Continuing Professional Education: Theory and Practice

BRAVEMIND UKRAINE AND EMDR: A PRACTITIONER TRAINING PROTOCOL FOR UTILIZING FUTURE TEMPLATES IN POSTTRAUMATIC STRESS DISORDER THERAPY

Mon, 30 Mar 2026 00:00:00 +0300

The ongoing Russian-Ukrainian war has intensified mental health challenges in Ukraine, a country already marked by elevated rates of psychological conditions and Soviet-era stigma that discourages help-seeking. This context demands innovative approaches to clinician training and protocol development that equip practitioners with structured, evidence-based tools for trauma treatment. The aim of this research is to investigate the integration of BRAVEMIND Ukraine, an immersive virtual reality (VR)-based clinical environment under development, with Eye Movement Desensitization and Reprocessing (EMDR) therapy for the treatment of posttraumatic stress disorder (PTSD). Through a review of existing literature and clinical experience, this paper identifies three theoretical integration points for immersive VR within the EMDR standard protocol and proposes that the future-template-building stage represents the most suitable entry point. The primary result is a practical EMDR Future Template script designed for use with BRAVEMIND Ukraine, providing clinicians with a step-by-step protocol for conducting EMDR procedures within an immersive VR environment. While VR has been increasingly explored in trauma treatment (including tools that deliver bilateral stimulation within a VR headset while still relying on imaginal exposure), no published protocol exists for conducting scripted EMDR procedures within fully immersive, navigable virtual environments, a gap this paper directly addresses. Although developed for BRAVEMIND Ukraine, the model is adaptable to other immersive VR platforms, offering a generalizable framework for clinician training in structured therapies delivered within immersive environments. Future empirical research, including randomized controlled trials, is recommended to establish efficacy and identify optimal patient populations.

MODERN TRENDS IN THE PROFESSIONAL TRAINING OF MASTERS OF LAWS: THE BRITISH EXPERIENCE

Victoria Anishchenko — Mon, 30 Mar 2026 00:00:00 +0300

The article provides a comprehensive scientific analysis of modern trends in the professional training of Masters of Laws in the United Kingdom amidst radical transformations of the regulatory environment and rapid technological progress. The research aims to scientifically systematize and analyze transformational trends in British legal master’s programs. The methodology is based on systemic analysis, a comparative approach, and structural-functional analysis, which allowed for the study of the transition from a traditional academic model to integrated learning. It has been established that the key factor for change was the vocationalization of legal education and the introduction of the Solicitors Qualifying Examination, which shifted training priorities toward the practical readiness of graduates for the labor market while maintaining the fundamental foundations of law. Innovative models of integrating studies with professional activities are highlighted, particularly “Higher Apprenticeships” and the development of a network of legal clinics, where the workplace is viewed as a “community of practice” for mastering professional ethics and client interaction techniques. Special attention is paid to digitalization, covering the formation of “digital navigation” skills, risk management, and the critical use of large language models of artificial intelligence. The concept of employability attributes is explored, including the development of soft skills, legal writing adapted to the needs of the digital reader, and the principles of global citizenship within a student-centered approach. The necessity of implementing LegalTech modules into Ukrainian educational practice, expanding clinical training, and introducing personal development planning systems is emphasized to strengthen the rule of law and prepare competitive specialists.

INTEGRATION OF PRACTICAL COMPONENT IN MASTER’S PROGRAMS OF LEGAL TRAINING: EXPERIENCE OF UNIVERSITIES OF GREAT BRITAIN

Tetyana Atroshchenko, Viktoria Ivanova — Mon, 30 Mar 2026 00:00:00 +0300

The experience of leading universities of Great Britain on the systematic integration of the practical component into master’s programs of legal training was analyzed. The aim of the work is a comprehensive analysis of the experience of universities of Great Britain on the integration of the practical component into master’s programs of legal training in order to overcome the gap between academic theory and labor market requirements, as well as to determine the prospects for implementing these approaches in the process of reforming legal education in Ukraine. The methodological basis of the study is a systematic analysis of modern educational standards, a comparative characteristic of training models in England, Wales and Scotland, as well as a generalization of cases of application of innovative forms of training. The results of the analysis demonstrate that practical training is implemented through the operation of legal clinics according to the “live case” model, the development of legal writing skills according to international citation standards and the use of the concept of “legitimate peripheral participation” within professional internships. Particular attention is paid to the impact of the introduction of the Solicitors Qualification Examination on the professional orientation of curricula and the integration of modules on legal technologies and artificial intelligence for legal analysis. It is proven that the transition from lecture systems to small-group seminars, where the teacher acts as a moderator, and the assessment is based on the principles of external independent control, contributes to the development of critical thinking and ethical sustainability. The conclusions of the study emphasize that the success of the British model is based on an ongoing dialogue between universities and professional associations. It is argued that combining conservative traditions with digital innovations and transforming clinical education into the core of training is the only possible way to form a competitive “digital lawyer” in the context of globalization.

HUMAN CAPITAL IN UKRAINE: PROBLEMS OF RECOVERY AND DEVELOPMENT (THE EDUCOLOGICAL ASPECTS)

Olga Melnychenko — Mon, 30 Mar 2026 00:00:00 +0300

The article examines the theoretical and practical foundations of human capital recovery as one of the key factors ensuring the economic and social development of Ukraine and highlights the role of education in this process. In the context of profound socio-economic transformations caused by the war, mass emigration, demographic losses, and the crisis of social institutions, the renewal and development of human capital have become issues of strategic importance. The author emphasizes that the loss of qualified professionals, forced migration, declining quality of education and healthcare, growing psychological exhaustion of the population, and the overall deterioration of the demographic situation significantly reduce the state’s capacity to respond effectively to emerging challenges and to sustain and renew human capital. The article argues that human capital should not be viewed solely as an economic category but rather as a multidimensional phenomenon that encompasses social, cultural, institutional, and value-based components. The relationship between the quality of human capital and the resilience of the entire social system at national, regional, and local community levels is analyzed. Given the contemporary challenges faced by Ukraine in wartime conditions, it is crucial to identify mechanisms that would enable the integration of human development policy into the national development strategy through a dedicated programme for the recovery and development of human capital in Ukraine. A comprehensive approach to human capital recovery is proposed, including investment in education and healthcare, support for migrants and internally displaced persons, the strengthening of civic responsibility and social cohesion, as well as the development and implementation of a social housing construction programme, which is considered essential for encouraging the return of Ukrainians from abroad. The role of education in the renewal and development of the country’s human capital is substantiated. Particular emphasis is placed on the need for synergy between educational, economic, and social public policies, the development of retraining programmes, the implementation of inclusive educational approaches, and the strengthening of cooperation between universities and the business sector. The article concludes that the recovery of human capital should become a key priority of state policy in the context of Ukraine’s post-war reconstruction. Such an approach will contribute not only to economic growth but also to strengthening societal resilience, preserving social cohesion, and ensuring the effective renewal and sustainable development of human capital.

BIONICS AS A MEANS OF FORMING INNOVATIVE THINKING IN MEDICAL UNIVERSITY STUDENTS

Anatolii Yehorenkov , Olena Lyubchyk — Mon, 30 Mar 2026 00:00:00 +0300

The study analyzes the theoretical foundations of bionics as an interdisciplinary field of knowledge and bioengineering practice for use in medical education and clinical practice. It is shown that the inclusion of bionics and/or its individual sections (theoretical, practical) in the educational process can be a useful didactic tool for propaedeutics in forming the foundations of an interdisciplinary approach for studying the phenomena of living nature with the aim of designing bioengineering systems and developing methods for treating, diagnosing diseases, or rehabilitating humans. The study also highlights the connection between the methodological foundations of bionics and the practice of using its achievements with the tasks of forming innovative thinking among students of higher medical institutions, relevant for future professional activities in teams of specialists during the creation and implementation of technical developments of bionic content (neurointerfaces, bionic prostheses, rehabilitation devices, biomimetic medical materials, medical information processing strategies, etc.). The areas of intersection between the properties of innovative thinking and bionics have been identified; the directions for applying the ideas and methods of bionics in medical education have been substantiated. The results of a student survey on the importance of studying bionics in higher medical education institutions are presented, with about 90% of respondents indicating its significance. The practical outcome of the study is an analysis of the content of bionics and the formulation of key directions for implementing bionic ideas in the educational process of higher medical education institutions and in medical research practice, aimed at optimizing the educational process and developing teaching and methodological support in bionics.

DEVELOPMENT OF STUDENT ENTREPRENEURSHIP: ANALYSIS OF PRACTICES IN UKRAINIAN UNIVERSITIES

Lesya Chervona, Oksana Bulvinska, Nataliia Lakusha — Mon, 30 Mar 2026 00:00:00 +0300

The article is devoted to a comprehensive analysis of contemporary practices and tools for the development of student entrepreneurship in Ukrainian higher education institutions under conditions of global transformations and security challenges. The relevance of the study is driven by the need to identify new drivers of economic growth for Ukraine’s post-war recovery, where universities are expected to become centers for the formation of innovative human capital. The purpose of the research is to systematize existing models of support for youth startups, identify barriers to their implementation, and substantiate mechanisms for improving entrepreneurial ecosystems within higher education institutions. The article provides an in-depth analysis of the activities of leading innovation platforms, such as the startup school “Sikorsky Challenge,” the IdeasLab accelerator of UCU, SET University programs, and the YEP incubator network. Based on the European Commission’s report on entrepreneurial skills and mindsets in education, the authors identify key organizational directions: infrastructural (establishment of coworking spaces and hubs); educational (integration of startup design into curricula through boot camps and hackathons, cooperation with businesses, government bodies, and international institutions); and lifelong entrepreneurship education. The findings indicate a gradual transition of domestic universities from fragmented initiatives toward the formation of comprehensive entrepreneurial ecosystems. It is demonstrated that the success of student innovations depends on the synergy of academic training, mentorship support, and access to international acceleration programs. At the same time, a number of systemic challenges are identified, including the lack of sustainable funding mechanisms, a low level of commercialization of research outcomes, and insufficient managerial autonomy of startup centers. The study emphasizes the importance of fostering an entrepreneurial culture as a foundation for preparing leaders capable of creating high-tech solutions to support the recovery of the national economy.

PROJECT INTERACTION BETWEEN HIGHER EDUCATION INSTITUTIONS AND LOCAL COMMUNITIES AS A FACTOR IN THE DEVELOPMENT OF SOFT SKILLS IN FUTURE PROFESSIONALS

Nadiya Vasynova , Viktoria Volodavchik — Mon, 30 Mar 2026 00:00:00 +0300

The article is devoted to researching the potential of project interaction between higher education institutions and local communities as an environment for the formation of soft skills of future specialists in the context of modern social transformations. It is argued that growing uncertainty, the dynamic nature of socio-economic processes, and the need for increased social responsibility among specialists necessitate a rethinking of the content of professional training in higher education. It is emphasized that, along with professional knowledge and technical skills, communication skills, teamwork, critical thinking, leadership, adaptability, and responsibility are of key importance. The authors highlight the contradiction between the growing demand from society and employers for a high level of soft skills and the insufficient use of the potential of partnership between universities and communities as an integrated environment for their development. Based on an analysis of the official websites of ten higher education institutions in different regions of Ukraine, the authors examined the regulatory framework for soft skills development policies, the content of educational programs, and the nature of the activities presented in news sections. It was found that only a few higher education institutions have systematic regulatory support for this area, while in most cases the development of soft skills is integrated in a fragmented manner. It is emphasized that, along with internal measures, external and partnership initiatives play a significant role, which indicates the openness of universities to cooperation with stakeholders, business, and international programs. The expediency of strengthening institutional, organizational, and methodological support for project interaction with local communities as a mechanism for integrating theoretical knowledge with real social challenges, especially in the context of Ukraine's post-war reconstruction, is justified. The priority areas for the development of partnership and project activities as a factor in the systematic formation of socially significant competencies of modern youth are identified.

The article was prepared within the framework of the project “Institutionalization of interaction between higher education institutions and territorial communities as a factor in the restoration and preservation of human capital in conditions of martial law and post-war reconstruction of the country”.

REFORM OF HIGHER LEGAL EDUCATION IN UKRAINE: STAGES, INSTITUTIONAL CHANGES, AND CONTEMPORARY TRENDS

Vitalii Katsidym — Mon, 30 Mar 2026 00:00:00 +0300

The article provides a comprehensive scholarly analysis of the reform of higher legal education in Ukraine in the context of European integration and contemporary security challenges. The relevance of the study is determined by the need for strategic synchronization of the national system of legal education with the EU legal acquis and the requirements of the Bologna Process. Based on systemic, historical-legal, and comparative-legal analysis, four key stages of development are identified: the formation of a national model (1991–2004), the European integration stage (2005–2013), the normative and structural stage of legislative renewal (2014–2021), and the contemporary stage emerging under the conditions of wartime and the digitalization of the educational space (since 2022). Particular attention is paid to the transition from a knowledge-oriented paradigm to a competency-based model of training Bachelor of Law students, in which graduates are expected to possess not only fundamental knowledge of national law but also practical skills for analyzing legal phenomena and the ability to function effectively within a globalized legal environment. Institutional changes associated with the implementation of the standards of specialty 081 “Law,” the development of internal quality assurance systems, and the application of the European Credit Transfer and Accumulation System (ECTS) to ensure the comparability of qualifications are analyzed. The article highlights contemporary trends in the reform of higher legal education in Ukraine, including the strengthening of practice-oriented learning (legal clinics and simulation-based models), the introduction of digital technologies into the educational process, and the development of interdisciplinary approaches. It is demonstrated that the effective implementation of reforms requires bridging the gap between academic theory and the practical demands of the legal profession, as well as active partnerships between universities, professional institutions, and international educational organizations. The study concludes that further modernization of legal education should be based on the adaptability and practical orientation of educational programs, which is essential for preparing competitive professionals capable of contributing to Ukraine’s post-war recovery and democratic development.

DEVELOPING ENGLISH PHONOLOGICAL COMPETENCE IN MULTILINGUAL UNIVERSITY BEGINNERS: CHALLENGES AND PERSPECTIVES

Valentyna Borshchovetska, Alla Durdas , Olena Tkachenko — Mon, 30 Mar 2026 00:00:00 +0300

The article examines the problem of English phonological competence for university multilingual beginners, for whom English is not their first foreign language. The difference in using terms “phonetic competence” and “phonological competence” by Ukrainian and foreign scholars correspondingly has been generalized as well as using the term “phonological competence” in this study has been substantiated. The problem addressed has been analysed from both domestic and foreign perspectives. It is concluded that developing phonological competence in university multilingual beginners is held in formal and non-formal formats. The taxonomy of the development of the targeted phonological competence is developed and three stages identified, namely a) sound articulation and primary consolidation of sound pronunciation, b) pronunciation skills development, and c) intonation (prosodic) skills development. The three-elements model of English phonological competence has been designed according to its peculiarities and the specific organization of the educational process. It is realized during in-class activity, out-of-class activity and homework. Recent findings have been considered and a non-formal format for the development of the targeted competence suggested. Based on the modern developed CEFR/CV, 2020 the following framework of phonological control has been accepted: articulation including pronunciation of sound/phoneme, rhythm and stress – both word stress and sentence stress and intelligibility. Sound articulation needs a focus on familiarity and confidence with the target language sounds. Prosodic features presume that focus is on the ability to effectively use prosodic features to convey meaning in an increasingly precise manner. The necessity of the control of stress, intonation and rhythm has been proved as well as the ability to exploit and/vary stress and intonation to highlight the student’s particular message.

PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF ENGLISH COMMUNICATIVE COMPETENCE OF STUDENTS OF HIGHER EDUCATION INSTITUTIONS

Hanna Dubova — Mon, 30 Mar 2026 00:00:00 +0300

The article is devoted to the theoretical interpretation of the psychological and pedagogical conditions for the development of English-speaking communicative competence among students of higher education institutions in the context of contemporary educational transformations. The relevance of the study is determined by the growing role of affective and metacognitive factors in the formation of oral foreign language speech under the conditions of educational digitalization, post-pandemic changes, and wartime challenges. The aim of the research is to provide a theoretical justification of the relationship between psychological barriers to oral speech and pedagogical strategies for overcoming them in the process of developing students’ foreign language communicative competence. The study was conducted within a qualitative theoretical-analytical research design using methods of systematic analysis, comparison, and conceptual generalization of contemporary psychological-pedagogical, linguodidactic, and neurodidactic approaches. The results of the study systematize the key psychological barriers to oral foreign language communication, including speech anxiety, fear of negative evaluation, reduced self-efficacy, and xenoglossophobia, and establish their relationship with the pedagogical conditions of organizing the educational process. The role of metacognitive strategies and the facilitative position of the teacher in reducing the affective filter and activating students’ speech activity is substantiated. The scientific novelty of the study lies in the conceptual integration of psychological-pedagogical and neurodidactic approaches to the development of oral foreign language communication and in the development of a generalized analytical model of the relationship between psychological barriers and pedagogical strategies for overcoming them. The obtained results expand the theoretical understanding of the process of communicative competence formation through consideration of the emotional-regulatory dimension of learning.

USING THE RESULTS OF EDUCATIONAL MONITORING IN TEACHING PRACTICE: THE ROLE OF TEACHERS’ EXPERIENCE AND BELIEFS

Antonina Hryvko, Lidiia Vashchenko — Mon, 30 Mar 2026 00:00:00 +0300

The article discusses the issue of the disparity between the collection of educational measurement data and its application in the educational process to enhance quality. The purpose of the study is to conduct an empirical analysis of the associations between teachers' experience of participating in monitoring studies, their cognitive evaluation of the realism and effectiveness of these studies' results, and their beliefs regarding the possibility of using them in their individual pedagogical practice. The methodological basis of the research consists of the results of a nationwide online survey of 15,446 teachers at general secondary schools. Data analysis was performed using inferential statistics tools, specifically Pearson's correlation analysis, the χ² test, the independent samples t-test, and multiple regression analysis. It was found that teachers' perception that monitoring results adequately reflect students' actual academic achievements is statistically associated with higher assessments of the prevalence of using these results in teaching activities. It is demonstrated that for each one-unit increase in the score reflecting the realism of the results, the evaluation of how frequently these results are used in pedagogical practice increases by an average of 0.242 points. Higher assessments of the use of results at the individual level are also associated with positive evaluations of the effectiveness of educational monitoring studies in improving the quality of education. At the same time, the research results indicate that the mere fact of a teacher's participation in monitoring studies, despite a statistically significant negative relationship with beliefs about the use of results (β = –0.137, p < .001), is not a sufficient condition for implementing them in pedagogical practice (explanatory power = 3.2%). Associative links were identified, indicating the potential role of trust in educational research results as an important factor associated with educators' readiness to consider monitoring data as a resource for supporting professional activity and improving educational practice in general, which is a factor in enhancing approaches to disseminating and implementing the results of monitoring studies into the educational practice of Ukraine.

ROBOTICS IN PRIMARY SCHOOL: FROM PLAYFUL ACTIVITY TO CONSCIOUS STEM PROJECTING

Marianna Shvardak, Oksana Popovych — Mon, 30 Mar 2026 00:00:00 +0300

The article explores the role of educational robotics as a universal didactic tool within the context of Industry 4.0. The purpose of the study is to substantiate the mechanisms of a systematic transition from playful activity to conscious STEM projecting and to define the conditions for forming innovative competence in primary school students. The research methodology is based on a combination of theoretical analysis of scientific sources and a comparative-pedagogical study of hardware platforms like LEGO Education and VEX GO, as well as virtual simulators such as Tinkercad Circuits and VEXcode VR. The research procedure involves the implementation of the “4C” cyclic model (connect, construct, contemplate, and continue), ensuring a logical transition from playful curiosity to a complete engineering design cycle. The results reveal the essence of robotics as an integrative foundation for developing engineering thinking, which stimulates divergent problem-solving and visualizes abstract scientific concepts. It is proven that the use of visual programming environments eliminates technical barriers, while the “learning-by-teaching” paradigm involving a robot partner improves long-term knowledge retention. The study justifies the effectiveness of the fragmentary integration of robotic elements into mathematics, informatics, design and technology, and the “I Explore the World” course for the comprehensive formation of soft skills. The authors identified key challenges in technology implementation, such as personnel shortages and material barriers, and outlined strategies for overcoming them through international scientific cooperation within the EDUROB project. It is concluded that the systematic transition to STEM projecting transforms the primary school into a space for scientific inquiry, where children become active creators of future technologies.

THE IMPACT OF DEVOPS PRACTICES ON IMPROVING TEAMWORK EFFICIENCY IN AN EDUCATIONAL ENVIRONMENT

Mykhailo Luchkevych — Mon, 30 Mar 2026 00:00:00 +0300

This article examines how DevOps practices can improve teamwork efficiency in higher education institutions. The study aims to demonstrate the pedagogical potential of DevOps in developing students' teamwork, communication, and project management skills during professional training. The study is based on a qualitative methodology incorporating elements of a pedagogical experiment and a case study. Bachelor's degree students majoring in F6 Information Systems and Technologies were divided into learning teams and tasked with completing projects using DevOps practices. The researchers collected empirical data through semi-structured interviews, observations of team interactions, analysis of students' reflective reports, and expert evaluations of project results.

The results of the study revealed positive trends in team communication development, increased self-organization, and shared responsibility for educational project outcomes. There were improvements in the consistency of team decisions, a reduction in critical errors, and an increase in stable joint results. The data indicate that DevOps practices facilitate transitioning from an individualized learning model to a team learning model focused on continuous improvement. The study concluded that DevOps is a viable pedagogical approach in the vocational education system with potential to develop students' supra-professional competencies.

FEEDBACK AS AN ESSENTIAL ELEMENT IN FORMING DIGITAL COMPETENCIES AMONG MEDICAL EDUCATION LEARNERS IN INFORMATION DISCIPLINES

Maria Ivanchuk, Olena Olar, Volodymyr Fediv — Mon, 30 Mar 2026 00:00:00 +0300

The article presents the results of a study on medical students’ perception and evaluation of the course of Medical Informatics at Bukovinian State Medical University. The aim was to identify factors influencing students’ learning experience and to analyze the role of the discipline in developing professional competencies. The research was conducted in the 2024/2025 and 2025/2026 academic years among second-year medical students (n=68) through anonymous surveys using Google Forms. The methodology combined theoretical analysis of sources with empirical methods (pedagogical observation, questionnaires) and statistical processing. Findings revealed that topics related to medical information systems generated the highest interest and were considered most professionally relevant (80.9% of respondents), whereas algorithmization and statistical data analysis were perceived as the most difficult (54.4% and 60.3% respectively). Cohort differences in responses reflected variations in prior training and educational conditions. Importantly, students recognized the necessity of digital competencies for future practice, even when mastering them was challenging. The overall rating of the discipline averaged 3.94±0.02 on a five-point scale, with no statistically significant differences between cohorts. The conclusions emphasize the need for continuous updating of course content in line with the challenges of digital healthcare, the development of practice-oriented tasks, and interdisciplinary integration. Future research perspectives include assessing expectations of postgraduate students regarding digital competence, evaluating residual skills after the master’s level, and determining the necessity of expanding hours dedicated to Medical Informatics and related disciplines.

DIGITAL TECHNOLOGIES IN THE PROFESSIONAL DEVELOPMENT PROCESS OF TEACHERS OF SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION

Viktoriia Naumova, Viktoriia Volynets — Mon, 30 Mar 2026 00:00:00 +0300

The article substantiates the potential of digital technologies as an effective tool for teachers’ professional development within the framework of in-service training. It has been established that the use of digital technologies contributes to the development of teachers’ digital, communicative, and reflective competencies. The study emphasizes that digital technologies facilitate the modeling of professional activity situations and support the formation of teachers’ professional identity. To achieve this goal, modern technologies used in the system of teachers’ professional development are summarized, namely: digital educational technologies, adaptive technologies, information and communication technologies (ICT), cloud technologies, and artificial intelligence technologies. The impact of educational digitalization on the effectiveness of teachers’ professional development is analyzed. The experience of the Institute of Postgraduate Education of Borys Grinchenko Kyiv Metropolitan University is described, where faculty members have developed and implemented original training courses for teachers, particularly for teachers of science, mathematics, and technology education with different levels of digital competence. It is concluded that the integration of digital technologies into the system of in-service teacher training enhances the quality of professional learning, particularly through increased interactivity, flexibility, and personalization of learning, as well as the development of digital competence and teachers’ readiness to work in a modern digital educational environment. A number of substantiated recommendations at the state level and at the level of professional educational communities are presented, aimed at improving the effectiveness of teachers’ professional development within the system of in-service training.

RENEWAL OF THE CONTENT OF PROFESSIONAL TRAINING OF BACHELOR OF MANAGEMENT IN THE CONDITIONS OF BLENDED LEARNING AS A MEANS OF FORMING DIGITAL COMPETENCE

Volodymyr Dehtiarov — Mon, 30 Mar 2026 00:00:00 +0300

The article examines the problem of updating the content of professional training of bachelors in management in the conditions of transition to blended learning. The need for systematic coordination of program learning outcomes with the domains of the European frameworks of digital competence DigComp and DigCompEdu is substantiated, which allows reorienting the training of future managers from mastering individual digital tools to forming the ability to make informed management decisions based on data. The directions of integration of corporate platforms CRM/ERP, BI-systems, cloud-based services and LMS into the content of professional cycle disciplines are revealed. Innovative content blocks are proposed for the educational components “Marketing”, “Financial Management”, “Logistics”, “Human Resources Administration”, built on the modular-competence principle and oriented towards working with realistic data, business cases and simulations. The feasibility of implementing educational and practical modules on digital analytics and visualization, forming a portfolio of digital products, using formative assessment and validated tools for measuring digital competence is proven. The importance of an interdisciplinary approach and ensuring continuity between basic and profile disciplines for forming a holistic trajectory of digital competence development is emphasized. It is concluded that a comprehensive update of the content of training based on a competency-based approach, integration of digital platforms, standardization of digital communication and modernization of assessment criteria creates conditions for the formation of analytical, communicative, ethical and security components of digital competence of future managers and ensures their readiness for effective professional activity in the digital environment.