Acta Paedagogica Volynienses

THE ROLE OF SENSORY INTEGRATION IN CORRECTIONAL WORK WITH PRESCHOOL CHILDREN WITH PSYCHOPHYSICAL DEVELOPMENTAL DISORDERS

Iryna BRUSHNEVSKA — Mon, 03 Nov 2025 00:00:00 +0200

The article presents an analysis of the features of the use of sensory integration as a multifaceted and multifunctional factor in correctional work with preschoolers with disorders of psychophysical development. It is indicated that a violation of sensory integration is a powerful factor in dysontogenesis. The stages of the emergence and use of the concept of sensory integration are revealed through the prism of interdisciplinary connections in science and practice. The study and systematization of sensory disorders in preschoolers with disorders of psychophysical development is complicated by a wide clinical spectrum of sensory dysfunctions, the lack of uniform diagnostic criteria, approaches to assessing the effectiveness of treatment and insufficient awareness of specialists. The main principles of sensory integration are the use of the senses to maintain an optimal level of arousal, as well as changing the environment and tasks to improve the adaptive response. It is indicated that one of the reasons for the emergence of problems in the correction of the mental sphere of children with developmental disabilities is insufficient consideration of the features of the perceptual sphere.The experience of world and domestic special pedagogy has proven that a set of sensory and motor exercises aimed at achieving didactic goals has a positive effect on the general, emotional, speech and social development of a child with psychophysical developmental disabilities. Sensory-integrative therapy involves providing a child with impaired psychophysical development with an appropriate amount and intensity of stimuli (sensory, vestibular, proprioceptive, tactile), which helps stimulate the central nervous system, shaping its activity and improving the functioning of synaptic connections. Sensory development and education are important for the formation of mental functions, in particular for the development of visual, auditory, tactile, kinesthetic, vestibular, taste and olfactory perception, as well as their integration. The main method for forming sensorimotor perception in preschoolers with impaired psychophysical development is practical adjustment and direct interaction with objects. The goal of correctional and rehabilitation classes for the development of sensory integration of preschoolers with impaired psychophysical development in a specially equipped sensory room is outlined.

PECULIARITIES OF ORGANIZING SELF-WORK OF FUTURE PRESCHOOL EDUCATORS

Alla BUBІN, Svitlana BOYARCHUK, Yevhenia DURMANENKO, Alina TSYPLIUK — Mon, 03 Nov 2025 00:00:00 +0200

Self-work of students in higher pedagogical education constitutes an important structural component of the holistic system of professional training. Therefore, the study of the content, forms, and methods of its organization is a relevant issue.The purpose of the article is to identify the features of organizing self-work work of students majoring in Preschool Education at the Municipal Institution of Higher Education “Lutsk Pedagogical College” of the Volyn Regional Council.To achieve this goal, the following tasks were addressed: to clarify the content of self-work of students – future preschool teachers; to define the basic principles of organizing self-work of students majoring in Preschool Education; to analyze specific practical tasks for self-work of future preschool teachers. The research methods include analysis, synthesis, and generalization.The article specifies the essence of the concept of self-work of future preschool teachers as a crucial component of professional training, which is based on the individual’s ability for motivated and autonomous search of professional information, its comprehension, and the development of practical skills for applying it in pedagogical activity; as a means of individualizing learning and fostering the creative potential of future educators.The organization of self-work of future preschool teachers is considered as a complex and purposeful process of developing professional competence as the ability to independently and purposefully search for professional information, analyze it, and creatively apply it in pedagogical practice. The specific features of organizing self-work of students majoring in Preschool Education involve the necessity of adhering to the defined and analyzed principles of its organization.The principles of organizing self-work of future preschool teachers include: purposefulness and effectiveness, systematization and gradualness, problem-based and research orientation, practical and contextual orientation, individualization and differentiation (feasibility of tasks), reflexivity and metacognition, feedback and formative assessment, academic integrity and ethics, balance of individual and collective work.Further research is required to develop and substantiate the pedagogical conditions for enhancing independent work of students majoring in Preschool Education within higher education institutions.

DIGITAL ACCESSIBILITY AS A COMPONENT OF UNIVERSAL DESIGN FOR EDUCATION

Arsen HREBENIUK — Mon, 03 Nov 2025 00:00:00 +0200

The article explores the scope of the concept of digital accessibility as a component of universal design for education.Universal design is defined as an approach to organizing the environment in such a way that it is equally convenient and effective for use by as many social groups as possible. When it comes to the universal design of messages that are created and transmitted using digital technologies, this area of universal design is referred to as digital accessibility.Attention is drawn to the growing popularity of the topic of digital accessibility and, at the same time, to the narrowness of its common understanding – mainly as an approach to creating digital products intended for people with disabilities. The article demonstrates how the shift toward digital media as the predominant type of media in education creates new forms of inequality in access to information. These inequalities are related to differences in hardware and software, quality of internet connectivity, and the increasing distance between educators and learners. The article emphasizes the importance of digital accessibility principles in improving the effectiveness of access to information and the ease of its perception in general. Many of these principles are related to general principles of graphic design, including the creation of focus areas, the use of illustrative elements, and the structuring of text. However, the development of digital technologies also leads to new forms of inequality among information consumers, such as the lack of support for certain file formats by their devices, and the excessively rapid evolution of device functionality and software. As a means of overcoming inequality – particularly among participants in the educational process – the universality of design for digital educational resources, documents, websites, and software applications is being implemented. At the same time, it is shown that digital accessibility applies not only to the creation of on-screen content, but also to the universal design of other media, including printed materials and 3D printing. Additionally, digital accessibility helps overcome barriers associated with other types of inequality, such as cultural or age-related differences. Thus, the article shows how the application of digital accessibility contributes to equalizing starting conditions for a wide range of learners and improving the overall quality of education in the digital age. It also outlines promising directions for further application of this approach to enhance educational quality.

A DISCOURSE-BASED APPROACH TO TEACHING ACADEMIC COMMUNICATION TO STUDENTS OF PHILOLOGICAL SPECIALTIES

Mon, 03 Nov 2025 00:00:00 +0200

The study examines the effectiveness of a discourse-based approach in developing academic communication skills among second– to fourth-year students of philological specialties. Over the period 2023–2025, 67 students specialising in English, French, and Italian philology participated in analytical, reconstructive, and productive assignments implemented in a multilingual instructional context. Discourse analysis was applied to identify the structural and pragmatic features of texts; comparative analysis was used to highlight cross-linguistic differences; error analysis served to diagnose coherence and argumentation issues; and pedagogical modelling supported the design of instructional materials. The set of tasks comprised the study of authentic academic texts, rewriting them with regard to the intended readership, reconstructing the logic of argumentation, and drafting introductions and conclusions. As a result, text cohesion improved by 27%, discourse-related errors decreased by 31%, and the clarity of argumentation rose by 34%. Assessment was based on agreed criteria covering structural integrity, logical sequencing, precision of arguments, and relevance of sources.Senior students demonstrated greater proficiency in integrating intertextual references and synthesising information from multiple sources, whereas junior students showed faster progress in genre adaptation. Analysis also highlighted traits typical of digital-native learners: reliance on “headline” reading, simplification of domain-specific vocabulary, and selective rather than comprehensive information processing. Such tendencies point to the necessity of pairing a discourse-oriented methodology with the cultivation of deep reading and critical thinking abilities. The proposed model can be integrated into classroom-based, blended, and online courses in academic writing and communication and cross-linguistic philology programmes.

ACCESSIBLE SPORTS AS A COMPONENT OF A BARRIER-FREE EDUCATIONAL ENVIRONMENT (USING THE EXAMPLE OF CANADIAN HIGHER EDUCATION INSTITUTIONS)

Vitalii LYTOVCHENKO — Mon, 03 Nov 2025 00:00:00 +0200

Today, for Ukrainian higher education, it is relevant not only to ensure the quality of education, but also to design an accessible and barrier-free educational environment. Studies show that physical activity has a positive effect on the psychological state of students, which is important for obtaining education. The article presents the results of studying foreign experience in ensuring the accessibility of sports for students with special educational needs as a component of a barrier-free educational environment of a higher education institution. The main conditions for the accessibility of sports for students with special educational needs are summarized: the creation of a barrier-free infrastructure (regulatory framework, access to sports facilities, special equipment, training of specialists, adaptation solutions), the involvement of students with special educational needs in sports sections and events (special programs, planning of various events, cooperation with public organizations, psychological support), marketing (representation on the website, in information materials of the educational institution; feedback).The implementation of an inclusive policy in an institution first of all begins with the creation of an internal culture of diversity, the next step is the arrangement of the educational space, the arrangement of dormitories, sports facilities, logistics routes, etc. is also important. In the context of modern challenges in the Ukrainian education system, the creation of a barrier-free educational space is important and promising.

COGNITIVE AND SPEECH DEVELOPMENT IN CHILDREN WITH DOWN SYNDROME

Lyudmila LUKANOVA — Mon, 03 Nov 2025 00:00:00 +0200

The purpose of the article is to outline and analyze modern scientific research, effective developmental technologies and ways of practical provision of corrective assistance to children with Down syndrome. Particular attention is paid to the study of the features of the development of cognitive processes and speech, which contribute to the development of educational competencies and ensure the gradual integration of the child into the educational and social environment.The research methodology is based on a combination of several approaches: analytical-synthetic, which is aimed at studying and generalizing modern foreign and domestic experience in the implementation of correctional and developmental tasks; systemic, which considers the correctional orientation of the educational process as a single holistic model; and activity, which determines the priority of the formation of practical activity skills in such children as a basic, key condition for the development of children with Down syndrome.The scientific novelty of the study lies in identifying an integrated multidisciplinary approach in the correctional and restorative process as the most effective, which is based on the principles of medical-psychological-pedagogical interaction and maximum individualization of the educational and correctional approach.Conclusions. Down syndrome is one of the most common genetic anomalies, characterized by the presence of specific physical and cognitive developmental features. Children with this syndrome have delays in psychomotor and intellectual development, which are manifested in motor, speech, hearing, vision disorders, as well as in a reduction in the volume of short-term auditory memory. They experience difficulties with abstract thinking, generalization, as well as with the acquisition and formation of new skills and abilities. Modern scientific research and the experience of practicing teachers demonstrate the extraordinary importance of early detection, diagnosis, and the provision of comprehensive corrective care aimed at correcting existing developmental disorders and preventing the occurrence of secondary disorders in preschool and primary school children with Down syndrome.

CURRENT APPROACHES TO FORMING A CATALOG OF ELECTIVE CURRICULUM SUBJECTS IN HIGHER SCHOOL

Inna MALETSKA — Mon, 03 Nov 2025 00:00:00 +0200

The article is devoted to the current approaches to the formation of a catalog of freely chosen subjects of the educational program in higher education during the period of martial law. It is emphasized that the introduction of elective subjects as an independent block of professional training of the student since 2014 has become a high-quality practice of implementing individualization of learning from the point of view of transforming the role of the student himself in shaping his own educational trajectory: the understanding of the practical application of knowledge has become clearer, as has the awareness of one's own goals and objectives. The circumstances of the Russian-Ukrainian war have made their own adjustments to the content of these catalogs. The development of additional competencies aimed at increasing stress resistance, the ability to quickly adapt to circumstances, and flexibly use previously acquired knowledge and skills has become important. Based on the analysis of the general university catalogs of elective disciplines and the block of elective components of individual educational programs of various educational institutions of Ukraine (Taras Shevchenko National University of Kyiv, ONU named after I. I. Mechnikov, Poltava State Agrarian University, Kyiv National Economic University named after Vadym Hetman, Kryvyi Rih Pedagogical University, V. I. Vernadsky Taurida National University, etc.), conclusions were drawn about the importance of constant updating of catalogs during the period of martial law and the emphasis was placed on the strengths of the content of the catalogs themselves, filled with relevant disciplines of various directions. It was emphasized that the demonstrated experience of these universities is worthy of creative imitation, attention was drawn to the fact that the vector of the updated catalogs should be based on the positions of a complex combination of selective components designed to develop civic, communicative, behavioral, health-preserving, leadership and personal competencies, regardless of the type of professional training, with an emphasis on state and patriotic content, and preference should be given to courses that demonstrate subject-specific practices of analysis, adaptation and activity in new situations. The formation of an individual educational trajectory through selective disciplines in martial law will therefore become an important tool for adapting the educational process to the needs of each student who is receiving education in special conditions of rapid reorientation of knowledge and values.

FORMATION OF A TOLERANT ATTITUDE OF FUTURE CORRECTIONAL TEACHERS TOWARDS CHILDREN WITH AUTISM SPECTRUM DISORDERS

Nataliia PAVLYSHYNA — Mon, 03 Nov 2025 00:00:00 +0200

The article analyzes the problem of forming a tolerant attitude of future correctional teachers towards children with autism spectrum disorders (ASD). The structural components of the formation of a tolerant attitude of future correctional teachers towards children with autism spectrum disorders are identified and characterized, in particular: motivational, cognitive, operational and personal. It was found that the motivational component is characterized by the presence of stable motivation in future correctional teachers to work with a defined category of students; the cognitive component is characterized by the formation of a system of relevant theoretical and methodological knowledge; the operational component is characterized by the possession by future correctional teachers of modern correctional and developmental techniques for working with children with autism disorders and a tolerant attitude towards the capabilities and needs of a child with a specified nosology; The personal component is characterized by the presence of personal qualities and moral principles that allow for pedagogical work with children with autistic disorders, as well as the ability for reflection, self-development, self-analysis, and self-education. It is emphasized that a tolerant position and promotion of tolerant behavior among students indicate a high level of professional competence of the teacher. The current state of formation of a tolerant attitude towards children with autistic disorders among future correctional teachers in higher education institutions was investigated. In particular, the results of the study confirmed the importance of a tolerant attitude towards children with autistic disorders in the work of a correctional teacher. About 2/3 of the surveyed students stated their desire to carry out professional activities with this category of students. At the same time, only ½ of the respondents noted their readiness and availability of appropriate knowledge, skills and abilities to work with children with ASD in relevant educational institutions.

WAYS OF FORMING READING COMPREHENSION SKILLS IN 4TH GRADE STUDENTS WITH SPEECH DISORDERS USING DIGITAL TECHNOLOGIES

Kateryna TYCHYNA, Nataliia BABYCH, Oksana TARAN, Inna PAPP, Yaroslav KONONOV — Mon, 03 Nov 2025 00:00:00 +0200

The article addresses the urgent issue of developing reading comprehension skills in 4th-grade students with speech difficulties. The authors provide a detailed rationale for the relevance of the topic and emphasize the necessity of implementing modern digital technologies in remedial and developmental intervention for this category of children. The results of an empirical study are presented, showing that most students demonstrated initial or sufficient levels of reading comprehension skills. This indicates considerable difficulties in perceiving, analyzing, interpreting, and critically evaluating information in various types of texts, as well as frequent misunderstandings of the content read. To address this challenge, the authors propose modernizing the educational process through the integration of digital technologies.A systematic comparative analysis was conducted of the Ukrainian digital platforms Learning.ua, Childdevelop.com.ua, and the mobile application «Can’t Wait to Learn» (Primary.org.ua), based on the following criteria: purpose of use, task types, adaptability, interactivity, ease of use, accessibility, and continuity of learning. Examples of diverse educational tasks with hyperlinks within each of the platforms are provided. An algorithm is proposed for using the tools of digital platforms in remedial and developmental intervention with 4th-grade students with speech difficulties to enhance their reading comprehension skills. The algorithm comprises four stages: analyzing the capabilities of the selected platform; developing a plan of remedial and developmental activities (considering the platform’s features and adapting tasks to the needs of students); providing support to students during task completion; and assessing and monitoring their progress. The described practical aspects of applying digital technologies to the development of reading comprehension skills in 4th-grade students with speech difficulties are relevant, systematic, effective, and suitable for implementation by both specialists and parents.

METHODOLOGY FOR DEVELOPING THE PSYCHOLOGICAL AND PEDAGOGICAL READINESS OF FUTURE SPECIALISTS TO WORK IN INCLUSIVE PRESCHOOL EDUCATION INSTITUTIONS

Yulia TUBICHKO — Mon, 03 Nov 2025 00:00:00 +0200

The article reveals the theoretical and methodological foundations for developing the psychological and pedagogical readiness of future specialists to work in inclusive preschool education institutions and presents a methodology for its formation. The methodological basis of the study included a theoretical analysis of scientific sources, pedagogical experiments, and comprehensive diagnostics of students’ readiness. The study employed surveys, social intelligence tests, observation, and analysis of practical task performance; key readiness criteria were identified: the development of social intelligence, awareness of inclusive educational practices, possession of professionally significant knowledge and skills, and the development of emotional-volitional qualities. A comprehensive one-year methodology for developing psychological and pedagogical readiness was designed, combining lectures, practical training, role-playing games, case- method teaching, seminars, and active student participation in the work of inclusive preschool institutions. Emotional- volitional qualities were developed through exercises in self-regulation, stress management, relaxation techniques, and emotional resilience practices. The study substantiated a system of criteria and levels of readiness, allowing for differentiated assessment of professional competencies and emotional-volitional resources of future educators. The results demonstrated that after implementing the developed methodology, the experimental group showed a significant increase in the level of psychological and pedagogical readiness for work in inclusive preschool education, with a higher proportion of students achieving a high level of readiness, whereas no significant changes occurred in the control group. The findings confirm the effectiveness of the methodology and its practical significance for preparing future specialists to work in inclusive preschool settings. They can be applied in educational programs to enhance the professional competencies of future educators.

BREAKING THE ICE WITH AI: CREATIVE WARM-UP ACTIVITIES FOR ENGLISH PHILOLOGY AND TRANSLATION STUDENTS

Mon, 03 Nov 2025 00:00:00 +0200

How a session begins often shapes the atmosphere for everything that follows. Students decide in those first minutes whether they are comfortable enough to speak, to take risks, and to collaborate. For learners in English Philology and Translation, these early exchanges are more than routine warm-ups: they are the first occasions to practise listening closely, expressing meaning precisely, and noticing cultural nuance, all of which are central to their future work. This article considers how artificial intelligence can be applied to such activities and how it changes the traditional idea of the ice-breaker. The discussion draws on communicative language teaching, theories of cooperative learning, and the affective filter hypothesis to explain why engagement at the start of class matters. Examples are then analysed to show what different AI tools can add. Language models allow the teacher to prepare prompts that bring out contrasts of register and meaning.Image generators offer visual material that is unpredictable and often invites intercultural comparison, prompting students to tell stories rather than give short answers. Synthetic voices provide access to accents and rhythms rarely available in the classroom, turning a short puzzle or announcement into practice for interpreting and subtitling. Used in this way, digital tools can revive familiar routines and connect them with professional competences. At the same time, the study underlines the teacher’s role in selecting and framing tasks. Without that guidance, automatically generated content may amuse but fail to teach. The conclusion is that AI-based ice-breakers can encourage participation and make interaction livelier, but their long-term value depends on context, access to technology, and responsible use. Further research is needed to see whether such activities build lasting confidence and communicative ability across a full course of study.

BUILDING RESILIENCE IN STUDENTS: THE ROLE OF PEDAGOGICAL SUPPORT IN BLENDED LEARNING

Serhii YAHODZINSKYI, Anatolii KOZYNEC, Oksana KOSHIL, Dana SOPOVA — Mon, 03 Nov 2025 00:00:00 +0200

The article analyzes the peculiarities of developing resilience among students in the context of blended learning and identifies the role of pedagogical support in this process. The study considers contemporary challenges of the educational environment, including the growth of academic stress, declining motivation, and difficulties in self-regulation under conditions of digitalization and social instability. Based on the analysis of domestic and international research, resilience is defined as a key quality that ensures psychological stability, adaptability to change, and the harmonious development of personality. Special attention is paid to the impact of martial law and crisis-related social transformations, which significantly increase the need for stress resistance and the development of individuals’ resource potential. The importance of pedagogical support is emphasized, including the creation of an emotionally safe environment, the introduction of tutoring, facilitation, mentoring, and coaching practices aimed at supporting students’ psycho-emotional well- being. It is shown that pedagogical support in blended learning requires rethinking its functions and formats, as it must integrate both traditional forms of assistance and modern digital technologies that provide opportunities for counseling, motivation, and the prevention of burnout in virtual environments. Blended learning is viewed as a context that opens new opportunities for the development of resilience due to the flexibility and individualization of the educational process, but at the same time creates challenges associated with digital self-discipline, the risk of emotional isolation, and the necessity of developing self-regulation skills. It is stressed that the teacher plays a key role in the formation of resilience, as they not only transmit knowledge but also act as a moderator of interaction and a mediator between the learner and a complex reality that generates numerous psychological risks. The conclusions highlight that pedagogical support is a fundamental condition for building resilience, contributing to the transformation of stress into a resource for personal growth and academic progress. The development of resilience in students is regarded as a strategic investment in their future, combining academic achievement with psychological well-being and readiness for professional activity under conditions of uncertainty. Prospects for further research are associated with the empirical modeling of strategies for integrating pedagogical support into blended learning systems, as well as the search for innovative practices capable of enhancing the psychological resilience and adaptability of young people.

CREATING AN INCLUSIVE ARTISTIC AND EDUCATIONAL ENVIRONMENT IN EARLY CHILDHOOD EDUCATION INSTITUTIONS: A DIDACTIC APPROACH

Iryna HRECHISHKINA, Iryna MAKARENKO — Mon, 03 Nov 2025 00:00:00 +0200

Purpose: To theoretically substantiate a didactic approach to creating an inclusive artistic-educational environment in preschool institutions that ensures equal opportunities for the comprehensive development of creative abilities, selfexpression, and emotional adaptation of children with special educational needs, taking into account their psychophysical characteristics. Methodology: The study employs a comprehensive analysis of scientific literature, particularly theoretical and methodological approaches including systemic, competency-based, personality-oriented, and activity-based frameworks. A review of current pedagogical practices for organizing inclusive educational environments in preschools was conducted, along with an examination of psychological and pedagogical principles for adapting artistic and aesthetic development for children with various types of disabilities. Special attention was given to research in neuropsychology confirming the impact of artistic activities on the development of children with special needs. Scientific Novelty: For the first time, a didactic approach to creating an inclusive artistic-educational environment in preschool institutions is comprehensively substantiated, considering the individual educational needs of children with developmental disorders. Key characteristics of such an environment are identified, which ensure equal participation of all children in artistic activities, including adaptation of materials and methods, as well as integration of interdisciplinary collaboration among educators, specialists, and parents. Recommendations are proposed for organizing a safe, comfortable, and stimulating space that promotes the development of creative abilities, socialization, and emotional stability. Conclusions: The creation of an inclusive artistic-educational environment in preschool institutions is a crucial condition for ensuring equal opportunities for the development of children with various psychophysical characteristics. Such an environment supports not only creative potential and individual self-expression but also fosters the formation of tolerant attitudes, cooperation, and mutual assistance among children. Successful implementation of inclusion requires a comprehensive approach, adaptation of material and technical resources, active collaboration between educators, parents, and specialists, as well as continuous professional development of educators. Further research should focus on the development and testing of specific didactic models, as well as studying the effectiveness of interdisciplinary cooperation in inclusive preschool settings.

THE USE OF DIGITAL EDUCATIONAL RESOURCES IN SHAPING THE INFORMATION CULTURE OF FUTURE PRESCHOOL EDUCATION SPECIALISTS

Taras PASKA — Mon, 03 Nov 2025 00:00:00 +0200

The article examines the use of digital educational resources in shaping the information culture of future preschool education specialists. The aim of the work is to analyze the theoretical foundations and practical aspects of the use of digital resources in student training, as well as to determine their impact on the development of key competencies, in particular information culture. The empirical part is based on a survey of students majoring in Preschool Education at Vasyl Stefanyk Precarpathian National University, which made it possible to assess the level of awareness of digital technologies and the popularity of their use in the educational process. The scientific novelty of the article lies in a comprehensive approach to defining digital educational resources and their multifunctional role in the professional training of preschool teachers. It takes into account modern approaches to defining digital educational resources as multifunctional tools that include electronic textbooks, interactive platforms, mobile applications, virtual and augmented reality. The formation of information culture is seen as a complex process that includes cognitive, value, and behavioral components, as well as ethical principles for working with information. The conclusions of the article confirm that digital educational resources are an effective means of improving the quality of training for future educators. They contribute to the development of information culture, digital literacy, critical thinking, creativity, self-development, and communication skills. The results of the experimental study showed that most students have a high or medium level of knowledge about digital resources and actively use platforms such as Zoom, Google Classroom, Canva, Kahoot!, etc. At the same time, there is a need for wider use of innovative tools and further improvement of the digital educational environment. Promising areas for further research include the development of new methods for integrating digital resources into the educational process, studying their impact on students' academic achievements and professional competence, and optimizing the formation of information culture in the context of distance and blended learning.

DEMOCRATIC VALUES IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS: THE EUROPEAN DIMENSION

Iryna SKOMOROVSKA — Mon, 03 Nov 2025 00:00:00 +0200

The article examines the issue of adherence to European educational values in the process of professional training of future teachers of preschool education institutions. The essence of the concept of «values» is revealed and various approaches to studying this term are presented. The definition of the concept of «professional training of preschool teachers» is clarified. Emphasis is placed on the main European documents that define the current values of the education system in European countries: the Declaration of Human Rights (1948); the Declaration of the Rights of the Child (1959); Convention on the Rights of the Child (1995); Charter of Fundamental Rights of the European Union (2000); Bucharest Declaration on Ethical Values and Principles of Higher Education in Europe (2004); Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education (2010), and others. The six fundamental democratic values that determine the development of European education are described: freedom, human dignity, justice, equality, respect for human rights, and solidarity. The conditions for the assimilation of European democratic values by future preschool education specialists are defined: substantive updating of educational components; studying European experience in the organization of education; organizing thematic trainings, workshops, round tables, and educational and methodological seminars for future educators in the educational process; use of interactive teaching methods (brainstorming, group discussions, case studies), project methods, role-playing games (simulation of real situations in the professional activity of a teacher), methods for developing critical and analytical thinking; informing students about international internship and academic mobility programs (in particular, Erasmus+); taking into account the results of informal education in the educational process; functioning of higher education institutions on the principles of democracy, equality, respect for human dignity, tolerance, and humanism.

TEACHING WRITING: PRODUCT VS PROCESS

Oksana VYSOTSKA, Anhelina ZALIZNIAK, Maryna KURNYLOVYCH, Kateryna KOROBOVA — Mon, 03 Nov 2025 00:00:00 +0200

In English as a Foreign Language (EFL) teaching, writing occupies a central place alongside reading, listening, and speaking, yet it is often underestimated in practice. For Ukrainian students, achieving at least the B2 level of proficiency, as defined by the Common European Framework of Reference for Languages, requires not only the ability to understand and produce oral discourse but also to create coherent written texts that demonstrate clarity of thought, logical structure, and appropriate register. However, teaching practice shows that many students struggle with writing: they cannot sufficiently develop and support ideas, lack skills in organizing paragraphs, confuse formal and informal styles, and are not always aware of ethical principles in using sources. These deficiencies point to the necessity of teaching writing not as a mere product but as a complex process that integrates several stages: pre-writing, drafting, revising, editing, and producing the final text. Writing as a process encourages students to analyze rhetorical situations, define the purpose of communication, consider the expectations of the target audience, and select strategies for effective argumentation. It also highlights the importance of academic integrity, paraphrasing, and citation practices that help avoid plagiarism. The process-oriented approach thus shifts the focus from imitation of model texts to the development of independent writing competence, supported by brainstorming, outlining, peer review, and feedback mechanisms. The article argues that systematic instruction in writing contributes to building student confidence, enhances their ability to engage in academic and professional communication, and ensures readiness for further study or participation in international exchange programs. Writing, therefore, must be deliberately taught, carefully practiced, and consistently assessed with transparent criteria that emphasize both content and form.

FORMING INTEREST IN LEARNING THE UKRAINIAN LANGUAGE BY FUTURE PRIMARY SCHOOL TEACHERS

Oksana DANYLIUK — Mon, 03 Nov 2025 00:00:00 +0200

The article considers important problems of forming interest in studying the Ukrainian language by future primary school teachers. The relevance of the chosen topic is due to the changes taking place in the process of forming a new Ukrainian society, which requires an increase in the role of the Ukrainian language as the state language, and accordingly, the need for high-quality language education for future primary school teachers of the New Ukrainian School. One of the key factors in the successful acquisition of language knowledge and skills is the professional training of future primary school teachers.It is they who lay the foundation for the language competence of younger schoolchildren, and, therefore, must not only have a high level of knowledge, but also have a stable interest in studying and teaching the Ukrainian language.We put a broader meaning into the concept of interest in language than a selective attitude to the subject, considering it in the context of educating a linguistic feature – the formation of a person's linguistic ability, his or her language creativity, perfect mastery of linguistic skills and abilities, and the formation of his or her needs to learn linguistic phenomena.Based on a theoretical analysis of psychological and pedagogical literature and practical experience, the main psychological and pedagogical factors that contribute to the development of cognitive interest in learning the Ukrainian language by future primary school teachers are highlighted.It was determined that the formation of positive motivation and interest not only increases the effectiveness of students' learning, but also ensures their readiness in further professional activity to motivate students to study their native language.Thus, the study of psychological and pedagogical factors that contribute to the development of cognitive interest in studying the Ukrainian language by future primary school teachers is timely and socially significant.As a result of the study, the need to find new ways to motivate future primary school teachers to study the Ukrainian language and the feasibility of implementing a system of exercises and tasks for motivating students to study the Ukrainian language were confirmed.

SUSTAINABLE DEVELOPMENT IN PRIMARY SCHOOL: INTEGRATING ECOLOGICAL AND ECONOMIC KNOWLEDGE INTO TECHNOLOGICAL EDUCATION

Olena DOVHAN, Iryna DOROZH — Mon, 03 Nov 2025 00:00:00 +0200

In the context of global ecological and socio-economic challenges, the issue of shaping values and competencies in the younger generation that align with the principles of sustainable development becomes particularly important.Primary school represents a fundamental stage in fostering responsible citizens who are able to treat natural resources with care and make well-grounded economic decisions. The relevance of this study lies in the need to integrate ecological and economic knowledge into technological education, which opens opportunities for the comprehensive development of pupils and lays the foundation for their future personal and professional growth.The purpose of the article is to highlight the theoretical foundations and practical approaches to implementing the ideas of sustainable development in the primary school educational process by combining ecological and economic literacy within the framework of technological education. The paper examines the essence of sustainable development and its significance for education, outlines the specifics of forming ecological awareness and economic thinking in younger pupils, and emphasizes the potential of technological education as a platform for integrating these domains of knowledge.This integration is realized through interdisciplinary links with natural science, mathematics, and civic education.The practical aspects of the study are illustrated with examples of integrated lessons, project-based activities, and research methods aimed at developing pupils’ ability to use resources rationally, find alternative solutions to everyday and social problems, and evaluate the economic feasibility of their decisions. The key challenges identified include the lack of methodological resources and the need for specialized teacher training. Promising directions involve the creation of innovative educational resources, the strengthening of cooperation with parents and local communities, and the application of digital technologies to support the development of sustainable competencies.In conclusion, the article emphasizes that combining ecological and economic knowledge within technological education fosters the formation of a holistic understanding of sustainable development, nurtures ecological culture and economic literacy, and provides a solid foundation for responsible behavior among pupils in the future.

SYNERGETIC APPROACH AS A METHODOLOGICAL BASIS FOR RESEARCHING THE QUALITY OF PROFESSIONAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS

Liubomyra ILIICHUK — Mon, 03 Nov 2025 00:00:00 +0200

The purpose of this scientific research is to provide a conceptual justification for the synergistic approach as a methodological dominant in the study of the problem of ensuring the quality of professional training of future primary school teachers. The emphasis is on the potential of synergetics as a universal analytical paradigm capable of explaining pedagogical reality in its integrity, multidimensionality, openness, and ability to self-organize, self-develop, and adapt in conditions of dynamic sociocultural transformations.The methodological basis of the study is the synergetic paradigm, which allows for the analysis of educational processes through the prism of nonlinearity, instability, and structural self-organization. In the process of scientific research, an interdisciplinary approach was applied, and systematic, comparative, and prognostic analysis of scientific studies was used, and their results were generalized. The application of the synergistic approach made it possible to identify the mechanisms of the emergence of «bifurcation points» in the educational process and to describe potential directions for the development of teacher training in the context of ensuring its quality.The scientific novelty of the study lies in the fact that it substantiates the quality of professional training of specialists in a synergistic dimension, characterizes the «synergistic effect», which is expressed in the achievement of a qualitatively new level of professional competence of teachers, which arises as a result of self-organization and nonlinear interaction of elements of the educational environment, and highlights the functions of the synergistic approach in researching the quality of professional training of future primary school teachers.The study made it possible to formulate conclusions that the quality of professional training of future primary school teachers is a dynamic process-value category that reflects the educational system's ability to adapt, be flexible, and engage in innovative self-regulation. The synergistic approach forms the basis for the development of new models of pedagogical activity and management of the educational process, aimed at achieving a high level of professional competence of future teachers.

IMPLEMENTATION OF THE EDUCATIONAL AND DEVELOPMENTAL RESOURCE OF LANGUAGE GAME IN THE FORMATION OF MATHEMATICAL COMPETENCE OF STUDENTS DURING THE PROCESSING OF APPLIED ASPECTS OF PHONETICS AND ORTHOEPY OF THE UKRAINIAN LANGUAGE

Stanislav KARAMAN, Olha KARAMAN — Mon, 03 Nov 2025 00:00:00 +0200

The article describes ways of implementing the educational and developmental resource of language game in the formation of students' mathematical competence while studying the applied aspects of phonetics and orthoepy of the Ukrainian language. It has been established that the exercises and tasks developed and tested in general secondary and higher education institutions for conducting language games during the study of phonetics and orthoepy contribute to the formation of mathematical competence in students, whose intellectual resources enable them to work productively through theoretical material and implement the applied aspect of learning these sections (phonetics and orthoepy) through the introduction of theoretical information into exercises and tasks focused on identifying and solving problematic and controversial issues, substantiating the orthoepic norms of the Ukrainian language, formulating the rules of consonant and vowel compatibility, consonant and consonant compatibility in the Ukrainian language, their modifications, assimilative changes and pronunciation of sounds in speech flow, conducting linguistic observations, experiments with subsequent discussion of their results, as a guided conscious mastery of phonetic processes for compliance with orthoepic norms during communication, satisfaction of professional needs and requests, expression and understanding of thoughts, reflection of the emotional state of speakers.The system of exercises and tasks has been extrapolated into the applied aspect of forming students' mathematical competence in accordance with the requirements of current regulatory documents on education, taking into account that in the future it would be appropriate to use the proposed language games in school competitions, language competitions, extracurricular activities in senior classes of lyceums, schools with in-depth study of the Ukrainian language, as well as during the performance of pedagogical practice tasks. It is emphasised that the mathematical skills and abilities acquired in the process of playing language games in phonetics and orthoepy contribute to the improvement of oral and written speech culture through logical, algorithmic and critical thinking for the correct spelling and pronunciation of words, communication in everyday language practice, as well as in future professional activities.The content of the term ‘mathematical competence of students’ is substantiated, the theoretical aspects of the didactic phenomenon of language games in the educational process are revealed, as well as the significance of the applied aspects of language games when working on key topics of phonetics and orthoepy, devoted to the peculiarities of learning the orthoepic norms of the Ukrainian language, taking into account the stages of cognition, the requirements for the internal logic of learning, the establishment of associative links between phonetic processes and phenomena that contribute to the stability of knowledge, insight into the phonetic nature of vowels and consonants in the Ukrainian language, as well as the patterns of consonant combinations in speech flow, their mutual influence, modification of sounds, methods of their formation and pronunciation, following rhythm and melody, and enrichment of Ukrainian language experience in general.

METHODS OF EDUCATION AS A MEANS OF FORMING SOCIAL ACTIVITY IN JUNIOR SCHOOLCHILDREN

Olga KOVALCHUK — Mon, 03 Nov 2025 00:00:00 +0200

This article examines social activity as one of the most common forms of personal activity and a key factor in individual development. It emphasizes that the formation of social activity is based on a conscious and unconscious striving to change social conditions, shape personal qualities and value orientations, and make a conscious choice to participate in public life. The paper explores the understanding of activity in pedagogical and psychological sciences, particularly through the ideas of V. Romenets, R. Simko, and V. Sukhomlynsky, who highlight it as an inherent personal quality, a means of self-realization, and a measure of the dominance of internal over external determination. Special attention is given to junior school age as a critical period for forming the foundations of social activity, considering its age-specific characteristics: social orientation of development, voluntary behavior, imitation of adults, formation of moral concepts, and play activities. The authors underline the role of upbringing as a crucial factor in socialization and the establishment of social activity, realized through the assimilation of norms, interaction, the formation of an active stance, and an emotional-value attitude. The perspectives of N. Bibik and T. Andriychenko are presented regarding the creation of an educational environment and the use of natural science lessons for developing conscious activity and a responsible attitude towards the environment. The article also provides a classification and characteristics of methods of fostering social activity (verbal, practical, emotional-value) with concrete examples of their application, serving as an important tool for educators.Furthermore, the paper highlights extracurricular education as an ideal environment for cultivating these qualities.The author notes that the diversity of extracurricular clubs and sections (sports, arts, ecological, technical, tourist) creates unique opportunities for forming internal motivation, conscious choice, teamwork, responsibility, initiative, and leadership qualities. It is stressed that successful cultivation of social activity is achieved through the complex application of various methods, consideration of age-related peculiarities, and close cooperation among all participants in the educational process.

MODERN METHODS OF TEACHING FOREIGN VOCABULARY IN PRIMARY SCHOOL

Nataliia MIELIEKIESTSEVA — Mon, 03 Nov 2025 00:00:00 +0200

The article deals with the modern methods of teaching foreign vocabulary to primary school students in the context of implementing a competence-based approach to foreign language education in the New Ukrainian School. The relevance of the study is stipulated by the need to use effective approaches to the formation of foreign language communicative competence of primary school students as a prerequisite for their further successful mastery of a foreign language at the next stage in secondary school.The study presents two leading modern methods of teaching foreign vocabulary: PPP-method (Presentation – Practice – Production) and TBL-method (Task-Based Learning), which represent different didactic concepts and implement different levels of students' speech activity. The stages of the PPP-method are described (presentation, practice and production of language material); the expediency of using this method in primary school is substantiated due to its structured and gradual development of lexical skills. In the context of the TBL method, the attention is focused on the organisation of learning through the performance of communicative tasks in realistic, meaningful speech situations for children.Examples of the implementation of these methods in the study of the topic ‘Animals’ in grade 2 are presented.As an additional method of teaching foreign vocabulary in primary school, the article presents the method of Total Physical Response (TPR), which involves students performing physical actions in response to language instructions, promoting the involvement of motor memory, reducing anxiety and natural vocabulary acquisition. The article also describes the method of associative symbols, which is based on visualising the meanings of lexical units through visual, auditory and motor associations, creating stable semantic connections without relying on real objects.The article summarises methodological approaches to the organisation of lexical work in foreign language lessons in primary school, offers specific algorithms for their implementation, and outlines prospects for further research in the area of improving junior pupils' lexical competence in the process of learning a foreign language.

WORKING WITH CONTEXTUAL PROBLEMS IN MATHEMATICS LESSONS AS A MEANS OF ACTIVATING THE SPEECH ACTIVITY OF YOUNGER SCHOOLCHILDREN

Lyudmyla MOSKOVCHUK — Mon, 03 Nov 2025 00:00:00 +0200

This article substantiates the scientific foundations for the formation of comprehensive reading skills in younger schoolchildren and identifies effective ways to organize speech activity during mathematics lessons through working with story problems. Special attention is given to how the integration of speech skills into the mathematics learning process contributes to the holistic development of primary school students.The methodological basis of the study involved the analysis of contemporary theoretical sources, methodological materials, and educational textbooks, specifically the mathematics textbook for Grade 3 authored by N. O. Budna and M. V. Bedenko. The study examines phased approaches to working with story problems that promote not only the development of reading techniques (accuracy, expressiveness, pace) but also the formation of skills for conscious engagement with the text, its analysis, identification of the main idea, and the development of coherent oral speech.The scientific novelty lies in the comprehensive approach to developing reading skills through mathematics lessons, which is a relatively underexplored area in modern pedagogy. The article reveals the interconnection between reading technique, text comprehension, and the development of communicative competence in younger students. It is demonstrated that working with story problems stimulates speech activity, contributes to the improvement of the speech apparatus, and fosters the ability to read expressively and consciously.The conclusions emphasize that methodically well-organized work with story problems during mathematics lessons encourages reading interest and supports the development of full-fledged reading skills. This approach allows students not only to master mathematical competencies but also to develop speech, thinking, and the ability to express their own opinions. A promising direction for further research is the development and testing of practical lesson models that integrate work on speech skills and mathematical knowledge, ensuring a holistic and comprehensive development of primary school students.

DEVELOPMENT OF FOREIGN LANGUAGE WRITING SKILLS OF HIGHER EDUCATION STUDENTS MAJORING IN PRIMARY EDUCATION THROUGH COMMUNICATIVE EXERCISES

Тetіana OLYNETS — Mon, 03 Nov 2025 00:00:00 +0200

The article addresses the issue of mastering foreign language writing skills by higher education students specializing in Primary education, which has specific characteristics determined by general didactic and professionally oriented factors. It has been established that, according to curriculum requirements, a graduate of a non-language higher education institution should possess foreign language writing skills at the B1-B2 level. According to the Common European Framework of Reference for Languages, this level implies the ability to produce clear, logically structured texts of various genres and styles.The term «writing» is characterized in its narrow sense as the technique of using the graphic and orthographic system of a given language, and in its broad sense as written language ‒ the ability to express thoughts in written form.Three stages in writing instruction are outlined: mastering graphics and orthography using orally practiced material; acquiring structural sentence patterns characteristic of both oral and written communication and combining them in speech; and mastering written language as a means of communication.It is noted that the research focuses on the third stage of writing instruction ‒ the development of skills for expressing personal ideas through communicative writing exercises in real or simulated real-life contexts. Among communicative writing exercises are genres of written communication such as letter writing, short autobiographies with cover letters, filling out official forms, as well as writing notes, descriptive essays, narratives, reflections, and essays.It has been determined that teaching letter writing (both informal and formal) can be divided into three stages: the stage of familiarization with a model letter and its structural conventions; the stage of developing skills in structuring a letter; and the stage of enhancing letter writing skills.The core principles for assessing written work have been identified: task achievement, text coherence, cohesion, grammatical accuracy, lexical variety, and genre-appropriate style.A sample communicative task ‒ a letter to the editor expressing a personal opinion on an issue ‒ is presented to develop B1-level professionally oriented writing skills of higher education students majoring in Primary education.

INTEGRATION OF PHYSICAL AND INTELLECTUAL DEVELOPMENT OF SCHOOLCHILDREN DURING THE SUMMER RECREATION PERIOD

Artem SMOLIUK, Petro BOYCHUK, Natalia BORBYCH, Olena PUSH, Serhii MARCHUK — Mon, 03 Nov 2025 00:00:00 +0200

Conceptually, the article is based on the premise that one of the key objectives of the New Ukrainian School is the formation of a holistic, well-rounded personality capable of critical thinking. Drawing on modern conceptions of physical and intellectual development, the article presents the results of a study examining ways to integrate these two aspects of schoolchildren’s growth during the summer recreation and health improvement period. The issue of physical and intellectual development of schoolchildren is among the most relevant at the current stage of psychological and pedagogical science. Its relevance is determined, on the one hand, by the reform of general secondary education, and on the other, by the uniqueness of the school-age period. Consequently, there arises the need to identify effective means for the comprehensive development of schoolchildren during this period, including the integration of physical and intellectual components.The proposed study employs a number of methods that focus on shaping awareness, behavior, and motivation for activity, ensuring the integration of physical and intellectual development. These methods are divided into three groups depending on which component is primary in a given approach.The first group includes methods based on the assumption that physical development contributes to intellectual growth.The second group comprises methods that ensure the influence of intellectual development on physical activity.The third group consists of methods that provide for the integrated development of both physical and intellectual abilities.The distinctive feature of the summer recreation period lies in the fact that educational work with pupils is primarily based on their interests. This condition determined the focus of the experimental part of the study – examining the dynamics of pupils’ interest in combining physical and intellectual development. The study revealed that after completing the camp session, there was a statistically significant positive shift in schoolchildren’s attitudes toward integrating physical and intellectual activities, indicating an increased interest in such integration. To verify the reliability of the results, the sign G-test was used.

CROSS-CULTURAL COMPETENCE AS THE KEY TO SUCCESS FOR FUTURE PROFESSIONALS IN A GLOBALISED WORLD

Tetiana SUKALENKO, Nataliia LADYNIAK — Mon, 03 Nov 2025 00:00:00 +0200

The article clarifies the meaning of the concept of “cross-cultural competence” and examines the criteria for the formation of cross-cultural competence: cognitive, motivational, operational, interpersonal. It also defines the main tasks of cross-cultural training for future professionals in the era of globalisation.A review of the works of Ukrainian scientists on the study of cross-cultural competence is provided. Cross-cultural competence is defined as an integrative quality of a personality capable of developing cross-cultural skills, interacting with representatives of other nations, being cross-culturally literate, perceiving the behaviour, values, and traditions of other ethnic groups, studying their language and culture, and carrying out professional activities in a cross-cultural society.It is emphasised that in the information age, cross-cultural competence is seen as the ability of a specialist to effectively solve problems in the process of intercultural communication, which involves mutual understanding and dialogue with representatives of different cultures.Attention is focused on the fact that cross-cultural competence enables future specialists to realise the multifaceted nature of existence, eliminate misunderstandings and reduce the risks of stereotyping, and cover events taking into account cultural differences. The article proposes tasks for developing the communication skills of students and applying practical knowledge in cross-cultural communication in the academic disciplines of “Business Ukrainian”, “Journalistic Genres”, “Communicative Activity and PR Technologies in Public Authorities”, “Cross-Cultural Communication”, “Methods of Creating and Implementing Educational Start-up Projects”, “Fundamentals of Scientific Research”, and “Ukrainian Language (for Professional Purposes)”.The conclusions emphasise that knowledge of intercultural communication is key to the formation of cross-cultural competence and opens up significant scope for research into cultural interaction in both global and national contexts.We see the promise of further research in analysing the effectiveness of various educational programmes that contribute to the development of cross-cultural competence in future specialists.

FORMATION OF PROFESSIONAL FOREIGN LANGUAGE COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS

Liubov TERLETSKA — Mon, 03 Nov 2025 00:00:00 +0200

The standards of professional competence for teachers in the domestic education system underwent a radical transformation at the turn of the 20th and 21st centuries and identified the development of a democratic, humanities- oriented system of values as a priority. Under such guidelines, professional pedagogical competence determines the optimal algorithm for training specialists and realising their potential in educational activities. The aim of this article is to identify the components of foreign language communicative competence of future primary school teachers in the context of their professional training. Methodology. Based on the analysis of scientific and pedagogical sources, the educational and professional training programme for first-level (bachelor's) higher education students majoring in «Primary Education» and research into approaches to defining the concept of «foreign language communicative competence», the components of this concept in the context of the professional training of future primary school teachers have been identified. Scientific novelty. The formation of foreign language communicative competence involves the correlation of several aspects of training: understanding the competence of a teacher and its implementation in the context of teaching in primary school, systematic mastery of a foreign language, the use of the concept of a teacher's professionogram for a systematic approach in the context of professional training of future primary school teachers, synergy between pedagogical and linguistic training for the realisation of professional potential, the introduction of an innovative dimension into professional pedagogical activity, and others. Conclusions. A distinctive result of the professional foreign language competence of primary school teachers is the formation of a culture of professional speech characteristic of this particular educational environment. In general, the main indicator of a teacher's professional speech is the unconditional correlation of the linguistic component with the curriculum. The culture of professional speech of a teacher becomes a system-forming element of linguistic culture in the educational system. Linguistic culture in the educational environment is primarily characterised by the systematicity and orderliness of linguistic elements and the rules for their application. For primary school teachers, the principles of linguistic culture take on specific meaning depending on specific pedagogical situations.

PROFESSIONAL TERMINOLOGY AND BUSINESS COMMUNICATION IN THE FIELD OF ART

Natalia TRETYAK, Olesіа MARTINА — Mon, 03 Nov 2025 00:00:00 +0200

The article examines the theoretical, methodological, and practical foundations of using professional terminology in the field of art as a key instrument of professional communication, scholarly interpretation, and educational practice.The paper systematizes the main approaches to defining the concept of “term” in the works of contemporary Ukrainian researchers; and analyzes the specific features of the functioning of terminological units in the context of artistic communication. It is emphasized that professional terminology in the artistic sphere performs nominative, cognitive, didactic, and communicative functions, ensuring the accuracy of knowledge transfer and the formation of a unified professional discourse.The article highlights the specificity of business communication in the art field and its role in the development of professional competence, cultural awareness, and effective interdisciplinary interaction. The current state of Ukrainian art terminology is analyzed, with attention to trends of its modernization, borrowing, and adaptation of foreign (primarily English) terms, as well as the challenges of standardization and unification of terms in professional texts. Examples of term usage in art-critical, curatorial, and academic discourses are considered, which make it possible to assess the level of terminological consistency within contemporary art discourse.The study emphasizes the importance of professional language as a factor in shaping the professional competence of future artists, designers, and educators of art disciplines. The necessity of developing terminological culture as an integral component of linguistic literacy of a modern specialist in culture and art is substantiated. The paper proposes directions for improving the terminological framework of the artistic field through interdisciplinary cooperation, modernization of educational programs, the development of scientific and methodological support, and the intensification of professional dialogue within the academic community.

CRITERIA FOR THE READINESS OF FUTURE PRIMARY SCHOOL TEACHERS TO ORGANIZE AND CONDUCT PSYCHOLOGICAL-PEDAGOGICAL RESEARCH

Tetiana YAKOVYSHYNA — Mon, 03 Nov 2025 00:00:00 +0200

The article raises the topical issue of preparing future primary school teachers to organize and conduct psychological and pedagogical research in the context of modern requirements for the professional training of teaching staff. It highlights the importance of research activities for higher education students as an integral part of their professional development, capable of integrating theoretical knowledge, practical skills, and personal qualities. The article outlines the objectives of such training, which are determined by the needs of an innovative economy, the development of the information society, and the need to train competent, creative, and self-educated specialists.The author reveals the essence of the concept of “readiness criteria” in psychological and pedagogical research, defining their functions, types, and requirements for formulation. Four key criteria for the readiness of applicants are proposed: motivation for scientific and research activities, self-assessment of research readiness, intellectual and logical abilities, and the ability to self-manage in the scientific and research process. For each criterion, corresponding indicators and level characteristics (high, medium, low levels) are given, which makes it possible to carry out a comprehensive diagnosis of research competence.The results of a student survey are presented, which showed that many students have a positive attitude towards scientific research activities, but also revealed barriers that limit active participation in research: overload with the curriculum, insufficient level.