Dnipro Academy of Continuing Education Herald. Series: Philosophy, Pedagogy

DIGITAL CULTURE AS A DETERMINANT OF CHANGES IN THINKING, WORLDVIEW, EDUCATION

2025-05-27T09:28:22+00:00

The article raises the question of such key issues for a person in an era of change as the vision of the world, feeling and understanding of it, the ability to orient oneself to a certain picture of the world. The authors consider and analyze the key characteristics of the new culture ‒ digital, because it changes almost all spheres of human life. The modern world unfolds in completely new planes of reality – this is a «mixed» reality (physical and virtual / digital), the culture of the digital context. It is shown that the latter acts as a determinant, a driving force of changes in thinking, worldview, education. The authors put forward the idea that the issue of worldview in the 21st century should be considered in broad contexts, taking into account those changes that affect not only our life, any dimensions of its manifestation, but, above all, taking into account the transformations of the mechanisms of thinking formation, which in the future can become the basis for a new worldview. It is analyzed that the fixation of changes in thinking indicates the development of skills to navigate in the world, the formation of a new worldview. If the worldview position is a consequence of the implementation of digital culture, the question arises about the nature of its influence on the construction of reality. In this, the authors start from the general characteristics of the new culture, the echo of which are the features of human behavior and its, for example, forms of life, such as education. Educational processes are considered, visualized, first of all, in an electronic form, which is powered by modern technologies. In the new culture, transformations of communication mechanisms are activated under the conditions of using information and communication technologies, in which cultural norms are replaced by conventional norms that prevail in meta-systems built on a communication basis. This emphasizes the emergence of elements of new thinking, which is accompanied by new behavior from a perspective of a person and is recorded by the term «worldview revolution». Western scientists write about the emergence of a «transformational worldview», which, according to the authors, requires, on the one hand, conceptual analysis, and on the other, reflections on the intellectual shifts of all humanity. It has been proven that the features of digital culture lay the foundation for a new attitude to the world. Appeal to thinking becomes a necessary element in the new culture, because it builds the skill of describing the world and one's place in it, and if a person also has a philosophical toolkit, a holistic picture of his understanding is revealed to him, as I. Kant once wrote.

PHILOSOPHICAL DISCOURSE OF RELIGIOUS IDENTITY

2025-05-27T09:29:10+00:00

The article presents a comprehensive study of the structural and functional interdependence of such phenomena as existentialism, spirituality, and morality in the context of the formation of religious consciousness. The authors examine in detail the key elements of human spiritual and religious activity, focusing on their inextricable connection, which determines the process of the formation of religious identity. Particular importance is attached to the historical development of moral consciousness, which since its emergence has demonstrated the syncretic interweaving of spirituality as a belief in moral ideals and morality as a canonized expression of the norms of human behavior. It is noted that faith is a fundamental element that transforms human existence into a spiritual life, giving it a deep meaning. It is proven that morality and spirituality are complementary components that form the basis of religious behavior and significantly influence the development of religious identity. It is emphasized that existentialism, spirituality and morality are closely interconnected, determining the nature of the religious worldview and influencing the formation of personal values. The article pays special attention to the role of individual experience, cultural context and modern social changes in the formation of moral and spiritual orientations. A new approach to understanding religious identity is proposed, which considers it as the result of the dynamic interaction of philosophical, anthropological and psychological factors. The results of the study are of great importance for philosophers, theologians, psychologists and sociologists who study religion and its impact on society. In addition, they can become the basis for the development of spiritual and moral education programs aimed at the formation of a harmonious personality. The role of religious identity in the formation of a personality striving to achieve harmony between spiritual and moral principles is separately analyzed. It is shown that it is thanks to religious beliefs that a person is able to overcome existential crises, find the meaning of life and ensure internal stability. Religious identity is considered as a phenomenon that combines individual aspirations for self-realization with collective values and moral norms of society. The conclusions of the study determine the prospects for further study of the role of spirituality and morality in the formation of ethical models of behavior, and also emphasize that faith and religious practices create a unique space in which human life acquires a deep spiritual meaning. The results of the article may be useful for further scientific research in the fields of philosophy, theology, psychology and social sciences, as well as for practical application in the field of education and upbringing.

CULTURAL AND INFORMATIONAL PARADIGM OF THE MODERN PERIOD OF SOCIETY DEVELOPMENT: HISTORICAL AND ECOLOGICAL ASPECT

2025-05-27T09:29:49+00:00

The article provides a comprehensive analysis of the research processes of the modern cultural and informational paradigm. In the course of the study, it is found that various ideas about society, its paradigmatic foundations about different systems of social coexistence, the place of natural and environmental assessments in them, and the understanding of cultural and informational worldviews of man as part of the great nature have been formed since ancient times. Traditionally, the worldview difference between society and the state was considered because the problem of building theoretical models of society is entirely related to the historical and ecological environment in which people live, manage and exist as individuals and part of the greater nature. Modern society has its own internal information ‘engine of contradictions’ that can carry information about counteracting, destroying or promoting the restoration of the biological and ecological space. In this context, the unity of opposites has two essential meanings: inseparability and internal interconnection, controversy of different sides of the social organism in relation to human economic activity, correspondence or contradiction of one opposite to another. Therefore, the modern period of society's development and its new cultural and informational paradigm have been significantly transformed from the previous understandings and interpretations. The authors prove that humanity has rethought the entire burden of global and intercivilisational problems of the world, which significantly change our living and working space, require a new understanding of the human impact on the natural world, flora and fauna, water and mineral resources, energy and resource conservation, etc. The purpose of the study is to summarise and understand the cultural and informational paradigm through historical and environmental aspects and human activity. Based on the results of the study, we note that the historical and ecological environment and human economic activity have led to a critical rethinking and a new understanding of the need for civilisation to develop individual ecological thinking. In connection with the above, the author notes the special importance of the influence of his professional activity on cultural and informational processes and strategic guidelines: to protect human civilisation and the world around us from destructive processes and self-destruction.

FILM MUSIC IN THE REPRESENTATION OF PERSONAL IDENTITY IN THE SPACE OF «PLEASANT PASTIME» CULTURE

2025-05-27T09:31:02+00:00

The article reveals the functions of film music in the representation of personal identity in the culture of «pleasant pastime». The essence of the concept of representation as a symbolic system that, through the interaction of the subject, conceptually and linguistically represents reality, making it understandable, is clarified. It has been determined that film music has a great influence on a person of postmodern culture by means of illocutionary force and intention and the implementation of communicative functions, implemented in three types of communicative acts – informative-cognitive, expressive and motivational. This is how music culturally coerces the individual to form a worldview style that corresponds to postmodern values, a range of images of social stereotypes, desires, interests and needs. It is shown that the phenomenon of film music is an expressive test in the polysemantic and poly-genre synthesis of the film, which, while maintaining its experimental openness, also combines information with visuality, technical issues with artistic and aesthetic ones. It is proven that film music as an expressive text is perceived in reading which is conditioned by the desire of the subject and causes a state of pleasure. The content of understanding the expressiveness of film music text is revealed, as a deepening from the «surface layer» of language to the spiritual, which occurs through the interpretation of linguistic metaphoricity of meanings and meanings embedded in syntax, rhythm, composition. The significance for film music as a text that brings pleasure of changes in the paradigm of sensuality in 20-th-century art, associated with overcoming the distance between subject, the desire to immerse oneself in the bodily nature of picture and sound, at the same time the increasing importance of visuality and sound as priority properties of world perception, is clarified. The nature of film music as a subject of technological processing by editing, sound spectral effects, algorithmic and fractal techniques is revealed, which aims to satisfy the requirement of an extraordinary feeling of pleasure and enjoyment from perception how the film-musical text, while enjoying time, simultaneously with obtaining aesthetic pleasure, represents personal identity, freeing one’s own being through imagination. It has been proven that such identity is realized in the inclusion of the individual in the game of trying on role-playing games in search of the desired of oneself, which transforms self-identification into narrative of the Self, where the story of the Self is formed into a configuration determined by the interaction of identity and selfhood, temporal and spatial changes, threats to the identity crisis, intrigue and event, personality and character.

THE PROBLEM OF LANGUAGE IN CONVEYING SUBJECTIVE EXPERIENCE. PHILOSOPHICAL DIMENSION

2025-05-27T09:31:44+00:00

This article explores the complexity of conveying subjective experience through language. An essential aspect of this topic is the definition of subjectivity which reflects the uniqueness of each individual’s inner world. Subjectivity denotes that every person’s experience is individual, shaped by personal memories, emotions, and worldview. Often, this experience is difficult to communicate to others through linguistic means, as language has its limitations and conventions. It relies on commonly accepted categories that do not always capture the depth of personal feelings and complex emotional states. Moreover, the meaning of words can vary depending on context, culture, and individual interpretation, further complicating the accurate transmission of subjective experience. The article then examines how subjective experience in language was addressed in ancient philosophy. Philosophers of this period, including Protagoras, Plato, and Aristotle, studied the nature of language, its ability to express truth, and the challenges of conveying individual experience. Protagoras, as a sophist, emphasized the relativity of truth and the subjectivity of human perception, arguing that each person has their own truth, complicating objective communication. Plato, on the other hand, sought universal principles of language that could transcend subjective perception, particularly through the concept of ideas and dialectical methods of knowledge. Aristotle, in turn, aimed to formalize language by developing logical categories that would facilitate objective expression of thought. The issue of subjective experience in language became particularly relevant in the context of the sophists’ activities, as they used linguistic tools for persuasion and manipulation rather than the pursuit of truth. This sparked lively discussions among philosophers and laid the foundation for further reflections on the limits and possibilities of language in transmitting human experience. The final part of the article examines contemporary philosophical approaches to studying subjective experience in language. Modern philosophers such as Noam Chomsky and Donald Davidson highlight the limitations of language as a means of communication, emphasizing its conventional nature and its ability to convey subjective experience only approximately. The article offers an in-depth analysis of the issue of language in transmitting subjective experience, combining historical and contemporary perspectives on the problem.

MEDIA-EDUCATIONAL SPACE IN THE SYSTEM OF MEDIA-CULTURAL DETERMINANTS OF SOCIALIZATION

2025-05-27T10:19:24+00:00

The article analyzes the peculiarities of the relationship between the media-educational and media-cultural spaces based on domestic scientific research. It is shown that media culture determines the integrity of the development processes of the media-educational space in two ways - as a real component of social life and as value meanings and cognitive instructions. Media attribute and institutional character contribute to the fact that media culture permeates all personal and social spheres of a person. The influence of media culture is also determined by the introduction of new meanings and patterns in the form of audio-visual, linguistic and kinesthetic components of media communication into the educational sphere. At the same time, there are opportunities for the development of media culture using the resources of the educational space, which has a positive effect on the growth of opportunities for productive socialization of the socio-cultural sphere in general. It is well-founded that media education performs the function of a translator of the entire existing universe of media culture, absorbing its valuable, meaningful, and functional diversity. The media and communication dimension of education, which turns it into media education, has priority for innovative changes in the content and values of educational activity. The risks of socialization in the media-cultural space must be compensated by the conscious design of the media-educational space in accordance with individual and public needs. The potential of modeling and designing media educational methodologies and technologies is determined by the ability to develop mechanisms that prevent media cultural threats based on the use of educational tools. It is proved that the educational component of the media space of socialization functions as an organizational form of the media-cultural process. The institutional status of media culture gives institutional status to innovative phenomena in the media-educational space. It is media culture that determines the most innovative goals of modern education in the form of media competence, critical thinking, and communication skills. The constructive aspect of media culture, the element of self-creation of a person in it, appears most obviously in the media-educational component of the global media space.

PHILOSOPHICAL AND WORLDVIEW ASPECTS OF TEACHERS' MENTAL HEALTH IN THE CONTEXT OF THE RUSSIAN-UKRAINIAN WAR

2025-05-27T10:20:00+00:00

The article is devoted to the problems of studying the philosophical and ideological aspects of the mental health of pedagogical workers at the modern historical stage. The article analyzes the impact of the Russian-Ukrainian war on the mental health of the educational community, as one of the main social institutions, and develops an algorithm for the ideological and psychological restoration of the personality. A mentally healthy person has a number of basic behavioral and ideological characteristics, among which the following can be identified: awareness of one’s emotional state; independence in making decisions; enjoyment of life and awareness of the value of life in general; high-quality communication with the ability to establish relationships with new people and people who have different views; the ability to adapt to new conditions and stressful situations; openness to learning and gaining new experience. The Russian-Ukrainian war caused complex psychological stress. Modern studies have recorded two aspects of psychological stress – informational and emotional. There is a high level of emotional burnout in society, degradation of the emotional and moral sphere. The main negative processes occur at three levels: biological, when the work of the organism is disrupted; mental, which includes mental health; socio-psychological, because of which a person loses the meaning of life and does not see himself/herself in the future. Algorithms and mechanisms that will contribute to the restoration of a person’s mental health constitute a complex system that has a direct impact on the individual’s worldview. The main factors of this system are: maintaining physical health; harmonizing work processes with a clear demarcation of working time and space; positive communication and positive perception of oneself; overcoming the inferiority complex and other stereotypes and information viruses of consciousness; returning the integrity of being through the restoration of harmonious control over one’s life; active activity and emotional involvement in historical processes. When the mental health of educators is restored, it affects not only the professional activities of teachers, but also the life of the community as a whole.

MIMESIS AS A MEANS FOR OVERCOMING EDUCATIONAL LOSSES

2025-05-27T10:35:45+00:00

The article explores the phenomenon of mimesis as one of the key mechanisms of learning which plays a fundamental role in the processes of cognition, personality development and acquisition of cultural values. In the context of the need to overcome educational losses addressing this phenomenon can play a positive and significant role as a natural principle of acquiring knowledge. It analyzes historical concepts of mimesis starting with the ancient philosophy of Plato and Aristotle, in which imitation was viewed as a basic principle of art, education, and socialization. The article also highlights approaches to mimesis in later pedagogical thought allowing us to trace the significance of this phenomenon in the context of the development of educational systems. In particular, attention is drawn to the fact that the modern education system has largely lost the mechanism of imitation as a natural way of learning, replacing it with analytical, abstract, and theoretical approaches. According to the authors, this has led to certain negative consequences including overloaded curricula, decreased student motivation, and the detachment of education from real life. The article suggests that the return of mimesis as an important pedagogical method may contribute to optimizing the educational process and improving its effectiveness in overcoming educational losses. The practical aspects of applying mimesis in modern education are also discussed. Proposed methods for its implementation include imitating the actions of teachers, learning through observation, group work, using mentorship, as well as incorporating digital technologies and best practices to recreate models of activity. It is noted that the effectiveness of this approach largely depends on the quality of the models offered to students for imitation. Thus, the article argues the necessity of revisiting the role of mimesis in modern pedagogy and emphasizes its potential in improving the quality of education. Using imitation as a natural learning mechanism will make the educational process more harmonious, effective, aligned with the needs of real life, and capable of helping to overcome educational losses.

«LIFELONG LEARNING» PHILOSOPHY: MODERNIZATION OR TRANSFORMATION OF TRADITIONAL EDUCATION? (statement of the question)

2025-05-29T11:19:31+00:00

The article examines the features of the reform movement in the field of education and training, which took place in modern Western society as a result of changes associated with the transition from a post-industrial knowledge society. It is noted that, unlike the concept of the information society, which focuses primarily on the development of means of obtaining and processing information, the concept of society. The article emphasizes that the leading trend at the beginning of the 21st century is the awareness of the importance of the lifelong education paradigm for the development of human society, which causes radical changes in the field of education. Lifelong learning is becoming a priority for all levels of the education system, which, accordingly, should not only be aimed at forming certain general or professional knowledge at the secondary and higher education levels, but also provide for the continuous formation and development of the individual as such. The term «lifelong learning» is analyzed, which denotes one of the main directions of Western educational policy aimed at the acquisition of personal competencies by applicants, increasing competitiveness in the labor market, and providing support in solving problems related to professional and social life. A general review of the European Commission's recommendation documents on the formation of a new educational trajectory is carried out. The emphasis is placed on the fact that the method of implementing the recommendations of the European Commission in Ukrainian legislation should correspond to the degree of readiness of Ukrainian society for the specified reform changes at this stage of its social development and political realities. The author concludes that it is necessary to raise the question of the classification of reform changes in the field of education, namely - is there another wave of modernization or a radical transformation of the educational trajectory? It is noted that the search for an answer to this question actualizes the study of the history of the development of the very idea of lifelong learning, the origins of which go back to the antiquity of human civilization, and reach their apogee in the philosophy of pragmatism, the initial thesis of which is that the world is a constantly changing system, and the task of man is to adapt and survive in an environment that is constantly changing and becoming more complicated.

EDUCATIONAL MOBILITY WITHIN THE PROBLEMATIC FIELD OF LIFE-CREATION: PROSPECTS AND CHALLENGES

2025-05-29T11:20:11+00:00

The article is devoted to the phenomenon of educational mobility in the variants of the problematic field of life-creation. It is noted that modern mobility researchers agree on the possible dual impact of educational mobility on the life of society and the individual, which, on the one hand, opens up endless prospects for a variety of positive human realisation in various aspects of life, and on the other hand, hides disorientation traps, dangers and challenges. Therefore, educational mobility can be studied both from the point of view of positive and negative freedom. In the author's opinion, there is a close relationship between life creativity and educational mobility at the level of the individual. Educational mobility is a constructive factor in the life-creativity of an individual only when it is realised and internalised by the individual. It is emphasised that in the modern world there are two main directions of its development: globalisation and glocalisation. Education, educational activities, educational mobility are becoming a driving force, a component and one of the results of the globalisation process, which stimulates the transformation of value foundations. According to the author, there is a problem of establishing the process of interaction between the values, cultural and educational requirements of the global society and the values and standards of a glocal nature. It is emphasised that globalisation contributes to the formation of a digital civilisation, a knowledge society that should be based on different principles, and education should also change and become global. The author suggests that in this interpretation, learning and quality education are tools that help people choose the right vector for their lives. Hence the high demands placed on education. Therefore, there is an urgent need to form a certain programme of human existence through educational mobility, a model of knowledge of the world, the qualitative level of which will depend on the degree of consciousness and activity of the person. In addition, an attempt is made to analyse the phenomenon of educational mobility in terms of the trap of disorientation of the individual, which can lead to distortions, illusion of prospects, false formation, self-expression and renewal of a person in the complex space of a globalised society.

METHODOLOGICAL APPROACHES TO INVESTIGATING THE DEVELOPMENT OF PEDAGOGICAL PROFESSIONALISM

2025-05-29T11:25:03+00:00

The article presents a systematization and scientific justification of methodological approaches relevant for studying the development of teachers’ pedagogical professionalism. It is established that ensuring the ideological coherence, value-defined orientation, and scientific validity of the research process is possible through the consideration of a set of principles, among which argumentativeness, verifiability, interrelation between theory and practice, comprehensiveness, dialecticality, evidence-based reasoning, unity of the historical and the logical, historicism, objectivity, consistency, systematicity, and integrity are paramount. The methodological approaches underlying the research are conventionally grouped into two major categories. The first group includes general scientific (axiological, acmeological, hermeneutic, critical, interdisciplinary, problem-based, and systemic) and specifically scientific (ethnopedagogical, historical-pedagogical, historical-comparative, paradigmatic, comparative-pedagogical, prognostic, and system-chronological) approaches which ensure the conceptualization of the study, determine its substantive orientations, and specify the procedures for analyzing pedagogical phenomena. The second group consists of procedural approaches, subdivided into contextual (administrative-regulatory, globalization-adaptive, demographic-resource, economic-managerial, industrial-integrative, critical-analytical, cultural, cross-cultural, politico-strategic, reformative, and sociocultural) and didactic (humanistic, didactic-methodological, ethical-moral, innovative, technological-integrative, competency-based, modular, communicative-interactive, culturally adaptive, personal, psycho-pedagogical, professional-practical, reflective, and subject-activity-based) ones. Their application makes it possible to trace the multidimensionality of the process of teachers’ professional development, encompassing both external sociocultural, economic, and political factors, as well as internal cognitive-reflective, emotional-personal, and activity-related mechanisms of professional growth. The formulated approaches, in their entirety, characterize pedagogical professionalism as a dynamic, multi-level, and holistic phenomenon formed at the intersection of individual experience, professional reflection, sociocultural context, and normative-institutional frameworks. A comprehensive understanding of the processes of teachers’ professional development requires the integration of general scientific, specifically scientific, and procedural approaches, enabling the disclosure of not only the structural and functional characteristics of pedagogical activity but also the deep personal and meaning-based determinants of professional formation in the context of modern societal transformations.

PEDAGOGICAL SUPPORT FOR SUSTAINABLE PROFESSIONAL AND CREATIVE SELF-DEVELOPMENT OF FUTURE TEACHERS

2025-06-03T06:59:22+00:00

The article theoretically substantiates and experimentally tests the ways of implementing pedagogical support for sustainable professional and creative self-development of future teachers. The essence of the concept of ‘professional and creative self-development’ in the context of teacher training is revealed, its structural components and factors of effective support are defined. The professional and creative self-development of future teachers is a personality trait characterised by the need for conscious, qualitative change of oneself as a subject of activity and the formation of a professional position, is a purposeful process of active self-improvement, independent mastering of new knowledge, skills and competences necessary for pedagogical activity, with an emphasis on a creative approach to future professional activity. The professional and creative self-development of future teachers involves the formation of an individual style of teaching, the development of critical and creative thinking, the improvement of pedagogical skills through reflection and analysis of their own practice, the desire for innovation and independent search for new teaching methods, the development of personal qualities that contribute to effective work with students. The main components of sustainable professional and creative self-development of future teachers are: professional development; creative development; self-education; self-reflection; innovation; emotional and volitional stability. The author's system of pedagogical support is presented, which includes psychological and pedagogical, organisational and methodological, technological aspects and provides for the organisation of practical activities to provide various types of support: informational, emotional, organisational and activity-based. The levels of professional and creative self-development are defined: situational and intuitive, modelling, reflective and determining. It has been established that in order to ensure sustainable professional and creative self-development of future teachers, it is necessary to develop and implement comprehensive pedagogical support programmes that include a combination of traditional and modern teaching methods, promote the development of students' autonomy and creative potential.

FOREIGN EXPERIENCE IN THE IMPLEMENTATION OF BLENDED LEARNING IN HIGHER MEDICAL EDUCATION INSTITUTIONS

2025-06-03T06:59:55+00:00

Modern medical education is undergoing transformations, combining traditional methods with digital technologies, which enhances the quality of specialist training. This article analyzes international experiences in implementing blended learning in higher medical education institutions, particularly in the USA, the United Kingdom, Australia, and China. The key advantages of this approach have been identified: increased flexibility of the educational process, the possibility of personalized learning, the development of students' independence, and the integration of theoretical knowledge with practical training. Successful practices such as Harvard Medical School’s online courses, digital simulations in Australian universities, and the use of micro-video lessons in China have been examined. Blended learning contributes to better material assimilation, the development of clinical thinking, and professional skills. It has been determined that its effectiveness depends on the level of teacher training, the availability of digital resources, the appropriate infrastructure, and students’ readiness for independent work. An important aspect is the adaptation of curricula to the digital environment, allowing for an optimal combination of traditional and modern teaching methods. The use of interactive platforms, webinars, multimedia resources, and simulation technologies enhances student motivation and the effectiveness of the educational process. The experience of leading countries demonstrates that combining online resources with practical sessions significantly improves specialist training, increases their international competitiveness, and fosters critical thinking development. Key components of successful blended learning implementation include faculty support, modernization of the technical base, and the introduction of mechanisms for assessing learning effectiveness. A promising direction is the further improvement of teaching methods, the integration of artificial intelligence, and adaptive learning, which will contribute to improving the quality of medical education. Special attention should be paid to the development of students' competencies, the implementation of modern pedagogical strategies, and the expansion of interaction opportunities in the digital environment, which can significantly enhance the efficiency of the educational process and the level of training of future doctors.

RELEVANCE OF IMPLEMENTING ARTIFICIAL INTELLIGENCE CAPABILITIES IN THE «BASED LEARNING» MODEL IN THE SYSTEM OF PROFESSIONAL TRAINING AND CONTINUOUS PROFESSIONAL EDUCATION OF DOCTORS

2025-06-03T07:00:25+00:00

Artificial intelligence (AI) has untapped potential in the healthcare sector, and «based learning» models help in training healthcare professionals. The aim was to assess the impact of artificial intelligence and the team-based learning model as teaching methods on the performance indicators of students at Dnipro State Medical University. An analysis of the academic performance of 193 6th-year students who completed the «Internal Medicine» course at the clinical base of Dnipro State Medical University – State Institution Ukrainian State Research Institute of Medical and Social Problems of Disability of the Ministry of Health of Ukraine in the academic year 2023–2024 was performed. Artificial intelligence methods and «team-based learning» models were used in the classes. Statistical analysis, including the calculation of means (median and interquartile range Me (25 %; 75 %), the distribution type was determined by the Shapiro-Wilk criterion) and relative values with a 95 % confidence interval (95 % CI); the reliability of disagreements according to the Mann-Whitney criterion was assessed using the R Commander software. According to the results, the absolute academic performance among all students was 100 %. The qualitative success of applicants for higher medical education in the database was 82.9 % (95 % CI 70.5 % – 96.8 %), 82.2 % (95 % CI 66.7 % – 99.3 %) among Ukrainian-speaking students and 84.0 % (95 % CI 67.6 %). The capabilities of artificial intelligence were used in compiling tasks from the «Internal Medicine» cycle when preparing students for classes. Students at the department are good at learning to collaborate to solve a problem or start a project, have a positive attitude towards the use of AI in generating creative solutions, new ideas and visualization capabilities. In each team, participants bring a variety of complementary talents, knowledge and experience in problem solving. Thus, in the conditions of high level of competition among institutions of higher medical education, it is very important to provide future doctors with modern knowledge and teach them to work with the latest technologies.

ON PREPARING FUTURE TEACHERS TO WORK IN THE CONTEXT OF UKRAINIAN SCHOOL REFORM

2025-06-03T07:01:26+00:00

The article, based on a multidisciplinary study and systematization of scientific works by Ukrainian teacher-scientists, analyzes the preparation of future teachers to work in the context of reforming the Ukrainian school. It is noted that the implementation of the New Ukrainian School concept involves both a radical change in the educational paradigm and the transformation of the role of the teacher from a single source of information to a trainer, facilitator, tutor, moderator in the individual educational trajectory of students. Attention is drawn to the need to take into account the task of transforming the work of a teacher in accordance with the realities of modern education, that is, the formation of a «new professional profile of a teacher» - diversification of his or her functions in the context of the information society. The document «Strategy for the Development of Higher Education in Ukraine for 2022-2032» is analyzed and the priority problems and tasks facing the education system of Ukraine are highlighted, in particular, the low level of trust in the innovative activities of higher education institutions, insufficient practice and experience in the implementation of digital technologies, therefore, we emphasize the need for active use of innovative pedagogical technologies by employees of higher education institutions that train future teachers for their effective preparation for further reform of the system of education. The article considers a model of professional training of future teachers, taking into account global trends, in order to develop independence, initiative, responsibility of teachers and promote self-improvement. The author emphasizes the expediency of ensuring the implementation of a number of basic functions in the training of future teachers, in particular, educational, informational, advisory, research, design, implementation, expert. The author notes the development of an effective system of quality assurance in higher pedagogical education. At the same time, we assume that any changes, let alone radical ones, in the education system are impossible without changes in the professional activities of the teacher, so it is advisable to orient future teachers to design new ways of thinking and working, effectively varying the goals, content, methods, and forms of organizing learning. To improve the effectiveness of preparing future teachers for teaching, we suggest that higher education institutions of the relevant profile make changes to the organization of the educational process.

THE USE OF DIGITAL RESOURCES IN THE TRAINING OF FUTURE SPECIALISTS IN LIBRARY, INFORMATION, AND ARCHIVE STUDIES AT HIGHER TECHNICAL EDUCATION INSTITUTIONS

2025-06-05T10:29:19+00:00

The article explores the role of digital technologies in the professional training of future specialists in library, information, and archival sciences within higher technical education institutions. It highlights the necessity of integrating digital resources into educational curricula to enhance students’ professional competencies, digital literacy, and adaptability to contemporary information environments. The study underscores the transformation of traditional teaching methodologies in response to digitalization. It reviews existing research on the topic, citing works by scholars, who emphasize the growing importance of digital skills in modern education. The analysis identifies key drivers of digital competence development, including globalization, the rapid advancement of information technologies, and the demand for specialists with analytical and creative problem-solving abilities. The article is dedicated to examining the impact of digital tools on educational practices. It discusses the benefits of virtual learning environments, online educational platforms (such as Moodle, Google Classroom, and Blackboard), and digital content creation tools, which facilitate interactive and student-centered learning experiences. The authors highlight how these technologies enhance learning outcomes, student motivation, and critical thinking skills. The article addresses challenges in implementing digital tools in education, such as the need for technical support, varying levels of digital literacy among educators and students, and resistance to change. It argues for the necessity of continuous professional development for educators to ensure the effective integration of digital technologies in the training of future specialists. The article concludes that digital technologies are essential for modernizing education and preparing future professionals to meet the challenges of an evolving digital society. It calls for strategic curriculum development, investment in digital infrastructure, and promoting digital competence as a core component of professional training. By incorporating innovative teaching methodologies and digital tools, higher education institutions can better equip students with the skills necessary for success in the contemporary information landscape.

THE USE OF ONLINE LABORATORIES AND SIMULATORS IN BIOLOGY CLASSES

2025-06-05T10:30:17+00:00

The article examines the use of online laboratories and simulators in biology teaching as an effective tool for modernizing the educational process. Virtual laboratories help compensate for the lack of material and technical resources, ensure the safe conduct of experiments, and promote the development of students' research skills. The advantages of integrating digital platforms into education have been analyzed, particularly their impact on the development of critical thinking, independent work, and experimental skills. The main methodological approaches to the use of online laboratories in the school curriculum have been identified, as well as the prospects for their further application in the context of distance and blended learning. The focus is on the effectiveness of virtual laboratories compared to traditional teaching methods, which is particularly relevant in modern educational contexts. An instructional guide for conducting a laboratory experiment using a virtual laboratory has been proposed. Special attention is given to analyzing the possibilities of integrating online laboratories into the educational process to enhance material retention. The authors have identified the key stages of successful integration of virtual laboratories and simulators into biology education: familiarizing students with the online laboratory, introducing it into the curriculum, developing assignments, and obtaining feedback. It has been established that online laboratories contribute to the development of research competence, analytical thinking, and increased student motivation for studying natural sciences. However, their use also has some drawbacks, including the lack of hands-on experience with laboratory equipment, reduced live interaction with peers, and dependence on technology. The article concludes that online laboratories are an effective tool for enhancing the quality of biology education, ensuring accessibility, flexibility in teaching, and improving students' practical skills. They contribute to the creation of an interactive learning environment that meets modern educational requirements.

CROSS-CUTTING CONTENT LINES OF HEALTH-SAVING TECHNOLOGIES IN THE OUT-OF-SCHOOL EDUCATION

2025-06-05T10:32:41+00:00

The article highlights health-saving technologies as a set of approaches, methods and practices that contribute to the preservation and promotion of the health of participants in the educational process in the context of current requirements defined by the Law of Ukraine «On Education» and «On Extracurricular Education», the Concept «New Ukrainian School» and other regulatory documents. The cross-cutting content lines are analyzed: «Health and Safety», «Environmental Safety and Sustainable Development», «Civic Responsibility» and «Entrepreneurship and Financial Literacy», which are socially significant over-subject topics that help to form students' understanding of society as a whole. The cross-cutting content area «Health and Safety», which develops the ability to apply the acquired knowledge in different situations, is studied. The aspects of the formation of a student as a socially, spiritually, emotionally and physically full-fledged member of society are outlined. Attention is focused on the social aspect of health: formation of communication skills, lifestyle, inclusiveness; emotional aspect: positive attitude, stress resistance, emotional well-being; spiritual aspect: inner harmony, moral values, the ability to self-realization, personality formation; physical aspect: the ability to maintain a healthy lifestyle, to help in the formation of a safe and healthy living environment. It is stated that extracurricular institutions deal with a variety of activities – from art studios to sports sections, and in today's conditions, extracurricular education is an individual approach and is a zone of psychological comfort. The article considers various aspects of the activities of out-of-school institutions in the implementation of health-saving technologies to form a student's value attitude to health. A value-based attitude to health can be developed through the formation of motivation for health promotion. UNESCO research emphasizes that the motivation and emotional state of students directly affect their educational achievements. The study made it possible to determine the prospects for the introduction of health-saving technologies as a tool for qualitative changes in the system of extracurricular education.

QUALIMETRY AS A COMPONENT PART OF QUALITOLOGY IN ASSESSING THE DEVELOPMENT OF CREATIVE POTENTIAL OF TEACHERS

2025-06-05T10:33:29+00:00

The article discusses the problem of the qualimetric approach to assessing the development of teachers' creative potential. The qualimetric toolkit for effective managerial decision-making is becoming particularly relevant. The scientific literature presents various forms and means of competency formation, but the qualimetric approach regarding the indicators for assessing the levels of development of teachers' creative potential is not sufficiently reflected. Given the transformation of education, the primary task is to develop tools for determining the level of their creative potential. There is a certain level of study on the issue, and the names of scientists who have highlighted the basic principles of pedagogical qualimetry, the use of the qualimetric approach in management, and the technology of modeling application are presented. The main part of the article discusses the effectiveness of an object that depends on the quality of management or the level of personal creative potential. The essence of using the qualimetric approach is revealed, which ensures an increase in the level of teachers' creative potential (hereinafter referred to as CP). Components and indicators for assessing the levels of teachers' creative potential have been developed. Therefore, when measuring the components of creative potential (hereinafter referred to as CP), a quality measurement model is used with the manufactured quality measurement tools, which ensures the dynamics of their transformation. Special attention is given to the blocks of the management model for the development of the creative potential of teachers of the Ukrainian language and literature (hereinafter referred to as CP ULL) as a transformation of personality. The article discusses the features of professional self-improvement of teachers through the development of personal creative potential and professionally significant qualities. The benefits of using a management model for assessing the level of their creative potential have been proven, as managing this development is impossible without effective managerial decisions through monitoring and timely adjustments. It is noted that the effectiveness of a leader's activities is established by the quality of managerial decisions as the foundation of their managerial competence. The aspects considered provide grounds to assert that the implementation of assessing the development of teachers' creative potential from the perspective of the qualimetric approach optimizes the process of controlling the formation of competencies, the level of RTPV: from the collected results to making decisions regarding further actions based on them.

HEALTH IN THE EDUCATIONAL AND SOCIO-CULTURAL CONTEXT

2025-06-05T10:34:38+00:00

The article provides a comprehensive analysis of the problem of the interaction of health culture and healthy lifestyle in the educational process in a socio-cultural context. One of the most important factors influencing the formation of a personality is the system of values regarding health formed in culture. Health as a cultural phenomenon reflects the universality of human relations with the living environment and other people. A healthy lifestyle should be considered a practical representation of the culture of health. Based on the existing culture of health, it directly determines the forms and content of healthy lifestyle through the education system. The culture of health, through the stimulation of a healthy lifestyle, smoothes out and facilitates processes that interfere with constructive socialization, and thereby minimizes social deviations. Socialization based on a healthy lifestyle is of particular importance, since it acts not only as a factor in the formation of interpersonal competence, but also as a factor in the mastering and transmission of general cultural values through the values of the culture of health. A healthy lifestyle is a resulting component of health culture where the activity aspect of a person’s responsible attitude to their own health dominates. The formation of a health culture in the educational process involves the activation of the body’s reserve capabilities based on a personal understanding of the inextricable connection with the socio-cultural and natural environment, as well as the personal need for spiritual development and self-actualization. The spiritual aspect of health culture concerns the development of a person’s inner world, their self-awareness. Spiritual health provides a person with the ability to consciously choose the goals and values of their own life as a result of the value self-organization of their inner world. Today, the formation of spirituality is the main content of educational activity and a prerequisite for the formation of a spiritually healthy person. The spiritual aspect of health manifests itself as a person’s awareness of themselves as a holistic personality, the formation of humanistic value orientations, understanding of the true values of life and their meaning, and the dominance of an optimistic worldview.

PSYCHOLOGICAL AND PEDAGOGICAL FEATURES OF PATRIOTIC EDUCATION OF SENIOR GRADE STUDENTS IN THE EDUCATIONAL PROCESS OF SECONDARY EDUCATION INSTITUTIONS

2025-06-05T10:35:14+00:00

The article reveals and substantiates the psychological and pedagogical features of patriotic education of high school students in the educational process of secondary education institutions. It is established that high school age includes adolescence and youth. This age is one of the key periods of personality formation which includes awareness of the meaning of life and one's purpose. Most scientists agree that adolescence and youth are the main periods of the formation of beliefs and the ability to independently build one's life path. It has been found that the main new formations of adolescence include the emergence of life planning, self-reflection, awareness of one's own personality, preparation for self-determination, building one's life, and gradual growth in all areas of life. Adolescence separates childhood from adulthood. This period is usually divided into early adolescence, that is, high school age (15-18 years) and late adolescence (18-23 years). It was found that adolescence is characterized by introspection and reflection. This age is characterized by increased emotional excitability (sharp mood swings, imbalance, anxiety). It was stated that work in the direction of patriotic education of high school students should be structured so that it also provides maximum benefit to their mental development. When organizing the perception of various educational materials of patriotic content by students, the teacher must take into account that this education takes place in close interaction of such mental operations as: analysis, comparison, determination of general, private and special features, abstraction, generalization, synthesis. It was found that under the influence of interest, intellectual activity increases, memory improves, imagination, perception, concentration of attention, thoughts are strengthened. Spiritual, civic and strong-willed qualities of the personality are also brought up under this influence. A characteristic feature of interest in knowledge is that this process has an intellectual nature: the subject that arouses interest helps to identify new aspects of the subject, to discover the meaning of observed events, to understand cause-and-effect relationships. If the teacher can awaken in students an interest in knowledge of patriotic content, students will have a desire for independent creative works of patriotic content; they will strive for knowledge, will be able to solve difficulties on the way to acquiring knowledge.