Continuing Professional Education: Theory and Practice

STAFFING AUTONOMY IN ESTONIAN AND CROATIAN UNIVERSITIES: A COMPARATIVE ANALYSIS

Oksana Bulvinska — 2024-12-27

The article is dedicated to a comparative analysis of the possibilities of staffing autonomy in universities in Estonia and Croatia. The research is based on the methodology of the European University Association (EUA), which considers staffing autonomy as a part of institutional autonomy. This includes the ability of universities to decide on recruitment and dismissing rules and procedures, ability to decide on salaries and defining career advancement mechanisms. The selection of countries and universities for comparative analysis is driven by the results of the EUA analytical reports on staffing autonomy, where Estonia holds the highest position (100%) and Croatia the lowest (12%). It is emphasized that university websites offering employment opportunities serve as an innovative tool for human resource management. Based on a comparison of the websites of the University of Tartu and the University of Zagreb, it is concluded that Estonian higher education institutions have greater freedom to define their human resource management policies and practices. In contrast, Croatian universities are constrained by centralized state policies that limit staffing autonomy, define academic personnel as civil servants, and regulate all hiring and career advancement procedures through state legislation. However, the comparative analysis also revealed that both the University of Tartu and the University of Zagreb can set additional requirements for candidates applying for academic positions, which demonstrates the universities’ commitment to staffing autonomy.

OVERCOMING SPEECH BARRIERS AT UNIVERSITY FOREIGN LANGUAGE CLASSES

Alla Durdas — 2024-12-27

This article focuses on the importance of developing speaking skills at foreign language classes at university, as the ability to communicate in English is one of the essential requirements for success in various careers both nationally and internationally. However, while speaking a foreign language university students face challenges like hesitation, limited vocabulary, anxiety and lack of real-world practice. Traditional methods often struggle to address these issues due to large classes, limited interaction and time constraints. Teaching speaking is particularly demanding, requiring focus on pronunciation, grammar and fluency, along with overcoming shyness, low confidence and fear of judgment. To overcome these barriers, teachers should use innovative methods and technologies. Techniques like communicative language teaching, task-based learning, immersion, and digital tools help students build confidence and fluency. Activities like role-playing and digital storytelling make language use more natural and reduce anxiety. The article highlights the importance of adapting teaching methods to students’ needs, focusing on real-world application of a foreign language like professional communication. Practical strategies include regular practice, engaging with native content, cultural exploration and learning from mistakes. By creating supportive and interactive environments, teachers can help students to become confident speakers, preparing them for successful work and realization in a globalized world.

USE OF APPLIED LINGUISTICS PROGRAMS IN TEACHING LEGAL DISCIPLINES IN ENGLISH

Liudmyla Balykina-Halanets — 2024-12-27

In this article, we address several key questions related to teaching a professional discipline in English. Specifically, we explore how to select appropriate materials, assess text complexity, and compile a list of terms for vocabulary study. We argue that an effective course requires the instructor to possess both subject matter expertise and effective foreign language teaching methods. Our focus is on the process of preparing and teaching English-language material within a professional discipline at the university level. We emphasize the use of search engines such as VOICE (Vienna-Oxford International Corpus of English), ELFA CORPUS (English as a Lingua Franca Academic Corpus), and MICASE (Michigan Corpus of Undergraduate Student Papers) to locate academic material. Additionally, we discuss methods for assessing text complexity, including using language proficiency levels from A1 to C2 to gauge a student's comprehension. We also propose an experimental approach to determining the necessary vocabulary for understanding a given text. To aid in forming vocabulary and evaluating text complexity, we recommend utilizing interactive tools from the field of applied linguistics, such as Ant Conc, a program that offers free corpus analysis tools, and Multiling Profiler, an online tool for analyzing word frequency.

TRAINING TECHNOLOGIES IN THE EDUCATION OF LYCEUM STUDENTS (ON THE EXAMPLE OF LYCEUMS OF SECURITY AND NATIONAL PATRIOTIC EDUCATION OF THE MINISTRY OF INTERNAL AFFAIRS OF UKRAINE)

Ievgen Bazhenkov — 2024-12-27

The article highlights the specifics of the activities of security-oriented lyceums and national-patriotic education within the Ministry of Internal Affairs of Ukraine. It examines the potential for applying training methods and forms of work in the education of learners at security-oriented lyceums and national-patriotic education programs. It is established that in security-oriented lyceums, where future law enforcement officers and security service professionals are trained, training forms of work occupy a special place. These methods serve as a powerful tool for professional development and national-patriotic education, fostering the personal qualities essential for future service. An analysis of scientific sources has been conducted, enabling the definition of the concept of «training forms of work in the education of learners in security-oriented lyceums and national-patriotic education». The research outlines its goal and presents the experience of applying training methods and forms of work in the preparation of educators who teach learners in security-oriented lyceums and national-patriotic education programs. The study substantiates the effectiveness, highlights the advantages and disadvantages of using training in the educational process at these institutions. Recommendations are provided for pedagogical staff regarding the specific features of applying training forms and teaching methods in the educational process of security-oriented lyceums and in national-patriotic education.

SOCIAL AND PSYCHOLOGICAL SUPPORT OF UKRAINIAN REFUGEES IN GREAT BRITAIN

Maiia Halytska — 2024-12-27

The article presents an analytical report on the survey results of Ukrainian refugees concerning various aspects of their lives in the United Kingdom, with the aim of identifying priority areas for support. The questionnaire developed for the study is divided into two parts: the first part includes demographic characteristics (such as gender, age, educational level, employment status, and proficiency in English), while the second part consists of questions designed to examine different aspects of the refugees’ lives.

The sample comprises 74 respondents, including 60 women and 14 men. Statistical methods, including the Mann-Whitney U-test and non-parametric Spearman’s rank correlation coefficient, were employed to analyse the survey data. In this study, we use the commonly accepted psychological definition of social-psychological support as a concept that describes various forms of assistance and support an individual receives from their social environment. The questionnaire categorized social support into subtypes: material (provision of resources such as money or goods), emotional (presence, listening, sharing of emotional experiences, and understanding), informational (provision of advice and guidance), and instrumental/behavioral (practical help to solve problems or achieve goals). The findings indicate that the highest priority types of support for Ukrainian refugees in the United Kingdom are instrumental / behavioral, informational and material support, whereas psychological support was identified as the lowest priority.

FEATURES OF ADULT EDUCATION CENTERS IN ENGLAND

Anastasiia Fedchyshyna — 2024-12-27

The article reveals the peculiarities of adult education centers in one of the countries of the United Kingdom of Great Britain and Northern Ireland – England, which are based at universities, colleges, charitable organizations, etc. The peculiarities of adult education centers in England were determined and analyzed according to certain structural characteristics: axiological orientation, organizational, methodical and information-content provision of the adult education process. It is noted that the main goals of the institutions that provide non-formal adult education in England are the creation of opportunities for obtaining knowledge, skills, qualifications and retraining; promotion of employment and psychological well-being of the adult population; overcoming the main barriers in the employment process; development of digital skills, provision of an inclusive environment and others. It is noted that education providers in England offer a wide selection of forms of adult education, which contribute to the development of professional and personal skills, career growth; provide continuous professional development, acquisition of practical experience and flexible training. It was determined that among the priority areas of adult education in England there are civic education, futures of education, second higher education, technical and vocational education, liberal adult education, professional education, education policy and others.

THE DEVELOPMENT OF PRESCHOOL EDUCATION IN THE FEDERAL REPUBLIC OF GERMANY: RELEVANCE OF THE STUDY FOR UKRAINE

Maryna Honcharuk — 2024-12-27

The article is devoted to the analysis of the development of preschool education in the Federal Republic of Germany in the context of Ukraine's integration into the European educational space. The author draws attention to the role of preschool education as a fundamental component of the educational system, which ensures social adaptation, the formation of the child's competencies and values. The relevance of borrowing the positive experience of Germany for improving the preschool education system of Ukraine is highlighted. The article examines key regulatory and legal acts of Germany that shape the foundations of preschool education and the organization of early childhood development: «On the quality of kindergartens» (KiTa-Qualitätsgesetz 2023) and «Agreement between the states on the common basic structure of the school system and the state-wide responsibility of the states in central issues of educational policy» (2020). Their impact on ensuring the accessibility and quality of educational services, supporting inclusion, professional training, and continuous development of educators is outlined. Special attention is paid to the achievements of German preschool education in organizing language training, addressing regional disparities in access to educational institutions, reducing ethnic educational inequality, and introducing innovative approaches to education, including individualized approaches to each child and digitalization of preschool education. The article stresses the importance of utilizing German experience to reform Ukraine’s regulatory framework, enhance educational process management, expand accessibility for children with special needs, and improve education quality through innovations. It concludes that Germany's experience can serve as a basis for improving preschool education in Ukraine, particularly in the context of its integration into the European educational space.

EDUCATIONAL DIMENSION OF SUSTAINABLE DEVELOPMENT: ANALYTICAL REVIEW

Serhiy Semerikov — 2024-12-27

The United Nations' Sustainable Development Goal 4 (SDG4) aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by 2030. This ambitious agenda requires rigorous research across diverse educational domains to inform effective policies and practices. This paper reviews 106 articles published in the Educational Dimension journal from 2019 to 2023, analysing their relevance to the ten targets under SDG4. The analysis reveals that the journal has significantly contributed to discourses surrounding integrating emerging technologies in education, curriculum design, teaching methodologies, and professional development of educators. However, gaps are identified in addressing specific targets, such as expanding scholarship programs, promoting education for sustainable development and global citizenship, and addressing the needs of marginalised groups. The review also highlights a need for more geographical diversity and interdisciplinary approaches in the published research. While the Educational Dimension journal has made notable contributions, the findings underscore the need for broader collaborations, diverse research lenses, and context-specific insights to comprehensively support the achievement of SDG4 globally. The paper concludes by emphasising the crucial role of academic journals in advancing quality education research and evidence-based policymaking for sustainable development.

ARTIFICIAL INTELLIGENCE TECHNOLOGIES IN RESEARCH ACTIVITIES: OVERVIEW AND APPLICATION

Oksana Buinytska — 2024-12-27

The rapid development of artificial intelligence (AI) technologies is significantly changing approaches to research in the modern educational environment. Thanks to the capabilities of modern technologies, researchers have access to tools that help automate routine processes, facilitate data analysis and interpretation, and increase the accuracy of complex tasks. The study identifies key areas of application of AI tools in research, including search and selection of literature on the research topic, organisation of scientific publications, work with research results, increasing the visibility and dissemination of research results, analysis of the research network and research impact, visualisation of research results, creation of presentations, translation of texts and grammar checking, conversion of audio and video to text. In these areas, the researchers analysed and selected AI-based tools that support the research process. A study of the functionality of common AI tools and ways to use them in research activities was carried out. The positive impact of using AI tools in the preparation of research results is confirmed by the results of a survey of young researchers, in particular, AI tools simplify the process of working with scientific sources, interpreting and analysing data, facilitate the creation of visualisations, graphs, charts, and help increase the visibility, dissemination and impact of research results. However, the use of artificial intelligence technologies poses a number of challenges and risks, including the risk of violating the principles of academic integrity and ethics, so it is important to comply with the principles of ethical and responsible use of AI technologies in research.

FORMATION OF MEDIA COMPETENCE OF FUTURE DOCTORS IN THE PROCESS OF PRECLINICAL PROFESSIONAL TRAINING: PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS

Olena Murzina — 2024-12-27

The article theoretically substantiates the psychological and pedagogical conditions for the formation of media competence of future doctors in the process of preclinical professional training at the medical university. It is necessary to create appropriate psychological and pedagogical conditions to implement the process of forming media competence of future doctors in preclinical professional training at the medical university. Randomly selected conditions cannot significantly affect the effectiveness of the researched process, therefore a natural selection of a complex of psychological and pedagogical conditions is necessary, taking into account the methodological and theoretical basis of pedagogical research. By psychological and pedagogical conditions of the formation of media competence of future doctors in the process of preclinical professional training at the medical university we mean the complex of student’s personal characteristics and external circumstances of the educational process and the media environment that are aimed at the formation of media competence of future doctors in the process of preclinical professional training at the medical university. The psychological and pedagogical conditions for the formation of media competence of future doctors at the stage of preclinical professional training at the medical university are defined and substantiated: motivation of future doctors to master media competence, media knowledge and media literacy; creation of the media environment of the university; optimization of classroom and extracurricular educational interaction of participants in the educational process through the media environment creation including interactive media technologies; the use of media content both from the media environment of the university and the media space to create one’s own media product and apply it in education and future professional activities; constant use of media sources in the process of digital training. The specified psychological and pedagogical conditions for the formation of media competence of future doctors form the system that includes independent components that can be used in the process of preclinical professional training at the medical university and contribute to the effective formation of all components of media competence of future doctors.