Acta Paedagogica Volynienses

GENERATIVE AI-DRIVEN CREATION OF INTERACTIVE STORYTELLING CONTENT IN PRESCHOOL EDUCATION

Alona BALOKHA — 2025-12-30

The article carries out a comprehensive theoretical analysis and presents practical prospects for the implementation of generative artificial intelligence technologies in the educational space of preschool educational institutions operating in crisis conditions. The relevance of the study is due to the rapid digitalization of society and the need to modernize traditional pedagogical methods in accordance with the needs of the “digital generation” of children. The fairy tale is considered not only as a means of competence formation, but also as a fundamental tool for the development of emotional intelligence, critical thinking and socialization of preschoolers. The possibilities of the multimodal model Gemini from Google are revealed, namely its Gem-bot Storybook, which allows you to create personalized fairy tale content that takes into account the individual needs, psychological characteristics and current interests of each child. Special attention is paid to the mechanisms for generating storylines that allow you to adapt the complexity of the language and instructive content according to the age group. The purpose of the article is to determine a modern approach to the use of fairy tales in the conditions of digitalization of the educational environment. The methodology for implementing interactive author's fairy tales by integrating generated text into the educational content of a preschool educational institution is presented, examples of children's influence on the choice of heroes and the development of the plot in real time are given. The study also analyzes the ethical and psychological and pedagogical risks associated with the use of artificial intelligence in working with preschoolers, in particular the issues of the advantages and disadvantages of Storybook in preserving the authenticity of literary author's fairy tales. The scientific novelty of the work lies in substantiating the model of combining a classic fairy tale with immersive artificial intelligence technologies. The results of the study can be used by preschool educators and methodologists to create innovative development programs aimed at forming cognitive flexibility and creative imagination of pupils.

PLAY INTERACTION AS A MEANS OF FORMING THE SOCIAL-EMOTIONAL DEVELOPMENT OF PRESCHOOL CHILDREN

Yevheniia VELYKODNA — 2025-12-30

The article analyzes the evolution of play as the leading form of child activity and reveals the dynamics of game development: from elementary manipulations with objects at an early age to complex plot-role-playing games, as well as games with rules in preschool age. The role of game interaction as a key factor in the socio-emotional development of preschool children is considered. The authors found that the formation of game competence, which is aimed at the child's ability to free, emotionally rich, spontaneous activity on his own initiative, contributes to the realization of the possibility of applying existing and mastering new knowledge and personal development through the child's desire to participate in adult life by realizing interests in game and role-playing actions in a generalized form. The influence of different types of games (plot-role-playing, didactic, mobile) on the formation of communication skills, empathy, self- regulation and the ability to work in a team is proven. The work substantiates that the game is a natural environment for the assimilation of moral norms and social roles. The mechanisms of the influence of joint games on reducing the level of anxiety and aggressiveness in children are revealed. The psychological and pedagogical conditions under which gaming activity becomes an effective tool for the socialization of a child are determined. Special attention is paid to the relationship between gaming experience and the ability of preschoolers to recognize their own emotions and feelings in others and to the problems of forming the social and emotional competence of preschoolers through the system of gaming interaction.

EDUCATIONAL STRATEGIES OF PRESCHOOL CHILDREN’S COGNITIVE DEVELOPMENT

Valentyna LIAPUNOVA — 2025-12-30

Preschool education is fundamental for the overall development of a child. During this fundamental period, which spans from birth to six years, the cognitive, emotional, social, and physical foundations of the personality are laid. The development of cognitive skills is significant, as these skills are necessary for future learning and the consistent development of a person’s critical thinking, problem-solving abilities, and creativity. The aim of the study was to analyze the main theories underlying educational strategies for the formation of cognitive skills in preschool children, using a comprehensive approach, their prospects, as well as the challenges and counterarguments that arise in the educational, social, and cultural spheres in connection with their application. Empirical (documentary analysis) and theoretical (analytical-synthetic, inductive-deductive, historical-logical analysis, systemic approach) methods were used to conduct the study. Currently, the article considers such educational strategies for the development of cognitive skills in preschoolers, which include such practices as learning through play, early stimulation, focusing on emotional intelligence, structured curricula, and a comprehensive approach. The article pays special attention to a comprehensive educational strategy for the development of cognitive skills in preschoolers. After all, a comprehensive approach is the path to more meaningful and transformative learning. Although educators model and encourage preschoolers to learn, they choose the cognitive development strategies for each of their students. There are no universal, direct instructions, just as there is no universal educational strategy. Each of them has its own advantages and disadvantages. Each of them may be more or less suitable for a particular child, depending on the level of their development and learning style.

INNOVATIVE METHODS OF FORMATION OF PEDAGOGICAL SKILLS IN FUTURE HEI TEACHERS

Oleksandr SEMENOV — 2025-12-30

The article discloses the formation of pedagogical skills among future teachers of higher education institutions. The purpose of the article is to substantiate the content potential of normative educational components in the formation of pedagogical skills of future teachers. To achieve this goal, it is necessary to solve the following tasks: 1) to clarify the essence and structure of the pedagogical skills of future teachers; 2) to identify the content of the potential of educational components "Modern teaching methods in HEI" and "Education management“" in the formation of pedagogical skills of teachers. The pedagogical skills of a teacher of a higher education institution are considered as the acquired ability of a person to perform pedagogical activities in a highly professional manner on the basis of established professional competencies, integrating pedagogical abilities, professional orientation, personal and professionally significant qualities, reflection with respect for education seekers. In the structure of the teacher's pedagogical skills, the interconnected personal and activity components were revealed. It is emphasized that the effectiveness of training future teachers depends on the methods, content, means and forms of organization of cognitive activity that will satisfy their professional interests, needs, motivate them to master pedagogical skills as a personal value. Innovative methods are defined as ways of purposeful, subject- subjective, dynamic, dialectical interaction of the teacher and students, which are based on novelty, originality, creativity, and which contribute to the effective formation of the teacher's pedagogical skills. The content potential of normative educational institutions "Modern teaching methods in HEI" and " Education management " in the formation of pedagogical skills of teachers of higher education institutions is determined. Using the methods of project, problem-search, microlearning, gamification, micro-teaching, future teachers develop pedagogical abilities, form a pedagogical orientation; personal professionally important qualities are brought up.

TEACHER AS A SUBJECT OF CORRECTIVE AND REHABILITATION WORK WITH CHILDREN WITH SENSITIVE DISORDERS IN SMALL-COMPLEX EDUCATIONAL INSTITUTIONS

Oksana SOROCHYNSKA — 2025-12-30

The article is devoted to substantiating the key role of the preschool teacher (PTE) as the main subject of correctional and rehabilitation work with children with speech disorders (SLD), especially in conditions of small-staffed PTE, where he compensates for the lack of narrow specialists. It has been established that the effectiveness of the correctional process depends on a holistic system of the educator's competencies, united in seven main groups. This allows the educator to implement a number of functions: diagnostic and observational, organizational and coordination, correctional and developmental and communicative and educational. In accordance with the Professional Standard "Preschool Teacher", the article carried out a systematic analysis of the labor functions and professional competencies of the educator in the context of correctional and rehabilitation work with children with speech disorders (SLD) in conditions of small-staffed PTE. Special attention is paid to psycho- emotional competence (empathy, patience, benevolence), which creates a trusting atmosphere, motivates the child to cooperate and is the foundation for the communicative and educational function and partnership with families. Subject- methodological competence includes special knowledge of the causes and types of speech disorders (dyslalia, dysarthria, SNA), mastery of correctional work methods and understanding of the peculiarities of the mental processes of children with PMR; evaluative and analytical (analysis of observations, development and adaptation of IPR, monitoring of effectiveness) and organizational and managerial (planning of an integrated educational process, coordination with the IRC). The organizational and information and communication competences that allow the teacher to overcome the limitations associated with remoteness and resources are highlighted, through creative adaptation of methods, development of didactic manuals, use of modern digital tools (specialized applications, video communication) for teaching, communication and electronic documentation. The generalization confirms that a modern teacher in a small-sized preschool educational institution is a multifunctional specialist, whose comprehensive competence is a necessary condition for ensuring high-quality, systematic and scientifically based correctional and rehabilitation work and the full development of a child with PMR.

ADAPTIVE PHYSICAL EDUCATION INTERVENTIONS IN CORRECTION OF THE FUNCTIONAL STATE OF STUDENTS WITH DIABETES

Ihor BOHDANOVSKIY — 2025-12-30

The article highlights modern ideas about the impact of adaptive physical education on the functional state of people with diabetes. The concept and classification of diabetes, the role of physical exercises in the correction of this disease, types of physical exercises recommended for diabetes; rules for the safe performance of these exercises; as well as practical recommendations for drawing up an individual training program for a special medical group of students with diabetes. Regular, adapted physical activity, taking into account age, type of diabetes, comorbidities, and physical fitness, has been shown to promote and increase exercise tolerance. Aerobic exercise has been shown to be the basis of physical activity for most people with diabetes because it provides moderate, sustained exercise that improves insulin sensitivity, improves cardiovascular function, and normalizes metabolic processes. However, strength training, or resistance training, is as important for people with diabetes as aerobic activity. Flexibility and balance exercises do not directly affect glucose levels, but they are important components of an overall physical activity program for diabetes. It has been shown that physical exercise should be adapted to the physical condition and level of fitness of the specified category of individuals. The findings confirm that regular physical activity has a positive effect on metabolism, increases tissue sensitivity to insulin, helps reduce glycemia, and improves the overall metabolic state of the body. Exercises of various types – aerobic, strength, flexibility, and balance – provide a multi-vector effect on physical performance and health, and their combination in classes of special medical groups allows achieving the best results for students.

ETHICAL TENSIONS IN ARTIFICIAL INTELLIGENCE INTEGRATION IN HIGHER EDUCATION

Tetiana GOLUB — 2025-12-30

The rapid integration of artificial intelligence technologies into higher education has created unprecedented ethical challenges that demand immediate scholarly attention and institutional response. This article examines four fundamental ethical tensions arising from AI adoption in academic contexts: the conflict between academic integrity and pedagogical innovation, the balance between student autonomy and institutional oversight, the imperative of educational equity within unequal access to AI resources, and the trade-off between operational efficiency and student privacy protection. The research demonstrates that traditional conceptions of academic integrity, designed for pre-AI educational environments, prove inadequate when AI tools offer assistance ranging from clearly appropriate to clearly problematic. Similarly, AI-enabled surveillance capabilities create tensions between legitimate institutional responsibilities for educational quality and students’ rights to privacy and autonomous learning. The study further represents how AI integration threatens to extend existing educational inequalities through differential access to premium tools, uneven distribution of AI literacy, and algorithmic bias embedded in educational systems. Finally, the analysis reveals how efficiency gains from automated assessment and learning analytics depend on extensive data collection practices that raise profound privacy concerns, particularly when students lack meaningful consent options or transparency about data usage. The article argues that effective ethical AI integration requires moving beyond prohibitive or permissive extremes toward principle-based frameworks emphasizing transparency, proportionality, equity, and student participation in governance. These findings contribute to emerging scholarship on educational technology ethics while providing practical guidance for institutions navigating the complex landscape of AI-augmented learning environments. The research underscores that addressing AI ethics in higher education is not merely a technical or policy challenge but fundamentally involves reimagining educational values, power relationships, and the purposes of learning in an AI-integrated world.

SELF-ASSESSMENT AS A TOOL FOR DEVELOPING LEARNER AUTONOMY IN FOREIGN LANGUAGE CLASSES

Maryna ZVEREVA — 2025-12-30

The article is devoted to the theoretical and methodological understanding of self-assessment as a tool for developing learner autonomy in the process of foreign language learning. The relevance of the study is determined by the increasing role of formative assessment within competence-oriented education and by the need to rethink traditional models of monitoring learning achievements. The purpose of the article is to substantiate the didactic potential of self-assessment in developing learners’ ability to consciously plan, monitor, and adjust their own learning activity. The theoretical basis of the study includes concepts of learner autonomy, self-regulated learning, and formative assessment in foreign language education. The research applies theoretical-analytical, conceptual, comparative, and logical-structural methods, which made it possible to clarify the meaning of self-assessment and to identify its functions within the system of foreign language teaching. It is shown that self-assessment performs primarily instructional and reflective functions and supports a gradual transition from external pedagogical control to internal self-regulation of learning activity. The relationship between self-assessment and the key components of learner autonomy is substantiated, and methodological conditions for its effective implementation are identified. The main forms of self-assessment are systematised, including checklists, analytic rubrics, can-do statements, and tools of the European Language Portfolio. The systematic use of self-assessment, supported by clear criteria and pedagogical guidance, contributes to the development of responsible learning behaviour and learner autonomy. The practical value of the results lies in their possible application to lesson design, the selection of assessment criteria, and the organisation of students’ reflective learning work.

MODEL OF INNOVATIVE DEVELOPMENT OF EMOTIONAL INTELLIGENCE OF HIGHER EDUCATION STUDENTS

Tetiana KOROID — 2025-12-30

The article presents a model of innovative development of emotional intelligence among higher education students in the context of digital transformation. The relevance of developing emotional intelligence and emotional competence in future professionals is substantiated within the framework of European educational policy and UNESCO strategies aimed at fostering 21st-century soft skills. The article outlines scientific approaches to interpreting the essence of emotional intelligence and its role in the professional formation of higher education students. An original model of innovative development of emotional intelligence is proposed, based on six interrelated components – motivational-value, cognitive- informational, reflective-analytical, and emotional-behavioral – which together ensure the holistic development of an individual’s emotional intelligence. The last two components – the fifth and sixth, the social-communicative and the result-conative – are responsible for the practice of emotional leadership and the development of ethical interaction, self-regulation, and outcomes. The principles of the model for developing emotional intelligence in higher education students are outlined. Innovative educational practices for implementing the model are described, including interactive methods and the use of digital educational platforms. The concepts of “emotional maturity,” “emotional culture,” and “digital empathy” are explained. The term “emotional-digital educational environment” is presented as the author’s own definition. The pedagogical conditions necessary for implementing the model of emotional intelligence development in higher education students are identified. Attention is given to creating an emotionally safe, humane, and technologically intelligent environment not only for students’ acquisition of knowledge but also for their ability to understand and manage their own emotions. The materials of the article may be used for interactive courses and training sessions on the development of emotional intelligence within the system of higher education.

CASE TECHNOLOGIES IN THE SYSTEM OF PROFESSIONAL TRAINING OF HISTORIANS: DECONSTRUCTION OF HISTORICAL NARRATIVES AND DEVELOPMENT OF CRITICAL THINKING OF THE FUTURE TEACHER

Oleksandr PANASIUK — 2025-12-30

The article examines the theoretical and methodological foundations of applying case technologies in the system of professional training of future history teachers. The relevance of the study is determined by the growing role of historical knowledge under conditions of information warfare and the intensification of challenges associated with politicized interpretations of the past. It is emphasized that the formation of critical thinking and the ability to deconstruct historical narratives acquires particular importance in the context of updating the content of history education in accordance with the principles of the New Ukrainian School. The focus is placed on the case method as an interactive educational technology that involves modeling professionally significant situations and actively engaging students in source analysis, comparison of alternative viewpoints, and the search for well-grounded solutions. The article clarifies the distinction between the concepts of “case method” and “case technology,” outlines their place in the educational process, and highlights their potential for developing key professional competencies. Special attention is given to the possibilities of case-based tasks in fostering critical historical literacy, media-analytical skills, reflexive thinking, and the ability to work with controversial sources. The study demonstrates how case assignments may be directed toward the deconstruction of “master narratives” and the identification of ideologically conditioned representations of the historical past. Emphasis is placed on the pedagogical conditions required for the effective implementation of case technologies, including the level of instructor preparedness, student motivation, and the availability of appropriate didactic and technical support. The role of the instructor as a facilitator of critical dialogue in the process of interpreting contested historical phenomena is underscored. Particular significance is attached to the development of students’ capacity to formulate reasoned positions on complex historical issues in contexts characterized by opposing interpretations. The article shows that the application of the case method transforms the student’s role in the learning process, shifting it from passive reception to active inquiry. It is argued that case technology may serve as an effective tool for fostering pedagogical readiness to work under conditions of social and political transformation. This approach enables future history teachers to recognize their responsibility in shaping critically minded citizens capable of independent information analysis, resistance to manipulation, and the formation of their own informed understanding of the past.

PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF CHILDREN WITH SEN IN AN INCLUSIVE ENVIRONMENT: MODERN APPROACHES

Liudmyla SIPKO — 2025-12-30

Purpose: is to analyze modern approaches to the psychological and pedagogical support of children with special educational needs (SEN) in an inclusive educational environment. The study is aimed at identifying the key factors that ensure the effectiveness of a child's integration into the socio-cultural space of an educational institution and contribute to their harmonious development. Methodology: a complex of scientific methods was used in the work: theoretical analysis of psychological, pedagogical, and methodological literature to clarify the current state of the problem; a systematic approach to determine the structural components of support; modeling to develop a generalized scheme of interaction between specialists; and analysis of the domestic experience of reforming inclusive education in Ukraine. Scientific Novelty: key approaches to supporting children with SEN (humanistic, activity-based, individualized), based on the principles of partnership interaction, have been generalized and systematized. The role of the psychological and pedagogical support team is defined not merely as a monitoring body, but as a dynamic support system focused on achieving student autonomy. An original generalized model of support is proposed, which integrates diagnostic, prognostic, correctional-developmental, and monitoring stages. It is proved that the effectiveness of inclusion directly depends on the interdisciplinary coordination of actions between teachers, assistants, psychologists, and parents, which allows for taking into account the specific characteristics of the child's emotional and volitional sphere. Conclusions: it has been established that psychological and pedagogical support is the foundation of successful inclusion, ensuring not only academic success but also the social adaptation and emotional well-being of the child. It is proven that the implementation of an Individual Development Plan (IDP) should be based on systematic monitoring of achievements and flexible adjustment of educational trajectories. The results of the study confirm that the creation of a barrier-free educational environment is possible only through the formation of inclusive competence in all participants of the educational process and a transition to a team-based strategy. The practical significance of the work lies in the possibility of using the proposed model to increase the efficiency of inclusive classrooms in general secondary education institutions.

VALUES AS BASIS FOR FUTURE PHYSICAL EDUCATION TEACHERS' STANDBY TO DEFEND THE MOTHERLAND: COSSACK CONTEXT

Vladyslav TEREMECKYI — 2025-12-30

The purpose of the article is to theoretically substantiate and investigate the ways of forming the readiness of future physical education teachers for homeland defense in the process of professional training using the leading ideas of Cossack pedagogy. The research is based on a comprehensive combination of general scientific and special methods. The systems approach allowed considering the process of military-patriotic education as a holistic structure of interaction between educational institutions and the public. Cultural and axiological approaches were used to analyze the role of national traditions and Cossack martial arts in the formation of a value-based attitude toward one’s "Self" and the state. The method of deduction was used to identify specific means of Cossack pedagogy suitable for implementation in the educational process of higher pedagogical education institutions. The work deepens scientific understanding of the structure of the future physical education teacher’s readiness for homeland defense through the prism of Cossack pedagogy. For the first time, the influence of traditional Ukrainian martial arts (Spas, Combat Hopak, Horting) is comprehensively considered not only as a means of physical improvement but as tools for psycho-emotional tempering and national identity formation under martial law. It is proved that the integration of Cossack educational ideals into the content of physical education allows forming not only instructional skills in a student but also an active civic position and sacrificial readiness to fulfill military duty. The substantiation of the role of institutional synergy (interaction of the state, family, and higher education institutions) in creating a holistic educational space has been further developed. The conducted research confirms that value orientations formed on the basis of the Cossack context are the cornerstone of the readiness of future specialists for state defense. It is established that using the potential of Cossack pedagogy, in particular through the popularization of national sports and involvement in historical and cultural heritage, ensures high efficiency of military-patriotic education. It is revealed that readiness for homeland defense is an integral quality of a person that combines physical endurance, professional skill of a teacher, and deep inner conviction in the value of national freedom. The practical significance of the results lies in the possibility of their implementation in the development of curricula for physical education and educational work plans in pedagogical higher education institutions to prepare a new generation of patriot- teachers.

PRINCIPLES OF PROFESSIONAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS FOR LEGAL EDUCATION WORK WITH YOUNGER SCHOOLCHILDREN

Olha HONCHARUK — 2025-12-30

Contemporary processes taking place in Ukraine against the backdrop of military aggression, global trends of integration and globalization highlight the need for legal education, legal awareness, and legal education work with schoolchildren. This, in turn, highlights the issue of high-quality legal training for future teachers. The purpose of this article is to outline and analyze the basic principles of organizing the professional training of future primary school teachers for legal education activities in the context of the New Ukrainian School (NUS). To achieve this goal, the following tasks were solved: 1) to characterize the basic principles of professional training of future primary school teachers for legal education activities in the conditions of the New Ukrainian School; 2) to clarify the essence of the concept under study, taking into account the experience of professional training of future primary school teachers at Lesya Ukrainka Eastern National University. Research methods: analysis, synthesis, generalization, systematization, comparison. The article considers the professional training of future primary school teachers for legal education as one of the important directions of modernization of pedagogical education. As a complex, systematic, purposeful process of professional training of future primary school teachers for legal education of younger schoolchildren is implemented on the basis of the following principles: humanistic, legal, scientific, integration of theory and practice, activity-based, axiological, personality-oriented, reflective, and competence-based. The effectiveness of the professional training of future teachers for legal education work in the conditions of the NUS is ensured by the integration of legal knowledge into the educational process, the use of interactive innovative methods, the organization of reflective activities, and the creation of a favorable developmental pedagogical environment focused on the formation of legal competence. It has been proven that in the process of studying the educational component “General Pedagogy and History of Pedagogical Thought,” all components of a future teacher's readiness for legal education activities are formed: cognitive (legal knowledge); motivational and value-based (awareness of the importance of legal education activities); practical (ability to implement legal education tasks in practical work); the soft skills of future teachers are formed. Further research is needed to develop tools and methods for diagnosing the readiness of future teachers for legal education work with schoolchildren in the conditions of the New Ukrainian School.

IMPLEMENTATION OF THE CONTENT LINE «WORKING WITH DATA» IN MATHEMATICS LESSONS IN PRIMARY GRADES ON THE BASIS OF THE ACTIVITY APPROACH

Iryna KASHUBIAK — 2025-12-30

The article considers the problem of applying the activity approach in the primary education system. Particular attention is paid to the role of activity-based learning in mathematics lessons, namely, the specifics of implementing the content line «Working with Data» through the activity approach. The author analyzes the experience of scientists and methodologists on the problem of implementing the content line «Working with Data» in the mathematical educational branch of primary education. Based on the analysis of the requirements of the State Standard of Primary Education, Typical Educational Programs of Primary Education, the content line «Working with Data» is characterized, the expected learning outcomes of students within this content line for the first and second cycles of primary education are determined. It is emphasized that the expected learning outcomes of students take into account the age characteristics of younger schoolchildren, and a gradual increase in the complexity of performing educational actions is observed. The current textbooks and teaching aids in mathematics for primary grades were analyzed for the presence of tasks on the formation of skills in working with data. It was emphasized that such tasks are not separated into a section, but are presented within the framework of studying the program material of other content lines. It was determined that mathematics textbooks present drawings, pictograms, schemes, linear, column and pie charts, as well as the following types of tables: reference, computational, tables for studying algebraic material, tables for short writing of simple and complex problems, logical tables. The game «Mathematics for Travelers» was proposed for 3rd grade students, which has a practice-oriented focus, forms the ability to work with information, and contributes to the implementation of inter-subject and intra-subject connections. The author proves that the use of an activity approach in mathematics lessons in primary grades is not only a modern educational trend, but also a prerequisite for achieving mandatory and expected learning outcomes for primary school students.

EDUCATIONAL TECHNOLOGIES AS A TOOL FOR FORMING NATURAL SCIENCE CONCEPTS IN PRIMARY SCHOOL STUDENTS

Lesіa КOLTOK — 2025-12-30

The article addresses the urgent issue of forming natural science concepts in primary school students as the foundation of ecological culture and responsible attitudes toward the environment. Modern ecological challenges caused by industrialization and urbanization require a new approach to education and upbringing, which involves integrating traditional and innovative educational technologies. The authors emphasize that ecological education should become a key element of the modern educational system, since at the primary school age the combination of knowledge and emotional experience creates a solid basis for the development of ecological awareness. The study analyzes traditional teaching methods such as storytelling, conversation, working with textbooks and books, observation, excursions, and practical activities using natural objects and instruments. Their role in developing cognitive activity, thinking, imagination, and information-processing skills is highlighted. Special attention is given to innovative educational technologies, particularly the Theory of Inventive Problem Solving (TRIZ) and the technology of developing critical thinking. These are considered effective tools for forming conscious and systematic natural science concepts, fostering creativity, communication skills, and analytical abilities. Examples of innovative methods are provided, including «Amazing Reading», «Question Ordering», «Create Your Passport», cluster diagrams, cinquain, «True and False Statements», and the «Cube» method. Their potential to create a comfortable educational environment that reduces psychological tension and motivates students to actively participate in learning is demonstrated. It is concluded that the combination of traditional and modern educational technologies ensures the systematic formation of natural science concepts in primary school students, promotes the development of ecological awareness, and fosters responsible attitudes toward nature.

COMPETENCY-BASED APPROACH IN TRAINING STUDENTS FOR WORK IN CONDITIONS OF SUMMER RECREATION AND LEISURE

Oksana MELNYCHUK — 2025-12-30

The need to change the system of training future teachers and its adaptation to the requirements of the labor market has determined the significance of studying the competency-based approach in higher education. The purpose of this approach is to integrate theoretical and practical training of specialists. The article substantiates the relevance of the scientific approach to training future teachers in higher education, which meets modern social expectations and the requirements of the New Ukrainian School. It is emphasized that a modern specialist should act not only as a translator of knowledge, but also as a mentor, facilitator and conscious citizen, possessing basic and flexible (soft skills) competencies. The relevance of the problem is enhanced by complaints about the content and quality of organization of the educational process in summer health and recreation institutions. Therefore, the competency-based approach is critically important for the modernization of this system, since it ensures the transformation of theoretical knowledge into specific practical competencies (organizational, communicative-emotional, health-preserving, creative). The purpose of the study is to scientifically substantiate and determine the content of the competency-based approach in the preparation of future teachers for successful educational work in the specific conditions of summer recreation. The article analyzes the theoretical foundations of the competency-based approach and proves that it is a key mechanism for integrating theory and practice, which allows students to achieve a high level of readiness (readiness for highly productive, creative activity). Key groups of competencies (organizational, psychological-pedagogical, personal- professional) that are formed during practice are identified. The preparation of students for work in the conditions of summer recreation and recreation is based on practice-oriented learning and competency-oriented tasks, ensures the formation of the ability of future teachers to work independently, creatively and responsibly with a temporary children's team, solve complex problems of the functioning of the institution and bear full responsibility for the safety and development of children. Independent pedagogical activity (pedagogical practice) in real conditions of summer recreation and recreation serves as a catalyst for the professional and personal development of students. It not only strengthens their love for the chosen profession, but also fosters responsibility for the assigned tasks, and also contributes to the formation of key qualities: a sense of duty, self-demandingness and perseverance. Summer pedagogical practice is recognized as an integrative component of the educational process, which consolidates knowledge and forms a professionally significant potential of a specialist.

LEVELS OF READINESS OF FUTURE PRIMARY SCHOOL TEACHERS TO USE GAMING TECHNOLOGIES

Hanna SKASKIV — 2025-12-30

The article is devoted to a comprehensive analysis of the readiness of future primary school teachers to implement gaming technologies. The relevance of the topic is determined by the transformation of the educational environment in accordance with the requirements of the «New Ukrainian School» and the need for specialists capable of effectively combining learning with gaming activities. The purpose of the work is to determine and theoretically substantiate the component structure and levels of readiness of future teachers to apply game technologies in their professional activities. The study aims to develop a theoretical basis for creating a structural and functional model for training students in higher education institutions. Methodology. The work uses theoretical analysis of scientific sources to clarify the essence of professional readiness. A systematic analysis of the regulatory framework, in particular the State Standard of Primary Education and the Concept of NUSH, was carried out, which made it possible to determine the content of the cognitive component. The generalization of scientific positions made it possible to synthesize the author's structure of readiness through the unity of three components. Scientific novelty. A three-component structure of readiness has been substantiated: motivational, cognitive, and operational components. The motivational component covers professional and cognitive motives, love for children, and the desire for self-realization. The cognitive component includes not only a system of knowledge, but also value orientations based on humanistic ideals and the recognition of play as a priority means of child development. The operational component is presented as a set of practical skills for designing, adapting, and reflecting on students' play activities. It has been proven that value orientations act as a semantic core that provides internal motivation for innovation. Conclusions. It has been established that readiness is a holistic system where motivation stimulates cognition, and operational skills ensure the practical implementation of games. The effectiveness of training depends on the integration of these components, which allows the teacher to effectively apply game forms in accordance with the age needs of younger students.

THE ROLE OF NONVERBAL SIGNALS IN FORMING TRUST AND PROFESSIONAL IMAGE OF A FUTURE SPECIALIST

Natalia SOVTYS — 2025-12-30

The article explores the role of nonverbal signals in shaping trust, professional image, and communicative competence in modern professional interaction. Nonverbal behavior is defined as a key component of professional culture influencing interpersonal communication, authority, and perception in workplace environments. Theoretical approaches to nonverbal communication are analyzed through the lens of kinesics, proxemics, oculesics, haptics, and paralinguistics, based on recent studies (V. Voronkova, T. Osipova, F. Azhar, M. Montoya, Porter, I. Putra, V. Denault). The psychological mechanisms of nonverbal influence – first impression effect, cognitive-perceptual evaluation, and emotional congruence – are discussed. The specificity of nonverbal communication across various fields such as education, management, IT, and service industries is highlighted. Findings show that educators’ nonverbal behavior affects students’ motivation and engagement, while managers’ and marketers’ body language determines clients’ trust and brand credibility. Digitalization is shown to transform nonverbal interaction, emphasizing camera angle, lighting, gaze stability, voice modulation, and background composition as essential factors of professional virtual presence. The concept of digital nonverbal literacy is introduced as a crucial skill for modern professionals. The article provides practical recommendations for improving nonverbal competence, including maintaining open posture, establishing appropriate eye contact, regulating vocal tone and pace, and using video self-analysis for behavioral correction. It concludes that systematic development of nonverbal competence enhances professional success and communication efficiency. Future research should focus on cross-cultural aspects of nonverbal behavior, adaptation in virtual environments, and the design of training methodologies for 21st-century professionals.

CROSSSENSE AS A MEANS OF DEVELOPING CRITICAL THINKING IN LESSONS OF THE INTEGRATED COURSE “I EXPLORE THE WORLD” IN PRIMARY SCHOOL

Nataliia STEPANOVA — 2025-12-30

The article is devoted to the methodology of creating and using crosssense in the educational process of primary school learners. Crosssense is an associative visualized puzzle that can serve as a tool for developing critical thinking. The author emphasizes that among the priority tasks of modern education are the formation of learners’ stable motivation to acquire new knowledge, the development of cognitive interest as a driving force of the learning process, and the formation of a system of competencies. All this is possible when learning is engaging, motivating, and developmental. Primary school age is the most suitable period for achieving these goals. This position is justified not only by the age-related characteristics of primary school learners. It has been proven that personal self-development and self-improvement depend on the level of development of soft skills, in particular critical thinking, which enables individuals from an early age to consciously and actively master new social experience, learn to analyze, compare, and correlate phenomena, and accumulate their own sociocultural capital. Among the specific pedagogical advantages of crosssense, the author highlights its universality, as it can be used when teaching any topic and at any stage of a lesson; its creativity, since its application involves the development of critical and/or creative thinking; and its humanistic nature, which is manifested in simplifying the learning process and improving the quality of education. The article presents practical cases of how crosssense can be used in lessons of the integrated course «I Explore the World». Taking into account the integration of educational strands, during topic discussions learners learn to identify connections between concepts and phenomena, develop the ability to argue and explain their own opinions, and are encouraged to be creative and independent. The author concludes that the use of crosssense in the educational activities of primary school learners helps them develop the ability to learn, that is, a set of universal learning actions is formed, the nature and type of which determine the quality of mastering knowledge, skills, abilities, attitudes, and values. Importantly, at the same time, the critical thinking of each learner is developed. Moreover, crosssense is a combination of play, thinking, and learning that makes lessons engaging and effective.

INTEGRATION OF OUT-OF-SCHOOL AND SCHOOL EDUCATION IN THE FORMATION OF STUDENTS' NATURAL COMPETENCE

Anna TYMCHII — 2025-12-30

The article presents a model of successful integration of school and extracurricular education implemented through the activities of the scientific studio club “Natural Science”, which operates at the Volyn Regional Branch of the Junior Academy of Sciences of Ukraine. The club's activities are based on an original curriculum designed to form a comprehensive system of natural science knowledge, engage students in active scientific research, develop their ability to solve complex problems through the integration of knowledge, and master methods for conducting experiments. The integration of school and extracurricular education is a decisive factor in the formation of key competencies and the successful socialization of students. The functional potential of extracurricular educational institutions makes it possible to eliminate the limitations of individualized learning caused by large class sizes in general education schools. The transformation of the educational paradigm involves a transition from a reproductive model of knowledge acquisition to a praxeological approach, which is most effectively implemented in extracurricular educational settings. The integration of these educational domains provides a synergistic effect in the development of adaptive personal skills and in overcoming cognitive dissonance between theoretical training and the practical requirements of society. The curriculum is based on a modular principle and combines the fundamental principles of biology, chemistry, geography, physics, and astronomy. The implementation of an integrative approach to the educational process within the scientific club enables the transformation of the factual material accumulated during the “Discovering Nature” lessons through the prism of practice-oriented tasks, experiments, projects, the creation of models of processes and phenomena, observations and research, etc., into systematic knowledge, which provides a deep understanding of the interdependence of natural phenomena and the formation of students' holistic worldview. The experience of synergy between different educational environments can be used by teachers to adapt the educational process to the individual needs and interests of each student, motivate them to learn by using non-standard locations and tools, and develop soft skills.