Науковий вісник Кременецької обласної гуманітарно-педагогічної академії імені Тараса Шевченка. Серія: Педагогічні науки

INNOVATIVE PEDAGOGICAL APPROACHES TO THE FORMATION AND DEVELOPMENT OF PROFESSIONAL COMPETENCES AMONG HIGHER EDUCATION STUDENTS DURING A PERIOD OF EDUCATIONAL TRANSFORMATION

Marina Mykolaivna Volikova — 2026-05-29

During the course of their research, the authors analysed the theoretical and methodological foundations for the use of innovative pedagogical approaches in the formation and development of professional competences among higher education students in the context of educational reforms. It is noted that in the current context of digitalisation, globalisation and dynamic changes in the labour market, there is a need to improve approaches to the professional training of higher education students.
Introduction. Traditional models of education do not fully ensure the development of the competences required for effective professional activity, which highlights the need to introduce innovative pedagogical technologies.
Purpose. The aim of the article is to theoretically substantiate and analyse the features of using innovative pedagogical approaches in the development of professional competencies of higher education students, particularly within the context of the State University of Economics and Technology.
Methods. The research methods employed are competence-based, systemic and information-based; the authors have applied analysis and synthesis of scientific sources, as well as the generalisation of pedagogical experience.
Results. It has been established that the implementation of innovative pedagogical approaches, in particular project-based learning, case studies and digital technologies, contributes to the development of students’ key and professional competences. It has been substantiated that the combination of theoretical and practical training, the use of digital educational resources and student-centred teaching methods ensures an improvement in the quality of the educational process and the level of training of future specialists.
Originality. The scientific novelty of the research results lies in the systematisation of innovative pedagogical approaches to the development of professional competences among higher education students and the clarification of their role in the context of the digital transformation of the educational landscape, as well as in the identification of effective mechanisms for their implementation at the level of higher education institutions.
Conclusion. Innovative pedagogical approaches are an essential prerequisite for modernising the educational process and training competitive professionals; their implementation promotes professional mobility, the development of critical thinking and the capacity for lifelong learning, which meets the current demands of the labour market and society.

IMPROVING THE QUALITY OF EDUCATION AS A FACTOR IN THE RESTORATION AND PRESERVATION OF HUMAN CAPITAL UNDER MARTIAL LAW AND POST-WAR RECONSTRUCTION OF THE COUNTRY

Viktoriia Serhiivna Volodavchyk — 2026-05-29

Introduction. The full-scale war in Ukraine has caused significant losses of human capital manifested in forced migration, destruction of educational infrastructure, interruption of the educational process, and a reduction in the availability of educational services. Under such conditions, education becomes a key mechanism for preserving and restoring human potential. Improving the quality of education is therefore increasingly recognized as a strategic factor for maintaining the intellectual potential of society and ensuring the country’s long-term socio-economic recovery.
Purpose. The aim of the article is to investigate the role of improving the quality of education as a key factor in the preservation and recovery of human capital in Ukraine under martial law and during the post-war reconstruction period.
Methods. The study is based on a systematic analysis of scientific publications, analytical reports of international organizations, and legislative documents regulating educational policy. The research employs methods of theoretical generalization, comparative analysis, and synthesis of contemporary studies devoted to human capital development and the functioning of education systems under crisis conditions.
Results. The study demonstrates that the quality of education should be considered as a multidimensional characteristic of the educational system, encompassing learning outcomes, organization of the educational process, resource provision, accessibility, and relevance to the needs of society and the economy. It is established that war has significantly affected the functioning of Ukraine’s educational system, leading to disruptions in learning continuity, damage to educational infrastructure, and large-scale migration of students and academic staff. At the same time, the crisis has accelerated the introduction of digital and blended learning formats, which have partially compensated for the limitations caused by security risks and displacement. The research shows that strengthening the quality of education contributes to the development of competencies necessary for innovation, economic modernization, and sustainable development, thereby playing a crucial role in rebuilding the country’s human capital.
Originality. The scientific novelty of the study lies in substantiating the systemic relationship between the quality of education and the processes of preservation and recovery of human capital in wartime and post-war conditions. The research conceptualizes the improvement of educational quality not only as a pedagogical task but also as an important component of national recovery policy aimed at strengthening the intellectual and innovative capacity of society.
Conclusions. It is concluded that improving the quality of education should become one of the priorities of Ukraine’s recovery strategy. This requires modernization of educational infrastructure, expansion of digital learning opportunities, strengthening of teacher professional development, and integration of Ukrainian education into the European educational space. The implementation of these measures will contribute to preserving the country’s intellectual potential, strengthening human capital, and ensuring sustainable socio-economic development in the post-war period.

INTERACTIVE AND DISCURSIVE TECHNOLOGIES FOR DEVELOPING FUTURE TEACHERS’ TEXT-PRODUCTION COMPETENCE

Tеtуana Oleksiivna Doronina — 2026-05-29

Introduction. The transformation of modern philological education under the conditions of globalization, digitalization, and the expansion of communicative practices has intensified the requirements for the professional training of future foreign language teachers. In this context, the development of text-production competence becomes particularly relevant as it ensures the ability to construct coherent, communicatively appropriate texts within professional settings. The shift from reproductive learning models to competence-based approaches highlights the role of the text as a central didactic unit integrating linguistic knowledge, communicative skills, and sociocultural experience.
Purpose. The purpose of this study is to substantiate the potential of interactive and discursive technologies in the formation of text-production competence among future foreign language teachers and to conceptualize a model for its development within professional training.
Methods. The research is based on theoretical analysis and synthesis of Ukrainian and foreign scientific sources, generalization of pedagogical approaches to text-production competence formation, and conceptual modeling of the educational process. Elements of comparative and structural analysis are used to identify the potential of interactive and discursive technologies.
Results. The study reveals the essence of interactive and discursive technologies as an effective methodological tool for developing text-production competence. Their implementation ensures the activation of students’ cognitive activity, promotes reflexivity, and facilitates engagement in authentic communicative practices. A structural model of text-production competence formation is proposed, including target, content, procedural, and resultative components. The model is characterized by a staged implementation, progressing from analytical text comprehension to independent text production. Additionally, a selective educational course entitled “Interactive and Discursive Technologies in Developing Text-Production Competence” is introduced as a means of enhancing the quality of professional training for future foreign language teachers.
Originality. The originality of the study lies in the integration of interactive and discursive technologies within a text-centered framework for the formation of text-production competence. The research offers a systematic model that combines theoretical foundations with practical implementation through a specially designed course, emphasizing the role of professional training and teaching practice.
Conclusion. The findings confirm that the integration of interactive and discursive technologies into professional training ensures the holistic development of text-production competence, fosters productive language use, and aligns with contemporary educational trends. The proposed approach contributes to improving the quality of foreign language teacher education and provides a methodological basis for further research and practical implementation.

TESTS AS A TOOL FOR ASSESSING STUDENTS' KNOWLEDGE IN THE PROCESS OF STUDYING PHYSICS-RELATED COURSES

Livia Vasylivna Mesarosh — 2026-05-29

Introduction. This article examines the potential of using test items as a modern tool for effectively assessing students’ academic performance in the process of improving the educational process at institutions of higher education. Testing ensures objectivity and consistency in assessing students’ knowledge and the level of their academic achievement.
Purpose. The purpose of this article is to establish the theoretical foundations for effective testing and to provide examples of various types of test items used to assess students’ mastery of knowledge in physics-related disciplines. This study examines such academic disciplines as “Physics and Astronomy,” “General Physics,” and “Biophysics,” as they provide students with foundational and professionally oriented knowledge.
Methods. To achieve our goal, we employ theoretical methods-such as the analysis of psychological, pedagogical, and methodological literature on the subject under study, as well as course syllabi-and empirical methods, including observation of the students’ learning process, analysis of their academic performance, interviews with students and instructors, and the study of best practices among instructors.
Results. The study identified the characteristics of assessment practices within the physical sciences and outlined criteria for developing test items for the courses “Physics and Astronomy,” “General Physics,” and “Biophysics,” taking into account their specific features; it analyzed the advantages and disadvantages of various types of assessment and provided specific examples.
Originality. The scientific novelty of this study lies in the development and justification of a system of various types of test items designed to assess the academic achievements of higher education students in the study of physics-related disciplines, taking into account their specific characteristics.
Conclusion. Іt can be concluded that testing does not replace traditional forms of assessment, but it does serve important educational functions. When combined with other types of assessment, the use of computer-based tests is an effective tool that encourages preparation for classes and increases motivation to study the subject.

TUTORING IN EUROPEAN HIGHER EDUCATION: TRANSFORMATION OF THE TEACHER’S ROLE AND GUIDELINES FOR THE DEVELOPMENT OF UKRAINIAN HIGHER EDUCATION

Tetiana Volodymyrivna Motuz — 2026-05-29

Introduction. The article examines the transformation of the teacher’s role as a tutor in European higher education within the student-centred learning paradigm, the digitalisation of educational processes, and the evolving normative and value-based frameworks of the European Higher Education Area (EHEA). In the context of the Bologna Process, the traditional lecturer model is gradually being replaced by a multifaceted tutor role that provides comprehensive academic, professional, and psychosocial support to students.
Purpose. The purpose of the study is to generalise the historical genesis of tutoring, analyse contemporary models of its implementation in European universities, identify the key professional competences of teacher-tutors in digital and blended learning environments, and outline prospects for adapting best European practices to the Ukrainian higher education system in the context of European integration.
Methods. The research employs theoretical methods of historical-genetic and comparative analysis, generalisation and systematisation of scholarly sources, regulatory documents of the EHEA (in particular, the 2024 Bologna Process Implementation Report), and findings from recent empirical studies, including materials from the AMEE 2024 conference. Structural-functional and competence-based approaches are also applied.
Results. The study shows that the evolution of tutoring from medieval mentoring practices to an institutionally embedded system of pedagogical support reflects fundamental changes in university culture and the professional identity of academic staff. In modern European higher education, tutoring transcends purely academic assistance and functions as an integrated support system combining academic-professional and personal-social dimensions. Special attention is paid to the growing psychosocial component and the multidimensional roles of the tutor in supporting students’ academic progress and well-being. The competence profile of the teacher-tutor has been clarified, highlighting the importance of digital, intercultural, communicative, pedagogical, and social competences necessary for effective work in virtual and blended environments. Key institutional, organisational, and professional challenges of implementing tutoring systems across European countries are analysed.
Originality. The scientific novelty consists in the comprehensive theoretical understanding of the transformation of the teacher’s role as a tutor under the student-centred paradigm of the EHEA, the systematisation of current European models of tutoring (including insights from AMEE 2024), and the identification of specific digital and psychosocial competences of teacher-tutors, which remain insufficiently covered in Ukrainian pedagogical discourse.
Conclusion. The effective implementation of tutoring systems is a significant factor in ensuring the quality of higher education and student success amid digital transformation and European integration processes. The study outlines concrete prospects and practical recommendations for adapting leading European practices in Ukrainian higher education institutions, including the development of national competence frameworks for teacher-tutors, institutional support mechanisms, integration of tutoring into quality assurance systems, and modernisation of academic staff professional development programmes. These findings can serve as a foundation for further empirical research and the improvement of pedagogical education in Ukraine.

INTEGRATION OF THE MOODLE PLATFORM INTO THE DIGITAL LEARNING ENVIRONMENT OF UNIVERSITIES

Oleksii Petrovych Orlov — 2026-05-29

Іntroduction. The article examines the process of digital transformation in education, integrated with the modular learning and management system Moodle.
The purpose of the study is to analyse academic assessments of the digital platform, in particular its educational functionality, tailored to the needs of modern university education.
Methods. The research methods employed include a systematic and comparative analysis of contemporary domestic and international academic publications, and a synthesis of international experience in assessing the advantages and disadvantages of implementing digital technologies in education.
Results. The systematic approach provided a basis for identifying trends in the formation of a new educational environment, defining the conditions for digital transformation, in particular the modular Moodle platform, whose technological potential is not being fully utilised. The results highlight the advantages and disadvantages of the digital learning and management platform. The advantages include the reliability and accessibility of the system, simplified information management, and savings in resources and time. At the same time, the digital transformation of education requires specialised training, familiarity with the Moodle platform’s informational, communicative and assessment resources, and new approaches to teacher training. Disadvantages include the insufficient use of electronic and digital resources, which necessitates the development of relevant digital competences and the ability to critically evaluate the outcomes of learning activities.
Conclusions. The conclusions state that the use of the Moodle digital learning and management platform is the optimal approach to the digital transformation of universities, as it integrates technological innovations with the needs of the educational process, creating a unified system for training a new generation of lecturers and students. A promising direction is the creation of a functional model of eco-education, where digital management and learning technologies can be combined with the formation of digital literacy, social institutions, and student employment.

PEDAGOGICAL LEADERSHIP: COGNITIVE AND MORAL-ETHICAL DIMENSIONS

Iryna Volodymyrivna Tamozhska — 2026-05-29

Introduction. Under the conditions of the educational environment transformation and the growing demands for educational quality, the development of pedagogical leadership has acquired significant importance.
Purpose. The study aims to analyse theoretical and practical issues related to the pedagogy of leadership, with particular attention to its cognitive and moral-ethical dimensions.
Methods. The research employed a combination of methods: 1) theoretical methods (critical analysis, synthesis, comparison, and generalisation of reference literature on leadership); 2) a project-based method (used to design tasks for students’ self-work within the course «Pedagogy of Leadership»).
Results. The study addresses several issues related to the theoretical foundations of pedagogical leadership: 1) the conceptual framework of the study («pedagogy of leadership», «formal leader», «informal leader», «distributed leadership», «transformational leadership», «resonant leadership», «leader’s emotional intelligence», «emotionally aware leader»); 2) the dimensions of pedagogical leadership within educational institutions (charismatic, emotional, anticipatory, participatory, cultural, formative, and administrative); 3) the specific features of pedagogical leadership implementation in higher education at different levels; 4) the characteristics of resonant leadership; 5) manifestations of dissonance in the educational sphere. The «one-boundary model» is presented as a tool for developing leaders’ self-awareness and understanding the limits of their professional responsibility. The study presents a set of activities («Key Definitions», «My Anti-Crisis Plan», «Leadership Competency Map», «Managerial Decisions and Their Consequences», «Thesaurus of Leader’s Personal and Professional Qualities») for organising self-work for students of the second (Master’s) level of higher education (specialty A1 Educational Sciences) within the course «Pedagogy of Leadership». They are aimed at developing students’ ability to analyse key concepts of leadership pedagogy, conduct ethical evaluations of managerial decisions, design personal stress-management strategies, assess their level of leadership competency, and systematise the essential characteristics of an effective leader.
Originality. The findings prove that the cognitive and moral-ethical foundations of pedagogical leadership determine the value orientations, professional attitudes, and peculiarities of educators’ leadership behaviour within the educational environment.
The author-designed activities proposed for self-work within the course «Pedagogy of Leadership» have proved to be effective in practice.
Conclusion. The study confirms that a teacher or academic staff member who assumes a leadership role acts as a subject of an adaptive educational system. One of the key principles of a leader’s professional activity is responsibility for personal experience and the outcomes achieved.

LITERARY READING LESSONS AS A MEANS OF DEVELOPING READING INDEPENDENCE OF 4TH GRADE STUDENTS

Оksana Viktorivna Shvets — 2026-05-29

Introduction. The modern educational landscape, guided by the New Ukrainian School (NUS) reforms and the State Standard of Primary Education (2025), necessitates a shift from mechanical reading to the development of a conscious, autonomous reader. In the 4th grade, this transition is critical as students move from «learning to read» to «reading to learn and feel», requiring updated pedagogical approaches.
Purpose. The article aims to theoretically characterize the lessons of literary reading as a primary means of developing reading independence in 4th-grade students within the context of innovative educational standards and digital transformation.
Methods. The study employs a theoretical analysis of current Ukrainian legislation (State Standard 2025, Savchenko and Shiyan curricula 2026), a review of pedagogical literature (works by O. Savchenko, V. Naumenko, N. Svitlovska), and a synthesis of innovative teaching practices, including gamification and digital integration.
Results. The research identifies that reading independence is fostered through a complex system of active strategies, such as the «Bloom’s Taxonomy» questioning, and the INSERT marking system. It highlights the role of digital tools (Canva, CapCut, Padlet) in creating book trailers and interactive posters, which transform reading into an engaging, multimodal experience. The study emphasizes that the 4th-grade curriculum effectively integrates literary analysis with emotional intelligence and media literacy.
Originality. The article synchronizes traditional methodological foundations with the latest 2025/2026 regulatory updates, offering a fresh perspective on the synergy between classical reading culture and modern digital «text-centric» approaches. It redefines the role of the teacher from a controller to a facilitator of a «Book Taster Club» environment.
Conclusion. Developing reading independence in 4th graders is a multifaceted process that combines critical thinking, creative reflection (reading logs, lapbooks), and the freedom of choice. Implementing these innovative technologies ensures the formation of a lifelong learner who perceives literature not just as information, but as a source of spiritual and cultural enrichment.

BATTLE DISCUSSION AS AN INTERACTIVE TECHNOLOGY FOR ENHANCING STUDENTS’ FOREIGN LANGUAGE COMMUNICATION SKILLS

Inna Yevheniivna Klak — 2026-05-29

The article deals with the concept of interactive technologies, their place, role and significance in the education system of higher education institutions. A review of recent studies and publications related to the research topic has been conducted, which led to the conclusion that there are still a number of insufficiently investigated aspects of the issue. Thus, the expediency and effectiveness of using interactive foreign language teaching technologies, in particular battle discussions, to improve the quality of the future-to-be foreign language teachers’ professional training and develop their foreign language communication skills in the process of student-centered learning have been highlighted. The objectives of the study is to characterize and experimentally verify interactive form of FL teaching, namely battle discussion, as an effective tool for enhancing the level of future-to-be FL teachers’ communicative competence in higher education institutions. As a result of the study, battle discussions have been identified as an effective interactive form of foreign language teaching, which involves creating a lively, positive atmosphere of pedagogical interaction in the classroom and developing the future-to-be foreign language teachers’ autonomy, creativity, flexibility, communication and teamwork skills, motivation for self-development, and other skills necessary for professional improvement. Based on a democratic style of pedagogical interaction, battle discussions are aimed at the independent search for optimal solutions, promote the development of critical and logical thinking, initiative, and creativity in future-to-be foreign language teachers, who learn to express their own opinions and tolerate criticism from opponents, which undoubtedly contributes to improving their foreign language communication skills and is a priority in their future professional activities.

STEPWISE FORMATION OF PROFESSIONAL COMPETENCE OF NATURAL SCIENCE TEACHERS: A PROFESIOGRAPHIC APPROACH

Olena Vasylivna Anichkina — 2026-05-29

Introduction. Modern higher education faces rapid changes driven by science, technology, and knowledge globalization. Preparing university instructors who can convey subject knowledge, organize learning, implement innovative methods, and adapt to learners’ needs is increasingly critical. In natural sciences, teaching requires experimental and group activities, making targeted pedagogical training essential. Digitalization and AI integration demand that teachers become transformative professionals, converting scientific knowledge into accessible educational content and enhancing competitiveness.
Purpose. This study aims to substantiate a staged model for developing professional competence in natural science instructors, integrating subject and pedagogical training, and identifying the optimal stage to begin teacher preparation.
Methods. A profesiographic approach was used to analyze professional roles, functions, and competencies of natural science specialists and instructors. Comparative analysis of Ukrainian and EU curricula in chemistry and evaluation of credit distribution allowed identification of gaps and intersections between subject and pedagogical preparation.
Results. Four competency groups were identified: subject-specific, pedagogical, innovative, and reflective. Ukrainian master’s and doctoral programs in chemistry show pedagogical training ranging from 0% to 25% of credits, often limited to practical exercises without structured didactic preparation. Profesiographic analysis highlighted strengths in subject knowledge and research skills and gaps in communication and methodological competencies, emphasizing the need for staged professional development.
Originality. The study proposes a model where pedagogical training starts at the master’s level and completes at the doctoral level, transforming subject-matter experts into instructors able to combine science, pedagogy, and innovation. It addresses gaps in Ukrainian higher education and offers recommendations for curricula aligned with professional teaching standards.
Conclusion. Tiered education allows multi-stage development: the bachelor’s level provides foundational knowledge, the master’s level ensures pedagogical skill acquisition and career self-determination, and the doctoral level integrates research and teaching competencies. Implementing this model will enhance instructional quality, prepare transformative educators, and bridge gaps between institutional expectations and graduates’ readiness.

FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE ART TEACHERS USING THE MEANS OF GLASS PAINTING BY ARTISTS OF WESTERN UKRAINE

Tatyana Anatoliivna Balbus — 2026-05-29

Introduction. In the context of reforming the art education sector, an important place is given to aesthetic education, aimed at forming a competent, creative personality capable of building Ukrainian statehood through the means of Ukrainian art and applying the acquired knowledge in the practice of everyday life. We believe that understanding regional cultural and artistic achievements leads to an awareness of one's own cultural identity and the reproduction of a broad panorama of national culture as part of the world's spiritual heritage.
Purpose. Formulation of the purpose of the article: to conduct a logical-system analysis of the OPP, work programs for training future art teachers, and to investigate the leading imperatives of the formation of professional competencies in future specialists using the means of painting on glass by artists of Western Ukraine using the INDS.
Methods. logical-system analysis of the OPP and work programs; historical and pedagogical analysis of the source base; micro-research; individual research tasks etc.
Results. According to the results of the INDS system with elements of micro-research, it was found that in the process of integrated study of art disciplines ("Artistic local history", "Methodology of teaching art in secondary education institutions", "Artistic styles and trends in art"), future teachers-masters of arts acquire knowledge about artistic styles and trends in glass painting from historical and artistic origins to the present day, learn to analyze works of various types of art, develop critical thinking skills and pedagogical application of this knowledge.
Originality. The leading imperatives for the formation of professional competencies in future specialists in glass painting by artists of Western Ukraine were studied: a student-centered approach to providing future art teachers with master's degrees in the subject of INDS, taking into account their interests and abilities; multi-vector tasks for work in project groups, in dyads and individual projects; a differentiated approach to types of independent work in classes and after-school hours; free choice of the form of presentation of the results of micro-research (poster report, multimedia presentation, project, report with a demonstration of techniques and styles).
Conclusion. It was found that the formation of the ability to carry out scientific and pedagogical research in the field of school art education, which involves mastering the methodology of scientific research, the ability to analyze modern educational trends, generalize pedagogical experience, develop and implement innovative approaches in the practice of teaching art disciplines, the ability to select artistic material for the educational process at the first workplace.

THEORETICAL SUBSTANTIATION OF PEDAGOGICAL CONDITIONS FOR AGILE-ORIENTED TRAINING OF FUTURE IT SPECIALISTS FOR PROFESSIONAL ACTIVITY

Tetiana Oleksandrivna Zhyrova — 2026-05-29

Introduction. The transition to Industry 4.0, the rapid spread of artificial intelligence technologies, and the growing pace of change in the IT sector have substantially transformed the requirements for the professional training of future IT specialists. Under these conditions, traditional models of higher education no longer fully meet the need to prepare professionals who can work in teams, respond flexibly to change, continuously update their knowledge, and achieve practical results in a dynamic digital environment.
Purpose. The purpose of the article is to provide a theoretical substantiation of the pedagogical conditions for Agile-oriented training of future IT specialists for professional activity.
Methods. The study is based on the analysis, comparison, systematization, and generalization of scholarly sources on professional training, readiness for professional activity, pedagogical conditions, Agile-oriented learning, teamwork, feedback, and practice-oriented IT education.
Results. The article analyzes current scholarly approaches to the professional training of future IT specialists and clarifies the essence of readiness for professional activity as an integrative personal characteristic. The structure of such readiness is specified through four interconnected components: psychological, cognitive-intellectual, social, and practical-activity. The psychological component reflects motivation for professional development, self-regulation, emotional intelligence, stress resistance, creativity, and the ability to make well-grounded decisions under conditions of uncertainty. The cognitive-intellectual component includes professional knowledge, analytical abilities, logical thinking, information processing skills, and the capacity to update knowledge in response to technological change. The social component encompasses teamwork skills, professional communication, ethical awareness, and responsibility for a shared result. The practical-activity component covers the ability to apply professional knowledge, tools, technologies, and standards in solving practice-oriented tasks in conditions close to the real IT environment. Based on the analysis of scholarly literature, the content of the concept of pedagogical conditions is clarified, and pedagogical conditions of Agile-oriented learning are understood as a set of purposefully created circumstances within the educational process that ensure the effective implementation of Agile principles, support teamwork, adaptability, reflection, iterative progress, and the practice-oriented character of training. Four pedagogical conditions for Agile-oriented training of future IT specialists for professional activity are theoretically substantiated: organization of the educational process on the basis of iterativity, flexible planning, and step-by-step achievement of results; involvement of students in team project interaction under conditions of shared responsibility for the result; provision of continuous feedback, reflection, self-assessment, and peer assessment; practice-oriented design of training content using digital tools close to the real IT environment.
Originality. The originality of the study lies in substantiating pedagogical conditions for Agile-oriented training through their correlation with the structure of readiness for professional activity and in revealing their role in the formation of its psychological, cognitive-intellectual, social, and practical-activity components.
Conclusion. he substantiated pedagogical conditions collectively ensure the flexibility, integrity, and practical effectiveness of Agile-oriented training of future IT specialists for professional activity. The results can serve as a theoretical basis for designing a model of such training, specifying criteria and indicators of readiness formation, and further experimental verification in higher education institutions.

CONCEPTUAL PRINCIPLES OF TRAINING IT PROFESSIONALS FOR SUSTAINABLE DEVELOPMENT

Nataliia Oleksiivna Kotenko — 2026-05-29

Introduction. The article provides a theoretical generalization of the conceptual foundations of education for sustainable development relevant to the training of future information technology specialists. The relevance of the study is determined by the need to reorient IT education from a narrowly technical model toward the preparation of specialists capable of considering the social, environmental, and ethical consequences of digital solutions.
Purpose. The purpose of the article is to substantiate the conceptual foundations of education for sustainable development that define productive guidelines for the professional training of future IT specialists.
Methods. The study employs methods of theoretical analysis, comparison, generalization, and interpretation of scholarly sources devoted to education for sustainable development and its integration into IT education.
Results. It has been found that the methodological basis of such training rests on the constructivist approach, systems thinking, and critical pedagogy, while transdisciplinarity appears to be one of its most productive foundations, as it ensures the integration of technical, social, economic, and environmental dimensions of professional education. It has been established that the pedagogical potential of these foundations is realized through a shift in the teacher’s role toward facilitation, the strengthening of problem-based and project-based learning, the development of interdisciplinary interaction, reflection on the consequences of digital solutions, and the involvement of students in solving real socially significant problems. It is shown that increasing students’ awareness of sustainable development issues does not guarantee the formation of responsible professional behaviour; the most effective educational practices are those in which the value orientations of sustainable development are combined with activity-based learning formats, support for self-efficacy, and practical experience in developing digital solutions. It is substantiated that an important condition for integrating the principles of sustainable development into the training of future IT specialists is institutional support, interdepartmental interaction, and an integrated approach to embedding the ideas of sustainable development into existing educational components.
Originality. The study systematizes the conceptual foundations of education for sustainable development specifically in relation to the professional training of future IT specialists. It also clarifies the pedagogical and institutional conditions that ensure the productive integration of these foundations into IT education.
Conclusion. The expected outcomes of such training are summarized as follows: a systemic vision of technological and social processes, the ability to assess the social and environmental consequences of digital solutions, responsible professional thinking, and readiness to design sustainable digital solutions. Prospects for further research are associated with the development of a model for integrating the conceptual foundations of education for sustainable development into the training of future IT specialists and with the identification of diagnostic tools for evaluating the effectiveness of such training.

STEM PROJECT AS A MEANS OF INTERDISCIPLINARY INTEGRATION IN THE TRAINING OF FUTURE TEACHERS OF TECHNOLOGY AND COMPUTER SCIENCE

Leonid Volodymyrovych Orshansky — 2026-05-29

Introduction. The rapid development of digital technologies, automation, and interdisciplinary knowledge integration has significantly transformed the requirements for modern teacher training. In this context, there is an increasing need to prepare future teachers of technology and computer science who are capable of integrating knowledge from multiple domains and organizing practice-oriented, research-based learning. STEM education is considered one of the most effective approaches to achieving this goal, as it combines science, technology, engineering, and mathematics into a unified educational framework.
Purpose. The purpose of the study is to substantiate the pedagogical potential of STEM projects as a tool for interdisciplinary integration in the professional training of future teachers of technology and computer science, as well as to determine the directions and effectiveness of their implementation in the educational process.
Methods. The research is based on a комплекс of theoretical and empirical methods, including analysis and generalization of scientific literature, comparison of existing approaches to STEM education, systematization of pedagogical practices, and modeling of the process of implementing integrated STEM projects in teacher training.
Results. The study reveals that STEM projects serve as an effective means of integrating technological, informational, mathematical, and scientific knowledge within a unified learning process. The key stages of STEM project implementation are identified, including problem formulation, planning and design, practical realization, testing, and evaluation of results. Examples of various types of STEM projects (technical-technological, informational-analytical, educational-methodological, and research-oriented) are presented. It is proved that participation in such projects enhances students’ engineering thinking, digital literacy, creativity, research skills, and ability to solve complex practical problems. Moreover, project-based activities contribute to the development of collaboration, responsibility, and innovation in future teachers.
Originality. The scientific novelty of the research lies in the comprehensive justification of STEM projects as a systematic tool for strengthening interdisciplinary integration specifically in the training of future teachers of technology and computer science. The study further develops the methodological foundations of STEM-based teacher education by proposing a structured approach to integrating different subject areas through project activities.
Conclusion. It is concluded that the implementation of STEM projects significantly improves the quality of professional training of future teachers, ensuring the formation of integrated competencies and readiness to apply innovative teaching methods in real educational environments. The study suggests expanding the use of interdisciplinary modules, project-based learning formats, and integrated curricula in higher pedagogical education. Such approaches will contribute to the preparation of a new generation of teachers capable of effectively responding to the challenges of the modern technological society.

CRITERIA-BASED APPROACH TO ASSESSING CLIMATE COMPETENCE DEVELOPMENT IN NATURAL SCIENCE TEACHERS

Olha Ihorivna Panchuk — 2026-05-29

Introduction. The article substantiates a criteria-based approach to assessing the level of formation of climate competence of teachers of natural sciences in the context of contemporary challenges caused by global climate change and the implementation of education for sustainable development. The relevance of the study is determined by the need to reconsider the role of the teacher as an active agent of climate education who is capable not only of transmitting scientific knowledge about climate change, but also of shaping value orientations, behavioral models, and responsible civic attitudes among students. Despite the growing body of research in climate education, the issue of systematic assessment of teachers’ climate competence remains insufficiently developed, which complicates pedagogical diagnostics and the analysis of its development dynamics in professional and in-service training.
Purpose. The purpose of the article is to provide a theoretical justification for a criteria-based approach to assessing climate competence of natural science teachers and to define its structural components, criteria, and indicators of formation.
Methods. The methodological framework of the study is based on competence-based, axiological, and activity-oriented approaches. Theoretical analysis, generalization, systematization of scientific sources, and modeling were used to clarify the structure of climate competence and to develop a comprehensive assessment system.
Results. Climate competence of a teacher is interpreted as an integrative professional characteristic that combines scientific knowledge about climate change, the ability to implement mitigation and adaptation strategies in the educational process, adherence to ethical principles, and awareness of personal and professional responsibility. Its structure includes motivational-value, cognitive, activity-based, and professional-reflexive components. Accordingly, four assessment criteria are substantiated: axiological, cognitive, procedural, and reflexive-analytical, each specified through relevant indicators. Four levels of competence formation—initial, intermediate, sufficient, and high—are characterized according to the degree of integration of knowledge, values, practical skills, and reflective abilities within professional readiness.
Originality. The originality of the study lies in the development of a component-criteria model for assessing teachers’ climate competence, which integrates value, knowledge, practical, and reflexive dimensions into a unified diagnostic framework.
Conclusion. The proposed model provides a theoretical basis for comprehensive diagnostics of climate competence of natural science teachers and enables analysis of its development in the dynamics of educational influence. It can serve as a foundation for designing valid assessment tools within systems of professional training and continuing education. Further research should focus on empirical validation of the proposed criteria and indicators and on developing reliable measurement instruments.

THEORETICAL SUBSTANTIATION AND CLASSIFICATION OF COMPETITIVE GAME-ORIENTED MEANS IN THE TRAINING OF ADOLESCENT ROCK CLIMBERS

Ihor Andriiovych Yevarnytskyi — 2026-05-29

Introduction. The rapid integration of sport climbing into the global Olympic movement has catalyzed a fundamental shift in the methodological requirements for youth athletic preparation. For adolescent climbers, particularly those in the 12–15 age bracket, the training process must navigate a complex balance between high physiological demands and the maintenance of long-term psychological motivation. Current pedagogical frameworks often lack a systematized approach to incorporating non-stereotypical movement tasks, which are essential for developing coordination, spatial awareness, and tactical flexibility during critical growth phases. The problem lies in the traditional focus on linear physical conditioning, which often neglects the cognitive and emotional engagement necessary for sustainable athletic development in youth sports.
Purpose. The primary objective of this study is to provide a comprehensive theoretical substantiation and a structured classification of competitive and game-oriented training means specifically designed for the preliminary basic preparation stage of adolescent climbers.
Methods. This research utilizes a multi-faceted methodological approach, including the systematic analysis of contemporary scientific and methodical literature, comparative studies of international coaching practices in sport climbing, and the synthesis of pedagogical observations. The study evaluates the effectiveness of various movement-based game scenarios in enhancing both physical capacity and technical proficiency, focusing on the cognitive-motor integration required for successful climbing performance on different types of artificial relief.
Results. The core outcome of the research is a validated three-tier classification of training tools designed to optimize the training of young climbers. The first tier, "Preparatory Game Means," focuses on general motor skill development, dynamic warm-up protocols, and the fostering of a collaborative training environment to reduce psychological tension. The second tier, "Specialized Technical Games," is precisely designed to target sport-specific physiological adaptations, such as the development of isometric finger strength, forearm endurance, and biomechanical movement economy on diverse indoor climbing surfaces, including vertical walls, slabs, and steep overhangs. These tools utilize constraints-led approaches to force technical adaptation and movement creativity without monotonous repetition. The third tier, "Integrative Competitive Scenarios," models the specific pressures and environmental constraints of professional competition. These exercises are structured to simulate the high cognitive load of "on-sight" climbing, where athletes must perform complex route-reading and strategic decision-making under strict time limits. The research demonstrates that such a structured application of game-oriented means prevents athletic burnout while significantly accelerating the acquisition of advanced technical skills and enhancing the overall efficiency of the educational-training process.
Originality. The originality of this study lies in the transition from a fragmented, recreational use of games to a coherent, functionally-driven pedagogical system tailored for sport climbing. Unlike traditional linear training models, this approach integrates the "constraints-led" framework specifically for the youth climbing context, providing a rigorous classification based on the physiological and psychological impact of each exercise rather than mere entertainment value. This provides a new methodological lens for coaches to balance diversity and intensity in long-term athlete development.
Conclusion. In conclusion, the systematization of competitive and game-oriented means offers a robust framework for optimizing youth climbing training at the stage of basic preparation. It is recommended that coaches integrate these tools into both preparatory and competitive microcycles to enhance stress resilience, tactical maturity, and technical versatility. The implementation of this classification allows for a more personalized training load, ensuring a smoother transition from youth categories to elite-level sports. Future research should focus on the longitudinal impact of this methodology on competitive rankings during the transition to senior categories.

PREPARING FUTURE PRESCHOOL EDUCATORS TO ORGANIZE ARTISTIC AND VERBAL ACTIVITIES OF PRESCHOOL-AGED CHILDREN

Liudmyla Ivanivna Berezovska — 2026-05-29

Introduction. The article substantiates the relevance of preparing future preschool educators for the organization of artistic and speech activities of children in preschool age within the context of modernization of the educational sector. The study addresses the challenges of ensuring methodological competence among students of the "Preschool Education" program, highlighting inconsistencies in the content of educational components across different higher education institutions and their insufficient alignment with the current requirements of the State Standard of Preschool Education in Ukraine. Theoretical foundations of artistic and speech activity are examined as an integrated phenomenon that combines verbal, artistic, theatrical, and creative-improvisational activity of the child. The structural components of such activity are defined, and its significance for the development of speech-communicative and artistic competencies of preschool children is justified.
Purpose. The study aims to analyze the content of professional training for future preschool educators, identify gaps in literary and methodological preparation, and substantiate approaches for integrating classical and contemporary children’s literature into educational practice. Special attention is given to the formation of students’ ability to conduct semantic, compositional, figurative, and linguistic analysis of literary works, select pedagogically appropriate methods and forms of work, and consider the age-specific characteristics of children in the educational process.
Methods. The research employed a combination of theoretical analysis, literature review, and empirical survey methods. The content of educational components and methodological practices in higher education institutions were analyzed, and data were collected through student surveys to assess their knowledge of classical and contemporary children’s literature and their preparedness to organize artistic and speech activities in preschool settings.
Results. The findings reveal that students demonstrate sufficient awareness of classical children’s literature but possess limited knowledge regarding contemporary Ukrainian literary processes, indicating a need for enhancement of literary and methodological training. The study emphasizes the importance of systematic renewal of professional training content through sequential study of literary works in chronological and thematic contexts, as well as the implementation of innovative approaches to text analysis and multilayered interpretation. The research identifies prospective directions for future studies, including empirical evaluation of the effectiveness of preparing future preschool educators and the development of innovative forms for organizing artistic and speech activities in preschool institutions.
Originality. The scientific novelty of the research lies in the integration of theoretical and empirical approaches to the preparation of future educators, highlighting the role of artistic and speech activities in developing children’s communicative and creative competencies. The study provides a framework for combining classical and modern literature, innovative pedagogical strategies, and age-specific adaptation of educational content to optimize the professional readiness of future preschool educators.
Conclusion. The study concludes that effective preparation of future preschool educators requires a comprehensive, systematic approach integrating classical and contemporary literature, innovative methodological techniques, and an emphasis on developing both students’ analytical skills and practical abilities in organizing artistic and speech activities. Recommendations include enhancing students’ literary knowledge, improving methodological training, and implementing interactive, creative approaches to foster the professional competence and creative potential of future educators.

PSYCHOLOGICAL AND PEDAGOGICAL BASES FOR THE FORMATION OF SOCIAL COHESION IN OLDER PRESCHOOL CHILDREN THROUGH PLAY

Svitlana Dmitrivna Demyanenko — 2026-05-29

Introduction. The current realities of war in Ukraine are significantly transforming the living space of preschool-aged children, increasing anxiety and distrust of their surroundings and creating barriers to establishing constructive interpersonal relationships. In such circumstances, it is particularly important to create a psychologically safe environment in preschool education institutions. Social cohesion within a group of children is an important resource for emotional stability and support. It is seen as the ability of children to engage in coordinated joint activities and provide collective psychological support, emotional recovery and adaptation to the peer environment. At the same time, educational practice shows that the formation of cohesion among older preschool children is unsystematic and fragmented. Play activities are not sufficiently used as a targeted means of psychological support and resilience development. The content of play scenarios needs to be updated to include socially significant themes of help, support and interaction that promote the development of empathy and emotional intelligence. Interaction games are particularly important, especially when children are in shelters. Thus, there is a contradiction between the social need to foster social maturity and emotionally stable personalities and the insufficient development of psychological and pedagogical approaches to forming social cohesion among older preschool children through play activities in wartime conditions.
Purpose. To determine the psychological and pedagogical foundations for the formation of social cohesion in older preschool children through play activities.
Methods: analysis, synthesis, generalisation and comparison of scientific data.
Results. An analysis of psychological and pedagogical approaches to the formation of social cohesion in older preschool children has been carried out. Attention is focused on its undoubted importance in wartime, since a united children's group creates an atmosphere of security, support and acceptance necessary for the harmonious development of the personality. The importance of play in promoting friendliness, responsibility and interpersonal harmony among older preschoolers is revealed.
The concept of ‘social cohesion’ among older preschool children is substantiated. Its content and mechanisms of formation are outlined. The components of partnership as constituents of the formation of social cohesion of older preschool children in play activities are highlighted. The processes of unification associated with the assimilation of individual and group social norms and values, which are most intensively assimilated by children in collective games and reflect the content of the present, are revealed. The traditional understanding of social cohesion in a group of children has been expanded to include the importance of collective psychological support, emotional recovery and adaptation of children to joint play, and resilience to stressful circumstances.
Originality. For the first time, social cohesion among children has been substantiated as a psychological defence resource, a mechanism for emotional stabilisation and increased resilience in children during wartime. The transformation of play activities has been theoretically substantiated: from a traditional means of socialisation to a space of psychological safety for children. The concept of ‘social cohesion’ in the context of crisis situations has been clarified as a system of interpersonal support, basic trust, emotional mutual assistance, and shared experience.
Conclusions. The analysis of psychological and pedagogical sources provided the basis for defining social cohesion in older preschool age: a complex formation based on the individual's ability to interpersonal harmony, partnership and mutual assistance, readiness to act for the common result and an important element of socialisation of older preschoolers; as the ability of a group of children to interact constructively, based on mutual trust, shared values, and emotional support within the children's community; in wartime conditions, as a protective mechanism that minimises the negative effects of stress and promotes the social adaptation of children.
Play is considered the most effective means of forming social cohesion. The psychological basis of this process is the transition to group play, where communication with peers becomes the leading factor in personality development. Play performs a socialising function, helping children adapt to the group by forming a system of shared values. Children learn to reconcile their own interests with the needs of others, to compromise and to build trusting relationships. Preschoolers form the foundation of cohesion through play roles (defenders, rescuers), and situations of mutual assistance are modelled. The study can be expanded by examining the levels of cohesion among older preschoolers.

INSTITUTIONAL TYPOLOGY OF EARLY YEARS EDUCATION IN ENGLAND: EXPERIENCE FOR THE MODERNIZATION OF UKRAINE’S EDUCATIONAL SPACE

Ilona Mykolaivna Dychkivska — 2026-05-29

Introduction. Preschool education in Ukraine is currently undergoing a period of fundamental transformation. There is an urgent need to implement diversified institutional forms (family kindergartens, micro-groups), which necessitates the study of successful foreign experience. The English Early Years Education system, with its high level of multi-variability and the updated EYFS 2025 standards, serves as a relevant benchmark for adapting effective managerial and pedagogical solutions into the Ukrainian educational space.
Purpose. The article aims to theoretically substantiate the institutional typology of early years education in England at the current stage and to determine the prognostic possibilities of implementing British regulations and organizational models within the context of reforming the national system of preschool upbringing.
Methods. The study employs a comprehensive set of scientific methods: comparative pedagogical analysis; the historical-retrospective method (to analyze the evolution of British early years education); the statistical method (for processing data from the UK Department for Education and Ofsted); and system-structural analysis (to classify the components of the EYFS 2025 standard).
Results. Three key vectors of English early years provision have been identified and systematized: private/voluntary (Group-based), school-linked (School-based), and individual (Childminders). The dynamics of implementing the EYFS 2025 standard.
Originality. The scientific novelty of the research lies in highlighting the most recent transformations in English education, which have not previously been the subject of analysis in Ukrainian pedagogical science. For the first time, a parallel is drawn between the new types of institutions established by the 2024 Law of Ukraine "On Preschool Education" and their British counterparts, allowing for the identification of specific algorithms for their practical functioning.
Conclusion. The English early years model demonstrates a prime example of a flexible combination of state oversight and institutional autonomy. For Ukraine, it is critically important to adopt British approaches to regulating small-scale preschool provisions and to implement a system of professional certification for independent educators (childminders). This will ensure the quality and accessibility of education within the framework of the ongoing reform.

PURPOSEFULNESS OF A PRESCHOOL EDUCATION SPECIALIST: ESSENCE AND CONDITIONS OF FORMATION IN A PRESCHOOL EDUCATIONAL UNIVERSITY

Olena Leontiivna Kononko — 2026-05-29

Introduction. The problem of developing purposefulness in future preschool education specialists as a fundamental strong-willed personality trait remains relevant due to the lack of research in this area in domestic science. Pedagogical practice requires modern information on diagnostic procedures and technologies for forming in students of higher education institutions the ability to make adequate prognostic and retrospective assessments, make strong-willed efforts to achieve the set goal, act purposefully and persistently, consciously relate to the chosen profession, realize their potential, and show self-reflection. The conceptual principles of the study are disclosed, the content of the leading category is determined, and the criteria for assessing the degree of formation of purposefulness in future preschool education specialists are formulated. The levels of development of the phenomenon studied in student youth are characterized, and pedagogical conditions and methods for forming adequate self-esteem and the ability to actively influence their own professional life are substantiated.
Methods: analysis and generalization of data from psychological and pedagogical scientific sources on the problem under study; theoretical modeling for the construction of diagnostic research methods; observations, individual interviews, organization of experimental situations.
Results. The author's work includes: development of conceptual foundations of the study, characterization of the content and structure of the category "purposefulness"; determination of criteria, indicators and components for assessing the degree and features of development of purposeful behavior in student youth; development of the author's version of the distribution of subjects at the level of development of the specified volitional quality (high, optimal, average and low); qualitative and quantitative processing of empirical data. It was established that representatives of the specified levels of purposefulness formation were distinguished by the ability to realize the goal and correctly predict the future result; motivation to achieve and resistance to obstacles; ability to plan their actions and make informed decisions; ability to achieve the final result and demonstrate self-reflection. Theoretically substantiated pedagogical conditions for optimizing the educational process in higher education institutions, which include: expanding knowledge about purposefulness as the ability to formulate, maintain and achieve the goal of activity; practicing the ability to plan effective methods of action and independently achieve the set goal; reducing purposefulness to the highest volitional virtues through pedagogical assessment; using innovative methods for developing adequate self-esteem and the ability to self-reflect.
Originality. For the first time: a concept for studying the problem of developing purposefulness in future preschool education specialists has been developed, based on the subject paradigm. The content and structure of the leading category have been determined; the assessment criteria and indicators of the degree of formation of the indicated volitional quality in students have been characterized. The author's version of the distribution of student youth at the level of development of the phenomenon under study has been described, it has been established that representatives of each were distinguished by the ability to realize the goal and predict the future result; motivation for achievement and resistance to obstacles; the ability to plan their actions and make balanced decisions; the ability to achieve success and a tendency to self-reflection. The pedagogical conditions for optimizing the educational process in higher education institutions have been substantiated, aimed at forming in the studied students purposeful behavior, the ability to act independently and persistently, not to be distracted by extraneous things, and to achieve the set goal.
Conclusion. In the course of studying the phenomenon of purposefulness, it was proven that it is a fundamental characteristic of the personality of future preschool education specialists. Conceptual principles were developed based on the attitude towards students as active subjects of professional life. The meaning of the concepts of “purposefulness”, “goal setting”, “achievement motivation”, “perseverance” was clarified. The criteria, indicators, and components by which the degree of development of purposefulness of the studied subjects was assessed were characterized. The author’s division of student youth into four levels of formation of the studied volitional quality – high, optimal, average and low – was described. Representatives of each level were distinguished by the development of the ability to act purposefully, to be focused on achieving the goal, not to be distracted by extraneous things, to achieve high results of activity, to objectively evaluate their achievements. The pedagogical conditions for optimizing the educational process in a higher education institution are substantiated, which include: expanding knowledge about purposefulness as the ability to formulate, maintain and achieve the goal of activity; practicing the ability to plan effective methods of action, regulate them and independently achieve the final result; reducing purposefulness to the highest volitional virtues through pedagogical assessment; using innovative methods for developing adequate self-esteem and the ability to self-reflect.

FORMING SPEECH AND COMMUNICATION SKILLS IN PRESCHOOL CHILDREN THROUGH CHILDREN'S SONGS

Yuliia Serhiivna Kotelianets — 2026-05-29

Introduction. In contemporary preschool education, the development of children's speech and communication competence is recognized as a key priority, particularly in the context of competence-based and child-centered approaches. At the same time, children’s songs, despite their natural integration of language, music, and emotional expression, are predominantly used as tools for artistic and aesthetic development. Their potential as a direct linguistic and didactic resource for systematic speech development remains insufficiently realized in educational practice.
Purpose. The purpose of the study is to theoretically substantiate and methodologically outline the possibilities of using children’s songs as an effective means of developing speech and communication skills in preschool children within modern educational paradigms.
Methods. The research is based on a combination of theoretical methods (analysis, synthesis, and generalization of scientific literature, educational programs, and нормативні документи), empirical methods (questionnaires conducted among preschool educators and students majoring in Preschool Education), and pedagogical modeling. The study also includes the design of an integrated speech-and-music lesson model aimed at enhancing children’s linguistic development through song-based activities.
Results. The study reveals that children’s songs possess significant linguistic and didactic potential for developing various components of speech competence, including phonetic awareness, articulation and sound culture, vocabulary enrichment, grammatical structuring, coherent speech, and communicative skills. It is demonstrated that the rhythmic, melodic, and repetitive nature of songs способствует natural memorization, improves phonemic hearing, and enhances expressive speech. At the same time, survey findings indicate that, although songs are widely used in preschool settings, they are mainly applied for emotional engagement and musical development rather than for targeted speech instruction. Only a limited proportion of educators intentionally use songs to achieve linguistic objectives, particularly in the areas of grammar and coherent speech.
The research identifies key challenges faced by educators, including insufficient methodological support, lack of structured guidelines for selecting song material, and limited awareness of the full linguistic potential of songs. In response, the authors propose principles for selecting song repertoire based on children’s age characteristics, speech development levels, and specific linguistic goals. Additionally, a structured model of an integrated speech-and-music lesson is developed, emphasizing the последовательную работу with lexical, phonetic, and grammatical aspects of speech through song-based activities. The model includes motivational, preparatory, active, and reflective stages, ensuring a gradual transition from emotional perception to conscious speech production.
Originality. The study provides a novel justification of children’s songs as a direct, systematic, and multifunctional linguistic-didactic tool rather than merely an auxiliary artistic resource. It offers a structured methodological framework for their purposeful integration into the speech development process of preschool children and highlights the importance of combining musical, linguistic, and игрові компоненти in a unified educational approach.
Conclusion. The methodologically grounded use of children’s songs contributes to the holistic integration of speech, musical, cognitive, and emotional development. It creates favorable conditions for natural language acquisition, increases children’s motivation for speech activity, and enhances their communicative competence. Furthermore, it expands the professional autonomy of educators by enabling them to independently incorporate song-based linguistic activities into daily practice. The study emphasizes the need for further development of methodological resources, systematized song repertoires, and practical tools for effective implementation in preschool education.

IMMERSIVE TECHNOLOGIES AS A MEANS OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE DEVELOPMENT IN NEW UKRAINIAN SCHOOL STUDENTS

Yuliia Yuriivna Klymovych — 2026-05-29

The rapid development of digital technologies and the implementation of the New Ukrainian School (NUS) concept have intensified the need to integrate innovative educational approaches aimed at developing key 21st-century competencies, including foreign language communicative competence, digital literacy, critical thinking and collaboration skills. In this context, immersive technologies (augmented and virtual reality) offer significant pedagogical potential for enhancing the effectiveness of foreign language teaching in secondary education.
Purpose. The purpose of the article is to investigate the feasibility and effectiveness of using immersive technologies in foreign language teaching in general secondary education institutions and to analyze the potential of AR-applications for developing students’ foreign language communicative competence.
Methods. The research is based on a combination of theoretical and empirical methods, including analysis and generalization of scientific literature, comparison of AR applications, pedagogical observation, and questionnaire surveys conducted among teachers and students to assess their readiness to use immersive technologies in the educational process.
Results. The study systematizes scientific approaches to defining immersive technologies and identifies their didactic potential in foreign language learning, particularly for creating authentic communicative environments, modeling real-life situations, and increasing students’ motivation. The results of the survey demonstrate a generally positive attitude of students toward the use of immersive technologies and a potential readiness of teachers, provided appropriate methodological support, is ensured. A comparative analysis of AR-applications (AR Loopa, Assemblr EDU, AR Book, Halo AR and Augment) revealed that Halo AR and Assemblr EDU are the most effective tools for developing foreign language communicative competence due to their interactivity, flexibility, and potential for content creation and multimedia integration.
Originality. The scientific novelty of the study lies in the comprehensive analysis of immersive technologies in the context of foreign language teaching within the NUS framework, the assessment of participants’ readiness to use such technologies, and the identification of the most effective AR-apps for developing communicative competence.
Conclusion. The findings confirm the pedagogical value of immersive technologies in enhancing the quality of foreign language education. It is recommended to develop methodological guidelines for teachers and provide professional training to improve their digital competence. Further research should focus on expanding empirical evidence regarding the impact of immersive technologies on learning outcomes and developing subject-specific methodologies for their effective implementation.

ART THERAPY AS ONE OF THE TECHNOLOGIES FOR CORRECTING PROBATION SERVICE CLIENTS

Valentyna Yefremivna Benera — 2026-05-29

Introduction. The relevance of the problem emphasizes the ongoing implementation in Ukraine of a legal mechanism aimed at increasing the effectiveness of the functioning of all sectors, including the protection of the rights of convicted persons. For Ukraine, the issue of probation supervision is of great importance as a tool for aligning national practice with international standards of criminal justice and the execution of punishments.
Purpose. The aim of the article is to examine the art therapy method as an effective means of rehabilitating clients of the probation service.
Methods. The main research methods include: theoretical methods (analysis, synthesis, and generalization of scientific literature sources); empirical methods (document analysis and surveys); and analysis of the research results.
Results. The main results of the study are presented through an analysis of the scientific work of specialists on this issue. The article also examines the regulatory and legal framework concerning the protection of individuals under conditional sentence. It is emphasized that since 2018, the State Institution “Probation Center” has effectively begun operating in Ukraine, with responsibilities that include implementing probation supervision tasks. In addition, a number of regulatory acts have been adopted and amendments introduced to existing legislation in order to prevent the loss of an individual’s social significance and to ensure full rehabilitation outside correctional institutions. The article highlights that probation supervision is a primary form of criminal punishment, consisting of the lawful restriction of the rights and freedoms of a convicted person through supervisory and socio-educational measures without isolation from society. The process of resocialization is considered important, as it fosters a positive attitude toward work, social norms, and the personal culture of the convicted individual. Particular attention is paid to socio-educational work during the execution of sentences not involving deprivation of liberty. To this end, a study was conducted in the form of a survey among employees of the State Institution “Probation Center” of the Zhytomyr region and representatives of the public, and the results are presented with thorough analysis. Based on these findings, the technology of art therapy is considered as an effective tool for socio-psychological rehabilitation, resocialization, and correction of convicted persons serving sentences that are not related to imprisonment.
Originality. The scientific novelty of the research results lies in the analysis of studies on probation activities, which have been and remain the subject of scientific inquiry by lawyers, sociologists, social workers, psychologists, and educators, both domestic and foreign. This contributes to the formation of a modern approach to understanding the institution of probation as a conceptual direction in the humanization of criminal legal responsibility. The article also presents the results of the author’s own study, which involved surveying employees of the “Probation Center” and their clients, and, on this basis, developing an art therapy program specifically for these clients.
Conclusions. Through the implementation of the author’s art therapy program, the advantages of art therapy technology and its creative potential for socio-educational work with probation service clients are revealed. The proposals focus on the further development and application of art therapy as an effective tool for socio-psychological rehabilitation, resocialization, and the correction of individuals sentenced to alternative forms of punishment.

FEATURES OF COMPREHENSIVE SUPPORT FOR THE PREPARATION OF STUDENTS WITH DISABILITIES IN MEDICAL ACADEMIES FOR PROFESSIONAL ACTIVITY

Nataliia Yevstakhivna Dub — 2026-05-29

Introduction. The relevance of the study is determined by the problem of ensuring effective educational support for students with special needs. The practice of adapting educational programs to inclusion remains a delicate and little-studied issue, despite its scale. Ensuring inclusion as a guarantee of the right to education for students with disabilities is becoming particularly relevant in the context of global challenges. The lack of mechanisms for practical social and communication support, the low level of integration of digital solutions and multimodality leads to a decrease in the level of motivation and involvement of students, their academic success.
Purpose. The purpose of the study is to analyze modern concepts of comprehensive support for the preparation of students with disabilities in medical academies for future professional activity.
Methods. The research methodology provided for analytical-synthetic methods, comparison, generalization, systematization.
Results. The article considers innovative approaches, means and tools in the field of inclusive educational technologies. The nature of the impact of active digitalization of education on the effectiveness of inclusion in education is investigated. The potential of audio-visualization, gamification, project research, immersive technologies and the case method is highlighted.
Originality. The study proves that modern inclusive educational technologies allow creating an effective learning environment for students with special needs, and the challenges associated with this can be overcome with the help of professional and appropriate psychological and pedagogical support.
Conclusion. The effectiveness of combining multimodality, adaptability, the involvement of digital tools and active project and research activities is substantiated. At the same time, the successful implementation of the specified approach requires updating pedagogical training, modernization of the educational environment and the development of methodological recommendations for the implementation of inclusive design, which takes into account variability as a resource for adaptive development. The solution to the problem is seen in the development of an inclusive approach, the conceptual basis of which combines advanced pedagogical, digital and psychological strategies for ensuring equal access to quality education. At the same time, it is necessary to ensure the possibility of individual learning pace and flexible forms of assessment to support neurovariability, as well as access to technological support tools.

ALTERNATIVE AUGMENTATIVE COMMUNICATION (AAC) IN WORKING WITH CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Nataliia Oleksiivna Matveieva — 2026-05-29

Introduction. The organization of an inclusive educational process involves the creation of all necessary conditions to ensure effective learning, upbringing and development of students. Innovations, modern tools, technologies and techniques that contribute to the implementation of tasks of various content play an important role. Awareness and assimilation of educational material, exchange of ideas, expansion of experience are impossible without active communication and interaction in the educational process, which indicates the importance of alternative additional communication. Thanks to its use, the communication opportunities of people with speech disorders, their interaction with other participants in the educational process, and integration into society are expanded.
Purpose. Our goal is to emphasize the special importance of alternative and augmentative communication tools in the teaching, upbringing, and development of children with special educational needs.
Methods. Empirical methods (comparison), empirical-theoretical (analysis, synthesis, modeling) and theoretical (generalizing, partial), special (grouping method) methods were used.
Results. Our research has shown that alternative and additional communication tools contribute to increasing cognitive and communicative activity, motivation for learning, involvement in joint activities; serve to identify gaps and difficulties in learning, communication, interaction, learning, and socialization of children with special educational needs. The advantages of alternative and additional communication tools in establishing communicative activity of people with speech disorders, their adaptation to learning, and at the same time integration into society have been proven.
Originality. The scientific novelty lies in highlighting the theoretical aspects relevant to the present day of implementing alternative augmentative communication tools in practice in working with children with special educational needs, establishing the basic principles and requirements for their use.
Conclusion. Our research allows us to assert that alternative augmentative communication is an indispensable means of communication in the inclusive educational process, which indicates the need for practicing teachers to familiarize themselves with it and its further use in working with students with special educational needs and, in particular, speech disorders.