Acta Paedagogica Volynienses

FORMATION OF COMPETENCES FOR SUSTAINABLE DEVELOPMENT IN PRESCHOOL CHILDREN

Valentyna LIAPUNOVA — 2025-08-29

The article aims to provide a theoretical analysis of research on the formation of key competencies of a preschool child, taking into account the principles of sustainable development. It is emphasized that the foundation for the development of human capital is the development of conscious and responsible human behavior through education. And it is necessary to start this work from the first level of education – preschool. Research methodology: to study the state of development of this issue, a theoretical analysis of the scientific literature on the formation of subject- practical and technological competence of preschool children was conducted, which is the basis for forming in children an understanding of the relationships between human activity and the environment, as well as the ability to make decisions that contribute to the conservation of resources and ecological balance. The scientometric databases ResearchGate and Google Scholar were chosen as the foundation of the study. The study covered the period from 2021 to 2024. We consider the fact that we first analyzed a list of studies on the topic related to the terminological field of the concept of “subject-practical and technological competence of preschool children” to be scientific novelty. Also, the study reviewed the historical aspect of research on the topic of sustainable development in public policy and considered relevant issues of its implementation in Ukrainian education. The objectivity of the study was ensured by defining the criteria: definition of concepts, types of activities, ways of implementation, result, date (term) of the study. During the study, contradictions were found in the content of the studied concepts. Conclusions were made regarding the state of development of the issue of the formation of the specified competencies and prospects for further research were outlined.

DEVELOPMENT OF PRESCHOOLCHILD’S EMOTIONAL CULTURE IN THE PROCESS OF PLAY ACTIVITY

Olha RIABOSHAPKA — 2025-08-29

The article is devoted to the problem of the development of the emotional culture of a preschooler in the process of game activity. It is determined that the formation and development of the emotional culture of children in the present conditions requires increased attention from the position of theoreticians and teachers-practitioners of modern education. Special attention is needed by modern children who form the «new generation of children of war». It is found that various aspects of the problem of the formation and development of the emotional culture of preschoolers in the process of game activity have been studied by many scientists and have their basis in the regulatory and legal framework of the education system of Ukraine. It is studied that the Basic Component of Preschool Education pays significant attention to the emotional development of the child and gives a prominent place in this to the educator. Since the game is the leading activity in preschool, it is advisable to organize work on the development of emotional culture precisely in the game activity of the child. Thus, the Basic Component of Preschool Education provides for the implementation of the educational component «Children’s Game» in preschool institutions and the formation of game competence in preschoolers. It has been proven that the most common type of games among preschoolers is plot-role-playing. In the process of game activity, children reflect social relations, as they duplicate the behavior of adults and their interaction with others. Such games are «Family», «Hospital», «Hairdresser», etc. However, in the context of martial law, children’s games, unfortunately, reproduce the situation prevailing in the country. The LEGO Foundation conducted a study of the themes of games of Ukrainian children during the war. According to their study, the most common plots are: «military pilot», «doctors in war», «air defense game», «blockades, document verification» and others. It has been determined that in the process of the game, the child is carried away by the role played and the process of the game itself and, thus, reveals his own emotions. But, since the educator is mostly a participant in such games, he is able to regulate the game process and contribute to the development of the child’s emotional culture in the process of game activity.

SOCIAL AND EMOTIONAL LEARNING INTEGRATION INTO EARLY BILINGUAL EDUCATION OF PRESCHOOL CHILDREN

Iana SELIKOVA — 2025-08-29

The article examines current tendencies in preschool education in the EU countries. Namely social and emotional learning and bilingual education, which are successfully integrated and have common teaching methods and technologies. Neuroscience research undoubtedly proves the need for early social and emotional learning of pre-schoolers in order to form their social and emotional literacy, developing prosocial behaviour in future, and develop the skills to show empathy and tolerance. Children’s acquisition of these competencies has a long-lasting impact and ensures emotional well-being and mental health lifelong. At the same time with the introduction of social and emotional learning, there is an urgent need for bilingual education of preschool children, where they simultaneously learn their native and foreign languages. Content and Language Integrated Learning (CLIL) of foreign language is actively promoted into early education of preschool children in EU countries. Scientists have proved that pre-schoolers’ formation of social and emotional competencies during the implementation of Content and Language Integrated Learning is quite effective due to joint methods: the use of game technologies and visual materials, dialogic learning, team interaction, emotional support and motivation. An effective tool for social and emotional and content and language integrated learning is the pre-schoolers’ motor activities (physical education classes, dances, dramatizations), which contribute to the development of children’s strong- willed character traits, their team interaction, and improvement of internalization, i.e. the process of adopting the values of the children’s group. European integration processes in Ukraine indicate the need to introduce bilingual education in combination with social and emotional learning into the educational process of preschool educational institutions. Further scientific research will concern the creation and implementation of an effective model for the formation of social and emotional literacy of senior preschool age children in bilingual groups of preschool educational institutions of Ukraine.

INTERACTION BETWEEN PRESCHOOL EDUCATION INSTITUTIONS AND FAMILIES OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN THE CONTEXT OF INCLUSIVE EDUCATION

Svitlana TITARENKO — 2025-08-29

The article highlights the relevance of the issue of interaction between preschool education institutions and families of children with special educational needs in the context of developing inclusive education. It is clarified that the success of inclusive learning largely depends on close partnerships between the institution’s specialists and the child’s family. The main areas of interaction between educators and parents aimed at ensuring the harmonious development of a child with special educational needs are identified. The psychological characteristics of families raising a child with special needs are characterized. The need of parents for psycho-emotional support, informational guidance, and consultation from teachers and support team specialists is examined. Effective forms of cooperation are defined, including individual consultations, group meetings, joint educational planning, parental involvement in classes, and parent training. It is emphasized that effective interaction between preschool education institutions and parents of children with special educational needs requires a systematic approach that includes emotional support, the development of parental awareness, and the strengthening of partnership relations. The importance of emotional openness, trust, and kindness in communication with parents is revealed as a prerequisite for productive interaction. The main difficulties of such cooperation are outlined, and practical recommendations for building effective partnerships between preschool education professionals and families of children with special needs in inclusive education settings are proposed. The significance of the family environment for the comprehensive development of a child in an inclusive setting is emphasized. Further scientific research is outlined, which will focus on analyzing the specific needs of families depending on the type of child’s disorder, family’s social status, level of education, and cultural context.

THE ROLE OF AI IN ENGLISH LANGUAGE TEACHING WITHIN TECHNICAL UNIVERSITIES

Tetiana GOLUB — 2025-08-29

The modern technological shift greatly changes various aspects of people’s lives, including education. This transformation also influences the way knowledge is disseminated, acquired, and evaluated, including the rapid integration of artificial intelligence into traditional learning methods. Modern artificial intelligence offers advanced tools for personalized learning, automated assessment, and interactive content delivery. This raises a critical and timely question: can AI truly replace human English language teachers, especially in the specialized environments of technical universities? This article aims to address this question through a comprehensive analysis. The research first analyses the current state of artificial intelligence implementation in language learning, illustrating its most impactful applications and functionalities by reviewing recent research. It also states the diverse and often underestimated responsibilities, unique contributions, and inherent pedagogical value that English language teachers bring to technical university settings. Finally, the study critically evaluates the strengths and limitations of artificial intelligence against human roles. Our findings indicate that while AI has significant advantages, such as 24/7 accessibility, instant and personalized feedback, data collection for tailored instruction, and automation of routine tasks, it has limitations that currently prevent it from fully replacing human English language teachers in technical universities. AI does not provide a genuine understanding, empathy, and the ability to handle complex, unstructured human communication. Furthermore, AI cannot complete the human teacher’s role in motivation, providing socio-emotional support, or introducing cultural context that is essential for effective communication. AI also cannot replace human teachers in curriculum design, authentic assessment, mentorship, and adapting to unforeseen classroom dynamics. The article concludes that AI cannot completely replace human English language teachers, instead, a more realistic and beneficial future lies in a human-AI collaboration.

STAGES OF SPEECH DEVELOPMENT IN CHILDREN WITH AUTISM SPECTRUM DISORDERS

Radyslava HORBIL — 2025-08-29

Objective. This article aims to conduct a comprehensive analysis of the stages of speech development in children with Autism Spectrum Disorders (ASD), considering their individual characteristics, sensory and social barriers. Additionally, it seeks to develop a refined model of speech development that could enhance diagnostic accuracy and corrective interventions. Methodology. The research is grounded in a systematic analysis of contemporary scientific sources, WHO normative documents, and empirical data obtained through observations and practical corrective measures. A comparative analysis of existing models of speech development in children with ASD is applied, integrating psycholinguistic and neuropsychological approaches to deepen the understanding of speech development specifics in this category. Scientific Novelty. The novelty of this study lies in proposing a differentiated approach to identifying key stages of speech development in children with ASD, particularly in comprehensively addressing sensory, motivational, cognitive, and pragmatic barriers. Special attention is given to the role of echolalia as a potential communicative resource, as well as the specifics of lexical repertoire, phonological memory, and disruptions in social language use, areas previously underexplored. Conclusions. The proposed model of speech formation in children with ASD is dynamic and versatile, accommodating individual developmental characteristics, cognitive functioning levels, emotional-volitional aspects, and the influence of social environments. This approach opens new perspectives for creating differentiated and effective corrective programs aimed at improving communication quality and social adaptation in children with ASD, which is highly relevant in contemporary educational and medical practice. Future research should focus on developing methodological tools for early diagnosis and supporting speech development across various types of autistic manifestations.

PEDAGOGICAL CONDITIONS FOR THE FORMING INTEGRATIVE THINKING OF A FUTURE TEACHER OF MUSICAL ART WITHIN THE LIMITS OF INSTRUMENTAL-PERFORMING PREPARATION (PIANO)

Nataliia ZGНURSKA — 2025-08-29

The article highlights issues related to the peculiarities of the formation of integrative thinking of a future teacher-musician. The specificity of the phenomenon under study lays in its special holistic focus on mastering cumulative knowledge and skills that expand the potential of worldview for the full development of a professional as a person. In the author's opinion, the process of forming integrative thinking of a future music teacher should a number of characteristics: comprehensive professional education; intellectual features creative musical activity future specialist; opportunities for creation new, earlier not known, extraordinary. The basis of such activity is a holistic worldview, a wealth of knowledge and ability necessary to carry out productive work, creative abilities, What before they see refusal from stereotypes in judgments and actions. To ensure the effectiveness of the specified process, the author proposes pedagogical conditions for the formation of integrative thinking of future music teachers, which are understood as a complex of professionally directed factors that contribute to a holistic sense of self, the implementation of integration of knowledge and skills, the strengthening of performing creativity, activity and independence on the basis of professional and personal growth. The author includes such pedagogical conditions as: ensuring the integrity of thought processes, the introduction of problem-based forms of learning, the integration of artistic knowledge, the development of creativity, creative activity and independence of the individual, The creation of a positive atmosphere in classes, the stimulation of auditory self-control, reflection, the use of modern innovative technologies. Also, the article proves that in their complex interaction, the specified pedagogical conditions ensure the success of instrumental and performing training of students of higher art institutions, as they contribute to the holistic implementation of the integration of knowledge and special skills, the strengthening of performing creativity, personal and professional improvement. The pedagogical conditions for the formation of integrative thinking presented by the author are effective both within the framework of the entire instrumental and performing training of future teacher- musicians, and during piano lessons.

EDUCATIONAL GAMES IN HIGHER EDUCATION ENGLISH LANGUAGE TEACHING: THEORETICAL JUSTIFICATION BASED ON LINGUO DIDACTIC CONCEPTS

Olena LOBAN — 2025-08-29

This article substantiates the role of educational games in teaching English based on fundamental pedagogical and psychological theories that underpin modern language instruction. Special attention is given to educational games as a tool for enhancing student motivation and communicative engagement. The article analyzes key theoretical approaches that justify the effectiveness of games in language learning: the Interaction Hypothesis (M. Long), Constructivist Learning Theory (J. Piaget, L. Vygotsky), Second Language Acquisition Theory (S. Krashen), and the Self-Determination Theory (E. Deci, R. Ryan). It is emphasized that games foster a low-anxiety, supportive environment, promote active student participation, and provide comprehensible input aligned with the i+1 level. Games also support intrinsic motivation by fulfilling basic psychological needs: autonomy, competence, and relatedness. Constructivist theories highlight the importance of active involvement, experience, and social interaction in knowledge formation–elements reflected in the collaborative and exploratory nature of games. For example, S. Krashen’s theories emphasize the significance of the affective filter and comprehensible input, both of which are implemented through role-playing and contextual games. Flow Theory (M. Csikszentmihalyi), and Engagement Theory (G. Kearsley, B. Shneiderman) explain how games foster intrinsic motivation, engagement, and positive emotional experiences through autonomy, feedback, cooperation, and challenge. Behaviorist Theory (B. F. Skinner) explains how games contribute to language skill development through reward systems and repetition. The Interaction Hypothesis (M. Long) highlights the importance of interaction and negotiation of meaning, both of which frequently occur in communicative game settings. Thus, educational games integrate key components of leading language learning theories and serve as a powerful tool for developing language competencies. Consequently, games are an effective means of fostering foreign language communicative competence by providing not only cognitive but also emotional and motivational benefits in the learning process.

THE MODEL OF FORMATION OF PROFESSIONAL TRAINING OF FUTURE POLISH LANGUAGE TEACHERS BY MEANS OF INFORMATION AND COMMUNICATION TECHNOLOGIES

Liia LUKINA — 2025-08-29

The article presents the author’s model for the formation of professional training of future Polish language teachers through information and communication technologies. The model consists of three blocks: the goal-methodological block (goal, approaches, principles), the content-organizational block (stages, content, forms, technologies, methods, tools), and the evaluation-resultative block (criteria, indicators, levels, diagnostic tools, result). The content of each component of the model is described in detail. Within the goal-methodological block, the main approaches to model implementation are defined, and the key principles ensuring its coherence and effectiveness are formulated. The content-organizational block outlines the stages of implementation, and identifies forms of organizing the educational process, technologies, methods, and tools that contribute to the development of professional training of higher education students. Special attention is paid to the use of information and communication technologies as a factor in modernizing the educational process, enabling the integration of traditional and digital components of training. Each stage of the model's implementation is characterized, and the didactic principles of integrating ICT into the educational environment of higher education institutions are outlined. Within the evaluation-resultative block, the criteria (motivational-value, cognitive-informational, operational-activity), indicators, and levels of professional training (high, medium, low) of future Polish language teachers are defined. The diagnostic tools enabling the tracking of progress and effectiveness of the proposed model are presented. The results of implementing the model in educational practice confirm its positive impact on the quality of students’ professional training in the context of digitalization of higher education. The model is concluded to be a comprehensive, coherent, and dynamic system aimed at enhancing the effectiveness of professional training for future Polish language teachers.

SOCIO-PSYCHOLOGICAL DETERMINANTS OF ACADEMIC INTEGRITY VIOLATIONS

Oleksandr PANASIUK — 2025-08-29

Academic integrity is considered a key factor in the development of higher education and in maintaining trust in scientific results. In Ukraine, its violations have become widespread, reducing the quality of the educational process and undermining the legitimacy of academic achievements. The article emphasizes the combination of social, institutional, and psychological factors that determine the behavioral patterns of students and faculty. The analysis shows that tolerance of legal nihilism and corrupt practices in society creates a favorable ground for lenient attitudes toward academic violations. Deficiencies in legislation and the long-standing absence of unified procedures for verifying academic work contributed to impunity and the reproduction of dishonest practices. Despite the formal institutionalization of integrity principles, actual practice demonstrates the persistence of the problem. At the same time, the study of individual student characteristics reveals that low motivation for learning, a lack of academic skills, stress, and procrastination significantly increase the risk of non-compliance with ethical standards. Excessive performance orientation and fear of failure also serve as grounds for rationalizing deception. It is determined that the social environment – peer norms, the example of teachers, family attitudes, and cultural traditions – sets the framework within which academic behavior is formed. When such frameworks tolerate deviations, violations quickly become widespread. An important factor is the role of faculty, since their professional and moral example establishes standards of academic culture. An additional challenge has emerged with digital technologies, which have enabled the fabrication of results and the use of generative artificial intelligence. It is concluded that overcoming the crisis effectively is possible only through the combination of measures at different levels: legislative, institutional, and individual-psychological.

THE RELATIONSHIP BETWEEN FOREIGN LANGUAGE COMPETENCE AND INTERCULTURAL COMMUNICATION IN THE TRAINING OF FUTURE PHILOLOGISTS IN POLISH STUDIES

Nelya PODLEVSKA — 2025-08-29

The article explores the relationship between foreign language competence and the ability for intercultural communication within the framework of training future philologists specializing in Polish studies. It emphasizes that foreign language competence is a multi-component construct encompassing speech skills, cognitive knowledge, sociocultural awareness, and professionally oriented abilities. It serves not only as a tool for effective communication but also as a vital factor in professional self-realization in a globalized environment. Successful acquisition of Polish as a foreign language requires more than formal knowledge of grammar and vocabulary; it also demands an understanding of the mental, cultural, and behavioral models of another society. Intercultural communication is viewed as the ability to engage in productive interaction with representatives of other cultures based on empathy, openness, flexible thinking, and critical reflection on one’s own cultural identity. The article analyzes modern pedagogical strategies for developing these competencies, including translation practice, work with authentic materials, and interactive learning methods (role plays, case studies, discussions), along with student participation in interdisciplinary and international projects. Examples of successful educational practices at the Department of Slavic Philology of Khmelnytskyi National University are presented, such as the "Translator's Code" project, international cooperation with educational institutions in Poland and the Czech Republic, and student involvement in the creation of an interactive dictionary of Polish key words. These initiatives provide deep immersion in real intercultural environments and contribute to the development of linguistic sensitivity, communicative flexibility, and critical thinking. The study substantiates that only a holistic, integrated, interdisciplinary approach to philological education can foster a modern specialist capable of effective performance in a multilingual and multicultural world.

INTERACTION OF A SPEECH THERAPIST WITH PARENTS OF CHILDREN WITH SPEECH DISORDERS

Larisa STAKHOVA — 2025-08-29

The problem of speech therapist interaction with parents of children with speech disorders is extremely relevant and one of the key in the providing correctional services system. The correctional and developmental work success largely depends not only on the specialist’s (speech therapist) professionalism, but also on the family active and effective participation. Parents play a crucial role in ensuring continuity and systematicity, following the recommendations of the speech therapist and forming an appropriate speech environment, the speech therapist receives important information about the child (his development, interests, daily habits), which allows for more effective correctional program adaptation. The article is devoted to the key aspects and importance of cooperation between a speech therapist and parents of children with speech disorders. The authors analyze such main components of speech therapy support for the family as informing (systematic and accessible communication of all necessary information to parents), consulting (discussion and joint search for solutions regarding the child’s further speech development) and speech therapy assistance (acquisition by parents of knowledge about speech disorders and their correction, formation of necessary skills and acquaintance with certain means of overcoming speech development disorders), determine their essence. The stages content in the interaction system between teachers and parents is described: the acquaintance stage, the joint activity stage and the cooperation stage. Special attention is paid to the formation of partnership relations between the speech therapist and parents, as well as the importance of emotional support and the formation of parental competencies, which can be divided into groups: informational and cognitive, practical and methodological, communicative, emotional-volitional and motivational. It is emphasized that the established interaction between a specialist and parents is the basis for the successful correction of speech disorders and the harmonious development of the child as a whole.

GENDER STEREOTYPES IN THE MEDIA SPACE: TYPOLOGY AND MECHANISMS OF REPRODUCTION

Tetiana SUKALENKO — 2025-08-29

The article presents a comprehensive study of the phenomenon of gender stereotypes operating in the modern media space as socially constructed perceptions of the traits, roles, and behavioral patterns of men and women. It is established that advertising and other channels of mass culture not only transmit but also actively reinforce stereotypical images that influence processes of socialization, identity formation, and perceptions of “normative” femininity and masculinity. Drawing on the approaches of leading scholars and specific examples of media content, the article outlines a typology of gender stereotypes (traditional, modern, and emerging) and the mechanisms of their reproduction, including visual and linguistic coding, narrative structures, selective representation, and early childhood socialization as manifested in advertising discourse. Examples from Ukrainian media are provided, where female images are often associated with care, appearance, and emotionality, while male images emphasize rationality, strength, and dominance. The article also examines cases of advertisements that attempt to overcome or rethink stereotypes by promoting ideas of partnership, equality, and inclusion. The study highlights a number of negative consequences of gender stereotyping: limitations on personal choice, reinforcement of occupational segregation, the entrenchment of patriarchal norms, and the formation of identity crises and self-esteem issues. Particularly concerning is the early socialization of children through advertising, which introduces gender-marked behavioral scripts from preschool age. The author emphasizes the need for a critical approach to media consumption, the development of media literacy, and the formation of gender-sensitive thinking. The article concludes that effective resistance to stereotypes requires the implementation of educational strategies aimed at fostering critical thinking, supporting cultural pluralism, and creating an inclusive media environment. Prospects for further research include the study of the impact of alternative narratives on transforming gender perceptions in mass consciousness.

METHODOLOGY OF INITIAL LANGUAGE TEACHING AND SPEECH DEVELOPMENT OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Nataliia SUKHOVIIENKO — 2025-08-29

The provisions of the scientific article provide theoretical and practical aspects of the problem of the methodology of initial language teaching and speech development of children with special educational needs. The relationship between language and speech is outlined, and the importance of the ability to speech activity as a sign of the state of development of mental processes is outlined. Scientific approaches to the construction of the methodology of teaching language and speech are systematized. The main tasks of special teaching methodologies are formulated. The principles of constructing the methodology of initial language and speech teaching are given, including the principles of individualization, correctional orientation, gradualness, comprehensive analyzer influence, and clarity. The variety of teaching aids is listed; methods of special language and speech teaching methodologies, which include verbal, game, techniques with gesture and visual support, motor, and speech modeling. General pedagogical methods (verbal, visual, practical, stimulating educational activities) and specific speech therapy techniques (individual instructions, prompt cards, synthesis of verbal and non-verbal support, alternative communication, compensatory strategies) used in teaching children with special needs are identified. Quality indicators of reading skills of children with special educational needs are given: awareness, correctness, speed, expressiveness, reading style. A list of the most common classical and modern methods of teaching reading to children with special educational needs is collected and presented. The importance of combining general pedagogical methods with speech therapy and psychological and pedagogical techniques that contribute to overcoming individual difficulties in language acquisition is emphasized. Prospects for further research are in the development of differentiated language learning programs for different categories of children with special educational needs, as well as in studying the impact of innovative educational technologies on the dynamics of speech development in the primary education.

THE EFFECTIVENESS OF PROJECT-BASED LEARNING IN TEACHING LINGUISTIC DISCIPLINES AT HIGHER EDUCATION INSTITUTIONS

Nataliia TORCHYNSKA — 2025-08-29

The article highlights the crucial role of project-based learning in higher education, specifically in teaching linguistic disciplines to philology students. A primary goal of higher education is to prepare highly qualified professionals who possess critical thinking, innovative problem-solving abilities, and effective communication skills. Therefore, it's essential to foster creative students who can not only absorb knowledge but also actively apply it, generate new ideas, and devise innovative solutions. Project-based learning, a particularly popular and effective approach today, facilitates this by allowing students to deepen their theoretical knowledge and develop practical skills such as planning, collaboration, decision-making, problem-solving, and presenting results. The purpose of this article is to define the place of project activities within linguistic educational components in higher education institutions and to demonstrate the effectiveness of project-based learning in developing relevant competencies in future philology teachers through specific examples. Furthermore, technology significantly broadens the scope of educational methods. Its integration helps educators connect with students more effectively, making learning more comprehensible, dynamic, and engaging. Simultaneously, these technologies offer a unique opportunity to combine language acquisition with its practical application. This not only aids in mastering complex grammatical structures or lexical items but also cultivates communication skills, intercultural competence, and the creative potential of future philologists, translators, educators, and other linguistic specialists. An integral aspect of the educational process is student assessment, including the quality evaluation of completed projects. Involving all students in this assessment is crucial as it fosters active engagement, develops analytical and comparative abilities, minimizes subjectivity, and, consequently, becomes indispensable for the future professional activities of philology teachers.

ADAPTATION OF SCIENTIFIC TEXTS AS AN EFFECTIVE MEANS OF DEVELOPING PROFESSIONAL COMMUNICATION SKILLS IN HIGHER EDUCATION STUDENTS

Natalia SHULZHUK — 2025-08-29

The article notes that the process of forming professional speech remains at the center of scholarly attention, as its effectiveness determines a specialist’s career advancement. The author emphasizes that the foundation of a professional, scientific discourse lies primarily in academic texts as a genre-specific type of scientific exposition. Their linguistic standard is shaped by such features as accuracy, logical consistency, coherence, informativeness, compositional clarity, emotional and subjective-evaluative neutrality, unambiguity, explicitness, paraphrasticity, dialogicity, and others. The author’s research focuses on the latter two features, which define the aim of the scholarly study – to characterize the paraphrasticity and dialogicity of scientific texts as an effective means of adapting them for the development of professional communication skills among higher education students. The difficulty in perceiving, understanding, interpreting, and reproducing academic texts, according to the author, is linked to such stylistic dominants as a high level of abstraction, the concentration of terminological vocabulary – often with ambiguous interpretations – and the complexity of the author’s expression. This defines the task of the language instructor: to adapt the content and structure of such texts according to the needs of higher education students, taking into account their linguistic and professional readiness. The author proposes optimizing this process by interpreting complex concepts through their lexico-semantic translation, commentary based on word-formation motivation, and etymological or historical-chronological references. The activation of students’ cognitive activity, the author argues, is facilitated through verbal-figurative visualizations that present the studied material in an associative form, enhancing its pragmatic orientation toward the learner as a consumer of scientific information. The accessibility of academic texts is also enhanced by methods of dialogization, among which the author highlights questions that draw attention to key components determining the scientific narrative’s direction, references to authoritative scholars’ opinions, and repetitions of speech segments that clarify the essence of the message and define its communicative intent. These methods contribute to the development of students’ text-forming competence and stimulate their cognitive interests.

THE DIDACTIC ASPECT OF PROFESSIONAL AND PRACTICAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS IN THE CONTEXT OF MODERN EDUCATIONAL REFORMS

Petro BOYCHUK — 2025-08-29

The article highlights the didactic aspect of professional and practical training for future primary school teachers in the context of modern educational reforms. It examines current issues in the reform of higher pedagogical education, the regulatory framework governing the professional and practical training of future educators, the balance between theoretical and applied components, the professional mobility of graduates, and the consideration of their employment prospects. It is established that the concept of professional and practical teacher training is interpreted by scholars from the perspective of a specialist’s integrative ability to perform their job functions. The professional and practical training of primary school teachers is considered, on the one hand, as a holistic process characterized by dynamism, systematic planning, specialized organization, and continuity, and on the other hand, as a system of organizational and pedagogical measures that determine the developmental trajectory and effectiveness of an educational institution. Attention is focused on aligning the key competencies of primary education students with those of general secondary education teachers. It is determined that the key competencies of teachers involve the integration of general and professional components, detailed in the Professional Standard “Teacher of General Secondary Education Institutions”, and are manifested through knowledge, skills, communication, responsibility, and autonomy. A correlation has been identified—the development of competencies in teachers is crucial for shaping the competencies of primary education students. It is emphasized that enhancing the effectiveness of professional training for future primary school teachers is facilitated by adapting its content to the New Ukrainian School (NUS) environment, utilizing up-to-date teaching and methodological tools, prioritizing practical components, and considering career advancement prospects.

MONITORING CONTEMPORARY TRENDS IN DIGITALIZATION IN THE FIELDS OF EDUCATION AND CULTURE

Petro BOYCHUK — 2025-08-29

The article presents an analysis of current trends in digitalization within the educational and cultural domains, which define new vectors of development in pedagogical and artistic activities. Particular attention is given to the importance of cultivating digital competences among participants in the educational process, thereby emphasizing the necessity for systematic monitoring of digital transformation processes. The study identifies the main challenges of integrating information technologies, including the creation of a safe electronic learning environment, enhancement of teachers’ professional qualifications, and provision of access to high-quality educational content. The significance of online platforms, chatbots, and digital services in ensuring the flexibility of the learning process – especially under conditions of distance education – is outlined with examples such as the National Digital Education Platform, All-Ukrainian Online School, e-Extracurricular Learning, e-Reporting, e-Document Management, the Automated Information Complex for Educational Management, the State e-Journal for Secondary Education Institutions, SELFIE, among others. It is argued that creating interactive and immersive learning environments serves as an effective means of increasing students’ motivation and enhancing the acquisition of knowledge. Special focus is placed on the field of musical arts, where the introduction of IT technologies fosters the development of students’ creativity, stage performance skills, and musical culture. The article formulates the prerequisites for the professional competence of future educators, including the ability to meet the challenges of the digital society, mastery of innovative educational practices, development of critical and adaptive thinking, and a high level of digital literacy. The necessity of considering both the advantages and risks of digitalization in educational practice is substantiated, with regard to the specifics of music-pedagogical training and the needs of learners. The integration of artificial intelligence tools into higher education represents a crucial component of digital transformation, necessitating the systematic development of learners’ digital competences. Special emphasis is placed on the ethical and legal regulation of AI application, which ensures the responsible and effective implementation of technologies within the modern educational environment. The results of the conducted analysis confirm the relevance of a comprehensive approach to the implementation of digital technologies in the training of future secondary school teachers, contributing to their professional readiness for contemporary challenges.

FORMATION OF MOTIVATION TO LEARN THE UKRAINIAN LANGUAGE AMONG STUDENTS OF PRIMARY EDUCATION OF THE NEW UKRAINIAN SCHOOL

Oksana DANYLIUK — 2025-08-29

The relevance of the chosen topic is due to the changes taking place in the process of forming the new Ukrainian school. Studying the native language by primary school students is an important stage in the formation of speech skills and national identity of students. It is during this period that children actively master the basics of grammar, expand their vocabulary and learn to express their thoughts correctly. However, current educational trends indicate a decrease in the level of motivation to learn their native language among primary school students. This process is often accompanied by the appearance of learning difficulties, which can affect the further development of the personality and the formation of the students’ worldview. The teacher has the task of forming in students the motivation for learning, skills, abilities to receive satisfaction from academic success, to organize educational activities that would allow them to show resourcefulness, ingenuity, and speed of reaction. To increase the interest of schoolchildren of the 21st century, it is important to use modern interactive, innovative resources, ICT in their pedagogical activities. Based on a theoretical analysis of psychological and pedagogical literature and practical experience, indicators of the formation of motivation for studying the Ukrainian language among primary school students of the new Ukrainian school were highlighted. The study confirmed the need to find new ways to motivate primary school students of the new Ukrainian school to study the Ukrainian language and the feasibility of implementing a system of exercises and tasks for motivating primary school students to study the Ukrainian language in the process of implementing the language and literature educational branch of the New Ukrainian school. The relevance of the chosen topic is due to the changes taking place in the process of forming the new Ukrainian school. Studying the native language by primary school students is an important stage in the formation of speech skills and national identity of students. It is during this period that children actively master the basics of grammar, expand their vocabulary and learn to express their thoughts correctly. However, current educational trends indicate a decrease in the level of motivation to learn their native language among primary school students. This process is often accompanied by the appearance of learning difficulties, which can affect the further development of the personality and the formation of the students’ worldview. The teacher has the task of forming in students the motivation for learning, skills, abilities to receive satisfaction from academic success, to organize educational activities that would allow them to show resourcefulness, ingenuity, and speed of reaction. To increase the interest of schoolchildren of the 21st century, it is important to use modern interactive, innovative resources, ICT in their pedagogical activities. Based on a theoretical analysis of psychological and pedagogical literature and practical experience, indicators of the formation of motivation for studying the Ukrainian language among primary school students of the new Ukrainian school were highlighted. The study confirmed the need to find new ways to motivate primary school students of the new Ukrainian school to study the Ukrainian language and the feasibility of implementing a system of exercises and tasks for motivating primary school students to study the Ukrainian language in the process of implementing the language and literature educational branch of the New Ukrainian school.

INCLUSIVE EDUCATION AS A STRATEGY FOR OVERCOMING EDUCATIONAL BARRIERS IN PRIMARY SCHOOL AGE

Viktoriia ZVIEKOVA — 2025-08-29

The article presents a theoretical overview of the implementation and development of the inclusive education system in Ukraine. In the child-centered educational model, the primary focus is on meeting the interests and needs of the child. The conditions have been identified and opportunities ensured for choosing an educational institution and curriculum based on the individual characteristics of the child, stimulating their activity in various spheres, as well as providing social and pedagogical protection. Considering the increasing number of children with special educational needs in Ukraine, an urgent problem arises that requires resolution. New approaches to organizing education for children with developmental disabilities are proposed: the creation of separate learning groups or individualized learning plans within mainstream classes. At the same time, emphasis is placed on the right of every child to equal access to quality education and learning at their place of residence in general education institutions. Modern practices of educating children with disabilities require active solutions to both theoretical and practical challenges, related not only to the organization of the educational process but also to the professional development of teaching staff. The authors have studied and theoretically substantiated the development of inclusive education as an effective strategy to overcome educational barriers in primary school-aged children, as well as identified pedagogical conditions and implementation of educational approaches that promote successful socialization and academic adaptation of students with special educational needs. The methodological basis of the research consists of principles of learner-centered, competence-based, and activity-based approaches. Methods used include analysis of scientific and pedagogical literature, comparative analysis of inclusive education practices, generalization of educational institution experiences, and analysis of regulatory documents governing inclusion in primary education. Empirical research methods were also applied to identify learning barriers among younger schoolchildren.

FEATURES OF THE USE OF INTERMEDIA TECHNOLOGIES IN THE STUDY OF THE ART EDUCATIONAL FIELD IN ELEMENTARY SCHOOL

Alina PREDYK — 2025-08-29

The article provides a theoretical substantiation and analysis of the pedagogical conditions for using intermedial technologies in the process of studying the artistic educational field in primary school. Particular attention is given to outlining the possibilities of integrating various forms of art through digital and multimedia tools, which contributes to the development of artistic-aesthetic, creative, and digital competencies in young learners. The concept of “intermedial technologies” is contextualized within art education, and their role is highlighted as an innovative means of fostering the personal development of primary school students. The advantages of applying an intermedial approach within the New Ukrainian School are summarized, particularly in terms of enhancing learning motivation, fostering creative thinking, and forming interdisciplinary connections. The necessity of preparing teachers to work with intermedial resources and developing appropriate methodological support is substantiated. The use of intermedial technologies in the study of the artistic field in primary school is considered an important factor in modernizing the educational process in line with the conceptual principles of the New Ukrainian School. Intermediality, as a means of integrating different art forms, allows for the creation of a more variable, motivating, and creative learning environment. The findings of the study confirm that, when pedagogically appropriate, intermedial technologies support individualized learning, active student engagement in artistic activities, and the development of key competencies. Future research prospects are associated with the development of methodological models for integrating the intermedial approach into the educational practice of primary school and examining the effectiveness of digital tools in arts education.

MODERN APPROACHES TO THE FORMATION OF COMMUNICATIVE COMPETENCE OF JUNIOR SCHOOLCHILDREN IN UKRAINIAN LESSONS

Svitlana ROMANIUK — 2025-08-29

The article considers modern approaches to the formation of speech and communicative competence of primary school students in the process of learning the Ukrainian language. Given the fact that this quality of personality performs an extremely important function in human life, its foundations must be laid at early school age. The relevance of the study is due to the need to increase the level and improve the quality of language education of students, its leading role in the formation of communicative competence of primary school students. The purpose of the study is to substantiate the effective forms and means of development of speech-communicative-speech competence of students in Ukrainian lessons in primary school. The study is based on the use of a set of general scientific methods: theoretical (analysis, synthesis, abstraction) and empirical: pedagogical observation, modeling, intensive implementation in the process of learning the Ukrainian language for its modernization. It is substantiated that in the formation of skills of oral and written, dialogic and monologue speech of junior schoolchildren are their ability to communicate in different life situations the most effective is a combination of functional-stylistic, culturological, text-centric, system-language approaches, application of situational (speech- communicative) tasks, extensive use of interactive technologies, the use of multimedia support. It is emphasized that the period of literacy training deserves special attention in the formation of communicative competence of first-graders as the most difficult and responsible in the formation of the language personality of a junior schoolchild. In order to implement the outlined goal at this stage, it is worth giving priority to the development of the first-grader’s speech, his diction and expressiveness of speech, in addition, to organize the intensive formation of pronunciation skills, enrichment of vocabulary, mastering the grammatical structure of the Ukrainian language at a practical level, which is the basis for the formation of a culture of oral Ukrainian speech of a growing personality. The problem of using coherent speech lessons, various forms of independent and extracurricular work in the formation of speech and communicative skills of primary school students deserves prospects for further research.