and rhetorical skills required for creating and delivering an oral message in English to an audience; as well as a developed integrative ability of a higher technical education student to produce, structure, and deliver an oral message in English in a scientific and professional context using modern digital tools. The structure of presentation skills is analyzed, including linguistic, communicative, rhetorical, and technical and visual components. The functions of presentation skills in English in the context of professional training of future engineers are characterized, namely informational, persuasive, representative, interactive, educational and developmental. The pedagogical conditions for the development of English-language presentation skills in master’s students are identified: 1) professional orientation of English language teaching through the selection of thematic content relevant to students’ future specialties; 2) a modular and competency-based approach; 3) the use of project-based technologies, including the preparation and defense of English-language mini-projects, start-ups, and scientific posters; 4) interactive teaching methods, such as role-playing games, public speaking training, debates, and peer review of presentations; 5) a digital educational environment involving platforms (Canva, Slidego, Zoom, Flipgrid) for creating and assessing presentations. Three main stages of presentation skills development are distinguished: motivational and preparatory; practical and communicative; creative and productive. Conclusions. It is established that the development of presentation skills in English constitutes a key outcome of the course «Foreign Language for Academic Communication». Presentation skills ensure future engineers’ ability to effectively present scientific and technical material in an international environment in accordance with academic and professional standards (CEFR, ABET). Further research is required to develop diagnostic tools (operationalization) for assessing the current level of Englishlanguage presentation skills development in master’s students during the study of the educational component «Foreign Language Course for Academic Communication. Part 1».

EARLY INTERVENTION SERVICE IN WORKING WITH CHILDREN WITH ALALIA

2026-04-20T12:07:16+03:00

The article provides a comprehensive analysis of the theoretical, methodological, and practical aspects of speech therapy correction for alalia within the modern system of early intervention. The authors reveal the specifics of the transition from the diagnosis of «speech delay» to the verification of alalia as a systemic speech underdevelopment of organic origin. Particular attention is paid to the neuroplasticity of the child's brain up to the age of four, which defines this stage as the most sensitive period for compensating for speech disorders and preventing secondary cognitive and social impairments. The study details a multidisciplinary approach strategy where speech therapy is integrated into the overall family support plan. The specifics of corrective intervention for motor and sensory manifestations of speech disorders are considered, adapted to the child's natural environment, are examined. Methods for stimulating expressive speech, forming predicative functions, and developing auditory-speech attention through active parental involvement are highlighted. The authors emphasize the importance of using daily routines as a primary resource for creating thousands of learning opportunities, which is a fundamental difference between early intervention and traditional speech therapy sessions. The authors analyze the regulatory framework and organizational barriers to implementing early intervention services in Ukraine. Several challenges were identified, such as insufficient interagency coordination, staff shortages, and limited access to services in local communities. The authors conclude that developing the early intervention system is a strategic direction for reforming the state's social and educational policies, as it ensures not only the child's rehabilitation but also the social stabilization of the family, minimization of disability risks, and successful social inclusion. It is proven that timely specialist involvement and the use of self-assessment screening tools allow assistance to begin even before an official clinical diagnosis is established, which is a decisive factor in the developmental prognosis for a child with alalia.

IMPLEMENTATION OF THE 5E MODEL IN ENGLISH LANGUAGE TEACHING: A STRUCTURAL-FUNCTIONAL ANALYSIS OF THE STAGES

2026-04-20T12:24:33+03:00

The purpose of this article is to justify a more classroom-realistic interpretation of the 5E instructional model (Engage–Explore–Explain–Elaborate–Evaluate) for English language teaching (ELT) and to explain how the model can convert learners’ experience into conceptual clarity and, subsequently, transferable communicative competence. The paper foregrounds Engage as an inductive entry point, Explore as an inquiry-based phase, and the Explain–Elaborate pair as the core instructional “engine” that stabilizes understanding and promotes transfer. The study is based on a theoretical review and structured analysis of scholarly and methodological sources on inductive learning, inquiry-based teaching, and the 5E model. The methods include analysis, synthesis, generalization, and structural-logical modeling to map stage functions to ELT practice. A practice-oriented lesson framework and a sample 5E lesson plan are used to illustrate operationalization of the proposed interpretation. Results. The article specifies functional roles for each 5E phase in ELT: Engage supports hypothesis formation from contextualized language input; Explore organizes scaffolded investigation of linguistic patterns; Explain formalizes learners’ discoveries into shared form–meaning–use knowledge through interactive guidance (e.g., think-aloud modeling and concept checking questions); Elaborate strengthens transfer through tasks that shift context, audience, and pragmatic constraints; Evaluate is reconceptualized as evidence gathering across the cycle, combining formative checks with end-of-lesson performance tasks that inform subsequent instruction. Conclusions. A function-oriented implementation of the 5E model prevents checklist-based teaching and increases the likelihood that classroom activity results in genuine competence. The Explain–Elaborate sequence has the greatest leverage for moving learners from noticing to flexible use, while Evaluate should be treated as an ongoing evidence-andfeedback mechanism rather than a final test only. The proposed framework can guide ELT lesson design that is meaningdriven, inquiry-supported, and explicitly oriented toward transfer.

FEATURES OF ORGANIZING THE EDUCATIONAL PROCESS TO FORM AVIATION SPECIALISTS’ AWARENESS OF VARIOUS ACCENTS OF AVIATION ENGLISH

2026-04-20T12:27:36+03:00

Accents in aviation English can vary depending on the region and nationality of pilots and air traffic controllers. It is worth noting that each accent has its own peculiarities of pronunciation, intonation, lexical expressions and grammar. Understanding different accents is an important aspect for effective communication in the aviation industry, therefore, it is necessary to analyze all aspects of organizing the educational process for studying aviation English in order to form the awareness of aviation specialists of various accents. During the organization of the educational process for forming the awareness of aviation specialists of various accents, scientific and methodological recommendations were created for the organization of teaching aviation English at the Air Force University, considering pedagogical technologies aimed at forming the awareness of cadets of various accents of English during radio communication. Scientific and methodological recommendations will help in creating and establishing an effective process of teaching aviation English in the classroom, considering technologies aimed at forming the awareness of future Air Force officers about various accents of the English language when conducting radio communication. In particular, the main emphasis in training should be placed on motivating future aviation industry specialists to sustainable professional self-improvement, listening to radio stations from different countries, watching webinars, reading specialized articles and communicating with real practicing aviation industry specialists. Fair and adequate assessment of the acquired skills and knowledge of cadets is also an essential element and incentive in the educational process. It is important to consider the needs and level of each future specialist and, if necessary, apply an individual approach.

THE IMPACT OF INTERNATIONAL PROJECT ACTIVITIES ON THE FORMATION OF TRANSDISCIPLINARY COMPETENCE OF EARLY INTERVENTION SPECIALISTS

2026-04-20T12:35:55+03:00

The purpose of the article is to substantiate the impact of international project activities on the formation of transdisciplinary competence of early intervention specialists, to clarify its content structure, and to develop tools for assessing professional changes in the practice of working with children and families. The research is based on systemic, competency-based, and family-centered approaches. The work uses methods of theoretical analysis of scientific sources, generalization of experience in implementing international educational projects, modeling the structure of academic writing competence, and designing indicators and tools for its assessment. To conceptualize the mechanisms of project impact, a method of constructing a matrix of correspondence between activities, channels of influence, and expected professional results was used. In the course of the study, the concept of transdisciplinary competence of an early intervention specialist was clarified as an integrated ability to work in a team on the basis of partnership with the family in the natural life context of the child. The author’s model of competence was proposed, combining cooperative, communicative, contextual, corrective-pedagogical, and critical-reflective components. A matrix of the impact of international project activities on the knowledge, skills, attitudes, and behavioral manifestations of specialists was developed. For the first time, a comprehensive assessment toolkit is proposed, which includes a self-assessment questionnaire, an observation chart, and a checklist of changes in professional practice. It has been proven that international project activities have a multi-level impact on the formation of transdisciplinary competence, facilitating the transition from a directive model of assistance to partnership-based interaction with the family, the integration of functional goals into the child’s daily life, and the strengthening of team responsibility. The proposed model and tools can be used to monitor the quality of staff training, supervision, and the development of early intervention services.

MIND MAPS AS AN EFFECTIVE TOOL FOR DEVELOPING LISTENING SKILLS IN TEACHING A FOREING LANGUAGE FOR A SPECIFIC PURPOSE

2026-04-20T12:44:40+03:00

The given article studies Mind Maps as one of the efficient tools to develop listening skills in students learning a foreign language for a specific purpose. Listening to authentic texts is an integral part of any language course, as well as the hardest one among the other communicative activities. Thus, it is vital to develop and implement modern techniques and methods which will enhance the communicative competences necessary for the students’ future professional activity. Having analysed the works by foreign and home scientists related to Mind Maps, the author of the article comes to the conclusion that Mind Maps prove to be a very effective tool for organizing communicative activities, which was studied in the author’s previous work, as well as mastering listening skills during foreign language lessons. Mind Maps as a graphical way of presenting some information help students to get ready for doing listening tasks, logically arrange the perceived information, and use Mind Maps as a visual support while checking and discussing it. It boosts students’ confidence and motivation during lessons. Due to their nature, Mind Maps provides the teacher with various ways of planning the students’ work during the lesson: to eliminate difficulties, mini-group interaction, individual work and so on, which allows the teacher to meet different learning needs, engage all the students in speaking activities irrespectively their level and competence; as well as to come up with interesting and interactive tasks to do. There have been offered the approaches of applying Mind Maps in pre-listening, while-listening and after-listening tasks along with some practical advice how to work out the communicative tasks according to the lesson’s objectives, how to organize students’ work while accomplishing the tasks, especially in groups with different levels of language command and communicative skills. It has also been outlines the further perspectives for developing and introducing Mind Maps into teaching foreign languages for a specific purpose in higher educational institutions.

CHILD’S SPEECH ACTIVITY AS A RELEVANT ISSUE OF MODERN SPEECH THERAPY AND LOGOPSYCHOLOGY

2026-04-20T12:48:52+03:00

The article is devoted to a comprehensive analysis of the problem of children’s speech activity as a relevant area of modern speech therapy and logopsychology. The paper examines the functioning of the system of continuous language education within the framework of the New Ukrainian School, which actualizes the need for the formation of communicative skills, abilities, and normative speech. The authors emphasize the importance of differentiated speech therapy support, which requires the generalization of theoretical provisions and the study of practical experience in working with children with special educational needs. Particular attention is paid to the driving forces of speech development, among which speech activity plays a key role, realized in the processes of speaking, listening, reading, and writing. The article systematizes approaches of psycholinguistics, preschool linguodidactics, and logopsychology to understanding speech activity as a phenomenon interrelated with language competence. The factors determining its level are outlined: motivational, cognitive, content-related, volitional, and communicative. The results of Ukrainian scholars’ research on the speech activity of children with general speech underdevelopment and autism spectrum disorders are presented, with criteria for assessing the formation of speech activity and its components. The authors highlight the dialectical interrelation of the concepts “speech,” “communication,” and “activity,” emphasizing that speech activity is an indicator of the formation of communicative practice and the life position of the individual. Psychological models of the factors of speech activity, the regularities of effective speech behavior, and manifestations of activity in preschool children are defined. The article outlines the conditions for the development of speech activity, including general child activity, sociability, initiative, ability to cooperate, and communication culture. Speech activity is considered as a complex process of perception, understanding, and independent use of speech in communication practice, which is crucial for the socialization and development of children with special educational needs. The results obtained emphasize the need for further research and the development of effective methods for fostering speech activity in preschool children, which will contribute to their successful integration into society.

FORMATION OF ENVIRONMENTAL AND NATURAL SCIENCE COMPETENCIES OF STUDENTS OF NATURAL SCIENCE SPECIALTIES THROUGH THE USE OF PRIMEVAL FORESTS AS AN EDUCATIONAL RESOURCE

2026-04-20T12:52:36+03:00

The paper substantiates the relevance of reorienting Ukrainian education toward a competency-based approach, in which the formation of key life competencies becomes the primary learning outcome. It is demonstrated that such a transformation is particularly significant for natural science education, as it involves the development of a holistic scientific understanding of the environment, the ability to act effectively in problem situations, and the formation of stable value-based attitudes toward nature. Within the regulatory and methodological framework, it is emphasized that contemporary educational reforms – particularly the focus on STEM approaches and the integration of content within educational fields – highlight the need to identify authentic educational environments capable of supporting experiential and inquiry-based learning. It is determined that the primeval forests of the Carpathian region, as minimally disturbed ecosystems with the status of UNESCO World Natural Heritage sites, possess exceptional didactic and axiological potential. The study demonstrates that incorporating primeval forests into the educational process ensures the comprehensive development of the structural components of natural science competence: cognitive (mastery of concepts such as biogeocenosis, landscape organization, and biogeochemical cycles), operational and activity-based (field measurements, geobotanical descriptions, cartographic work, and the use of GPS technologies), and value-motivational (the formation of environmental awareness, responsible nature management, and civic engagement in heritage conservation). Primeval forests are interpreted as a “living laboratory” and a “natural textbook,” where abstract concepts become tangible through direct observation of interactions between biotic and abiotic components, processes of wood decomposition, competition, and natural selection. The feasibility of implementing inquiry-based learning within primeval forest environments is substantiated. Problem formulation, hypothesis development, empirical data collection and analysis, interpretation, and collective discussion of results position learners as active subjects of knowledge construction while fostering critical thinking and communication skills. The potential of primeval forests as a natural STEM space for interdisciplinary integration of biology, geography, chemistry, physics, and mathematics is highlighted. The study concludes that integrating primeval forests into the educational process is an effective pathway for modernizing natural science education and fostering environmentally responsible behavior.

INTELLIGENT TECHNOLOGIES IN PERSONALIZED FOREIGN LANGUAGE LEARNING OF FUTURE IT SPECIALISTS

2026-04-20T12:57:18+03:00

The article examines the current possibilities of using artificial intelligence (AI) tools to implement personalized English language learning in higher education, with a focus on IT students. The authors explore the theoretical foundations of personalization, identify its key principles and approaches, and describe modern AI tools used to adapt the learning process to the individual needs of students in technical disciplines. In particular, the role of intelligent language models, adaptive testing systems, interactive platforms, and chatbots in creating personalized educational trajectories is analyzed. The article discusses the advantages of AI-assisted personalized learning, including increased motivation among IT students, development of learner autonomy, optimization of study time, and the ability to work at an individual pace. At the same time, the authors highlight the main limitations and risks associated with excessive technologization, ethical aspects of data usage, and the level of digital competence of instructors. Special attention is given to the pedagogical conditions for the effective implementation of AI in the learning process, including the integration of personalized and communicative methods, development of teachers’ digital competencies, and adherence to ethical standards. It is shown that the use of AI in English language learning allows for the creation of adaptive educational trajectories, enhances student engagement, and contributes to improved learning outcomes. The article also outlines prospects for further research in the field of digital transformation in language education, including empirical evaluation of the effectiveness of specific AI platforms and models, as well as the optimization of combining technology with traditional teaching methods.

METHODOLOGY FOR DIAGNOSTICS THE DEGREE OF RELEVANCE OF PRACTICAL SUPPORT OF PROFESSIONAL COMPETENCES OF A BRAND BEARER BEYOND THE HIGHER EDUCATION SYSTEM

2026-04-20T13:00:43+03:00

The article proves the feasibility of recognizing the image of a practitioner, acquired outside the sphere of higher education, as one of the leading structural elements of the university professor's brand. The main forms of secondary employment of a university's scientific and pedagogical employee and the reasons for the biased negative or at least skeptical attitude towards it by the management of this type of institution are analyzed. The inexpediency of identifying academic freedom with manifestations of “forced loyalty” of a higher education institution to its own employee and “forced loyalty” of a scientific and pedagogical employee to a higher education institution is argued. The parameters of relevance of practical reinforcement of professional competencies of a brand bearer outside the higher education system are determined, namely: the coefficient of work experience of a brand bearer in a specialty (related specialty) outside the higher education system; the coefficient of awareness of the student audience in the achievements of practical reinforcement of professional competencies of the brand bearer outside the higher education system; the coefficient of involvement in the educational process of the experience of practical reinforcement of professional competencies of the brand bearer outside the higher education system; the coefficient of compliance of the information obtained through practical reinforcement of professional competencies of the brand bearer outside the higher education system with the requirements of modernity. The author's methods for calculating indicators according to the specified parameters are proposed, the interval values of the levels of formation of the university professor's image as a practitioner are determined. The author emphasizes the feasibility of further research of the problem by developing and experimentally testing algorithms for the purposeful formation of the university professor’s image as a practitioner using the developed parametric and methodological basis.

THE ROLE OF ORATORY ART IN PEDAGOGICAL COMMUNICATION

2026-04-17T14:48:18+03:00

The article is devoted to the study of the role and place of oratory skills in the system of professional competencies of a teacher, the analysis of the use of rhetorical elements when teaching the methodology of teaching the Ukrainian language to higher education students of the specialty A 4 "Secondary Education (Ukrainian Language and Literature)". The methodology of teaching the Ukrainian language is designed to familiarize students with the lesson as the main form of organizing the educational process and its types; with the methodology of studying the main issues of the school language course (phonetics, vocabulary, word structure and word formation, morphology, syntax, speech culture); with extracurricular work.The main tasks of studying the discipline are to prepare future teachers for pedagogical activity in the conditions of reforming the modern school, implementing the concepts of language education in Ukraine; to form in future teachers a nationally conscious attitude towards the Ukrainian language as a native and state language, an understanding of its importance as a subject of school education and a means of studying other subjects; ensuring that students acquire a system of theoretical knowledge and professional skills that will help them form language and speech competence in students. The purpose of our article is to determine the features of the use of elements and potential of the teacher's oratory in the educational process of the new Ukrainian school. To solve the tasks set in the work, the following research methods were used: theoretical: analysis and synthesis during the study of linguistic, psychological, pedagogical and methodological literature on the problem under study; empirical: analysis of interns' lessons. Oratory skills are an important condition for the professional growth of a philologist. In the modern globalized space, a teacher-philologist must quickly choose the appropriate form of speech, perceive information at different levels, conduct dialogues, and operate the system of speech communications in the pedagogical process.

EVOLUTION OF THE HUMANISTIC PARADIGM OF EDUCATION IN THE PHILOSOPHICAL AND PEDAGOGICAL TRADITION

2026-04-17T14:54:04+03:00

The article examines the evolution of the humanistic paradigm of education within the philosophical and pedagogical tradition and outlines its significance for understanding the value foundations of contemporary educational policy and practice. The relevance of the study is обусловлена the transformations of higher education under conditions of globalization, standardization, and the growing influence of managerial approaches to learning, which foreground the problem of preserving the human dimension of education. The purpose of the article is to trace the main stages in the formation of the humanistic paradigm in pedagogical thought and to clarify its conceptual importance for interpreting the role of the individual in the educational process. The methodological framework combines historical-philosophical and historical-pedagogical approaches that make it possible to analyse the development of humanistic ideas across different cultural and educational contexts. The study relies on methods of theoretical analysis, interpretation, and systematic review of scholarly sources. The analysis makes it possible to trace how the humanistic paradigm gradually takes shape as a stable intellectual tradition, within which education is no longer treated primarily as a mechanism of disciplinary control but rather as a context for the development of autonomy, moral judgement, and personal agency. In the twentieth century this line of thought is significantly reworked through pragmatic pedagogy, humanistic psychology, and critical pedagogy, whereas in recent European debates it is more often discussed as a response to the growing dominance of outcome-based and managerial models of education. The analysis also shows that the Ukrainian pedagogical tradition has developed its own model of the humanistic paradigm, grounded in the principles of human-centred education, axiological orientation, and learner-focused approaches. The theoretical contribution of the article lies in the systematisation of the key stages in the development of the humanistic paradigm and in substantiating its role as a value-based framework for modern professional education.

CONTEMPORARY APPROACHES TO THE FORMATION OF THE SOURCE BASE OF PEDAGOGICAL RESEARCH OF DOCTOR OF PHILOSOPHY DEGREE STUDENTS

2026-04-17T14:58:20+03:00

This article explores productive approaches to developing a foundation for pedagogical research at the current stage of digital society's development. It has been established that contemporary scholars interpret the interdisciplinary terminology of «approach» in various ways, often equating it with concepts such as «technology», «principle», «method», «paradigm», and «learning type», leading to ambiguity and terminological inconsistency within the terminology system. In the field of pedagogy, the concept of «approach» is traditionally regarded as a methodological category denoting a complex multidimensional phenomenon whose systemic structure comprises principles, technologies, methods, techniques, tools, and forms of instruction. Within the framework of this study, the concept of «approach» is interpreted as a way of organizing actions aimed at solving specific tasks and achieving defined goals, the main characteristics of which are conceptuality, methodological grounding, and goal orientation. The analysis and synthesis of scholarly contributions in the field of pedagogy on the stated issue make it possible to assert that the contemporary source base of pedagogical research has transformed from the passive accumulation of multidisciplinary literature into a dynamic intellectual system. This system reflects the innovativeness of scholarly thinking, erudition, the strategy of the author’s research inquiry, methods of processing scientific information, and the interpretation of processes and positions related to issues in the educational field, which, in turn, has led to changes in approaches to the formation of the source base of pedagogical research. The synthesis of the results of scholarly studies conducted by contemporary researchers in the field of pedagogy made it possible to identify priority approaches to the formation of the source base of pedagogical research, namely: (1) the network-based approach; (2) the interdisciplinary approach; (3) automated source management; (4) the hermeneutic approach; and (5) the comparative approach, which enable the dynamic generation of references in accordance with DSTU or APA requirements. It has been stated that each of the described approaches to the formation of the source base of pedagogical research is continuously supplemented and modified in accordance with trends in the digitalization of all spheres of contemporary society, as well as the processes of globalization and integration in international cooperation. Under the dominance of the digital paradigm, traditional archives are giving way to electronic resources; therefore, the ability to work with scientometric databases such as Google Scholar and Web of Science becomes critically important for novice researchers. It is emphasized that an essential component of a researcher’s scholarly activity is the use of open educational resources (OER) and digital repositories of higher education institutions, which enables rapid access to the necessary sources of information, timely processing, analysis, and synthesis of available open-access materials, as well as the implementation of theoretical generalizations and the formulation of conclusions. The approaches to the formation of the source base of pedagogical research of Doctor of Philosophy degree students outlined and analyzed in the article are considered as a three-dimensional phenomenon that integrates the technological dimension (automation and the use of bibliographic managers such as Zotero and Mendeley), the methodological dimension (the integration of hermeneutic interpretation with comparative analysis of international experience), and the ethical dimension (uncompromising adherence to academic integrity and the critical selection of scholarly sources).

DEVELOPING THE GRAMMATICAL COMPETENCE OF PROSPECTIVE TEACHERS OF UKRAINIAN LANGUAGE AND LITERATURE THROUGH THE USE OF LARGE LANGUAGE MODELS IN THE STUDY OF LINGUISTIC DISCIPLINES

2026-04-17T15:12:38+03:00

The article explores the pedagogical potential of large language models (LLMs) in linguistics-oriented courses aimed at developing the grammatical competence of prospective teachers of Ukrainian language and literature. It is emphasized that the rapid integration of artificial intelligence technologies into educational environments necessitates a rigorous theoretical justification of the principles underlying the formation of grammatical competence through the use of LLMs in the study of linguistic disciplines. The study analyzes contemporary scholarly research on methodologies for developing grammatical competence in future language teachers, as well as on the implementation of digital technologies in education. A typology of instructional tasks employing LLMs is proposed, targeting different components of grammatical competence. These include tasks focused on diagnosing grammatical errors, critically evaluating LLM-generated responses, correcting errors in machine-generated texts, conducting linguistic experiments, and identifying typical syntactic features of artificial intelligence–produced texts. Particular attention is given to research-oriented tasks that involve step-by-step syntactic analysis of texts generated by LLMs in order to identify characteristic structural patterns and compare them with those found in authentic Ukrainian-language texts. The article substantiates the need to foster students’ critical thinking and digital literacy, including their ability to recognize the limitations of artificial intelligence technologies. It is noted that LLMs, whose training data are predominantly English-language, demonstrate lower accuracy in processing Ukrainian, which necessitates mandatory verification of generated content against authoritative sources, such as academic grammars and normative dictionaries. The study concludes that the effectiveness of integrating large language models into linguistics education largely depends on instructors’ ability to methodologically and pedagogically incorporate artificial intelligence technologies into the teaching process, ensuring a balance between innovation and the preservation of the fundamental principles of philological education.

DEVELOPING ENGLISH READING SKILLS: A COMPARATIVE ANALYSIS OF LITERACY INSTRUCTION IN FOREIGN AND NATIVE LANGUAGES AT THE PRIMARY LEVEL

2026-04-17T15:16:17+03:00

This article investigates developing English reading proficiency among primary school students. This study examines the application of the "Whole Word" and "Phonics" methods in Ukrainian primary education, where students possess established analytical-synthetic reading skills in their native language. It compares these approaches with Englishlanguage reading instruction practices. The research assesses the feasibility of adapting the authentic Phonics system to Ukrainian primary education and evaluates its potential integration with the Whole Word method. The theoretical framework relies on an analysis of phoneme-grapheme correspondences, which demonstrates that more than 80% of English vocabulary follows regular patterns. Statistical data and outcomes from the implementation of the "Synthetic Phonics" system in the United Kingdom are presented to illustrate a consistent increase in reading literacy among primary school students in England. The similarity between the graphemes of the Ukrainian and English alphabets, despite their distinct phonemic realizations, creates cognitive barriers that are frequently overlooked in foreign methodologies. Optimizing teaching reading requires organizing the sequence of graphic-phoneme correspondence formation, beginning with the systematic introduction of letters based on their potential for interference and progressing to more complex orthographic patterns. Developing an original methodology for fostering graphic and reading competence in a foreign language among primary school students, tailored to the linguo-psychological characteristics of Ukrainian learners and accompanied by the creation of didactic tools, represents a promising avenue for future research. Further scientific inquiry should include experimental validation of the proposed changes to assess their impact on the quality of English reading technique acquisition in a real educational process.

ORGANIZING STUDENTS’ SELF-STUDY AS A COMPONENT OF FOREIGN LANGUAGE LEARNING AT HIGHER EDUCATION INSTITUTIONS

2026-04-17T15:19:03+03:00

The article substantiates the theoretical and methodological foundations of organizing students’ independent work in foreign language instruction at higher education institutions. Independent work is considered as an integral system of organizational, psychological, and didactic components of educational activity aimed at developing personal and professional autonomy of future specialists. The structure of independent work as an activity is analyzed, including its subject, object, motives, goals, conditions, process, product, and learning outcomes. Particular attention is paid to internal and external conditions of students’ learning activity, as well as to the role of motivation, cognitive interest, and professional orientation in the process of foreign language acquisition. The system of general didactic, professionally oriented, and linguodidactic principles of organizing independent work is revealed. Among them, the principles of activity, consciousness, systematicity, accessibility, professional orientation, and communicative-functional focus of instruction are identified as key. It is proved that the main goal of independent work in foreign language learning at higher education institutions is the formation of foreign language communicative competence, information culture, and readiness for professional self-education. Models of interaction between the teacher, the learner, and the learning material, as well as forms of organizing independent work (individual, pair, group, and collective), are outlined. A classification of methods for organizing independent work into training and research-oriented methods is proposed depending on the nature of activity and the level of students’ autonomy. The results of the study can be used to improve the content and organization of students’ independent work in the process of foreign language learning.

PEDAGOGICAL CONDITIONS FOR FORMING ENVIRONMENTAL COMPETENCE IN PRIMARY SCHOOL CHILDREN WITHIN THE NATURAL SCIENCE EDUCATIONAL FIELD

2026-04-17T15:22:41+03:00

Environmental competence is an essential attribute of a citizen capable of living within the framework of sustainable development, making informed decisions regarding the use of natural resources, and taking responsibility for the consequences of their actions. Its formation begins in primary school, where the foundations of a value-based attitude toward nature and elementary practical skills for environmentally sound behavior are established. Environmental competence is one of the key competencies, involving an awareness of the basics of environmental culture, a demonstrated interest in nature, an active stance toward environmental issues, and the capacity for wise and frugal resource management. It has been established that environmental competence is interpreted as an integrative personality trait. This trait encompasses a synthesis of environmental knowledge, skills, practical experience, value orientations, and motivation necessary for effective, environmentally safe, and responsible activity within the environment. The research clarifies that the structure of environmental competence includes the following components: cognitive (knowledge-based) component; value-motivational (emotional-value) component; activity-behavioral (practical) component; reflective-evaluative component (additional). The pedagogical conditions for forming environmental competence in primary school students have been identified as: Integrating environmental education content into other primary school disciplines; Implementing an activity-based approach to forming students' environmental competence; Creating physical and informational environments that stimulate environmental activity; Developing the value-motivational component – specifically, the environmental consciousness and responsibility of children. A selection of practical tasks has been compiled, including environmental campaigns, games, quests, and quizzes, which can be implemented within the framework of each pedagogical condition.

INTEGRATION OF FOLK SONG HERITAGE INTO THE MUSICAL EDUCATION OF PRIMARY SCHOOL PUPILS

2026-04-17T15:25:32+03:00

The article addresses the problem of integrating Ukrainian folk songs into the process of musical education of primary school pupils in the context of implementing a competence-based approach in modern primary education. The relevance of this study arises from the need to preserve and transmit national cultural values, as well as to increase the effectiveness of forming vocal skills and vocal competence of younger schoolchildren by means of Ukrainian folk songs. The analysis of scientific approaches to the problem of vocal education of children is carried out on the basis of domestic and foreign research works in the fields of music pedagogy, art education and folklore studies. The concepts of “vocal competence”, “vocal education of primary school pupils” and “folk song heritage” are specified within the content of primary art education. The pedagogical potential of Ukrainian folk songs as a means of forming children’s vocal competence, developing vocal and intonational skills, and fostering a sense of national identity is substantiated. The article identifies the main directions of integrating folk song material into the content of vocal education of primary school pupils through the basic types of musical activities in music lessons, including vocal and choral work, listening activities, phrase-by-phrase song learning, game-based and creative activities, as well as playing children’s musical instruments. Methodical techniques and means of using Ukrainian folk songs in extracurricular activities are formulated in order to ensure the formation of interest in vocal activity and the development of vocal skills. The importance of purposeful and systematic application of folk song heritage in the vocal activity of younger schoolchildren is emphasized. It is concluded that the integration of Ukrainian folk songs into the vocal activity of primary school pupils is an effective means of forming vocal competence as well as fostering the creative development of children’s personalities.

CRITICAL THINKING TECHNOLOGIES IN NATURAL SCIENCE EDUCATION: THE PATH TO DEEP UNDERSTANDING

2026-04-17T15:31:58+03:00

The article explores the problem of integrating critical thinking technologies into the natural science education of primary school in the context of profound transformations of the modern educational system. The authors emphasize that the new educational paradigm is aimed at comprehensive intellectual and moral development of the individual, fostering independent, creative, and critical thinking, which is a key objective of many international programs. It is highlighted that the rapid growth of information flows requires students to be able to analyze, evaluate, and apply knowledge in practice rather than merely memorize facts. Special attention is paid to the integrated course “I Explore the World”, which combines natural science, social studies, and historical knowledge, forming a holistic worldview and scientific outlook among younger students. The article outlines three key characteristics of critical thinking – organization, logic, and reflection – and demonstrates their potential in developing curiosity, responsibility, systematicity, and tolerance. Differentiated tasks (reproductive, reconstructive-variative, partially exploratory, creative) are considered as tools for developing skills of analysis, classification, synthesis, and generalization. The technology of critical thinking development is presented through three stages – evocation, comprehension, and reflection – using modern methods such as “Question Flower” (Bloom), INSERT, Fishbone, Edward de Bono’s “Six Thinking Hats,” and the strategy of “thin” and “thick” questions. The conclusion is drawn that the use of these technologies in natural science education not only deepens the understanding of learning material but also ensures the formation of a scientific worldview, civic consciousness, and readiness of students for sustainable development.

PEDAGOGICAL COMMUNICATION AS THE BASIS OF PROFESSIONAL TRAINING OF FUTURE PRIMARY TEACHERS

2026-04-17T15:41:26+03:00

The article aims to analyse and specify the essence, structure, and characteristics of pedagogical communication as a key component of the professional training of future primary school teachers. The relevance of the study is determined by the need to develop pedagogical communication skills in future primary school teachers, which are essential for effective interaction with pupils, parents, and colleagues. The research methodology involved the use of analysis and synthesis, induction and deduction, generalisation and specification to clarify the essence, functions, and structural components of pedagogical communication, as well as to identify typical communicative difficulties in real interaction situations experienced by primary school teachers. The examination of documentation, the results of teaching practice, and observations made it possible to identify shortcomings in students’ preparation for pedagogical communication. The scientific novelty lies in a comprehensive analysis of the phenomenon of pedagogical communication among primary school teachers. The essence, structure, and functions of pedagogical communication are revealed in the context of the professional activity of future primary school teachers. The technology of pedagogical communication is specified, including a sequence of stages: forecasting, establishing contact, managing interaction, and analysing and evaluating its outcomes. The functions of pedagogical communication are disclosed in relation to the corresponding modes of teacher– pupil interaction. The study analyses the communicative difficulties encountered by students during teaching practice and proposes conditions and tools for preparing future teachers for pedagogical communication. The conclusions outline prospects for further research, which include analysing, developing, and testing conditions and technologies for forming pedagogical communication skills in future primary school teachers based on the principles of partnership pedagogy.

SPECIFIC FEATURES OF IMPLEMENTING ARTIFICIAL INTELLIGENCE TECHNOLOGIES IN LINGUISTIC DISCIPLINES CLASSES

2026-04-17T15:44:41+03:00

The article substantiates the methodological potential and ethical challenges of using Artificial Intelligence (AI) technologies in the educational process of higher education institutions as a tool for improving the effectiveness of educational and research tasks in linguistics classes. A review of scientific works reveals the multidimensional nature of the concept of ‘artificial intelligence’: it is interpreted as a general name for a set of information technologies that create and develop intelligent systems capable of performing tasks inherent in human intelligence, as well as a tool for processing information generated by a neural network or obtained independently by the user. The authors consider artificial intelligence in education as a special multimedia learning environment with a variety of tools, services, and algorithms, in which the teacher acts as a mentor rather than a transmitter of information”; as a tool, AI enables the generation, modelling, and processing of information that is diverse in form and content and can be used for educational and research purposes (in accordance with the principles of academic integrity). Based on an analysis of scientific sources and a survey of students at Kamianets-Podilskyi Ivan Ohiienko National University and the State Tax University, the advantages of using artificial intelligence technologies in the educational process have been outlined: AI improves work with educational material, creates an innovative environment for in-depth knowledge acquisition, improves scientific research skills, and develops critical thinking. Ethical challenges in the application of neural networks include personal data protection, adherence to the principles of academic integrity, and algorithmic bias. The study emphasizes the necessity of a conscious combination of modern AI tools and traditional teaching methods, while strictly observing the principles of responsibility, accessibility, and ethics. The article proposes problem-oriented and practice-oriented tasks based on interaction with AI. The materials are intended for use in classes on the following academic disciplines: “Business Ukrainian”, “Ukrainian Language (for Professional Purposes)”, “Fundamentals of Scientific Research”, “Methods of Scientific Research”, “Information and Digital Technologies in Philology”, “Journalistic Genres”, “Communicative Activity and PR Technologies in Public Authorities”. The prospects for further scientific studies lie in developing a methodology for the safe integration of artificial intelligence technologies into the education environment of higher education institutions, as well as researching their didactic potential for creating individual educational trajectories for students.

ANALYTICAL-CREATIVE WRITING AS A PEDAGOGICAL TECHNIQUE IN PROFESSIONAL TRAINING OF PRE-SERVICE EFL-TEACHERS

2026-04-17T15:49:30+03:00

Integration of creative and analytical aspects becomes a necessary prerequisite for the development of writing skills and successful professional training of a future foreign language teacher. The aim of the study is to substantiate the feasibility of implementing the technique of analytical-creative writing as a means of enhancing writing and cognitive skills of a future teacher of the English language and literature in the context of enhancing their professional competence. It is determined that analytical-creative writing is a complex type of speech-and-thinking activity that combines analytical and creative components as a result of interaction of cognitive, procedural, and interdisciplinary factors, provided that purposeful training and integration of all types of speech activity are ensured. There has been developed a model for the development of analytical-creative writing skills of a future teacher of the English language and literature in the context of improving their professional competence. The model includes four stages: (1) pre-writing cognitive tension; (2) interdisciplinary immersion; (3) modeling written texts; (4) producing written texts. Special attention is paid to the analysis of samples, including idealized models, works of previous-years’ students, and texts generated by AI-tools, which creates conditions for the comprehensive development of analytical-creative writing skills. The model is based on the principles of integrated teaching of all types of speech activity, interdisciplinary learning, serendipitous learning, and imitative learning. The proposed model is aimed at students with a sufficient level of linguistic and cognitive training required for performing analytical-creative writing tasks, namely Master’s degree students majoring in Secondary Education (The English Language and World Literature). The proposed model enables formation of key components of the professional competence due to its universality and flexibility. At the same time, bringing writing activity to an integrative, general communicative level contributes to solving a range of issues – from overcoming cognitive barriers to objective assessment of students’ work in the context of academic integrity challenges.

THE USE OF THE FLIPPED CLASSROOM TECHNOLOGY IN THE PROCESS OF TEACHING A FOREIGN LANGUAGE TO FUTURE PRIMARY SCHOOL TEACHERS

2026-04-17T15:54:59+03:00

The article addresses the issue of using flipped classroom technology in the process of teaching foreign languages to future primary school teachers, which is caused by the need to update approaches to professional training of teachers and improve the effectiveness of developing their foreign language communication skills in the modern educational environment. It has been found out that the use of this technology creates favourable conditions for stimulating students’ cognitive activity, increasing their motivation to learn a foreign language and developing their independent work skills. It has been determined that flipped learning is a form of active learning, the essence of which is for students to learn new material at home, i.e., they familiarise themselves with the learning material independently before the next lesson, and classroom time is used to comprehend and apply knowledge, skills and abilities, i.e., for practical tasks. The following types of flipped classrooms have been identified and characterised: typical flipped classroom; discussion-oriented flipped classroom; demonstration-focused flipped classroom; faux-flipped classroom; group flipped classroom; virtual flipped classroom; flipped teacher. The stages of effective implementation of flipped learning technology in foreign language classes at higher education institutions are outlined: preparation of an electronic educational environment by the teacher; organisation of the educational process with the definition of key competencies and forms of interaction with students; ongoing and final assessment of the level of foreign language competency. It has been established that flipped learning technology can be effective for students majoring in Primary Education who are studying a foreign language, as visual video materials, interactive presentations and examples based on real teaching situations contribute to a better understanding of the learning material and its further application in the professional activities of future teachers. A sample practical assignment using video materials in a discussion-oriented flipped classroom format for students majoring in Primary Education is presented. It ensures autonomy and independent work of students, activates lexical competence and enhances communicative interaction during classroom activities in accordance with the flipped classroom technology.

PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF PROFESSIONAL SUBJECTIVITY IN FUTURE TEACHERS

2026-04-17T15:58:40+03:00

The article examines the pedagogical phenomenon of professional subjectivity of future teachers, which is an important condition for the formation of competitive specialists in the modern educational environment. The relevance of the problem is due to the intensive processes of modernisation, digitalisation and informatisation of education, which increase the requirements for the professional competence of teachers and require the ability for continuous professional development, innovative activity and responsibility for the results of the educational process. The psychological and pedagogical aspects of professional subjectivity are analysed, and its structural components, criteria and indicators are identified, in particular personal, professional-activity and prognostic ones. Based on the study of scientific sources by Ukrainian and foreign authors (O. Meshko, O. Kobets, Yu. Kuzmenko, O. Kapinus, etc.), the content of professional subjectivity as an integrative quality of personality, manifested in self-determination, self-regulation, creative activity and reflection in pedagogical activity, is revealed. A pedagogical experiment was conducted with the participation of 62 students majoring in 013 Primary Education at the Mykhailo Kotsyubinsky Vinnytsia State Pedagogical University, which made it possible to determine the effectiveness of the implementation of psychological and pedagogical conditions that contribute to the formation of professional subjectivity: the use of reflection and motivation methods, the introduction of productive pedagogical technologies and active teaching methods, the use of practice-oriented tasks, and the formation of responsibility for the results of one's own activities. The results of the experiment confirmed a statistically significant increase in the level of professional subjectivity among the participants in the experimental group, which indicates the effectiveness of the proposed set of psychological and pedagogical conditions. The article is of practical importance for improving the professional training of future primary school teachers and developing their active, independent and responsible professional position.

RESEARCH ACTIVITY OF PRIMARY SCHOOL PUPILS IN THE STATE STANDARD OF PRIMARY EDUCATION: A COMPARATIVE ANALYSIS OF THE 2018 AND 2025 EDITIONS

2026-04-17T16:02:42+03:00

The article provides a comparative analysis of the 2018 and 2025 editions of the State Standard of Primary Education in terms of their focus on fostering inquiry-based activity among primary school pupils as a prerequisite for the development of research competence. The relevance of the study is determined by the need to identify the extent to which state standards of primary education establish a regulatory framework for the transition from reproductive learning models to an educational process centered on cognitive inquiry, learner autonomy, and reflection. The analysis was conducted at the conceptual, content-result, procedural, and evaluative-reflective levels, which made it possible to trace the evolution of approaches to the role of inquiry-based activity in primary education. The findings indicate that in the 2018 edition of the Standard, inquiry-based activity is presented mainly implicitly through general formulations of the activity-based and competence-based approaches, without clear regulatory specification of pupils’ research actions. By contrast, the 2025 edition of the Standard demonstrates a strengthened regulatory status of inquirybased activity, its more systematic integration into expected learning outcomes, the organization of the educational process, and assessment practices. Special attention is given to the interdisciplinary dimension, which shows that inquiry-based actions are most explicitly and consistently embedded in the mathematical and natural science educational fields, whereas in other educational fields they remain largely integrated or potential in nature. The scientific novelty of the study lies in the comprehensive analysis of state standards of primary education from the perspective of inquiry-based activity as a systemic factor in the development of pupils’ research competence. The results obtained may serve as a theoretical foundation for further research and for improving the didactic and methodological principles of implementing inquiry-based learning in primary school.

PREPARING FUTURE PRIMARY SCHOOL TEACHERS OF THE NEW GENERATION FOR TEACHING IN THE NEW SCHOOL SYSTEM

2026-04-17T16:06:48+03:00

The article substantiates and practically reveals the peculiarities of professional training of future primary school teachers of the new generation for pedagogical activity in the conditions of the New Ukrainian School. The content and forms of training of higher education seekers are theoretically substantiated and practically analysed, and the components of their professional readiness are determined. The key requirements of the Professional Standard for Primary School Teachers are analysed. The competencies of future primary school teachers are identified and substantiated: professional and pedagogical, psychological, information and digital, inclusive, emotional and ethical, health-saving, evaluative and analytical, and social. Particular attention is paid to the mastery of practical NUS methods by higher education students: morning meeting technology, integrated learning strategies, gaming technologies (in particular, the LEGO Six Bricks method) and the formative assessment system. The role of digital competence (creating interactive content, managing a digital classroom, gamification of learning) in the professional training of future primary school teachers is considered. The necessity of preparing future specialists to work in an inclusive environment as a strategic component of modern pedagogical education is proven. The knowledge and skills of students for implementing inclusive learning (differentiation and adaptation of material, universal design in learning, teamwork) are identified. Approaches and methods of formative assessment of students (mastering feedback techniques, self-assessment and peer assessment tools, student portfolios, methods of collecting and analysing children's work) have been substantiated. It has been determined that combining dual forms of education with training methods in higher education institutions ensures the development of professionally mobile and competitive specialists. It has been proven that the success of educational reform directly depends on the readiness of teaching staff to work in new realities.

ACADEMIC INTEGRITY AS THE FOUNDATION OF THE PROFESSIONAL ETHICS OF THE FUTURE TEACHER

2026-04-17T16:10:21+03:00

The article presents a comprehensive theoretical and methodological reflection on academic integrity as a fundamental basis of the professional ethics of the future teacher in the context of the transformation of modern pedagogical education. The relevance of the problem is determined by the growing role of ethical values in ensuring the quality of education, the increasing demands on teachers’ professional responsibility, as well as new challenges related to the digitalization of the educational environment and the use of generative technologies and artificial intelligence. The object of the study is academic integrity as an interdisciplinary phenomenon that combines legal, ethical, pedagogical, and sociocultural dimensions. The purpose of the work is to provide a theoretical analysis of academic integrity as a value‑ethical foundation of the professional ethics of the future teacher and to substantiate current trends and challenges in the formation of a culture of integrity within the system of teacher education. To achieve this aim, a set of methodological approaches was applied: analytical‑theoretical, empirical, socio‑psychological, institutional, and practice‑oriented, which makes it possible to consider academic integrity as a systemic phenomenon at the individual, institutional, and societal levels. The study proves that academic integrity in teacher education should be formed not fragmentarily but as a holistic process integrated into the content of educational programs, teaching practice, assessment systems, and institutional policies of higher education institutions. It is shown that violations of integrity principles (plagiarism, cheating, falsification of results) negatively affect the quality of the educational process, undermine trust in learning outcomes, and weaken the moral and ethical foundations of the teacher’s professional activity. Particular attention is paid to the practical aspects of implementing academic integrity: the role of educational policies and standards, institutional measures, educational modules, training sessions, and international cooperation. The scientific novelty of the article lies in revealing academic integrity as an integrative characteristic of the professional culture of the future teacher, which combines normative, value‑based, and methodological dimensions. It substantiates the need to consider academic integrity not only as a regulatory mechanism of educational activity but also as a value‑based foundation of the teacher’s professional identity, capable of transmitting the principles of integrity within the pedagogical environment. It is proved that the formation of a culture of academic integrity is a prerequisite for the development of critical thinking, academic writing culture, and responsible attitudes toward learning outcomes among students of higher education institutions. It is emphasized that academic integrity functions as a key factor in ensuring the quality of teacher education, defines the ethical position of the future teacher, and determines their readiness for professional activity in the conditions of digitalization and global educational transformations. The article outlines prospects for further research in the field of digital pedagogy, intercultural studies, and the development of tools for assessing academic integrity as a component of teachers’ professional competencies.

CROSS-LINGUISTIC ERROR PHENOMENA IN ENGLISH RESEARCH WRITING OF UKRAINIAN AUTHORS: LEXICAL AND ORTHOGRAPHIC ASPECTS

2026-04-17T16:25:38+03:00

The increasing dominance of English as the primary language of international scholarly communication presents significant challenges for exophonic authors. Research writing is inherently challenging due to the complexity of linguistic, cognitive, and disciplinary factors involved. Addressing this issue requires careful consideration of the code-switching context, in which cross-linguistic effects – particularly native language interference – are especially salient. This study investigates language deviations in English academic texts produced by Ukrainian authors, with a specific focus on lexical and orthographic accuracy as error-prone domains shaped by L1 interference and codeswitching effects, particularly in research writing of Ukrainian scholars. The research is grounded in an error analysis framework that accounts for both inter- and intralingual sources of deviation. Lexical errors are examined in terms of inappropriate word choice, false cognates, semantic transfer, and restricted collocational patterns, while orthographic analysis concentrates on spelling inconsistencies, punctuation misuse, and the representation of proper names, especially Ukrainian toponyms. Special attention is given to the influence of a third language – Russian – which further complicates orthographic accuracy due to the lack of a unified standard for the English rendering of many Ukrainian proper nouns. The findings demonstrate that deviations from Standard English are not random but systematically reflect structural and functional differences between the native (Ukrainian), intermediary (Russian), and target (English) languages. Lexical and orthographic errors emerge as the most persistent categories, revealing deeply rooted cross-language effects. The study underscores the relevance of targeted error analysis as a diagnostic and pedagogical tool. A detailed understanding of the mechanisms underlying lexical and orthographic mistakes can enhance linguistic awareness among academic writers and educators, contribute to more effective writing instruction, and ultimately support Ukrainian scholars in meeting the conventions of international academic discourse.

SOURCE DATABASE OF RESEARCH BY UKRAINIAN SCIENTISTS ON TECHNOLOGIES FOR IMPLEMENTING THE LANGUAGE AND LITERARY EDUCATIONAL FIELD IN SCHOOLS WITH LANGUAGES OF INSTRUCTION OF NATIONAL MINORITIES

2026-04-17T16:42:48+03:00

The relevance of the topic of scientific research is determined by the need for qualitative forecasting of certain innovations in the theory and practice of implementing the linguistic and literary educational field, which would take into account the creative achievements of the modern research field. The need to update the source base of research on directions and trends in the field of language and literary education is emphasized. The purpose of the scientific research is to conduct a systematic analysis of educational and methodological works in the context of technologies for implementing the language and literary educational field, which were prepared by scientists of the Institute of Pedagogy of the National Academy of Sciences of Ukraine. Information has been updated about several perspectives of the scientific search (content, time, and functional), as well as about the principle of systematic analysis of the source database ‒ subjectchronological. The analysis of available published works during 2019‒2024 is presented according to the following content profiles: collections; methodological manuals; methodological recommendations; monographs; bibliographical indexes; practical manuals. A generalization has been made about the problems around which modern researchers have concentrated their scientific research, namely: linguistic and literary education of indigenous peoples and national minorities of Ukraine; formation of communicative competence of students; reading in the modern information society; formation of reading literacy of students; tasks for the development of reading literacy of education seekers; cross-curricular tasks for literary reading lessons; developing in students the skills to create their own statements; oral speech; productive speech communication; methods of competency-based teaching of the Ukrainian language; enrichment of students’ Ukrainian vocabulary; speech genres in Ukrainian language lessons; algorithms for overcoming educational losses. It is noted that further directions of scientific research in the measurement of technologies in the linguistic and literary educational field should be directed towards a thorough study of the personalistic component of the problem.

DEVELOPMENT OF CREATIVE ABILITIES OF PRIMARY SCHOOL STUDENTS IN MATHEMATICS LESSONS

2026-04-17T16:51:41+03:00

The article aims to provide a theoretical substantiation and practical insight into the process of developing creative abilities of primary school students in mathematics lessons in the context of modern requirements for organizing the educational process. The relevance of the study is determined by the need to form in younger students the ability for non-standard thinking, independent problem-solving, and creative application of knowledge in learning activities. Creative abilities are considered as a complex psychological and pedagogical phenomenon that integrates cognitive, emotional, and motivational components of a student’s personality. The essence of the concept of “creative abilities” is clarified, and their content and main characteristics in the context of teaching mathematics in primary school are analyzed. The research methodology is based on the analysis of scientific sources on the problem of developing creative abilities of primary school students, the study of modern pedagogical approaches to their formation, as well as the identification of effective methods and techniques for organizing educational activities aimed at activating creative cognitive processes of younger students. Within the framework of the study, a program of a pedagogical experiment was developed, and its ascertaining, formative, and control stages were carried out. The scientific novelty of the research lies in the development and testing of an experimental program for the development of creative abilities of primary school students in mathematics lessons, the clarification of criteria and levels of their formation, and the substantiation of effective methods for activating creative activity of younger students. The criteria for assessing the level of development of students’ creative abilities (cognitive, emotional, and motivational) are identified, and three levels of their formation are defined: low, medium, and high. The results of the experimental study demonstrated positive dynamics in the development of creative abilities of primary school students and confirmed the effectiveness of the implemented program “Growing Creatively”. The conclusions outline prospects for further research related to the introduction of innovative technologies into the process of developing creative abilities of younger students.

STYLISTIC MEANS OF DIALOGIZATION OF LINGUISTIC SCIENTIFIC AND EDUCATIONAL TEXT

2026-04-20T11:19:43+03:00

The article, grounded in the principles of anthropocentrism, presents an interpretation of text as a pragmatic mediator of communication that records, preserves, and transmits information across space and time. This approach makes it possible to intensify scholarly interest not only in the structural and semantic categories of text but also in its communicative ones. The focus of the author’s research is the academic and educational text within Ukrainian linguistic discourse. Among its system-forming features, the author highlights a high degree of intertextuality, precedent-relatedness, paraphrasticity, dialogicity, and others. The author convincingly argues that an academic and educational text should be not only clear and logically structured but also addressee-oriented, and therefore provides a detailed characterization of the stylistic means of its dialogization. The productivity of dialogue between the authors of academic and educational texts presented in textbooks and teaching manuals for future philologists and the consumers of scientific information is associated with means of subjective evaluation of cited fragments and pragmatically oriented constructions that activate learners’ attention and encourage joint reflection. Accessibility of presentation is ensured by parenthetical constructions that provide brief remarks and comments on scientific concepts and phenomena, as well as by introductory elements that ensure logical coherence and consistency of scientific exposition. Dialogicity as a defining feature of the academic and educational text enables its perception and adequate interpretation. The analyzed stylistic means of dialogization and elements of imagery within Ukrainian linguistic discourse strengthen argumentation through intellectual influence, emphasize the active role of the learner, and encourage effective text production as a result of understanding linguistic information.