Continuing Professional Education: Theory and Practice

USING KINESTHETIC LEARNING STYLES TO IMPROVE EDUCATION QUALITY

2025-10-27T12:10:23+02:00

The article reveals the possibilities of using the kinesthetic learning style as one of the most effective among active styles of mastering new information. Accordingly, the goal is to justify the need for teachers to use the kinesthetic style in general secondary education institutions to improve the quality of education and the successful realization of the teacher as a professional. A set of scientific methods was used to explore the topic: theoretical methods – analysis and comparison to study the state of the problem under investigation, clarification of the essence of basic concepts, and determination of the structure of the readiness of teachers in general and secondary education institutions to apply the kinesthetic teaching style in history, and civic education classes; generalization and systematization to substantiate the criteria, indicators, and levels of readiness of history, law, and civic education teachers; synthesis and concretization to substantiate the content and methodological support for training future teachers to apply the kinesthetic teaching style in history and civic education classes; among other things, empirical research methods were also used. This made it possible to conclude that, by using the advantages of kinesthetic learning, teachers can create effective and inclusive learning environments that meet the diverse needs and preferences of their students; the use of modern approaches and teaching styles, in particular the kinesthetic style, by teachers in general secondary education institutions contributes to improving the quality of student education and the successful realization of teachers as professionals.

FORMATIVE ASSESSMENT IN HIGHER EDUCATION

2025-08-20T09:34:16+03:00

The article addresses the pressing issue of the systematic implementation of formative assessment (FA) in Ukrainian higher education institutions in the context of contemporary challenges that require students to develop critical thinking and independent learning skills. The aim of the study is to clarify the state of implementation of formative assessment in higher education institutions and to determine the ways of increasing its effectiveness. To achieve this aim, a set of theoretical and empirical methods was applied, including the analysis of scientific literature as well as the generalization and systematization of data. A pedagogical survey was the key empirical method. A quantitative and comparative analysis of the results revealed significant discrepancies between the declared requirements and the actual practice. The findings confirmed the fragmented application of FA: most students reported little or no experience with systematic self-assessment, peer assessment, or consistent feedback from all lecturers. The authors highlight the positive experience of implementing FA in the teaching of chemistry at Dragomanov Ukrainian State University. The article also emphasizes that the use of digital resources, particularly AI, can enhance FA by automating data analysis and providing personalized feedback. It is argued that AI should serve as a complement rather than a replacement for the lecturer’s creative work, thereby contributing to the development of a high-quality and flexible educational environment. Overall, the study concludes that the integration of FA is a crucial factor in improving the quality of higher education, and further research should focus on designing models for its systematic application in the training of future specialists.

ERRORS AS A RESOURCE IN FOREIGN LANGUAGE LEARNING FOR ADULTS IN THE SYSTEM OF CONTINUING EDUCATION

2025-07-30T14:15:21+03:00

The purpose of this study is twofold: firstly, to thoroughly examine the role of errors in adult foreign language learning within the context of continuing education, and secondly, to identify and substantiate effective pedagogical methods and strategies that aim to cultivate a positive perception of errors and enhance the efficacy of learning. The present study was conducted in the form of a systematic literature review, which allows for an in-depth analysis of relevant scientific works with the aim of summarizing contemporary approaches to studying the phenomenon of learning from errors in teaching foreign languages to adult learners in the context of continuing education. The corpus of the study comprised scientific publications that offered theoretical justifications, practical recommendations, and empirical findings concerning the utilization of errors as a learning resource in the pedagogy of foreign language teaching for adults. A systematic review clearly demonstrates that errors in the pedagogy of foreign language teaching for adult learners in continuing education are not merely unavoidable, but may also contribute to the efficacy of the learning process. Errors serve a dual purpose in the educational process. They function as diagnostic tools to identify problems in a student’s understanding of a subject. Additionally, errors can serve as a catalyst for the development of critical thinking skills, metacognition, and independent learning. The provision of a pedagogically safe environment is a prerequisite for the role of errors in the cultivation of critical thinking, confidence, and an active attitude toward learning. The existence of a “positive error climate”, characterized by an accommodating and supportive teaching approach toward errors, is identified as a pivotal element in facilitating effective error management. A critical component of effective teaching strategies is their adaptation to the level of training, motivational attitudes, and emotional state of learners. The efficacy of feedback, whether explicit or implicit, is contingent upon its ability to accommodate individual needs and learning styles. The review further emphasizes the critical role of emotions in the processing of errors. Emotions such as anxiety, shame, pride, or curiosity have the capacity to both enhance learning motivation and impede cognitive activity. Consequently, the integration of elements of emotional competence and the formation of self-regulation strategies is particularly salient for adult audiences. The implementation of effective techniques aimed at enhancing error awareness encompasses a variety of approaches, including but not limited to the maintenance of linguistic diaries, collaborative efforts, comparison with established standards, self-diagnosis, and the provision of feedback. These strategies are designed to address language deficiencies while fostering a more profound comprehension of linguistic structures.

USING VISUAL THINKING STRATEGIES FOR DEVELOPING STUDENTS’ CRITICAL THINKING IN ENGLISH LANGUAGE CLASSES

2025-03-24T21:57:24+02:00

Critical thinking is rightly referred to as a skill of the 21^st century. Significant attention is given to the development of this skill in English language classes at the higher education level. However, the scientific literature predominantly highlights the theoretical aspects of developing students’ critical thinking, and there is a lack of scholarly works that describe technologies, methods, and contain descriptions of best practices or analyses of personal experiences. Consequently, higher education faculty members are in need of methodological advice and practical examples to enrich their pedagogical toolkit. In light of this, the aim of the article is to illuminate the methodological aspects and practical recommendations of using various exercises in English language classes at the higher education level to enhance students’ critical thinking skills. The research methods include a review and systematization of the scientific literature on the specified problem, analysis and synthesis of the obtained results, definitional analysis of key terms in the study, descriptive methodological analysis of exercises for developing critical thinking, as well as a forecasting method. The article reflects the essence of visual thinking as an effective tool for developing critical thinking skills. Using the example of teaching English in higher education, it describes some techniques of visual thinking and the methodology for their application, specifically the “Visible Thinking Routines” (VTR) or visual-thinking strategies, developed by researchers at the Harvard Graduate School of Education, and the methodology for their application. It is emphasized that these strategies are a set of questions or a short sequence of steps that structure and support students’ thinking, making it “visible” to the instructors. The results yielded by the use of visual thinking routine strategies for developing students’ critical thinking in the process of learning English are highlighted. In addition, the prospects for further research are outlined, which the authors see in the experimental verification of the effectiveness of applying visual thinking strategies according to various criteria.

TEACHING ENGLISH INTONATION: CHALLENGES AND EFFECTIVE PRACTICES

2025-07-07T15:30:13+03:00

This study explores how first-year Ukrainian university students approach English intonation, what they find difficult, what they understand, and which types of classroom practice seem most helpful. The research was conducted as part of an introductory phonetics course and used a mixed-method questionnaire completed by 42 students of English Philology and Translation. While most participants recognise that intonation plays a key role in communication, helping to show emotion, signal meaning, and shape spoken interaction, they often struggle to use it naturally. The responses point to a strong preference for interactive practice: listening and repeating after native speakers, rehearsing short dialogues, and getting immediate feedback from the teacher. Several students also mentioned recording themselves, tracking pitch with arrows, or using apps to visualise intonation. These responses suggest that learners benefit from a mix of listening, imitation, visual support, and self-monitoring. Despite having a theoretical understanding of intonation categories, many still find it difficult to apply this knowledge in real time. Students describe problems with pitch direction, sentence stress, rhythm, and pausing. Their unedited comments show how first-language influence, limited exposure to natural English speech, and the pressure to monitor pronunciation while speaking can all make intonation feel awkward or artificial. Rather than repeating patterns mechanically, learners appear to need space for trial, repetition, and reflection. These findings are consistent with earlier research on intonation learning and suggest that what helps most is regular, low-pressure practice tied to real communication rather than isolated drills. For EFL contexts where natural input is limited, these learner reflections offer useful insights into how intonation instruction can be made more effective.

INNOVATIVE MODELS OF TEACHER PREPARATION: INTERNATIONAL EXPERIENCE FOR UKRAINIAN NATIONAL EDUCATION

2025-10-27T13:00:24+02:00

The article addresses the problem of modernizing the system of teacher education in Ukraine through the lens of international experience. In the 21st century, the teacher emerges as an agent of educational transformation, an innovation leader, and a driver of social change. In the context of war, numerous challenges, and digital restructuring of the learning environment, the development of a comprehensive model of teacher education becomes particularly relevant. Such a model should combine institutional resilience, practice-oriented approaches, emotional stability, and digital competence. The aim of the study is to analyze international models of teacher preparation, to classify them according to organizational and managerial, content-technological, and information-technological approaches, and to identify the potential for their adaptation in the Ukrainian educational context. The methodological framework is based on an interdisciplinary approach that integrates pedagogical, managerial, and sociological perspectives. The article presents a review and critical analysis of models such as continuous professional development programs, teacher-leader model, pyramid model of emotional growth, value-added model (VAM), teacher residency, collaborative inquiry-based model, pedagogical content knowing (PCKg), as well as innovative digital frameworks, including the Microsoft Education Transformation Framework. Their relevance to the objectives of the «New Ukrainian School» reform, the challenges of wartime, and the priorities of post-war recovery is demonstrated. The findings allow to define strategic directions for the transformation of teacher education in Ukraine and to identify tools for ensuring the quality, flexibility, and resilience of teacher preparation in contemporary conditions.

COMPARISON OF CONCEPTUAL PRINCIPLES OF PRESCHOOL EDUCATION IN UKRAINE AND GERMANY IN THE CONTEXT OF EUROPEAN INTEGRATION PROCESSES

2025-10-27T11:47:57+02:00

The article focuses on comparing the conceptual foundations of early childhood education in Ukraine and the Federal Republic of Germany within the context of European integration. The author conducts a comparison based on four key criteria: regulatory-legal, organizational-institutional, content-procedural, and inclusive-developmental. The article examines the specificities of regulatory-legal frameworks for early childhood education in both countries, the organization of early childhood education institution networks and forms of learning, content and procedural aspects of the educational process, as well as issues of ensuring inclusion and development of early childhood education systems. Similar developmental trends have been identified, particularly orientation towards child-centeredness, inclusivity, variability of educational programmes, and integration of digital technologies. Distinctive features have been established, which are determined by national characteristics, historical development, and administrative-territorial structure of the countries. The German system is characterized by decentralized management, diversity of early childhood institution forms (forest, religious, home-type), and practical orientation of the educational process. The Ukrainian system demonstrates remarkable progress in modernization aligned with European standards, including a successful shift from custodial care models to contemporary educational frameworks, dynamic expansion of institutional networks, and effective implementation of inclusive practices despite wartime challenges. Prospective directions for implementing German experience in the Ukrainian early childhood education system have been identified, taking into account national characteristics and contemporary challenges.

LEGAL EDUCATION IN EUROPEAN UNIVERSITIES: COMPARATIVE ANALYSIS OF BACHELOR’S EDUCATIONAL PROGRAMS

2025-10-25T23:27:26+03:00

The article undertakes a comparative analysis of undergraduate law programs in European universities with the purpose of identifying and synthesizing key trends in the preparation of bachelor’s degree holders in law. The selection of universities for the study was guided by their positions in the 2024 Shanghai Academic Ranking of World Universities in the subject area “Law”. It is noteworthy that the top ten European institutions in this ranking are represented by universities from the United Kingdom, the Netherlands, and Denmark. To achieve the research objective, law curricula published on the official websites of the University of Cambridge, University of Oxford, University College London, Utrecht University, University of Amsterdam, and University of Copenhagen were examined. The analysis focused on the following dimensions: program structure and content; admission requirements; teaching and learning methods; and assessment and examination practices. Within each of these categories, either national characteristics or institution-specific features were identified. The comparative analysis of law programs at leading European universities has made it possible to outline several overarching trends in the training of undergraduate law students: an interdisciplinary orientation, the internationalization of legal education, rigorous admission standards, a practice-oriented approach to teaching and learning, an emphasis on independent student work, and the opportunity to pursue an additional legal specialization or elective subjects to strengthen academic preparation. The findings highlight that the reform of higher legal education in Ukraine requires a careful study of European practices with a view to implementing their most effective elements.

DEVELOPMENT OF THE LIST OF MAJOR DRAWBACKS AS AN ELEMENT OF STUDY PROGRAMME EVALUATION IN LINE WITH THE ESG 2015 STANDARDS

2025-10-27T12:27:13+02:00

The article explores the initial stage in forming a model for establishing the correspondence of study programme evaluation criteria to the key parameters of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG 2015) and Ukrainian legislation – namely, the development of the List of Major Drawbacks as an element of study programme evaluation. The period of formation of a new paradigm in the national higher education quality assurance system, together with the evidence accumulated as a result of analysing the functioning of the external quality assurance system of higher education, has highlighted the need for a clearly structured, unambiguous, and standardised list of drawback formulations that are comprehensible to all participants in the accreditation process. In particular, it was deemed necessary to identify typical manifestations of drawbacks for each criterion, to develop detailed clarifications on describing levels of compliance with the criteria and providing appropriate justifications, and to prepare methodological recommendations ensuring the proper substantiation of identified drawbacks in expert panel reports and sectoral expert council conclusions. The purpose of this article is therefore to examine the development of the List of Major Drawbacks as an element of study programme evaluation in line with ESG 2015 standards. It has been established that the List of Major Drawbacks enables participants in both external and internal quality assurance processes to identify areas for further improvement. The List is not designed to function as a checklist for detecting drawbacks but serves as a tool for precise formulation of expert conclusions. An expert first conducts a comprehensive analysis of the programme’s compliance with established requirements, identifying the essence of the problem, its causes, and potential consequences. Only after confirming the fact of non-compliance does the expert select the appropriate formulation from the List for recording. Furthermore, the article highlights the potential application of the List in internal evaluations of study programmes and in assessing the effectiveness of institutional quality assurance systems, presenting it as a clearly structured tool with a proven and tested methodology.

MODERN APPROACHES TO DESIGNING A SAFE ENVIRONMENT IN GENERAL SECONDARY EDUCATIONAL INSTITUTIONS

2025-10-27T12:36:43+02:00

The article considers the problem of designing a safe educational environment in the context of modern challenges caused by social transformations, the COVID-19 pandemic, war, as well as the rapid development of digitalization, which, despite its numerous advantages, creates new challenges in the field of educational security. The purpose of the study is to substantiate and analyze technological, social, inclusive, and organizational and managerial approaches to designing a safe educational environment in the context of modern challenges. The methodological basis is a set of approaches (systemic, synergistic, axiological), which provides a systematic understanding of the problem of a safe educational environment. A review of the latest scientific publications covering the problems of security in education in the context of digitalization, social transformations, pandemics, and military threats is carried out. The article identifies and characterizes four key approaches to designing a safe environment. The technological approach involves the use of digital tools: video surveillance systems, smart locks, online psychological assistance platforms and mobile applications for teaching safe behavior. The social approach includes the development of mediation programs, the formation of emotional intelligence skills and a culture of non-violent communication. The inclusive approach is aimed at creating a barrier-free environment and adapting educational programs for children with special needs. The organizational and managerial approach includes the implementation of zero-tolerance policies for violence, the creation of school safety teams, and the training of personnel for actions in crisis situations. It is summarized that ensuring a safe educational environment requires the systematic implementation of innovations aimed at increasing the resilience of education to modern threats. Based on the analysis of modern practices, it was established that the comprehensive implementation of modern approaches contributes to strengthening safety in education.

STANDARDIZATION AS A TOOL FOR ENSURING THE QUALITY OF HIGHER PEDAGOGICAL EDUCATION

2025-10-25T23:18:39+03:00

The article considers standardization as a key tool for ensuring the quality of higher pedagogical education in the context of the transformation of the modern educational space. The aim of the study is to theoretically substantiate the potential of standardization based on an analysis of the regulatory framework and educational programs in the field of primary education. The essence of the concept of «standardization» in the context of higher pedagogical education is defined, and its role in ensuring the quality of professional training for future primary school teachers is revealed. Within the framework of the study, a comparative analysis of educational and professional programs in the specialty «Primary Education» implemented in Ukrainian higher education institutions was carried out to assess their compliance with the current standard of higher education. The results of the analysis showed the overall structural uniformity of the programs, while identifying content variability, which is manifested in the formulation of special (professional) competencies, the specifics of educational components, and approaches to the design of program learning outcomes. It was established that such variability is due to the integration of state regulatory requirements with author’s conceptual approaches that reflect institutional development strategies, regional context, and stakeholder demands. It is justified that standardization in the field of training primary education specialists performs not only a regulatory but also a strategic function, ensuring the unity of educational goals and results, while preserving academic autonomy, content flexibility, and the ability of educational programs to adapt in conditions of dynamic change. A conclusion has been formulated about the formation of an educational environment in Ukraine which, while maintaining its focus on standardized requirements, is distinguished by its content variability and ability to respond quickly to stakeholder requests and current vectors of transformation in the modern educational space.

CONTINUING EDUCATION IN THE ERA OF ARTIFICIAL INTELLIGENCE: PRACTICE OF USING MICROSOFT COPILOT CHAT IN PROFESSIONAL TRAINING OF EDUCATORS

2025-10-27T12:00:20+02:00

The article deals with the analysis of approaches and strategies for training teachers to use artificial intelligence (AI) in their professional activities and determining teachers’ opinions on the potential of Microsoft Copilot Chat to assist in pedagogical work, in particular in performing certain professional tasks (creating speeches, developing lecture plans, generating ideas for assessment, selecting illustrations, etc.). To achieve this goal, the study used the theoretical analysis of current research and experience in improving the professional training of teachers in AI use, as well as an empirical survey method. Theoretical analysis was used to identify the approaches and strategies proposed by researchers for the professional training of teachers in the field of AI. The use of the empirical method made it possible to find out the opinions of teachers regarding the possibilities of using Microsoft Copilot Chat in their professional activities. It was found that researchers propose the following approaches to improving teachers’ qualifications in AI: hybrid-flexible, cyclical, mixed theoretical-practical, and step-by-step approaches. The following strategies for effective training of teachers in AI technologies were identified: case-oriented professional development programs; role-playing games on the integration of AI tools; scenario-based activities; seminars; discussions; practical design work and interactive classes; activities to develop critical thinking; virtual modeling; organization of groups for collaborative work; engagement through team design activities; AI-assisted learning, AI learning, and AI preparation; combination of personalized learning trajectories, intelligent learning tools, virtual/augmented reality learning environments, and educational data analysis; training and consulting on the integration of AI technologies into the educational process.

CLASSIFICATION OF DIGITAL TOOLS TO SUPPORT THE EDUCATIONAL PROCESS IN HIGHER EDUCATION

2025-10-25T23:33:18+03:00

The article considers the problem of classification of digital educational resources. As part of the study of the problem of classifying digital educational tools for use in the educational process, a comprehensive methodology was applied that combines theoretical and empirical methods, in particular theoretical (analysis, generalization and systematic approach (systematization)) – for the study of regulatory legal acts, scientific literature, research in the field of education and digital technologies; formulation of conclusions based on the developed theoretical and practical material structuring the knowledge gained regarding digital educational resources; content analysis - for the study of the content of current educational programs, vacancies, analytical reports, digital strategies of higher education institutions and international practices; modeling - development of a logical classification of the use of digital educational tools in educational activities, taking into account ethical, educational and professional requirements. This approach provided a deep and diverse study of the problem under study. The developed classification effectively systematizes various digital educational resources and emphasizes their functional purpose. This approach has several key advantages. First of all, the classification allows scientific and pedagogical workers and higher education students to better understand which tools to use to achieve specific educational goals, which contributes to a more effective organization of the educational process. A clear understanding of the functionality of various digital tools is key to accelerating the digital transformation of the education system. This allows you to saturate the learning process with a variety of information and make it more modern and dynamic. The use of tools from all six groups allows you to create a holistic, interactive and multifaceted educational environment that promotes deeper assimilation of the material, the formation of various competencies and objective assessment of knowledge. At the same time, the classification helps scientific and pedagogical workers to monitor, diagnose and evaluate the intellectual capabilities of higher education students, apply a differentiated approach, which is important for manageability and increasing the effectiveness of learning.

EFFECTIVENESS OF COGNITIVE BEHAVIOR THERAPY IN TREATING STUDENTS' ADDICTIONS: APPLICATION IN UKRAINE DURING WARTIME

2025-07-21T03:37:49+03:00

Substance use disorders (SUDs) remain a pressing global public health challenge, with students constituting a particularly vulnerable group due to academic stress, social influence, and limited access to mental health services. In Ukraine, these challenges have been magnified by the ongoing war, which has disrupted healthcare infrastructure, displaced populations, and heightened psychological distress. This narrative review synthesizes current evidence on the effectiveness of cognitive behavior therapy (CBT) for treating alcohol and other drug use disorders among higher education students, in resource-limited and unstable contexts such as wartime Ukraine. CBT interventions, including motivational enhancement, contingency management, relapse prevention, cognitive restructuring, and skills training, have consistently demonstrated positive outcomes in promoting abstinence, reducing cravings, and improving psychosocial functioning. However, implementation in Ukraine is hindered by barriers such as limited infrastructure, shortages of trained professionals, and persistent stigma surrounding addiction and mental health care. A case example is presented illustrating the application of CBT with a Ukrainian university student struggling with alcohol dependence amid wartime. The case highlights the role of identifying cognitive distortions/irrational beliefs, developing robust coping strategies, and strengthening social support to sustain recovery. The paper concludes with recommendations for culturally adapting and scaling CBT interventions in Ukraine, emphasizing workforce development, the integration of motivational interviewing, digital delivery of therapy, and systemic support to ensure sustainability and accessibility for students affected by war-related stressors. The review concludes with recommendations for culturally adapting and scaling CBT interventions in Ukraine, emphasizing the need for workforce development, integrating motivational interviewing strategies, and providing systemic support for the sustainable implementation of interventions and accessibility for students affected by war-related stressors

“LIVING LIBRARY” AS AN INTERACTIVE EDUCATIONAL METHOD IN A UNIVERSITY UNDER MARTIAL LAW

2025-10-25T23:11:18+03:00

The article is devoted to the presentation of the “Human Library” as an interactive educational method, as well as to the experience of its implementation in the educational process of Borys Grinchenko Kyiv Metropolitan University. It emphasizes that under martial law, ethical and tactful communication with military personnel, often traumatized by combat experience, is crucial for Ukrainian society as a whole, particularly for participants in the educational process in higher education institutions. It is highlighted that the “Human Library” method, designed to overcome differences between people through live interaction and to combat prejudice and stereotypes, can contribute to this goal. The essence of the interactive “Human Library” method is revealed, in which the role of books is performed by living people who share their personal stories. It is stressed that the application of this method in higher education contributes to solving a range of tasks: educational, motivational, formative, communicative, and developmental. The article presents the experience of the Library of Borys Grinchenko Kyiv Metropolitan University, which traditionally organizes “Human Library” events by inviting military personnel to serve as “living books” and engaging participants of the educational process from the Faculty of Journalism and other faculties. Based on the results of these events, students complete practical assignments by preparing media products of a defined genre – such as a profile essay, a photo report, or a video/audio recording of the event – thereby improving their professional skills. The “Human Library” method has significant potential for enhancing the quality of professional education and for developing students’ professional competencies, particularly in the field of Journalism.