Professional and Applied Didactics

ADVANTAGES AND CHALLENGES OF STUDENT-CENTRED LEARNING IN ARMED CONFLICT

T. M. Yablonska — Fri, 28 Nov 2025 00:00:00 +0200

The article analyzes the key advantages and challenges of implementing student-centered learning in conditions of armed confl ict. It is argued that student-centered learning functions not only as an educational approach, but also as a necessity that ensures fl exibility, adaptability, and personalized support for each higher education student. The role of this approach is examined in both peacetime and wartime contexts.Particular attention is paid to the development of essential qualities that future professionals should possess. One signifi cant educational benefi t of the student-centered approach is its potential to create eff ective conditions for foreign language acquisition. The individualization of the learning process, student autonomy, and the ability to choose educational materials based on personal interests and needs all contribute to increasing the motivation of future foreign language teachers.Student-centered learning supports the organization of language practice through real communicative situations, signifi cantly enhancing language competence. The approach also actively incorporates interactive methods such as role-playing, debates, interviews, and project-based learning, which not only increase engagement but also eff ectively develop communicative skills.The use of digital resources–such as podcasts, online courses, and subtitled videos–is highlighted as a key component of stu- dent-centered learning, helping to individualize the educational process and address diverse student needs.The study establishes that a crucial element of student-centered learning is ongoing feedback between teachers and students. It concludes that the eff ective implementation of this approach in conditions of armed confl ict is possible only through close collaboration among all partici- pants in the educational process, fl exible learning organization, and the creation of opportunities for each student to realize their full potential.

HARNESSING MATRIX TRAINING FOR MEMORY FORMATION IN CHILDREN WITH ASD IN A BILINGUAL ENVIRONMENT

O. V. Gayevska — Fri, 28 Nov 2025 00:00:00 +0200

The article highlights the solutions to problems related to the creation of matrix training for the formation of memory in children with autism spectrum disorders (ASD) in a bilingual environment. The studies that are analyzed concern new approaches to the development of key cognitive abilities of students, in particular memory as the main condition for further learning and their socialization; the usage of online tools for creating interactive tasks in training communication skills in children aged 10 to 13 in a bilingual environment. The purpose of the article is the theoretical substantiation and practical analysis of the possibilities of using matrix training as a cognitive-developmental tool for the formation of memory in children with ASD under the conditions of bilingual education. Theoretical analysis and practical experience regarding the implementation of matrix training into educational activity for the formation of memory in children with ASD showed that such an approach is effective for cognitive learning and contributes to the development of working memory, the generalization of skills, and speech activity in students with autism spectrum disorders, particularly in a bilingual environment, provided that the individual characteristics of each student are taken into account and personal matrices are created for them using online tools. The prospects of further research consist in expanding the implementation of matrix training practices for different academic disciplines with the aim of improving the acquisition of knowledge, abilities, and skills by students with ASD in a bilingual environment. This will contribute to the formation of cross-linguistic associations and the development of memory flexibility within familiar speech patterns. The challenges of the present determine the need for further testing of matrix training in the educational process as a tool of special pedagogy, taking into account language differentiation, the level of support for a child with ASD, and their individual cognitive profile.

COMPONENTS, CRITERIA, INDICATORS, AND LEVELS OF PUPILS’ READINESS FOR HEALTH-PRESERVING ACTIVITY THROUGH INTERDISCIPLINARY INTEGRATION IN PHYSICAL EDUCATION LESSONS IN GENERAL SECONDARY EDUCATION INSTITUTIONS

А. Е. Dombrovskyi — Fri, 28 Nov 2025 00:00:00 +0200

The article explores the conceptual essence of “health-preserving activity” and “health-preserving competence”, emphasizing the role of interdisciplinary integration as an effective tool for implementing a competency-based approach in physical education. Key directions for integrating physical education with other school subjects are outlined, and the relevance of a holistic approach to developing pupils’ healthy lifestyle skills through the balanced combination of knowledge and practical experience is substantiated.The study identifies the main components, criteria, indicators, and levels of pupils’ readiness for health-preserving activity in physical education classes. Based on the analysis of integrating other disciplines into physical education and the application of an integrative approach, four components are distinguished: cognitive-knowledge, activity-behavioral, motivational-value, and emotional-volitional.The cognitive-knowledge component is defined by the system of knowledge about health, factors of its preservation, and the basics of anatomy, physiology, and life safety. The activity-behavioral component reflects the acquisition of skills and the ability to apply knowledge in everyday life, exercise, and daily routines. The motivational-value component is determined by the extent to which pupils demonstrate the need to cultivate a health culture, interest in theoretical issues, and motivation for practical actions in the field of health promotion. The emotional-volitional component refers to pupils’ capacity for self-control, self-regulation, volitional effort in achieving health-related goals, and the development of personal qualities such as organization, responsibility, duty, honor, and dignity. According to the degree of manifestation of these criteria and indicators, four levels of readiness are distinguished: high, sufficient, medium, and low. The findings suggest that the use of integrated methodologies in physical education significantly enhances the development of knowledge, motivation, and practical skills required for adopting and maintaining a healthy lifestyle.

CHALLENGES AND PROSPECTS OF PROFESSIONAL TRAINING FOR CONSTRUCTION INDUSTRY SPECIALISTS UNDER WARTIME CONDITIONS

V. О. Kupriievych — Fri, 28 Nov 2025 00:00:00 +0200

The article deals with the current challenges and prospects of professional training for construction industry specialists in the context of the armed conflict in Ukraine. The issue of effective training for future construction professionals has become particularly significant considering the large-scale destruction of infrastructure, the growing demand for qualified personnel, and the transformation of the educational environment. The main challenges faced by institutions of vocational (vocational-technical) education have been analyzed, particularly: disrupted logistics chains, evacuation of students and teachers, limited access to material and technical resources, and the psychological consequences of war for participants in the educational process.The article emphasizes forming professional competencies that meet modern challenges: mobility, stress resistance, the ability to work under resource constraints, and the capacity to function in unstable environments. The prospects for the development of vocational education in the construction industry have been outlined, including the modernization of educational programs, the integration of innovative technologies, the expansion of international cooperation, and participation in national reconstruction programs. The importance of developing not only students’ professional competencies but also their resilience, adaptability, and ability to work under uncertainty has been substantiated. The role of state policy, grant programs, local government initiatives, and international organizations in supporting the development of vocational education under wartime conditions has been emphasized.Therefore, professional training of construction industry specialists today must develop both in response to the country’s urgent needs and with a focus on post-war reconstruction. This requires a systematic renewal of educational approaches, strengthening the link between education and the labour market, investing in human capital, and forming a new generation of specialists capable of working effectively in a transforming society.

DEVELOPING DIGITAL COMPETENCE IN STUDENTS AT TEACHER TRAINING UNIVERSITIES

O. P. Orlov — Fri, 28 Nov 2025 00:00:00 +0200

The process of digitalization is radically changing society, placing new demands on ensuring that graduates are adequately prepared for work, particularly in teaching. For educational institutions, one of the most pressing issues is the transformation of the management of the educational process, infrastructure, and educational provision in line with the requirements of digitalization. The purpose of the study is to define the content and structural components of digital competencies, as well as to identify and analyze the essence of digital literacy of participants in the educational process in the context of higher education, and to determine which skills underlie the concept. During the study, the level of digital competencies among 3rd and 4th year students of philological specialties was tested using the European Digital Competence Framework, The Digital Competence Wheel. The analysis revealed an average level of digital skills, abilities, and knowledge, as well as attitudes and ethical assessment of the term. The result demonstrates that a common understanding of what digital literacy entails is problematic for both students and teachers as they seek to expand and improve their own digital capabilities. The average weighted result of the interactive survey is 63% for fourth-year students, 57% for third-year students, and 67% for teachers. A shared and functional understanding of digital literacy is important for developing graduate learning outcomes in digital skills and knowledge, enabling the development of digital literacy through the curriculum. This article proposes a model that provides a framework for transforming curricula aimed at developing the digital capabilities of graduates.

DIFFERENTIATED APPROACH TO TEACHING CHEMISTRY IN HIGHER EDUCATION INSTITUTIONS: THEORETICAL FRAMEWORK AND PRACTICAL IMPLEMENTATION

Yu. O. Prydetkevych, A. V. Samar — Fri, 28 Nov 2025 00:00:00 +0200

The article highlights the theoretical and methodological foundations of a differentiated approach to teaching chemistry in higher education institutions and analyzes the outcomes of its implementation in the educational process. The relevance of the study is determined by the need to adapt educational content to the students’ level of preparation and professional orientation across various specialties. The research focused on students majoring in 201 “Agronomy”, 208 “Agroengineering”, 211 “Veterinary Medicine”, and 275 “Transport Technologies”. Based on diagnostic testing results, three levels of student preparedness were identified-high, medium, and low-which allowed for the development of a comprehensive model of differentiated learning.The proposed model includes content, procedural, and assessment differentiation. Content differentiation involves adapting educational materials according to students’ prior knowledge and professional needs. Procedural differentiation is implemented through flexible teaching methods, individualized tasks, and small-group work. The assessment component ensures a multi-level approach to knowledge evaluation, enabling support for students at different stages of learning and fostering their gradual academic development.As a result of implementing the proposed model, students’ motivation increased, learning difficulties decreased, cognitive activity was activated, and better dynamics in mastering the educational material were observed. Particular attention is given to analyzing typical mistakes and challenges faced by students with a low level of preparation, as well as methods of correcting these issues through didactic support.The study concludes that the differentiated approach is an effective tool for improving the quality of education in natural sciences. Prospects for further research include expanding its application to other specialties, enhancing digital learning support resources, and developing methodological guidelines for academic staff.

ROLE OF AI ASSISTANTS IN FOREIGN LANGUAGE LEARNING (THE REFLECTION AND AUTONOMY ASPECT)

V. V. Stepanov, S. V. Kosenko — Fri, 28 Nov 2025 00:00:00 +0200

The article describes the role of artificial intelligence technologies and applications in modern education. The authors consider AI possibilities to promote learning reflection and autonomy. Ability to improve and adapt to needs of user unfolds new perspectives for learning of foreign languages.Using the Duolingo platform, the article analyzes how AI applications provide a personalized approach to learning and expand study autonomy. Gamification principles, motivational elements, and content adaptation creates a favorable environment for learning foreign languages. However, effectiveness of such applications is limited, especially at higher levels of language learning.Special attention is paid to chatbots, which demonstrates high performance. They create, edit, and explain material; instruct, analyze, and provide feedback. Chatbots serve as a unique tool that promotes development of speaking, writing, and cognitive skills. It increases the overall efficiency of learning.AI tools for text correction, translation, and stylistic analysis are also considered. They help students to better understand language rules, overcome fear of foreign writing, and analyze their own mistakes more effectively. In addition to text, modern AI systems are able to work with voice commands, create images and presentations based on textual descriptions, which greatly expands possibilities of interactive learning.Simultaneously, the study points to some educational challenges associated with the AI use, including decrease in motivation for independent work, academic integrity, risk of losing critical thinking, and potential abuse by students in the learning process.In general, the traditional learning model is undergoing significant changes under influence of the latest technologies. AI assistants are increasingly acting not only as auxiliary tools, but as full-fledged instruments of the educational process. They develop students' autonomy and reflection, rethink the established traditions of educational environment.

FEATURES OF DIGITAL COMPETENCE DEVELOPMENT IN FUTURE VOCATIONAL EDUCATION SPECIALISTS IN THE CONTEXT OF CONTEMPORARY GLOBAL CHALLENGES

S. I. Tkachuk, O. S. Melnyk, T. V. Paska — Fri, 28 Nov 2025 00:00:00 +0200

The article reveals the peculiarities of forming digital competence of future vocational education specialists in the context of modern global challenges. It is determined that digital competence is an integrative phenomenon that encompasses technical, sociocultural, ethical, and pedagogical components necessary for effective professional activity. Based on the analysis of scientific approaches, regulatory documents of Ukraine, and European models DigComp and DigCompEdu, the essence and structure of the concept of “digital competence” are clarified, its multidimensionality and significance in the training of competitive graduates are outlined. Particular attention is paid to the connection between digital competence and the modernization of professional education, adaptation to the digital society and labor market requirements, as well as the role of teachers as facilitators of the digital educational environment.The article presents the results of an experimental study conducted among students of Vasyl Stefanyk Carpathian National University and Pavlo Tychyna Uman State Pedagogical University. The data obtained showed that students are highly aware of the importance of digital skills in their future professional activities and confirmed positive trends in the formation of digital competence.It was found that the leading factors in its development are independent educational practices, Internet resources, and online courses, which emphasizes the growing importance of informal education. It was established that digital technologies are actively used to search for and process information, complete educational tasks, and communicate, which indicates a gradual expansion of their range of applications in the educational environment. The results obtained confirm the need for systematic implementation of digital technologies in the professional training of future specialists. The importance of developing information literacy, critical and creative thinking, a culture of safe behavior in the digital environment, and readiness to adapt the educational process to rapid technological changes is emphasized. Prospects for further research lie in the development of models and methods for the phased formation of digital competence, taking into account industry specifics, and in studying the effectiveness of innovative platforms and simulation technologies.

UKRAINIAN CIVIL AND POLITICAL ORGANIZATIONS IN VOLYN UNDER TOTALITARIAN REGIMES BETWEEN THE TWO WORLD WARS

O. S. Kadenyuk — Fri, 28 Nov 2025 00:00:00 +0200

The article examines the historical aspects of the development and formation of socio-political and public organizations in Volhynia, which after the end of World War I was under the rule of two totalitarian states – the Soviet Union and the Polish- Lithuanian Commonwealth. The policies of the governments of these states led to the unfolding of a national movement in Volhynia.The main political and intellectual Ukrainian forces were concentrated among immigrants in Volhynia and Galicia and in Western European countries. They were based on military personnel, soldiers, and officers of the Ukrainian Army who had been hardened in battles for the Ukrainian People's Republic. It was in the territories occupied by Poland that Ukrainian social, cultural, and political centers began to form, which had ties to Soviet Ukraine and sought optimal ways to solve national problems. The 1920s and 1930s saw the intensive development of the ideology of Ukrainian nationalism. Alongside the old Dnieper intelligentsia, a new generation emerged among the immigrants – young people who were oriented towards the idea of Ukrainian independence. The role of Ukrainian immigration in the creation of Ukrainian social, cultural, and political centers that sought optimal ways to solve national problems is examined. It has been found that in the Volhynia region, which was part of Soviet Ukraine, the Ukrainian national movement was unable to manifest itself in its usual organizational forms and apply the same tactics as in the western Volhynia lands. However, it was primarily realized in national and cultural life in the 1920s and early 1930s. This was primarily the activity of the Ukrainian Autocephalous Orthodox Church, which, through its mass publications and organization, influenced a significant part of the Ukrainian population from the standpoint of national and church sovereignty. These facts give reason to assert that the ideas of national independence were a pan-Ukrainian phenomenon. The example of the Volhynian lands shows that, despite all the differences in the social and political systems that prevailed in both the western and eastern territories of Volhynia, and despite the different circumstances created by the political regimes, the process of forming a national idea represented an organic unity across all Ukrainian lands.

COURSES OF UKRAINIANIZATION AS A FORM OF IMPLEMENTING THE POLICY OF “UKRAINIZATION” IN THE 1920S (BASED ON MATERIALS FROM PODILLIA AND VOLYN)

V. A. Nesterenko, O. M. Sidletska — Fri, 28 Nov 2025 00:00:00 +0200

Modern de-Russification of the cultural and educational sphere in Ukraine requires the search for the most effective models of conducting Ukrainization activities, introducing the Ukrainian language into all spheres of socio-political life. The historical past shows that it will be extremely difficult to effectively conduct it only by administrative or directive means. In this context, it is important to research and analyze the experience of the Ukrainian studies courses in the 1920s, which were created by employees of the Ukrainian SSR NCO in 1924-1925. They operated under state, administrative, trade union organizations and were often headed by authoritative educators among the local population, who began their active activities during the Ukrainian National Democratic Revolution of 1917-1921. This article highlights the activities of Ukrainian studies courses, which were created in all provinces and districts of the Ukrainian SSR in 1923 for a more effective and in-depth implementation of the policy of "Ukrainization". The role and significance of Ukrainian studies courses for the national consolidation and self-identification of Ukrainians in Western Podillia and Southeastern Volhynia are highlighted. To achieve this goal, the following issues should be addressed: 1) to determine the main tasks of Ukrainian studies courses and analyze their programs; 2) to highlight the activities of the most famous lecturers of the courses; 3) to show the attitude of employees of the local state, administrative, and Soviet apparatus to the activities of Ukrainian studies courses.Territorially, the work covers the territory of the modern Khmelnytskyi region. The chronological framework of the work is 1923-1930. As is known, in 1930, an administrative-territorial reform was carried out in the Ukrainian SSR, which eliminated districts.After this step of the authorities, the Ukrainian studies courses either disbanded or ceased their activities.When writing the work, both published scientific and local history works were used, as well as documents of the State Archive of the Khmelnytskyi region, little-known to the general public, and materials from the periodical press of that time.

MASTERING READING STRATEGIES FOR INTERNATIONAL EXAM PREPARATION

I. I. Humeniuk — Fri, 28 Nov 2025 00:00:00 +0200

In today’s globalized and highly interconnected world, international English language examinations such as IELTS, TOEFL, and FCE function as widely recognized and standardized tools for assessing foreign language competence. These examinations are not merely a measure of linguistic knowledge; they serve as crucial milestones for pursuing higher education opportunities, gaining professional employment, and facilitating international mobility. Among the various components of these tests, the Reading section plays a pivotal role, as it evaluates more than the candidate’s ability to understand texts on a literal level. It also examines their capacity for analytical information processing, critical interpretation of complex arguments, identifi cation of logical connections within a text, and the application of higher-order critical thinking skills in comprehending and evaluating written material.The relevance of this research is underscored by the distinctive characteristics of the reading materials used in these examinations. The texts are often associated with a high cognitive load, diverse genres, and specifi c lexical and grammatical features that refl ect both academic and real-life contexts. For instance, IELTS reading passages combine academic and general topics, TOEFL texts are drawn from university-level textbooks and academic discourse, while FCE passages are adapted from newspapers, magazines, and literary sources. As such, mastering academic reading strategies–including skimming, scanning, paraphrasing, and inference-making–is not only a necessary prerequisite for successfully passing these examinations but also a critical factor in developing transferable information-processing skills that are applicable to future academic, professional, and real-world problem- solving tasks.The primary aim of this article is to substantiate the signifi cant role of the Reading section in international English language examinations, specifi cally IELTS, TOEFL, and FCE, and to analyze the strategies and techniques that contribute to improving candidate performance in this domain. By examining the structural features, lexical complexity, and cognitive demands of reading tasks, this study highlights the ways in which targeted strategy instruction can enhance reading comprehension, foster independent learning, and support the development of higher-level analytical and evaluative skills. Ultimately, understanding the Reading component in a comprehensive and strategic manner equips candidates not only to excel in examination settings but also to navigate academic texts, professional documents, and diverse written materials in English-speaking environments with greater confi dence and profi ciency.

CASE METHOD IN TEACHING ENGLISH FOR PROFESSIONAL PURPOSES: DEVELOPING CRITICAL THINKING AND PROFESSIONAL COMMUNICATION OF AGRONOMY STUDENTS

O. V. Chaikovska — Fri, 28 Nov 2025 00:00:00 +0200

The article explores the use of the case method in teaching English for Specific Purposes (ESP) to 3rd-year agronomy students, with a focus on developing critical thinking, teamwork, and professional communication. In the context of globalisation and integration of Ukraine into the international scientific and educational space, English proficiency is essential for future agronomists, enabling access to global knowledge, participation in professional discussions, and effective problem-solving in professional settings.The study implements professionally oriented case scenarios based on real agronomic challenges, including pest infestation in wheat fields, fertiliser shortages, and environmental issues such as water pollution. Students worked in pairs or small groups to analyse problems, evaluate alternative solutions, justify their decisions in English, and present recommendations. The cases combined language practice with practical professional competence, emphasising argumentation, analytical reasoning, and decision-making skills.Teaching activities were structured in stages: preparation, introduction, group work, presentation, and reflection. Observations and student feedback demonstrated high engagement, motivation, and improvement in critical thinking, collaboration, and professional language skills. Students highlighted the relevance of tasks to real-life agricultural situations and the value of discussion, role-play, and debate in understanding the complexity of agronomic decision-making.The article provides recommendations for implementing case-based ESP learning, including adapting cases to local agricultural contexts, integrating active learning methods, applying portfolio-based assessment, and developing interdisciplinary scenarios combining agronomy, ecology, and economics. The study concludes that the case method is an effective pedagogical tool for enhancing professional competence and critical thinking in agronomy students, while fostering motivation and practical language use in English.

DISTANCE LEARNING OF FOREIGN LANGUAGES: FROM THE EXPERIENCE OF TEACHING PHONETICS FOR THE STUDENTS MAJORING IN PHILOLOGY AND TRANSLATION STUDIES

N. I. Chepelyuk, I. V. Liashenko — Fri, 28 Nov 2025 00:00:00 +0200

The article explores the methodological challenges and pedagogical strategies of distance learning and teaching phonetics to students majoring in Philology and Translation Studies, with a particular focus on two influential pronunciation standards of the English language: Standard American English (SAE) and Received Pronunciation (RP). The study emphasizes that phonetic competence is a key component of professional training for future philologists and translators, as it directly affects their ability to communicate effectively, to provide accurate interpretation, and to ensure high-quality translation in academic and professional contexts. The article examines a range of online teaching techniques such as transcription platforms for practicing the International Phonetic Alphabet, acoustic visualization software that makes speech patterns visible, interactive methods like shadowing and peer correction, as well as the integration of authentic audiovisual materials. Statistical data and pilot study results are presented to demonstrate the efficiency of multimodal approaches, which enabled students to improve their perception and production of SAE–RP phonetic contrasts by more than a quarter compared to traditional methods. The research concludes that despite limitations related to reduced teacher control in distance learning, carefully selected technological tools and task designs can compensate for these drawbacks. The article also outlines prospects for future research, including the development of AI-based pronunciation feedback, the exploration of cross-linguistic interference with students’ native languages and another foreign language. In this way, the study contributes to the ongoing modernization of distance learning methodologies in foreign language education and underlines their significance in the global academic context.

SPECIFIC GRAMMATICAL FEATURES OF EU REGULATIONS AND RECOMMENDATIONS AND THEIR TRANSLATION INTO UKRAINIAN

Yu. V. Baklazhenko, O. V. Khudyna — Fri, 28 Nov 2025 00:00:00 +0200

The article focuses on modern approaches to studying the grammatical features of European Union legal documents and their translation into Ukrainian. The concept of professional legal language is outlined, its characteristic features and role in the field of jurisprudence are defined. Five main types of legal texts are identified, with particular attention focused on official legal documents that play a key role in shaping the legal discourse of the European Union. The research material consists of regulations and recommendations of the acquis communautaire, which perform various functions in the EU legal system and reflect varying degrees of legal binding force. The main grammatical means that ensure the accuracy, logic, and formality of legal texts are identified. The analysis revealed the specifics of the use of modal verbs, which have a normative character; the passive voice of verbs, which gives acts an impersonal character; as well as infinitive and gerund forms, which contribute to conciseness and generalization of content. Considerable attention is paid to nominalizations that enhance the abstract nature of the presentation, and to conditional constructions. The syntactic features of complex sentences that ensure the logical sequence and structural clarity of the text are considered. A comparison of regulations and recommendations has made it possible to identify differences in the use of grammatical means. The results can be used in teaching language and translation disciplines, in particular in the training of specialists in the field of legal translation. A promising direction for further research is an in-depth analysis of various types of acquis communautaire documents to identify common and distinctive features, as well as the study of the linguistic and stylistic characteristics of legal texts within the framework of a comparison of English and Ukrainian, as well as other official languages of the European Union.

FORMATION OF EDUCATIONAL PROBLEM SITUATIONS IN THE PROFESSIONAL TRAINING OF CHEFS TO WORK IN EXTREME CONDITIONS

L. О. Bachieva — Fri, 28 Nov 2025 00:00:00 +0200

The article highlights the methodological foundations of forming educational problem situations in the vocational training of cooks for work under extreme conditions. The relevance of the study is determined by the need to ensure the readiness of future specialists to perform tasks in environments characterized by increased risks, limited resources, and lack of time, typical of warfare, natural and man-made disasters, and humanitarian crises. The object of the study is the vocational training of cooks, and the subject is the methodological principles of creating educational problem situations that reproduce real professional challenges.The aim of the article is to substantiate methodological requirements and an algorithm for forming educational problem situations that stimulate the development of professional competencies of students. Three groups of requirements are distinguished: content-related (compliance with real professional difficulties of cooks, focus on one structural element of activity), structural (presence of the known, the unknown, and the condition of contradiction, definition of goals and result criteria), and organizational-methodological (sequence of actions, cognitive-psychological and activity dimensions, level of teacher involvement).An algorithm for constructing an educational problem situation is proposed, covering five stages: identifying the problem, defining the classification feature, formulating through a didactic technique (surprise, conflict, inconsistency, etc.), specifying the goal and result criteria, and checking for the presence of necessary elements. Using the example of the problem «unstable number of consumers», the possibility of various educational options depending on the didactic emphasis is demonstrated.The scientific novelty lies in clarifying methodological requirements and proposing an algorithm for forming educational problem situations in the training of cooks for work under extreme conditions. Prospects for further research involve the development of a typology of such situations and the creation of models for their practical application.

DEVELOPMENT OF SELF-MOTIVATION OF STUDENTS IN WAR CONDITIONS

K. V. Horash, O. V. Sotnichenko — Fri, 28 Nov 2025 00:00:00 +0200

The article highlights the results of a theoretical study of the features of self-motivation of student youth in wartime conditions and experimental verification of the effectiveness of the training, the purpose of which is to form self-motivation in learning and personal development of higher education applicants; development of skills in applying self-motivation and self-regulation techniques in extreme conditions. Based on a theoretical study of the problem of motivation and self-motivation of student youth, the authors substantiate the importance of the motivation system in higher education institutions and the need to develop and implement individual and group measures in the educational process that would contribute to the development of self-motivation and self-regulation of higher education applicants; in particular, the author's development of the training "3D: SEE, THINK, ACT: self-motivation in wartime conditions" is presented; the key principles and approaches on which the methodology of the event is based are described. The effectiveness of the training content and the feasibility of its implementation in the educational process were confirmed by the results of experimental testing, in which the experimental and control groups of higher education students took part, each group involved 22 participants, the total number of which was 44 people aged 20–22, male and female. The involvement of higher education students in the experimental testing was carried out on a voluntary basis and provided that they complied with the rules and conditions of participation in the training: completing survey procedures, recording the results of the impact of self-motivation and self-regulation techniques, etc. The survey made it possible to identify the dominant internal (personal) and external motives for both each training participant and groups of participants of different genders, to identify problems in learning and student life, and to work through them during the training using self-motivation and self-regulation techniques.

MODERN STRATEGIES AND CONDITIONS THAT INFLUENCE THE FORMATION OF PROFESSIONAL COMPETENCE OF AGRICULTURAL ENGINEERS IN THE PROCESS OF STUDYING SAFETY DISCIPLINES

L. Yu. Zbaravska, M. P. Suprovych — Fri, 28 Nov 2025 00:00:00 +0200

The article considers modern strategies and main factors that determine the formation of professional competence of agricultural engineers in the field of life safety. In the conditions of rapid technological evolution, digitalization of agricultural production and increasing requirements for the safe use of agricultural machinery, the training of specialists requires a systematic, multi-level approach. It involves the integration of fundamental knowledge, practice-oriented training, digital tools and innovative educational methods aimed at the formation of competencies that are critical for work in the field of safety.Particular attention is paid to interactive and problem-oriented teaching methods (case methods, discussions, heuristic questions, paraphrases, "semantic echo", "mirror", etc.). Their application in the educational process in the discipline "Occupational Health and Safety" allows you to significantly deepen the assimilation of theoretical material. Such approaches contribute not only to the transfer of knowledge, but also to the development of analytical thinking, the ability to anticipate risks, make decisions in atypical conditions and effectively cooperate in a team – which is an integral part of the professional training of agricultural engineers.It has been established that the effectiveness of training depends on a number of factors: the conscious motivation of students, which is based on an understanding of the importance of safety in future activities; the availability of modern educational resources; a high level of professional competence of teachers, who are able to implement innovative pedagogical technologies and share practical experience; as well as close cooperation with employers and industry organizations, which provides the opportunity for students to carry out real projects and undergo industrial practices.The study analysed the effectiveness of the application of modern educational approaches. It was found that the use of active learning methods in combination with digital technologies increases the level of knowledge acquisition by 35–40%, increases learning motivation by 50%, and improves practical skills in forecasting and preventing risks by 30–45% compared to traditional forms of learning.The conclusion is made about the need to develop a flexible educational system capable of ensuring the formation of sustainable professional competencies of agricultural engineers in the field of life safety. Such a system should take into account modern challenges, labour market demands, and provide training for specialists who are able to analyse risks, make informed decisions, and implement innovative solutions in agricultural engineering.

THEORETICAL AND PRACTICAL ASPECTS OF TEACHING THE ACADEMIC DISCIPLINE “MODERN HISTORY OF EUROPEAN AND AMERICAN COUNTRIES” FOR BACHELOR'S DEGREE STUDENTS OF SPECIALITY “HISTORY AND ARCHEOLOGY”

Yu. Yu. Illiashenko — Fri, 28 Nov 2025 00:00:00 +0200

The article highlights specific aspects of the teaching methodology for the academic discipline “Modern History of European and American Countries”, which is based on integrating theoretical knowledge, practical activities, and active independent work of higher education students. Emphasis is placed on the importance of a comprehensive approach to students' mastery of the subject, which is mandatory for study within the framework of Bachelor's training in the specialty “History and Archeology”. The author's own methodology is presented, which involves combining diverse teaching methods during both in-class sessions and in the organization of students' independent work, an approach that has been tested at Cherkasy State Technological University.The necessity of activating the educational process by establishing a dialogue between the instructor and students during lectures and seminars is stressed. Discussions on problematic issues are recognized as the optimal approach for dialogue, during which students acquire skills in arguing their own opinions and searching for scientific facts to support them. The significance of seminar classes is underlined, preparation for which requires systematic searching and summarizing of materials, thus contributing to the development of students' research qualities. The importance of independent work is established as one of the key factors for deepening knowledge and acquiring professional competencies in information systematization, structuring, forming a personal reasoned position, and individual research activity. A range of exercises designed for independent completion is described, including creating or filling out tables, constructing logical schemes, writing essays, working with outline maps, compiling dictionaries, studying historical sources, and preparing presentations and term papers. Specific examples of assignments within the topic “The International Situation after World War I” are provided.

PRACTICE-ORIENTED APPROACH TO THE FORMATION OF TRANSLATION COMPETENCE: EVALUATING THE QUALITY OF MACHINE TRANSLATION

O. O. Karpina, I. M. Kalynovska — Fri, 28 Nov 2025 00:00:00 +0200

The article is devoted to the analysis of a practice-oriented approach to the formation of translation competence in the training of first (bachelor’s) level higher education students majoring in Philology. The relevance of the study is determined by the need to overcome the discrepancy between the growing demands of the labour market for machine translation techniques and approaches, and professional training of linguists and translators.The study emphasizes the importance of using a practice-oriented approach to the formation of translation competence through a system of machine translation quality assessment, which is an effective tool for training competitive specialists in the field of translation.The training practice in machine and automated translation, organised on an experimental basis, provides an organic combination of theoretical knowledge, technical skills and practical experience that meets the requirements of the modern labour market. Assessing the quality of machine translation using HTER metrics goes beyond simple technical skills and becomes a tool for developing comprehensive translation competence. Working with metrics develops linguistic, discursive and cognitive competence, as well as critical thinking, analytical skills and the ability to objectively evaluate translation decisions. Working with texts from various fields allows students to form an empirically grounded understanding of the capabilities and limitations of machine translation systems, develop the ability to anticipate problems and make informed decisions about the choice of translation strategies.A practice-oriented approach to developing translation competence through the evaluation of machine translation quality is in line with current trends in translation education, which emphasise the need for practical training in real-life conditions, collaboration and reflection. This approach contributes to the training of specialists who are able to adapt to rapid changes, critically evaluate new tools and make informed decisions.

COMPARATIVE ANALYSIS OF THE ANGLES OF THE HIP JOINT BIOLINKS IN THE COMPETITIVE CLEAN AND JERK EXERCISE IN FEMALE WEIGHTLIFTERS OF DIFFERENT LEVELS OF FITNESS

O. B. Piven, А. А. Orlov, L. V. Kanunova, V. Yu. Dzhym — Fri, 28 Nov 2025 00:00:00 +0200

The effectiveness of the female jerk critically depends on the angular kinematics of the hip joint (verticality of the bar acceleration, stability of fixation, safety). Due to the fragmentary data on the female jerk, a systematic analysis of the angles and time characteristics of the hip joint is necessary to optimize the technique and training process. The purpose of the study was to determine changes in the angles of the hip joint during the performance of the competitive exercise “classical jerk” in weightlifters depending on the level of fitness in conditions of many years of training. The sample included 64 female athletes of the first group of weight categories (up to 53 kg), who during four stages (12, 14, 17, 20 years) underwent the educational and training process in the Sports and Youth Schools of Kharkiv and Romny. Biomechanical analysis was carried out by video recording with frame-by-frame processing in Dartfish; The angle φ (degrees) relative to the horizontal was estimated in ten phases of the push with a load of 80% of the maximum lifted weight.Each athlete performed 10 repetitions in the recovery state; statistical processing was performed by parametric methods (normality test and Student's t-test). A pronounced positive dynamic of angular characteristics with the transition from younger to older stages was established in the phases: F1, F2, F3, F4, F5, F6, F7, F8, F9, F10 (p<0,001). The set of changes reflects the optimization of postural balance, "economization" of hip positions in key phases and an increase in the reliability of receiving and fixing the bar. The greatest differences were found between the 12- and 20-year-old groups, between adjacent stages the shifts were moderate or selective. The obtained data confirm the effectiveness of using video analysis in Dartfish for phase control of technique and can be used to individualize the correction of hip joint angles (primarily in F1-F4 and F7-F10) taking into account the stage of training and sports qualification.

THE USE OF PROFESSIONAL ENGLISH TERMINOLOGY IN THE TRAINING OF AGROENGINEERING STUDENTS

A. V. Polishchuk — Fri, 28 Nov 2025 00:00:00 +0200

The article examines methodological and practical aspects of using professional English terminology in the educational process of training students in agroengineering specialties. A review of contemporary theoretical approaches to the study of terminology within English for Specific Purposes (ESP) is provided, with particular attention to the key principles of adapting educational materials to the needs of students in technical disciplines. Special focus is placed on the integration of the CLIL (Content and Language Integrated Learning) approach as a means of simultaneously developing professional knowledge and language competence, as well as on the role of corpus linguistics in forming skills for working with terminological text corpora. The use of digital resources, electronic dictionaries, and online platforms as tools for supporting effective acquisition of foreign professional lexical material is also analyzed.A model of a teaching unit is proposed, featuring a clearly structured list of terms, methodological techniques, and practical tasks, including corpus-based exercises, project-based learning, and micro-tasks aimed at developing terminological competence. The system of student assessment is considered, encompassing terminology testing, portfolio maintenance, and the defense of practical projects in English, which allows for a comprehensive evaluation of professional language proficiency.The article outlines the main challenges faced by instructors and students, including non-standardized terminology, varying levels of English proficiency among students, limited availability of digital and educational resources, and insufficient integration of linguistic and professional components in the educational process. Based on the analysis, practical recommendations are proposed for improving terminology training, enhancing the effectiveness of ESP use, expanding digital learning support, and optimizing methods for developing professional competence in agroengineering education.