Continuing Professional Education: Theory and Practice

THE BORDERLANDS OF UKRAINE AS AN EDUCATIONAL SPACE FOR CHILDREN AND YOUTH

2026-06-24T12:43:01+03:00

The article highlights the issue of educating children and youth in the borderlands of Ukraine as a specific socio-cultural space shaped by intercultural interaction, cross-border contacts, and contemporary security challenges. Approaches to understanding the phenomenon of borderlands in both domestic and international scholarly discourse are analyzed. A systematic geospatial and statistical analysis of the educational profiles of territorial communities located in Ukraine’s borderlands and sharing state borders with other countries is conducted, based on generalized data on the network of general secondary education institutions, student population, and demographic characteristics. The quantitative and qualitative parameters of the functioning of the educational network of general secondary education institutions in the borderlands of Ukraine are identified, including regional differentiation of educational infrastructure and its dependence on spatial, demographic, and socio-economic factors. Particular attention is paid to the analysis of security risk levels in the education system of borderland territorial communities. A significant variability in the conditions of functioning of educational institutions (from relatively safe to critical and insurmountable) is revealed, which necessitates the adaptation of the educational process, the development of protective infrastructure, and the implementation of flexible learning formats. The educational potential of Ukraine’s borderlands is defined as a set of human, institutional, and territorial resources of strategic importance for ensuring the country’s resilience, recovery, and development. It is substantiated that education in borderland conditions requires consideration of geospatial specificity, the security context, and the characteristics of educational infrastructure as key factors in shaping civic identity and the social resilience of the younger generation.

UNIVERSITY STUDENTS' MOTIVATION TO LEARN FOREIGN LANGUAGES: PSYCHOLOGICAL, SOCIAL AND EDUCATIONAL ASPECTS

2026-06-24T15:32:05+03:00

The article examines the theoretical foundations of motivation for learning foreign languages within the framework of modern psychological and pedagogical research. Motivation is defined as a complex system of internal and external factors that determine the activity, focus and effectiveness of students in the learning process. Various scientific approaches to the interpretation of motivation are analyzed, emphasizing its key role in the successful learning of a foreign language. The study outlines two main types of motivation: intrinsic (internal) and extrinsic (external). Internal motivation is defined as the most stable and effective, since it is based on personal interest, satisfaction and self-development. External motivation, although less stable, also plays an important role, in particular in achieving academic or professional goals. The influence of students’ personal characteristics, their self-esteem, emotional state and learning environment on the development of motivation is highlighted. Special attention is paid to reducing language anxiety and the importance of creating a positive and favorable atmosphere in the classroom. Modern pedagogical approaches are also considered, including communicative and interactive teaching methods, individualized learning, and student autonomy. These approaches contribute to the development of communicative competence, critical thinking, and increased engagement in the learning process. The article further explores the role of digital technologies and social networks as significant motivational tools. Online platforms, mobile applications, video games, and social networks provide access to authentic materials and real communication opportunities, increasing student interest and learning effectiveness. At the same time, the need for a balanced use of digital resources is emphasized due to potential problems such as information overload and reduced attention span. It is concluded that the formation of effective motivation in learning a foreign language requires a comprehensive approach that integrates psychological, pedagogical and digital factors aimed at promoting internal motivation.

METHODOLOGICAL APPROACHES TO THE FORMATION OF PROFESSIONAL ETHICS OF FUTURE MANAGERS OF EDUCATIONAL INSTITUTIONS

2026-06-24T12:51:16+03:00

In the current conditions of social development, the management process in the educational sector requires a thorough rethinking in the context of the synergy between professionalism and an individual’s worldview. In the present socio-economic context, success in management is determined by the manager’s efficiency, creativity, and soft skills. The issue of forming professional ethics has become increasingly urgent. The purpose of this publication is to analyze contemporary methodological approaches to the formation of professional ethics among future managers of educational institutions. This article summarizes the experience of forming professional ethics among future managers in the field of education and proposes a methodological model that addresses modern requirements. The study highlights the issue of professional ethics for managers in education in the context of European integration and broader social development. The model for the formation of professional ethics is presented as a set of interrelated components necessary for the systematic and purposeful professional-pedagogical influence on the development of the moral and ethical qualities of future managers of educational institutions. The potential of applying methodological approaches to the formation of professional ethics in practice is also explored. It has been established that the optimal concept should create the prerequisites for the self-realization of future managers, the acquisition of new knowledge, skills, and abilities, as well as the enhancement of motivation and professional competence. The proposed model of professional ethics formation will help improve the quality of professional training for future managers in the field of education. The proposed methodological approach to forming the professional ethics of future educational managers is characterized by a set of interdependent and interconnected components aimed at achieving a high level of competence, incorporating the necessary skills, knowledge, and abilities to meet the demands of modern society and the European integration direction of Ukraine’s development.

FOREIGN AND UKRAINIAN EXPERIENCE IN THE FORMATION AND USE OF FAIR DATA IN EDUCATIONAL RESEARCH

2026-03-11T20:56:23+02:00

This article highlights the issue of responsible experimental data management within the context of scientific digitalisation and the transition towards the Open Science paradigm. The research aims to generalise contemporary foreign and domestic experience in generating and using FAIR data within the social sciences and humanities, with a specific focus on the field of education. Based on the analysis of article metadata from the Scopus and Web of Science databases, key trends in FAIR data implementation have been identified. These include the development of institutional data management policies, the provision of semantic interoperability through predefined metadata profiles or knowledge graphs, and the targeted development of researchers’ FAIR data management competencies. Despite significant experience in researching the implementation of institutional repositories and electronic libraries, an analysis of article data indexed by the OUCI (Open Ukrainian Scientific Content Initiative) service revealed that the study of FAIR data in the domestic scientific and pedagogical discourse is still in its initial stages. The authors demonstrate that applying FAIR principles within the educational sciences has specific characteristics. These are driven by the multidisciplinary nature of the field, the combination of qualitative and quantitative methods, and the legal requirements for protecting the personal data of both educational process participants and research subjects. As a result of the study, the authors have developed an original taxonomy of FAIR data for educational research. This taxonomy classifies data according to various criteria, including the intended purpose, level of education, research methods, data sources, and formats. This taxonomy establishes a foundation for designing a FAIR data standardisation model and developing metrics to assess compliance with FAIR principles. Furthermore, recommendations for this model have been formulated. Among other things, these suggest providing institutional support for Open Science, specifying metadata formats for scientific and pedagogical research, configuring institutional repositories accordingly, developing additional digital tools for workflow automation, and training academic and teaching staff.

EDUCATIONAL INNOVATIONS AS A FACTOR IN ENSURING THE RESILIENCE OF EDUCATION SYSTEMS IN TIMES OF GLOBAL CRISES: A COMPARATIVE ANALYSIS

2026-06-24T14:59:56+03:00

The article presents a comprehensive comparative analysis of educational innovations as a systemic tool for ensuring the resilience of education systems in the context of global crises, including armed conflicts, the COVID-19 pandemic and humanitarian disasters. The purpose of the study is to identify the key directions of innovative transformations in the education systems of Ukraine and selected EU countries (Poland, Hungary, and Estonia) and to assess their effectiveness in ensuring continuity of learning and preserving human capital. The methodological framework is based on comparative, systemic, and statistical analysis, the multiple case study method, and qualitative content analysis of policy and regulatory documents. The findings indicate that the resilience of an education system is determined not by the technological complexity of individual innovations but by their systematic integration across four key dimensions: digital transformation, flexibility of organizational models, psychosocial support, and curriculum reorientation. The study establishes that proactive digitalization serves as a structural factor of crisis resilience, as education systems with pre-existing digital infrastructure (such as Estonia) demonstrate significantly higher adaptability. For Ukraine the innovative transformation of education constitutes a strategic priority for preserving national potential and a prerequisite for successful European integration. Based on the findings, the following practical recommendations are proposed: to institutionalize psychosocial support for participants in the educational process; to develop and adopt a National Strategy for Ukraine’s Digital Educational Infrastructure; to introduce mandatory crisis continuity plans for all educational institutions; and to incorporate Social and Emotional Learning (SEL), DigComp, and critical thinking competencies into teacher education standards. The conclusions emphasize the necessity of a systemic approach, legal recognition of psychosocial support, investments in digital infrastructure, and the implementation of crisis continuity planning.

UNIVERSITY AS A DRIVER OF SOCIAL INNOVATION: INTERNATIONAL EXPERIENCE IN DEVELOPING PARTNERSHIPS WITH COMMUNITIES

2026-04-16T13:45:04+03:00

The article examines global experience in implementing interactions between higher education institutions (HEIs) and territorial communities amid the evolving role of universities in the face of current global challenges and military aggression against Ukraine. It substantiates the relevance of strengthening universities’ “third mission” as a tool for sustainable development, social cohesion, and post-war recovery. The study’s purpose is to generalize international practices of HEI-community interaction and identify possibilities for their adaptation to Ukrainian realities. The methodological basis comprises a systematic and comprehensive approach, alongside a comparative analysis of university experiences in various countries regarding forms and mechanisms of community engagement. The analysis covers examples of institutionalized interactions at universities worldwide, particularly through specialized social innovation centers, coordination structures, and partnership platforms. It was established that effective interaction relies on integrating universities’ educational, research, and social functions; fostering cross-sector partnerships; adopting a project-based approach; and orienting activities toward community needs. The results indicate that HEIs serve as agents of social change, contributing to human capital development, innovation, and resolution of local socio-economic issues. The study demonstrates that institutional support, systematicity, and continuity are key to achieving sustainable impacts. This led the authors to conclude that Ukraine should adopt models involving specialized interaction units, integration of communities into educational and research processes, and development of socially oriented innovations. The practical significance of the results lies in their potential to inform improvements in state higher education policy, enhance HEIs’ role in territorial community development, and support effective post-war reconstruction of Ukraine.

The material was prepared within the framework of the research project “Institutionalizing the Interaction between Higher Education Institutions and Territorial Communities as a Factor in the Restoration and Preservation of Human Capital under Martial Law and in the Post-War Reconstruction of the Country”.

EUROPEAN MODEL OF IT PROFESSIONAL TRAINING IN PROFESSIONAL PRE-TERTIARY EDUCATION BASED ON EDUCATION-BUSINESS COLLABORATION

2026-05-19T21:55:20+03:00

The article examines the problem of interaction between education and the IT business in the context of professional training of IT specialists in the countries of the European Union. The relevance of the study is determined by the digital transformation of the economy, the spread of artificial intelligence technologies, the growing demand for specialists with advanced digital and adaptive competencies, as well as the need to modernize professional training in accordance with the requirements of the digital labor market.

The purpose of the article is to provide a theoretical substantiation of a model for the training of IT specialists based on the European experience of cooperation between education and business, as well as to outline the prospects for its adaptation within the national education system.

The methodological framework of the study is based on systemic, competency-based, activity-based, and comparative approaches. The research employs methods of analysis and generalization of scientific sources and regulatory-strategic documents, as well as the modeling method for constructing a conceptual model of professional training for IT specialists.

Based on the analysis of authentic analytical and regulatory-strategic documents of the European Union, the European Commission, OECD, Cedefop, ACM, and IEEE, a conceptual model for the training of IT specialists grounded in partnership interaction between education and business has been substantiated. The interrelated components of the model have been identified: conceptual-target, content-related, organizational-activity, institutional-partnership, and result-oriented. It has been established that the effectiveness of training is ensured through the systemic interaction of competency-based educational content, practice-oriented learning forms, and mechanisms of cooperation between education and the IT industry. The system-forming role of EQF Level 5 in ensuring the integration of vocational and higher education, practical training, and professional mobility has been clarified.

The scientific novelty of the study lies in the conceptual modeling of professional training for IT specialists based on the generalization of contemporary European approaches to education-business interaction. The practical significance of the obtained results consists in the possibility of applying the proposed provisions to modernize the professional training of IT specialists within the system of professional pre-higher education in Ukraine, particularly through the development of practice-oriented learning forms, partnerships with the IT business sector, and the updating of educational program content.

Prospects for further research are associated with the development of criteria and indicators for assessing the level of integration between education and business, as well as with the study of mechanisms for adapting the proposed model to the conditions of the national education system.

Keywords: European model of IT specialist training; collaboration between education and business; professional pre-higher education; vocational education and training; digital competencies; work-based learning; lifelong learning.

MODELING OF A STEM TEACHER PROFESSIONAL DEVELOPMENT PROGRAM IN THE FIELD OF USING ARTIFICIAL INTELLIGENCE TECHNOLOGIES BASED ON TPACK METHODOLOGY

2026-06-24T15:14:05+03:00

The article substantiates the relevance of modeling a professional development program for STEM teachers in the field of using artificial intelligence technologies based on the TPACK methodology. The purpose of the study is to develop a model of a professional development program for STEM teachers that ensure pedagogically appropriate, methodically justified and responsible use of AI technologies in STEM education. In the process of the study, an analysis of scientific sources on the problems of professional development of teachers, the use of AI in pedagogical activities and the application of the TPACK model was performed; systematization and generalization of theoretical provisions; modeling to determine the structure of the professional development program; specification of TPACK components taking into account the specifics of STEM education and the capabilities of AI technologies. The content of TPACK components in the context of using AI was specified: subject knowledge was considered as understanding the content of STEM disciplines and the scientific principles of AI; pedagogical knowledge – as mastery of didactic approaches to the use of AI in the educational process; technological knowledge – as the ability to use AI tools, understand their capabilities, limitations and risks. The directions of professional development of STEM teachers are determined, in particular, the formation of technological literacy, the development of skills to select AI tools to explain the content of STEM topics, to organize problem-based, research and project-based learning with the use of AI, to use it for assessment and development of methodological solutions. The proposed model reflects a consistent movement from mastering individual AI technologies to the holistic design of STEM education. It is concluded that the TPACK methodology is a productive basis for creating professional development programs for STEM teachers, as it ensures the coordination of content, pedagogical and technological aspects of the use of AI and can be adapted to different contexts.

GOVERNING WITHOUT UNDERSTANDING: EXECUTIVE ICT LITERACY AS A FOUNDATIONAL MISSING CAPABILITY IN SOUTH AFRICA’S PUBLIC SECTOR

2026-04-19T15:49:41+03:00

ICT governance frameworks are gaining widespread use in the public sector, but challenges to governance effectiveness persist. Current literature has attributed these deficiencies to structural misalignment, institutional constraints and behavioural aspects including executive disengagement. This study examines executive ICT literacy as a foundational capability, shaped through continuous professional development and executive learning, that influences governance outcomes. Based on qualitative data of 55 semi-structured interviews with senior ICT governance actors in South Africa, the results indicate that inadequate executive ICT knowledge limits valuable interactions with governance systems. This leads to compliance-based behaviour, over delegation, diminished supervision and reactive decision making. The paper introduces the notion of governing without understanding, which is a state whereby the authority of governance is carried out without adequate domain knowledge. This expands the ICT governance literature by adding a cognitive aspect of the leadership competence. The results also demonstrate the necessity to shift to the development of leadership capabilities instead of formal compliance. Executive ICT literacy is therefore positioned as a critical domain of continuous professional education, requiring integration into executive training and leadership development systems in the public sector.

INTEGRATION OF THEORY AND PRACTICE IN THE TRAINING OF APPLIED MATHEMATICIANS: PROJECT-BASED LEARNING AT THE EDUCATIONAL PROGRAM LEVEL

2026-03-16T11:29:39+02:00

У статті обґрунтовано доцільність використання проєктного навчання на рівні освітньої програми як засобу подолання фрагментації між теорією і практикою в підготовці студентів з прикладної математики. Актуальність дослідження зумовлена тим, що в традиційно організованому навчанні знання з математичних, алгоритмічних і програмних дисциплін нерідко засвоюються роз’єднано, тоді як професійна діяльність прикладного математика потребує їх узгодженого та інтегрованого застосування. Метою статті є теоретичне обґрунтування проєктного навчання на рівні освітньої програми як засобу подолання такої фрагментації, виявлення ключових механізмів інтеграції знань та ілюстрація можливостей цього підходу на прикладі досвіду Національного технічного університету «Харківський політехнічний інститут». Методологічну основу дослідження становлять аналіз, синтез, порівняння й узагальнення наукових джерел з проблем проєктного навчання, міждисциплінарної математичної освіти та перенесення знань у нові контексти, а також концептуальне моделювання і якісний кейс-аналіз. Показано, що педагогічний потенціал такого формату визначається включенням студентів у повний цикл прикладного моделювання, системним поєднанням знань з кількох дисциплін, орієнтацією на автентичну задачу та створенням відчутного результату у формі артефактів проєкту. На прикладі студентського проєкту з оптимізації покриття мережі мобільного зв’язку продемонстровано, що проєкт, інтегрований в освітню програму, створює умови для переходу від ізольованого засвоєння математичних методів до їх узгодженого використання під час розв’язання реальної проблеми. Зроблено висновок, що проєктне навчання на рівні освітньої програми є методично продуктивним підходом до подолання фрагментації математичної підготовки майбутніх прикладних математиків.

EARNING FOREIGN LANGUAGES IN TIMES OF SOCIAL INSTABILITY: LEARNING AUTONOMY

2026-02-16T01:24:41+02:00

The article addresses the issue of learner autonomy in the context of foreign language learning during periods of social instability and transformation in educational practices. The relevance of the study is predicated on the necessity to ensure the continuity and flexibility of educational trajectories in lifelong education systems under conditions of war, forced mobility, and disruptions to formal learning. The present article aims to provide a systematic analysis and synthesis of contemporary research on learner autonomy in language education, with particular attention to the logic of lifelong learning. The present study adopts a theoretical and analytical approach, conducted in the format of a literature review. The data set consists of publications in peer-reviewed international journals that examine the conceptualization of autonomy and its relationships with self-regulation, motivation, digital learning environments, and out-of-class learning. A rigorous analytical–thematic approach was employed, incorporating elements of narrative and scoping review methodologies. This approach entailed the selection, comparison, and synthesis of extant research findings. A comprehensive review of the extant literature suggests that learner autonomy is conceptualized as a multidimensional phenomenon associated with learners' capacity to set their own goals, plan, and evaluate their learning. Contemporary studies emphasize its socially situated nature and the importance of pedagogical support in its development. A mounting body of research is identifying consistent associations between autonomy, motivation, and self-regulation. There is also a growing scholarly focus on digital and out-of-class learning formats. Concurrently, the field demonstrates methodological limitations, characterized by a substantial reliance on self-report measures and a paucity of longitudinal studies. The review posits that learner autonomy constitutes a significant resource for sustaining continuity in foreign language education, as it provides a foundation for the conscious integration of formal, non-formal, and informal learning within an individual educational trajectory. Autonomy fosters learners’ capacity to sustain language practice beyond institutional courses, enables independent selection of learning resources, facilitates the establishment of short- and long-term goals, and enables the adjustment of strategies in response to personal and professional circumstances. In this sense, autonomy supports learner agency and facilitates the transfer of language learning experiences across diverse educational and life contexts. Its significance becomes particularly evident in situations of social instability and disrupted educational provision, where the continuity of learning often depends on an individual's capacity to sustain their own educational development. In such circumstances, learner autonomy fulfills not only a pedagogical function but also an adaptive one, thereby enabling learners to maintain engagement in their learning, reconsider their educational priorities, and continue language development despite changing conditions, formats, and available learning opportunities.

RESEARCH ON THE CHALLENGES OF TEACHING FOREIGN LANGUAGES FOR PROFESSIONAL PURPOSES IN PROFESSIONAL PRE-HIGHER AND VOCATIONAL EDUCATION INSTITUTIONS

2026-06-24T13:03:04+03:00

The article investigates the current state and key challenges of teaching foreign languages for professional purposes in professional pre-higher and vocational education institutions of Ukraine in the context of educational system modernization and increasing requirements for foreign-language professional training of future specialists. The regulatory and legal framework of foreign language education as well as contemporary scientific approaches to the development of professionally oriented foreign language communicative competence are analyzed. The article presents the results of the first stage of the Pilot Project on studying foreign languages for professional purposes by students of professional pre-higher education in professional pre-higher and vocational (vocational-technical) education institutions, implemented by the State Service for Education Quality of Ukraine in cooperation with the State Institution «Scientific and Methodological Center for Higher and Professional Education». The study proves the existence of discrepancies between teachers’ assessments and students’ self-assessments regarding the level of their foreign language proficiency. It also identifies a number of systemic problems related to educational resource provision, the use of digital technologies and artificial intelligence tools, the organization of the educational process, and the integration of foreign language courses for professional purposes with specialized disciplines. The main trends in the development of foreign language training for students of professional pre-higher and vocational education are identified, including the growing role of digital tools, the need to update educational and methodological support, strengthen the practice-oriented nature of learning, and expand cooperation with stakeholders. The prospects for further research are outlined, including the development and testing of models for integrating foreign languages for professional purposes with specialized disciplines, studying the effectiveness of artificial intelligence technologies in the formation of professionally oriented foreign language competence, and developing modern educational and methodological resources adapted to the needs of various fields of professional training in professional pre-higher and vocational education institutions.

INTERACTIVE FORMS OF LEARNING AS A MEANS OF DEVELOPING SOFT SKILLS FOR FUTURE TEACHERS

2026-06-24T13:12:08+03:00

The article explores the potential of interactive learning as a foundational tool for soft skills development among pedagogical students. Against the backdrop of contemporary educational transformations, the authors advocate for a shift in professional training paradigms, prioritizing project-based learning (PBL), immersive technologies – specifically mixed augmented reality (MAR) and artificial intelligence (AI) tools – and gamification. This methodology is positioned as a means to cultivate not only critical thinking but also emotional intelligence and reflection. The research methodology includes a systemic analysis of scholarly publications indexed in Scopus and Web of Science, alongside a cross-cultural comparison of global educational reports. The authors have improved the three-component model of a teacher's soft skills, which is divided into flexible, perspective, and emotional zones. Emotional intelligence is identified as the system-forming core of this structure. Special attention is paid to a critical analysis of implementation barriers, including the digital divide, lack of administrative support, and risks of cognitive exhaustion. The study concludes that soft skills development requires transversal integration into curricula rather than isolated initiatives. Future research directions point toward the development of adaptive AI coaches capable of integrating the cultural specificity of the future educator’s emotional intelligence.

PEDAGOGICAL MECHANISMS OF THE TRANSITION FROM ACADEMIC INTEGRITY TO THE PROFESSIONAL ETHICS OF THE FUTURE DOCTOR

2026-03-24T13:44:32+02:00

The article provides a theoretical substantiation of the pedagogical logic underlying the transition from academic integrity to the professional ethics of future doctors. The study aims to explain how academic integrity in the professional preparation of future doctor’s functions as an initial level of professional normativity and through which pedagogical mechanisms it develops into professional ethics. The methodology is grounded in systemic, axiological and professional-ethical approaches. The study employs content analysis, comparative, conceptual, and structural-functional analyses, theoretical modelling, generalisation, and interpretation of recent scholarship in pedagogy, medical education, academic integrity, professionalism, professional identity formation, the hidden curriculum, and the ethics of artificial intelligence in education. It is demonstrated that academic integrity in medical education performs not only a disciplinary but also a profession-forming function, as it introduces students to a framework of truthfulness, responsibility, self-regulation and the rejection of simulated competence. The study shows that the professional ethics of future doctors extends academic integrity, while the pedagogical logic of this transition lies in the movement from external compliance with rules to internally accepted values and ethical self-regulation. A system of pedagogical mechanisms enabling this transition is identified, including ethically enriched curricular content, assessment, reflective practices, clinically oriented situations, role modelling, institutional culture, and pedagogically regulated use of digital tools. It is concluded that, in the professional education of future doctors, academic integrity should be regarded as an early stage of ethical formation, and its development as a pedagogically organised process of shaping professionally responsible behaviour.

INTEGRATION OF STARTUP TOPICS WITH THE CONTENT OF PROFESSIONAL TRAINING OF FUTURE ECONOMISTS

2026-06-24T13:27:27+03:00

The article substantiates the feasibility of forming entrepreneurial competence of future economists on the basis of a startup-oriented approach in the process of studying in higher education institutions. The relevance of the study is due to the need to harmonize the professional training of higher education students with the requirements of the innovative economy, the development of startup ecosystems and the public demand for specialists capable of operating in conditions of uncertainty, risk and rapid change. The purpose of the study is to develop an approach to the formation of entrepreneurial competence in future economists by introducing startup topics into the content of educational components of bachelor's programs. To achieve the goal, educational and professional programs in the specialty C1 Economics were analyzed, a list of mandatory educational components was determined, the content of which should be updated, their target characteristics and expected learning outcomes were formulated. A cross-cutting content line on startup management was proposed, covering theoretical training, practice-oriented tasks, teamwork, business process modeling, development of a minimum viable product, financial and investment justification of projects. Special attention was paid to the organization of coursework according to the principle of “one idea – three stages of implementation”, which ensures continuity, gradual complication and investment orientation of the result. The developed three-level model (initiation, stabilization and adaptation, scaling) allows you to gradually form the ability to move from an idea to a validated business model, optimization of activities and international development of a startup. The implementation of the proposed approach will contribute to the integration of theoretical knowledge with the practice of innovative entrepreneurship, the formation of entrepreneurial competence and the development of investment thinking, and the improvement of the quality of professional training of future economists.

COMPETENCY TASKS OF THE INTERNATIONAL PISA RESEARCH IN THE MODERN NATURAL EDUCATION SYSTEM

2026-06-24T14:19:24+03:00

The article clarifies the essence of natural science competency tasks and justifies their role in ensuring the quality of natural science education and achieving the expected learning outcomes in secondary education institutions. The competency tasks of the international PISA study are analyzed, which assess scientific and natural science literacy and are aimed at testing three key competencies: the ability to explain natural phenomena scientifically, the ability to design and evaluate research, and interpret data and evidence from a scientific perspective. The content, form, structure, format of answers, and the complexity of the tasks of the international comparative PISA study are clarified. The structural components of cluster tasks for testing natural science literacy are determined, which consist of a situation in a contextual form that appeals to a real problem of everyday life and a stimulus with information provided in various forms that is necessary for solving the tasks. The next step is to answer the test tasks within the framework of a specific problem described in the situation. It was found that the competency tasks of the international PISA study differ from traditional tasks in structure, type of cognitive operations, assessment purpose and social orientation. They are aimed at assessing: the ability to apply scientific knowledge in practical contexts; the ability to form explanations and arguments based on evidence; understanding the structure of scientific research; critical analysis of information and media texts; complex thinking and data integration. This gives grounds to conclude that the use of this type of tasks in pedagogical practice will contribute to the reorientation of natural science education from the reproduction of knowledge to the formation of competent, research and critical thinking, which are key skills of the 21st century. The study highlighted the role of the system of advanced training of teaching staff in teaching and using competency tasks in pedagogical practice. Pedagogical practice shows that comparative monitoring studies become a tool for improving the quality of education only if there is an institutional infrastructure for the professional development of teachers, which ensures the interpretation of results, methodological translation and long-term support for changes.

FORMATION OF VALUE GUIDELINES OF FUTURE SOCIAL WORKERS BY MEANS OF MEDIA: COMPLEX USE OF ORGANIZATIONAL FORMS

2026-06-24T14:34:05+03:00

The article considers the complex use of organizational forms appropriate for the formation of value guidelines of future social workers by means of the media. The analysis of modern Ukrainian scientific sources shows that in the professional training of social workers, considerable attention is paid to the use of the media as a tool for the formation of key competencies and value guidelines. The selection of organizational forms using media resources should take into account the principles of target orientation, correspondence to the content of activities, differentiation and personalization, individualization, reflexivity, integration of formal, non-formal and informal education, as well as social relevance and relevance of content. The following organizational forms for shaping the value orientations of future social workers through mass media have been identified: individual forms (focused on learners’ independent cognitive and analytical activities while working with media content), group forms (involving the interaction of a small group of participants in the process of collaborative work with media materials), mass forms (covering a broad audience and providing simultaneous access to media content for a large number of participants), and combined (hybrid) forms, which integrate various methods and channels of influence on the consciousness and value orientations of social workers. This classification of organizational forms into mass, group, individual and hybrid allows you to systematically organize the interaction of future social workers with the media space. This combines different formats of educational influence and creates conditions for the holistic formation of value guidelines in the process of professional training in higher education institutions.