Continuing Professional Education: Theory and Practice

CLUSTER ANALYSIS OF TRAINING SPECIALISTS IN THE FIELD OF INFORMATION AND COMMUNICATION IN BELGIUM

Olena Hryhorevska — Sat, 27 Dec 2025 00:00:00 +0200

The article highlights the main areas of activity of AEQES (Agence pour l’Evalution de la Qualité de l’Enseignement Superieur), an independent state agency responsible for assessing the quality of higher education in Belgium and funded by the government of the French Community of Belgium (Fédération Wallonie-Bruxelles). The AEQES steering committee includes representatives from four sectors of higher education (academies of arts and conservatories, adult education institutions, universities and university colleges), as well as representatives from student organisations, trade unions, the labour market and civil society, and foreign experts. Particular attention is paid to the methodology and results of a special cluster study on the quality of educational services in the field of information and communication, conducted by AEQES in 2019–2021. A systematic approach was used to determine the prospects for training specialists in the field of information and communication; methods of analysis of scientific publications and information resources, content analysis of the websites of universities in the Kingdom of Belgium and the Belgian Agency for Quality Enhancement in Higher Education (AEQES), systematisation of information and generalisation were applied. It is noted that the development of specialisations in the field of library science and information sciences is progressing rapidly worldwide, and, as evidenced by the analysis of the “Information and Communication” cluster conducted by the Belgian agency AEQES, it can prepare both universal specialists and support highly specialised fields. Specialists in communication (including applied communication), multimedia technologies, and librarians-documentalists are in demand on the European labour market. It is emphasised that the modernisation of higher information education in Ukraine, accompanied by the introduction of new professional and educational standards for the B13 Library, Information and Archival Studies specialisation, requires studying the experience of European universities in order to implement their achievements.

THE QUALITY ASSURANCE SYSTEM OF EARLY CHILDHOOD EDUCATION: A COMPARATIVE ANALYSIS OF PEDAGOGICAL PRACTICES IN UKRAINE AND GERMANY

Maryna Honcharuk — Sat, 27 Dec 2025 00:00:00 +0200

The article presents a comparative analysis of quality assurance systems in early childhood education in Ukraine and the Federal Republic of Germany. The conceptual foundations, regulatory and legal framework, main mechanisms and tools for assessing the quality of early childhood education in both countries are examined. The structural, procedural and outcome components of quality assurance systems in both countries are analyzed. Common approaches and significant differences in educational policy focuses are identified: while the German model is based on principles of decentralization, multidimensional assessment, broad stakeholder involvement and emphasis on procedural quality, the Ukrainian system is in the process of transformation – from centralized administrative control to implementing elements of internal quality assurance, self-assessment and child-centered orientation. The article provides a detailed examination of standardized quality assessment tools such as KES-R and ECERS-3 scales, as well as J. Hattie’s «visible learning» concepts and H. Meyer’s quality lesson criteria as key guidelines for contemporary pedagogical practice. Based on a thorough analysis of German experience, promising directions for improving the Ukrainian early childhood education system are identified, particularly in the context of European integration processes, implementation of new legislation and development of teachers’ professional competence.

VALUES AND VALUE ORIENTATIONS OF THE INDIVIDUAL: WARTIME TRANSFORMATIONS

Аnastasiia Nevelia — Sat, 27 Dec 2025 00:00:00 +0200

The article analyzes in a broad, general scientific sense the content of the concepts of “values” and “value orientations” as a person’s choice of certain material and spiritual values – objects that determine his purposeful life, the whole way of life. It is emphasized that the category of “value” is interdisciplinary: it is studied in philosophy, sociology, psychology, pedagogy, ethics, aesthetics, and the common problems of the theory of values in the humanities are as follows: definition of the very concept of value; factors and mechanisms of the formation of the system of values of the individual; dialectics of interaction between objective and subjective, conscious and unconscious in the mechanism of value formation; classification of values; hierarchy of values; functions of values in the development of society and the individual today, the category of values itself is one of the central ones in modern humanistic knowledge. The productivity of the direction in the understanding of values – the psychology of self-activity and the subjective formation of the personality as a self-regulated socio-psychological system, in which value orientations are considered as components of the moral consciousness of a person and regulators of his social life, is emphasized. It is concluded that with the beginning of a full-scale war, personal, civil and national closely intersected. Material well-being today can be a resource for helping the army, a means that will make life easier in new conditions and, with constant risk, cannot be compared in its importance with the preservation of one’s own life and the life of one’s family. The main values and value guidelines in the conditions of war are the protection of one’s relatives and friends, one’s territory and, above all, the state as a whole.

THE CULTURE OF ACADEMIC INTEGRITY IN THE CONTEXT OF THE USE OF ARTIFICIAL INTELLIGENCE IN EDUCATION

Irina Lomachinska, Bohdan Lomachinskyi — Sat, 27 Dec 2025 00:00:00 +0200

The article provides a comprehensive analysis of the possibilities and limitations of applying artificial intelligence in higher education from the perspectives of both scholars and students. The study identifies key directions for improving the culture of academic integrity amid the rapid spread of intelligent learning technologies. The purpose of the paper is to summarize the most appropriate models for integrating AI into the educational process while preserving ethical standards of contemporary university education. It is established that the use of AI enables deeper individualization of learning by constructing personalized educational trajectories tailored to the needs and abilities of each student. The involvement of intelligent systems contributes to the renewal of teaching methods, enhancement of assessment approaches, and development of didactic materials adapted to students’ level of preparation, thus improving learning efficiency. Academic integrity in the study is viewed as a multidimensional characteristic of scientific and educational activities, implying honest, responsible, and transparent performance of all stages of work in accordance with professional and ethical norms. Its foundations include the principles of honesty, accuracy, openness, respect, and responsibility. The article demonstrates that fostering integrity-oriented behavior requires systematic educational activities: lectures, seminars, trainings, and thematic events that promote students’ awareness of the significance of ethical norms in learning. At the same time, the university environment must ensure the preparation of educators for working with intelligent technologies and improving students’ digital literacy, including understanding the principles of AI functioning and areas of its appropriate use. Special attention is given to the need to reassess traditional knowledge-assessment formats. Educators are encouraged to implement evaluation methods that reduce risks of misconduct and stimulate analytical thinking, collaboration, and oral communication. The conclusions highlight the importance of establishing clear university-level policies for AI use that take into account the dynamics of technological change, as well as the need for regular professional development of educators and the inclusion of topics on the ethical use of intelligent systems in academic courses to maintain a responsible learning environment.

SCIENTIFIC AND METHODICAL SUPPORT FOR THE PROFESSIONAL DEVELOPMENT OF TEACHERS OF HIGHER EDUCATION INSTITUTIONS IN THE NONFORMAL EDUCATIONAL SPACE

Olena Anishchenko — Sat, 27 Dec 2025 00:00:00 +0200

The article is devoted to the analysis of the problem of professional development of teachers of higher education institutions in the conditions of nonformal educational space in the context of scientific and methodological support and scientific and methodological provision. Teachers of higher education institutions are singled out as a category of adult learners (involved in learning). Attention is focused on the role of informal education as a resource for the professional growth of teachers. It is emphasised that it is informal educational practices that provide flexibility, adaptability and the possibility of integrating innovations into the activities of scientific, pedagogical and teaching staff. Such practices create conditions for the exchange of experience and the development of professional competencies, and contribute to the development of a culture of lifelong learning. The essence of scientific and methodical support for the professional development of teachers is revealed. Scientific and methodical support is interpreted as a dynamic ecosystem that encompasses monitoring and diagnostic, content-related, control and analytical procedures for actualising the professional potential of scientific, pedagogical and teaching staff. It is substantiated that, as a catalyst for the development of a culture of lifelong learning, this support ensures the purposeful transformation of educational processes in the context of personal development and self-development. Its dynamism, personal and practical orientation, which corresponds to modern challenges in the field of higher education, is emphasized. A comparative analysis of scientific and methodical support and scientific and methodical guidance for the professional development of teachers was carried out, their common and distinctive characteristics were identified, and their significance for the formation of a competitive staff of higher education institutions was outlined. Recommendations for improving the scientific and methodical support of the professional development of higher education institution teachers in the context of nonformal education were substantiated.

THE INFLUENCE OF GENDER AND AGE FACTORS ON THE FORMATION OF PROFESSIONAL SELF-IDENTITY OF FUTURE TEACHERS

Yurii Zhuk , Mykola Holovko, Svitlana Holovko, Svitlana Naumenko — Sat, 27 Dec 2025 00:00:00 +0200

This article is a continuation of a series of works devoted to the study of the perceptions of higher education students who plan to work in the “human-human” system regarding the personal qualities of a professional in the chosen field. The research methodology was first applied by the authors in the study of the influence of the gender factor on the development of the image of a lawyer among law students. The work highlights the results of a study of the peculiarities of the formation of the image of a teacher among higher pedagogical education students at the initial stage of their professional self-identification, based on their perceptions of the personal qualities of an effective and successful teacher of a general secondary education institution. The study was conducted using Google Forms. 92 students pursuing a qualification as subject teachers within Ukraine’s general secondary education system participated in the survey. The results of the study showed that the influence of the gender factor on students’ perceptions of the personal qualities of a teacher (d (Cohen’s d) = 1.695) is significantly greater than the influence of the student’s age factor (d (Cohen’s d) = 0.774). During the process of student education (advancement along his educational trajectory), there is a change in priorities regarding the assessment of the teacher’s personal qualities towards increasing the importance of his intellectual qualities. Using factor analysis methods, three clusters were identified that characterize the regulatory-volitional (the factor of “personality strength”), communicative-behavioral (the factor of “social normativity”) and intellectual (the factor of “cognitive abilities”) spheres of the teacher’s personality. The structural features of the obtained clusters can be the basis for developing methods for assessing the professional activity of both a future teacher and a teacher at the beginning of their pedagogical career, when the active phase of their professional self-identification continues.

The study was conducted within the framework of the planned scientific research “Assessment of the Professional Activity of teaching staffs” (RC No. 0124U000273).

METHODICAL SYSTEM OF DIGITAL TRANSFORMATION OF PROFESSIONAL DEVELOPMENT OF SCIENCE AND MATHEMATICS TEACHERS IN POSTGRADUATE EDUCATION

Iryna Vorotnykova — Sat, 27 Dec 2025 00:00:00 +0200

The article is devoted to the justification of the methodological system of digital transformation of professional development of teachers of natural sciences and mathematics based on the synthesis of the provisions of digital pedagogy, andragogy, competency-based and system-activity approaches. The relevance of the study is due to the urgent need to modernise postgraduate pedagogical education in the conditions of digital transformation, military challenges. The article analyses modern scientific research on the digital transformation of professional development of teachers and identifies key trends in changes in the structure, content and technological support for advanced training of teachers of natural sciences and mathematics. Based on the generalisation of international and national approaches, the goal, objectives, structure and content of the methodological system of digital transformation of professional development of teachers of natural sciences and mathematics are determined. The methodological system of digital transformation of professional development was created based on the requests of society and teachers and contains conceptual, structural-functional, resource, technological, organizational-methodological and monitoring-evaluation components. The proposed methodological system reflects the cyclical nature of the teacher's professional development and his needs and ensures its personalization. An important component of the proposed system is the integration of technologies, simulators, data analytics, artificial intelligence in the information and educational environment. The conclusions substantiate the scientific value of the methodological system and outline the prospects for its empirical verification. The proposed methodological system should ensure the formation of digital and a professional competency of teachers improve the quality of science and mathematics education and is consistent with the requirements of the teacher's professional standard. The results of the study can be used to design advanced training programs, modernise postgraduate education and build digital educational ecosystems.

THE MEDIATING EFFECT OF SERVICE QUALITY BETWEEN ARTIFICIAL INTELLIGENCE AND ACADEMIC PERFORMANCE AMONG STEM STUDENTS IN ALGERIA: AN SEM ANALYSIS

Amar Moulai , Fawzia Slimani, Omar Mehdi — Sat, 27 Dec 2025 00:00:00 +0200

With the significant advancements in technology and artificial intelligence (AI) algorithms and the substantial benefits that they offer in all fields, policymakers in the higher education sector, as in other sectors, have focused on the importance of adopting these technologies and benefiting from them as much as possible to improve the quality of services provided to students and enhance their academic performance. Based on this importance, the present study attempts to highlight the effect of AI on students’ academic performance (SAP), with the mediating role of service quality (SQ) in Algerian higher education institutions (HEIs). Data was collected utilizing an online questionnaire from a random sample consisting of 214 final-year master’s students in Science, Technology, Engineering, and Mathematics (STEM) disciplines at the University of Continuing Education in Saida, Algeria. The data was analyzed relying on the Structural Equation Modeling analysis (SEM) using the Jeffrey Amazing Statistics Program (JASP). The results of the study showed that AI has a direct and significant effect on SAP. Moreover, there is a statistically significant effect of AI on SQ. Furthermore, the results indicated that SQ, in turn, directly and positively affects SAP. Additionally, the findings revealed that SQ mediates the effect between AI and SAP. The study’s implications provide crucial insights for policy and decision makers in HEIs, highlighting that integrating AI applications into higher education is a valuable initiative to enhance SQ and SAP. Meanwhile, the research presents a set of recommendations that should be taken into account, most notably the urgent need to provide the necessary infrastructure for AI implementation to maximize its benefits, promote a culture of AI adoption, and encourage autonomy in administrative work within universities to reduce bureaucracy that hinders creativity and digital initiatives.

PERCEIVED USEFULNESS AND EASE OF USE OF DIGITAL LEARNING ENVIRONMENTS FOR LEARNING AMONG UNDERGRADUATES IN OGUN STATE (NIGERIA)

Sat, 27 Dec 2025 00:00:00 +0200

This study examined the perceived usefulness and ease of use of digital learning environments for learning among undergraduates in Ogun state. Descriptive survey research design was adopted for the study. Simple random sampling technique was used to select 240 undergraduates in Tai Solarin University of Education, Ijagun, Ogun state. The instrument for data collection was a self-constructed questionnaire. The data gathered was subjected to descriptive statistics (frequency counts, percentage, and mean) and inferential (t-test and ANOVA) inferential statistical instruments were employed to analyse the data generated at 0.05 level of significance. Results showed that there was a significant relationship between undergraduates’ perception and use of digital learning environments for learning. There is significant difference in the level of usefulness of digital learning environments. There is significant difference in the level of ease of use of digital learning environments for learning. The level of use of digital learning environments for learning is not gender sensitive, both male and female students make use of the digital learning environments for learning There was no significant difference in the level of use of digital learning environments for learning among undergraduates in Ogun state based on level. In conclusion, the use of digital learning environments promotes learning among students. Therefore, universities should ensure all campuses and student dormitories have access to stable and high-speed internet connectivity; make sure that all students have access to the necessary devices, such as laptops or tablets, to access digital learning environments, provide software licenses and necessary learning materials at no cost or at a subsidized rate to students.

DIDACTIC POTENTIAL OF THE DIGITAL RESOURCE STORYBOARD THAT IN THE SCHOOL HISTORY COURSE (A CASE STUDY OF TEACHING THE TOPIC “CULTURE OF ANCIENT GREECE”)

Ihor Kryvosheia, Iryna Kryvosheia, Serhii Kutsenko — Sat, 27 Dec 2025 00:00:00 +0200

The article examines the possibilities of using the Storyboard That resource in history lessons at basic secondary school as a tool for visualizing educational material. The study was prompted by the need to increase students’ motivation to learn under martial law and to reduce information overload, which aligns with the objectives of the New Ukrainian School Concept regarding the renewal of approaches to presenting educational material and the development of key competencies. Current problems of modern school history education are outlined, in particular the decline in students’ cognitive interest and the need to update forms of presenting educational content in the context of a visually saturated information environment. The methodological basis of the study is the use of analysis, generalization, and pedagogical modeling. The analysis of scientific, methodological, and journalistic literature made it possible to identify the didactic potential of comics, their advantages, and limitations. Based on foreign studies, it was found that comics demonstrate high efficiency as a means of presenting educational material for primary school pupils and grades 5–6 of basic secondary education. The article analyzes the interface of the Storyboard That platform, its functions, technical limitations of the free version, as well as the possibilities for editing scenes, characters, and text elements. Emphasis is placed on the advantages of the service for the educational process in general secondary schools: intuitive controls, the ability to create comics without artistic skills, and the quick generation of visual learning content, which facilitates the integration of the resource into teaching practice. The study provides a detailed analysis of the practical use of Storyboard That based on the example of creating a comic for the topic “Culture of Ancient Greece” in accordance with the 6th-grade curriculum. The stages of work with the service are demonstrated: from familiarization with the platform and collection of historical information to the development of a visual script and presentation of results. The study, conducted during the teaching practice of higher education students at Uman Lyceum No. 1 and Zhashkiv Lyceum No. 3, confirmed the effectiveness of using the Storyboard That resource in teaching the topic «Culture of Ancient Greece» The findings demonstrated increased cognitive engagement of students, better understanding of historical and cultural material, and the development of analytical thinking skills.

EXPERIMENTAL VALIDATION OF THE METHODOLOGY FOR DIFFERENTIATED INSTRUCTION ORGANISATION IN LMS MOODLE

Tetiana Terletska, Liliia Varchenko-Trotsenko — Sat, 27 Dec 2025 00:00:00 +0200

The article is devoted to the implementation of a methodology for differentiated instruction organisation in an electronic educational environment based on LMS Moodle in the context of the digital transformation of higher education and the growing need for personalised learning. The relevance of the study is determined by the need to adapt university education to changes in the demographic composition of students, the development of distance learning forms, and the increasing role of digital tools in ensuring the accessibility and flexibility of the educational process. The developed methodology integrates pedagogical principles of differentiation (in terms of content, process, product, pace, readiness level, and interests) with Moodle tools, including tasks of varying complexity, teaching up, microlearning, project activities, formative assessment, flexible grouping, and progress analytics. As part of a pedagogical experiment, the methodology was implemented in the electronic learning course (ELC) ‘IT Infrastructure Management in Educational Institutions. Fifty-four students participated in the study, divided into a control and an experimental group. Diagnostics of the level of knowledge, interests, and learning styles were carried out, and training was organised using differentiated instruction and unified approaches, respectively. The effectiveness of the methodology was assessed based on the results of both initial and final tests, as well as a survey on satisfaction with the training. The Shapiro-Wilk, Mann-Whitney and Wilcoxon criteria were used for statistical processing. The study results confirmed a statistically significant increase in academic achievement and satisfaction levels among students in the experimental group compared to the control group. The differentiated approach in Moodle ensured a better dynamic of results growth and had a positive impact on motivation, engagement, and the perception of the course. The data obtained confirm the effectiveness of the offered methodology and its relevance for further implementation in the ELC of higher education institutions.

MASTERING BASIC COMPETENCES BY MILITARY SERVICEMEN IN THE PROCESS OF COURSE TRAINING FOR PARTICIPATION IN INTERNATIONAL PEACE AND SECURITY SUPPORT OPERATIONS

Roman Duzhyi , Tetiana Derkach — Sat, 27 Dec 2025 00:00:00 +0200

This study aimed to validate and test a methodology for assessing the level of mastery of key and professional competencies among military personnel during course training for participation in international peace and security operations. Based on a previously defined structure of competencies (five key and three professional), a questionnaire of 64 questions was formed, aimed at assessing 22 program learning outcomes. Twenty-two officers from the Armed Forces of Ukraine who had undergone course training participated in the study. To determine the reliability of the questionnaire, Cronbach’s α coefficients were calculated, which indicated a high level of internal consistency (α > 0.7 for seven of the eight competencies, and α = 0.69 for the eighth). The analysis of the survey results was carried out using descriptive statistics and the Mann–Whitney U-test. It was established that the highest mastery indicators are military competence and psychological resilience. The lowest indicators were communicative competence and leadership qualities, which are statistically significantly inferior to others. At the same time, the obtained estimates of information, legal, physical and technical competencies approached the average indicator according to the results of all measurements. The data obtained confirm the reliability of the methodology and indicate the need to strengthen educational and methodological support in the formation of communicative and leadership competencies, which, according to the results of the study, turned out to be the most difficult to master.

TRAINING OF PRACTICAL PSYCHOLOGISTS FOR WORKING IN EDUCATIONAL INSTITUTIONS: CHALLENGES OF PROFESSIONAL STANDARDS

Liudmyla Spivak , Yaroslav Spivak — Sat, 27 Dec 2025 00:00:00 +0200

The article describes how higher-education trainers can prepare to be practical psychologists capable of giving evidence-based recommendations on competency and professional standards for Ukraine. The authors have analysed both academic publications and professional reports with a view to identifying trends that have an impact on quality of future professional training of psychologists. Indeed, analysis has shown that didactic elements, theory, and practice in training programs have been unevenly strung such that the absence of a few accentuations on ethics education has been shown to be due to majorly non-effectual supervision and a major absence of digital competencies. The model proposed provided training for psychologists and addressed reflexive needs regarding practice in the professional identity of students. This would, in turn, strengthen interdisciplinary integration so that future professionals can operate in intricate educational spaces. Focused on a systematic introduction of modern digital tools and appreciation of ethics as one feature of the overall quality of psychological participation within the school, this would talk about aligning academic content with practice in the integrated practically-oriented model of training psychologists underpinned by theory, education, and practical-reflexive perspectives. In the empirical part of the research, a mini-training session named “Psychologist in Education: Competence, Ethics, Practice” has been organized, which offered such modules as ethical dilemmas, crisis counselling, and digital communication. Survey results (n=20) showed positive dynamics: 85% of participants reporting an increase in confidence degree, 78% in skills for crisis counselling, 82% in digital skills, and 90% in awareness for ethics. The conclusion regarding practice-oriented approaches has been strengthened: modification of the academic content of the courses should take under consideration balancing of theory with practical classes, increasing supervisory support, and methods involving digital tools and ethical component per modern standards.

DEVELOPMENT OF METACOGNITIVE STRATEGIES IN THE SYSTEM OF CONTINUOUS LEARNING OF ENGLISH LANGUAGE STUDENTS: EXPERIENCE AND PROSPECTS

Tetiana Khraban — Sat, 27 Dec 2025 00:00:00 +0200

The purpose of this article is to conduct a comprehensive theoretical study of the role of metacognitive strategies in the process of teaching English to students in the system of continuing education, as well as to determine their significance for the formation of learning autonomy, self-regulation, and psychological resilience of students in conditions of military challenges. The present study is an analytical and theoretical systematic review of scientific sources, which ensure a comprehensive analysis of contemporary approaches to the development of metacognitive competence in the context of foreign language education. The methodological foundation of the study aligns with the prevailing scientific methods of analysis, synthesis, induction, deduction, generalization, and comparison. These methodologies ensure consistency in the processing of both theoretical and empirical materials. The analysis indicates that metacognitive strategies play a pivotal role in enhancing the effectiveness of English language learning, as they facilitate the transition from external regulation to independent, conscious, and reflective learning. Research indicates that the implementation of strategic planning, systematic monitoring, and self-assessment strategies fosters critical thinking and the development of the capacity for self-observation, self-regulation, and the refinement of one’s own learning activities. Research demonstrates that the implementation of a metacognitive approach has a positive effect on students’ motivation to learn, internal autonomy, and resilience to stress factors in the learning environment. Research indicates that the effective development of metacognitive strategies is contingent upon the creation of a pedagogical environment that prioritizes reflection, formative assessment, collaboration, and the integration of digital educational technologies. Students’ metacognitive activity acts as an integrative mechanism, combining cognitive, emotional, and behavioral components of learning. This ensures continuity and flexibility in the learning process. The findings substantiate the notion that the cultivation of metacognitive strategies within the framework of continuous education constitutes a pivotal prerequisite for the development of a self-regulated, reflective, and resilient personality.

THE IMPACT OF NATURAL SCIENCE COURSES ON THE DEVELOPMENT OF INDIVIDUAL EDUCATIONAL TRAJECTORIES OF MEDICAL STUDENTS

Volodymyr Fediv , Olena Olar, Viktor Kulchynskyi — Sat, 27 Dec 2025 00:00:00 +0200

The study examines how the content of a natural science course (e.g. «Medical and Biological Physics») shapes the motivational factors that influence medical students as they consider their individual educational trajectory in the near future. During this time, a range of pressing challenges will come to the forefront. To determine the impact of the “Medical and Biological Physics” course on students’ awareness of the importance of analyzing and selecting elective courses for their future studies, a survey was conducted among students of Bukovinian State Medical University who graduated the course in the current academic year and agreed to participate in the research. The survey results indicate that the content of the course “Medical and Biological Physics” influences medical students’ ability to make informed choices regarding elective courses. The practical significance of the study consists in proposing of a method for analyzing elective courses currently listed in university catalogues in terms of students’ expectations and identifying the areas that interest learners at a given stage of their educational trajectory. The prospects for further research involve expanding the study to include other natural sciences (e.g., biology and chemistry) in order to determine their influence on the educational trajectory. This will make it possible to assess the impact of the natural sciences block on students’ professional motivation and choice. Future research should also aim to establish the relationship between the informed selection of elective courses influenced by “Medical and Biological Physics” and subsequent academic performance and professional fulfilment of graduates. Based on the identified student interests, new and relevant elective courses can be developed and piloted, oriented towards addressing the challenges of the post-war period.

FINANCIAL AND ENTREPRENEURIAL COMPETENCE IN THE STRUCTURE OF FUTURE TEACHERS’ PROFESSIONAL READINESS

Olha Naboka, Maryna Artyukhina — Sat, 27 Dec 2025 00:00:00 +0200

The article examines the problem of forming financial and entrepreneurial competence of future teachers as a component of their professional readiness. The relevance of the study is determined by the requirements of modern educational transformations, the integration of key competencies of the New Ukrainian School, and the need to train teachers capable of effectively responding to socio-economic challenges. The purpose of the study was to theoretically substantiate the essence and structure of financial and entrepreneurial competence and to define the pedagogical conditions for its formation in higher education institutions. The methodology was based on qualitative methods: analysis of regulatory documents and educational programs, content analysis of scientific publications, surveys, semi-structured interviews, pedagogical observation, and analysis of students’ learning outcomes. The participants of the experiment were 72 students of Donbas State Pedagogical University, majoring in “Primary Education” and “Secondary Education”. The results of the study demonstrated positive dynamics in the development of competence in the experimental group, particularly the increase in the cognitive level (the share of students with a sufficient level of knowledge rose from 18% to 56%, and with a high level – from 5% to 22%), the activity level (growth from 12% to 48% and from 0% to 19%, respectively), the value-motivational level (growth from 21% to 63%), and the reflective level (growth from 14% to 52%). No significant changes were recorded in the control group. The obtained data confirmed the effectiveness of the complex of pedagogical conditions, which included the integration of financial literacy into the content of pedagogical disciplines, the use of interactive and digital technologies, partnership interaction with external stakeholders, and the development of reflective practices. It is concluded that the formation of financial and entrepreneurial competence is an important factor in the professional readiness of future teachers and should become an essential element of educational programs at pedagogical universities.