Continuing Professional Education: Theory and Practice

DIGITAL TOOLS FOR MONITORING THE QUALITY OF UNIVERSITY EDUCATION

2025-06-25T15:30:04+03:00

The article is devoted to the study of the quality assurance issues in higher education. Based on the analysis of international regulations on quality assurance and methodologies of international and Ukrainian ratings, the authors identify key areas of monitoring and relevant indicators of internal assessment. They affect the quality, and the relationship between them provides a comprehensive assessment of the quality of higher education. The key to ensuring high-quality education at a university is the introduction of internal assessment with key indicators using digital tools, which allows collecting and analyzing data, processing large amounts of data to make informed decisions, supporting effective management, administration, and visualization of performance. Conducting systematic monitoring with the identified indicators allows systematic evaluation of the effectiveness of educational activities, timely identification of areas for improvement, and ensures compliance with European standards of education quality. The article presents the results of the analysis of the key indicators of Borys Grinchenko Kyiv Metropolitan University in the areas of «Reputational support of the educational process», «Reputational attractiveness of educational content», «Teaching reputation», «International reputation», «Academic reputation», which allows not only to assess the current level of the quality of educational services but also to obtain the dynamics of its changes.

CREATING EDUCATIONAL VIDEOS IN THE PROCESS OF STUDENTS’ PROJECT ACTIVITY

2025-05-09T20:15:10+03:00

This article explores the role of digital visualizations in fostering motivation among students of medical (pharmaceutical) higher education institutions to study physical and mathematical disciplines. The main focus is on creating dynamic visualizations that simulate physical and biophysical phenomena and processes occurring within the human body. Based on an analysis of scientific sources, surveys, and observations, it is concluded that the use of dynamic visualizations can become an effective and useful tool for developing the professional competence of future healthcare professionals. The aim of the article is to substantiate methodological foundations for creating explainer videos within student project work in medical and biological physics. Research methods include: theoretical methods – collection and systematization of scientific and methodological literature, analysis, synthesis, and generalization; empirical methods – conversations and surveys in focus groups, student project activities, and assessment of students’ academic achievements. The possibilities of applying dynamic visualizations in group and individual projects of higher medical education students are examined. A new format for student project work is proposed: the creation of explainer videos and motion visualizations that illustrate biophysical phenomena and processes important for the professional development of future doctors. An essential requirement is the use of only scientifically validated materials from peer-reviewed sources. This approach promotes critical thinking, the formation of academic culture, and the ability to analyze information from various sources. It is shown that the use of digital learning tools can significantly enhance awareness and understanding of the physical nature of the main processes occurring within the human organism. Presenting complex processes visually through digital visualization methods simplifies the perception of abstract concepts, engages students’ attention, accelerates the acquisition of knowledge in fundamental natural sciences, and contributes to the development of digital and medical-clinical competencies of future healthcare professionals. Teachers collaborating with students also master new software products and improve their digital literacy. The created collection of digital visualizations can be viewed as an innovative educational resource that meets the needs of modern didactics and the preferences of young people.

HIGHER EDUCATION TEACHER’S DIGITAL VIDEO BRAND FORMATION: TECHNICAL ASPECTS

2025-05-19T10:20:41+03:00

The article examines the technical aspects of a higher education teacher’s digital video brand formation as one of the key tools for effective communication with students in the context of the digital transformation of education and the spread of distance learning. The importance of educational video content for improving the quality of educational interaction, expanding the audience, increasing students’ engagement, and strengthening the professional image of teachers is substantiated. It has been established that educational video content not only performs a didactic function but also plays an important role in shaping the professional image and increasing the recognition of the teacher, expanding the target audience, and ensuring flexibility and personalisation of learning. The author’s definition of the concept of “digital video brand of a higher education institution teacher” is presented. It is a component of the teacher’s personal brand, which is implemented in the educational video content created by the teachers, representing their professional competence, pedagogical individuality and values in the digital environment and contributing to the strengthening of the academic image of both the teacher and the higher education institution. The structural components of the formation of a digital video brand of a higher education institution teacher have been identified: a personality, content, and a platform. The technical aspects of designing educational videos have been analysed: image and sound quality, duration, recording format, recording and editing services, as well as the choice of a platform for publishing content. The obtained results can be used as a basis for further research in the field of personal branding in education, pedagogical video production, digital communication, and media didactics.

DIGITAL TECHNOLOGIES IN CHEMISTRY TEACHER TRAINING: THEORETICAL AND METHODOLOGICAL ANALYSIS

2025-03-28T10:12:53+02:00

The article substantiates the theoretical and methodological foundations for the integration of digital educational technologies into the professional training of future chemistry teachers, focusing on the teaching of inorganic chemistry. The relevance of the study is determined by the need to update the content and methods of teaching chemistry in accordance with current trends in the digitalization of education. Inorganic chemistry, as a fundamental component of professional training, requires the use of tools capable of visualizing complex concepts, modeling chemical processes, and supporting research activities. The study presents a logical and content-based analysis of digital educational resources, their classification by functional characteristics, and the pedagogical conditions necessary for their effective application. Five types of digital tools have been identified: informational and representational, modeling, research and experimental, evaluative and reflective, and project-based constructive. The appropriateness of each group of resources is determined by the content of specific topics and didactic goals. The article outlines conditions for the successful integration of digital technologies in the training process: incorporation into curricula, availability of methodological support, digital competence of lecturers, and access to technological infrastructure. International experience in the integration of digital didactics is discussed as a reference point. The results of the study can be used to develop digital learning scenarios and didactic solutions in the field of inorganic chemistry.

PECULIARITIES OF THE RELATIONSHIP BETWEEN GENERAL AND PROFESSIONAL SELF-EFFICACY IN FIRST-YEAR STUDENTS

2025-06-26T11:56:45+03:00

The article analyzes the relationship between general and professional self-efficacy of 1st year university students. General self-efficacy is considered as a personality trait that affects the choice of goals, the intensity of efforts aimed at achieving them and the effectiveness of activities in general. Professional self-efficacy determines the level of a person's aspirations in educational and professional activities. The study is based on the following hypothesis: general self-efficacy, previously formed in educational or other activities, is the basis for the formation of students' professional self-efficacy at the initial stage of professionalization. The analysis of empirical data showed that indicators of general self-efficacy of first-year students have significant positive correlations with indicators of professional self-efficacy. The assumption that a high level of general self-efficacy, regardless of the sources of its formation, has a positive effect on the development of professional self-efficacy of first-year students was partially confirmed. It has been found that significant correlations between indicators of general self-efficacy and professional self-efficacy are characteristic only of students with academic achievements. The absence of significant correlations between general and professional self-efficacy in students with achievements in the extracurricular sphere indicates that the general self-efficacy of first-year students continues to develop in isolation from their educational and professional activities. The results of the study can be used to develop professional self-efficacy trainings for first-year students. Students with high levels of general self-efficacy need support in performing educational and professional tasks. The development of professional self-efficacy of students with low levels of general self-efficacy will be facilitated by situations of success in educational and professional activities.

DEVELOPMENT OF THE FOREIGN LANGUAGE TEACHER’S PROFESSIONAL COMPETENCE: MODERN CHALLENGES AND CONTINUOUS PROFESSIONAL GROWTH

2025-06-26T11:13:33+03:00

The article deals with professional competence as a key foundation for preparation and ongoing development of foreign language teachers at university. Attention has been drawn to the increasing complexity of teaching responsibilities in the modern era and it is stressed on the necessity for higher education pedagogues to remain open to rapidly developing educational contexts, technological innovations and various students’ expectations. The authors consider the issue of a foreign language teacher’s professional competence, including linguistic proficiency, pedagogical methodology, intercultural sensitivity, psychological awareness and digital literacy, which are essential for providing effective language education. Particular focus is placed on the difficulties educators face when striving to coordinate their professional development with contemporary international educational standards. These challenges include prioritizing of student-centered learning, promotion of communicative language use, advancement of inclusive teaching practices and the necessity of lifelong learning. The article discloses the specific competencies of modern university foreign language teachers, such as the integration of digital instruments in foreign language teaching, encouraging critical and intercultural thinking among students and the teachers’ ability to create flexible and approachable content of their courses. The study highlights various ways to continued professional growth, including participation in international collaboration, initiatives of academic exchange, virtual learning environments and institutional programs of efficiency growth. The article also reaffirms the importance of structured, reflective and continuous professional development in ensuring high quality of foreign language teaching in a global academic landscape. The study contributes to the conversation on improving foreign language teachers’ education and proposes the instruments and ways for building professional competence that are in line with the changing needs of modern university pedagogues and the challenges they face.

PEDAGOGICAL PRINCIPLES OF FORMING ENTREPRENEURIAL COMPETENCE OF FUTURE ECONOMISTS IN THE UNIVERSITY STARTUP ECOSYSTEM

2025-04-10T09:29:27+03:00

The study is devoted to the formation of entrepreneurial competence of future economists in the conditions of a university startup ecosystem. The relevance of the study is due to the need to train economists capable of entrepreneurial activity, independent business management and strategic decision-making in a competitive environment. The purpose of the study is to determine the pedagogical principles of the formation of entrepreneurial competence of future economists in the conditions of a university startup ecosystem. The definition of the concepts of “personal entrepreneurial competence” is formulated, taking into account the specifics of its formation in the conditions of a university startup ecosystem, as well as “pedagogical principles of the formation of entrepreneurial competence of future economists in the conditions of a university startup ecosystem”. The components of the entrepreneurial competence of an economist are identified: cognitive, activity, personal, value-based. The following pedagogical principles of the formation of entrepreneurial competence of future economists in the conditions of a university startup ecosystem are determined: introduction of a startup-oriented approach in the professional training of future economists; the use of active learning methods in the process of professional training of future economists; combining fundamental theoretical training with in-depth practical training; the use of digital technologies and online platforms. It is shown that an important factor in the development of entrepreneurial competence is the creation of a university startup ecosystem, which includes business incubators, acceleration programs, startup competitions and partnerships with venture funds. The use of digital technologies and online platforms ensures the development of entrepreneurial skills through access to business simulations, strategic planning tools, CRM systems, financial platforms and specialized resources for startup management. In conclusion, it is emphasized that the formation of entrepreneurial competence is an important element of training competitive specialists who are able to adapt to a changing market environment and initiate their own business projects. The proposed educational approaches not only contribute to the development of students' professional skills, but also stimulate the creation of an innovation-oriented economy through the active introduction of a startup culture into the higher education system.

ATTITUDES OF EDUCATIONAL PROCESS PARTICIPANTS TOWARDS THE EVALUATION OF TEACHERS' PROFESSIONAL ACTIVITY

2025-06-25T16:06:55+03:00

The article examines the results of a study of the views of high school students and teachers on the component of the formative assessment model based on observations of the teacher's activities, namely, the assessment of the teacher's professional activity by participants in the educational process. This assessment method is extremely important and can be used by the teacher himself for self-improvement based on feedback. The results of the study made it possible to analyze the respondents' answers by the degree of their commonality and differences and to understand the attitude of participants in the educational process to the assessment of pedagogical activity by students. High school students called the achievements and personal development of students and the attitude of students towards the teacher as indicators of the effective professional activity of a teacher. Most students would like to evaluate the work of teachers, but they believe that their assessment will not be important for professional activity and will not affect the effectiveness of teachers' work. The vast majority of teachers are also convinced that the opinion of students is important for their professional activity, but it will not affect their work. That is, both students and teachers consider the assessment of pedagogical activity by students to be important. But they are unanimous in the fact that its results will not affect professional activity. Student assessment of teachers' professional activity in the domestic educational system has not gained widespread use and is fragmentary. This article is a continuation of scientific research into ways to improve the system of evaluating the professional activities of teachers in secondary education institutions.

UNIVERSITY AUTONOMY: DEMOCRACY AGAINST TOTALITARISM

2025-06-25T14:47:09+03:00

The article analyzes the value, functional, and institutional advantages of developing university autonomy in a democratic society compared to comparable opportunities in a totalitarian society. The strengths and weaknesses of democratic and totalitarian governance as an institutional basis for establishing university autonomy are analyzed. The methodology of value functionalism by M. Boichenko and the counterfactual approach to academic values by N. Boichenko were used. The method of presenting the material is built on the classical principle of consistent formulation of the thesis, analysis of arguments that deny it, and the presentation of counterarguments that nevertheless confirm the initial thesis (following the example of the works of Thomas Aquinas). The fundamental value of academic freedom for the establishment of university autonomy and the fundamental error and harmfulness of M. Heidegger’s concept of serving the state and the fate of the nation as the basis for the university are revealed. Thus, the main flaw of the totalitarian method of establishing the “self-affirmation” of the university is revealed. The arguments against considering the commercialization of university education as detrimental to the development of the academic sphere in general and to the institutional functioning of universities in particular are clarified. The danger of the commercialization of universities is considered as a weak side of the democratic arrangement of university autonomy, which, however, can be largely neutralized through proper educational management and academic strategic planning. The command style of collective leadership under totalitarianism is contrasted with collegial decision-making under deliberative democracy. The particularism in the management style of totalitarian regimes is contrasted with the universalism of academic values as the basis for democratic university management.

A PARTICIPATORY APPROACH TO DESIGNING THE DEVELOPMENT OF A GENERAL SECONDARY EDUCATION INSTITUTION

2025-04-24T15:13:43+03:00

It has been found that modern transformation processes in the education system of Ukraine require updating approaches to strategic management of the development of general secondary education institutions. The traditional model of centralized management is increasingly showing its inefficiency in the context of ensuring flexibility, adaptability and innovation of educational institutions. The purpose of the article is a theoretical justification for the implementation of a participatory approach to the development of a general secondary education institution. The article substantiates the feasibility of implementing a participatory approach in educational institutions, which contributes to increasing the effectiveness of strategic planning, developing a democratic culture and forming partnership relations between all participants in the educational process. Based on the analysis of modern scientific sources and empirical practices, participation tools (in particular, SWOT analysis, public discussions, electronic surveys, participatory budgets, facilitation sessions) are systematized, effective models are identified (strategic session, facilitated dialogue, design thinking, educational hackathon), which ensure the involvement of stakeholders in the process of managing the development of an educational institution. The developed algorithm for implementing a participatory approach can serve as a practical guideline for managers and management teams interested in implementing transparent, inclusive and effective management mechanisms. The results of the study show that a participatory approach to designing the development of an educational institution is an effective tool for democratizing management, which ensures the active involvement of stakeholders in all processes of strategic decision-making.

SYSTEMIC APPROACH TO TEACHING BIOPHYSICS TO STUDENTS OF MEDICAL INSTITUTIONS OF HIGHER EDUCATION

2025-05-05T18:00:04+03:00

The theoretical part of the study analyzes the content of the principle of systematicity as a method of scientific research of complex systems, on the one hand, and as a principle of learning in combination with other didactic principles, on the other hand. The article highlights the possibilities of a systematic approach in scientific research and the systematic principle of learning for the implementation of the tasks of the Strategy for the Development of Medical Education in Ukraine in order to form the competencies of future doctors. The methodology of the systemic approach is analyzed using the example of various areas of modern biomedical science and medical and biophysical research. The methodology of using systemic analysis in education is demonstrated using the example of studying scientific and natural disciplines (primarily medical and biological physics) in medical institutions of higher education. In the practical part of the study, an elective course based on a systemic approach to studying of molecular DNA biophysics by students has been developed and implemented. The structural and logical scheme of knowledge of this course «Molecular-biophysical and bioinformatics principles of DNA technologies» is described, in which, based on a systemic approach, fundamental knowledge of molecular biophysics is combined with biomedical knowledge. Taking into account the results of the analysis of the use of the principle of systematization for solving problems in medicine and biological physics, structural-logical knowledge schemes, test tasks, computer programs, and video applications have been developed to support interdisciplinary integration of knowledge in molecular biophysics of DNA, medical genetics, and bioinformatics, as well as for propaedeutics in the formation of the foundations of clinical thinking.

THEORETICAL FOUNDATIONS AND PEDAGOGICAL PRACTICES OF NATIONAL IDENTITY AFFIRMATION IN THE REPUBLIC OF POLAND

2025-06-25T13:57:43+03:00

The article examines theoretical approaches and pedagogical practices for affirming national identity in the Republic of Poland in the context of the country’s membership in the European Union. The socio-political changes that began in the 1980s in Central and Eastern Europe led to identity becoming the subject of numerous discussions and a new challenge for individuals. Factors that initiated and sustained these discussions included the transformations in the countries of the former Soviet socialist bloc, related to systemic change, social transformation, and the emergence of non-governmental and civil society structures promoting a more unified European identity. Today, there are views on identity that differ from traditional perspectives, especially in the context of cultural diversity. Summarizing the positions of Polish scholars, the article concludes that identity is understood as a flexible and open category, dependent on the individual. Attention is drawn to a shift in understanding identity – not as something predetermined by socialization and education for life, but as a life project. These changes have been influenced by the openness of the European Union to new member states, freedom of movement within the EU, migration from third countries and the resulting diversity, as well as globalization processes. Intercultural education technologies are identified as effective pedagogical practices for affirming national identity. The Polish experience in exploring theoretical and pedagogical aspects of national identity affirmation leads to several conclusions: given Ukraine's Eurointegration aspirations, there is a need to intensify research on multidimensional identity formation, particularly its key components—national and European identity; intercultural education technologies should be widely implemented as a pedagogical practice fostering a culture of interaction with representatives of other cultures; the development of borderland pedagogy in Ukraine is advisable, aimed at affirming Ukrainian national identity in border regions through intercultural educational practices; there is an urgent need for interdisciplinary research on Ukraine’s borderlands to ensure national independence and unity. The uncompromising struggle of the Ukrainian nation has demonstrated to the world its desire for independence. The foundation of such unity and consolidation is a high level of self-awareness, civic responsibility, and Ukrainian national identity.

COMMUNICATIVE ADAPTATION OF UKRAINIANS, WHO FLED THE WAR, TO THE LIFE IN THE UK

2025-06-25T14:24:30+03:00

The full-scale war launched by the Russian Federation against Ukraine on February 24, 2022, forced over 8 million Ukrainians to seek refuge abroad. The UK, hosting approximately 217,000 Ukrainian refugees, became one of the main destinations. One of the critical challenges faced by Ukrainian refugees was their communicative adaptation, essential for integration into British society and the labor market. This study explores the communicative adaptation of Ukrainians who fled the war, analyzing factors influencing their language acquisition and confidence in English communication. A survey was conducted among 72 Ukrainian migrants attending language courses at Canterbury Christ Church University (CCCU). The research aimed to examine the correlation between the duration of stay in the UK, participation in language courses, interaction with sponsors, and perceived improvement in English proficiency. Findings indicate that prolonged cohabitation with British sponsors positively influenced language acquisition and ease of communication. While 77.8% of respondents had some level of English proficiency, confidence in speaking English varied. The study also reveals that fluency is the most desired skill among respondents, followed by basic English knowledge and business communication abilities. Importantly, social adaptation and career prospects were the primary motivations for learning English, with professional needs outweighing travel-related motivations. The findings provide practical recommendations for improving ESL (English as a Second Language) programs for Ukrainian refugees in the UK, ensuring more effective integration into British society.