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

FORMATION OF THE ONTOLOGICAL FOUNDATIONS OF TECHNOLOGY: SUBSTANTIAL AND RELATIONAL PARADIGMS

Olga DOLSKA — 2025-12-18

The problem of the ontological foundations of science and technology in connection with the development of scientific, technical and technological spheres attracts increasingly wider attention of specialists. This issue becomes even more extensive when it comes to the ontology of technology and engineering activities. If, until the 20th century, scientists considered the issue of the ontological nature of science and technology separately as independent spheres of activity, or more attention was paid to the issue of the ontology of science (without paying attention to the ontology of technology), then in the 20th-21st centuries, the issue of ontology is actively raised, leaving no doubt about the relevance of this topic, filling the gaps. The article considers, first of all, approaches of a socio-humanitarian nature, but their analysis leads to conclusions about the need for a deeper analysis. Therefore, two conceptual approaches in the form of two ontological systems that originated in the times of ancient philosophy become central to the discussion. The relationship between science and technology is considered through the prism of the role of the theoretical and empirical nature of knowledge. A thesis was put forward about the substantive paradigm of the relationship between science and technology, on the basis of which an answer is given to the understanding of the ontology of technology. But in the 20th and 21st centuries, the situation is changing: by the middle of the 20th century, science and technology have moved into their new quality - their unity, which can be understood as the unity of theoretical and empirical (practical) knowledge. Speaking of science, this primarily concerns physics (since the technical revolution, the technical breakthrough was carried out as a breakthrough in physics, therefore the concept of «science» is understood, first of all, physics). All this together allows us to assert that a new paradigm is being formed - a relational one. When adopting the position on the relational ontological paradigm regarding the foundations of science and technology, it should be understood that in principle there are no objective, predetermined and unambiguously leading algorithms for solving these problems and crises. Each of the solutions is chosen and adjusted by trial and error, often quite tragic. In this sense, the turbulent and complex history of the 20th century in its tragedy does not teach us to choose a less than optimal solution.

LANGUAGE GAMES AS A METHOD OF PHILOSOPHICAL ANALYSIS

Tetiana LYSOKOLENKO — 2025-12-18

The article is devoted to the analysis of the concept of game in philosophy and the use of Ludwig Wittgenstein’s language games as a method of philosophical analysis. In the contemporary scientific and social context, the notion of game ceases to be regarded solely as a form of entertainment and acquires the status of a universal category capable of modeling various social, cultural, and communicative processes. The author examines the evolution of philosophical understanding of game, from Johan Huizinga to modern approaches associated with language games and the postmodern reinterpretation of game as a form of social interaction and meaning-making. Particular attention is given to Wittgenstein’s concept of language games, which views language as an activity intertwined with specific social practices and the life of communities. L. Wittgenstein's approach allows to identify and examine specific cases of language use, track changes in meaning, analyse the rules governing communication, and distinguish contradictions and different interpretations of complex concepts. The article also highlights the work of contemporary researchers, such as Oskari Kuusela and Harold Garfinkel, who employ language games as a methodological tool that enables modeling complex linguistic and cultural processes, investigating the logic of statements, and analyzing their impact on the formation of social perceptions. The study demonstrates that game, as both a concept and a research method, becomes especially relevant in conditions of polyvariance inherent to contemporary social and communicative processes. The application of language games as a method of philosophical analysis allows to rethink traditional approaches to the study of language, communication, and social reality, while also offering new perspectives for interdisciplinary research, including ethics, political science, and sociology. The concept of language games as a method provides opportunities to analyze communication not only as a mechanism for information transmission but as a process of meaning-making that encompasses freedom, responsibility, and ethical reflection. Accordingly, the article emphasizes the significance of language games as a crucial tool for exploring complex social and cultural phenomena and for developing new methodological approaches in contemporary philosophy.

COMPETENCE PROFILE OF A TECHNICAL CREATIVITY SPECIALIST: A SOCIO-PHILOSOPHICAL ANALYSIS

Svitlana KUTSEPAL — 2025-12-18

The article proves that in the 21st century, a new paradigm of socio-cultural and professional knowledge, norms, and competencies is emerging, designed to ensure the competitiveness and success of specialists, including those in technical creativity. The socio-philosophical analysis allows us to consider such a specialist not merely as a bearer of specialized knowledge, but as a subject of social action, capable of understanding the ethical dimension of technological processes. The main characteristics of creativity are determined: creativity, flexibility, openness to new things, imagination, fantasy, courage, etc., which are formed not only through theoretical training, but also in the process of activity, the ability to creatively apply professional knowledge and skills to solve non-standard situations. To form the creative abilities of a specialist, including a specialist in technical creativity, it is necessary to master a set of competencies, as well as an appropriate level of communication with members of the professional community. In contrast to special professional skills that are acquired in higher education institutions and are strictly linked to a particular profession («hard skills»), two other groups of skills – «soft skills» and «meta-skills» – are of great importance in the competence system of a modern professional. It is justified that a specialist in the field of technical creativity must possess a certain set of knowledge and skills necessary for effective activity, which are commonly referred to as competencies. The most important competencies are hard skills, soft skills, and meta skills, which enable the ability to analyze, model, predict the consequences and prospects of creative activity, use information, etc. It has been reasonably concluded that a specialist's competency profile ensures their future competitiveness and the compliance of their professional qualities with the requirements of the labor market. To achieve success, one must have a professional education, possess fundamental knowledge, be able to apply this knowledge in practical activities, and have a developed professional consciousness and self-awareness. A further line of research into technical creativity may consist in developing an educational model for training technical creativity specialists capable of combining innovative technical thinking with ethical, social, and humanistic competencies.

CRITICAL THINKING AND FORMAL LOGIC IN ARTIFICIAL INTELLIGENCE SYSTEMS: A PHILOSOPHICAL ANALYSIS

Olena NEVMERZHYTSKA — 2025-12-18

The article provides a comprehensive philosophical account of critical thinking and formal logic within contemporary artificial intelligence (AI) systems against the backdrop of the pervasive «hallucination» phenomenon–confidently produced yet factually incorrect outputs. It argues that purely statistical language models, lacking intrinsic verification mechanisms, cannot deliver epistemic reliability and therefore require «disciplining» via logical and metacognitive components. Methodologically, the study combines a history-of-philosophy perspective–from Aristotle, Descartes, Kant and Popper to current debates on the semantic limits of syntactic procedures (e.g., Searle’s «Chinese Room») – with a survey of technical strategies for embedding logic in AI. The paper traces the pendulum swing from symbolic (GOFAI) to neural approaches and shows an emerging consensus in favor of neuro-symbolic architectures that couple statistical power with the transparency of formal inference. It identifies three human critical-thinking components relevant for algorithms: a normative one (logical laws and rules), a descriptive one (awareness of common cognitive biases), and a prescriptive one (procedures for self-correction). Building on this mapping, it formulates principles of «logical discipline» for AI: explicit multi-step reasoning, internal self-verification and confidence estimation, tool-assisted fact-checking (calls to external modules and knowledge bases), causal modeling, and explainability. The analysis also clarifies key limitations: valid formal inference does not ensure truth under false premises; the absence of consciousness and intentionality precludes an «intrinsic» drive to truth; long reasoning chains may rationalize an initial error. The paper contends that a human-in-the-loop paradigm is currently optimal: AI acts as a rapid logical filter and hypothesis generator, while the human agent remains the final epistemic arbiter. Practical significance spans education, science, and managerial decision-making: introducing logical and metacognitive control loops can reduce factual errors and strengthen trust in AI. The contribution lies in an interdisciplinary mapping of critical-thinking components to implementable algorithmic mechanisms and in outlining a research program for «thinking» models that integrate logical rigor, causal reasoning, and transparent explanations – while remaining under human oversight.

BORDER TOPOLOGY: EXPERIENCE OF DISTINCTION AND SELF-IDENTIFICATION IN THE PRACTICES OF CIVIC, NATIONAL, AND MILITARY-PATRIOTIC EDUCATION

Nataliia RADIONOVA — 2025-12-18

The article examines the phenomenon of the boundary as a key condition for creating zones of dialogue in contemporary educational and formative practices. Particular attention is paid to a topological conception of the boundary–as a space of transition, dialogue, and mutual influence–in shaping experiences of differentiation and self-identification within current practices of civic education and national-patriotic formation. The analysis focuses on distinguishing civic, national, and military-patriotic modes of education which, at the methodological level, constitute different yet interrelated ways of constructing identity. Their interrelation indicates a fundamental openness and mutual alignment within the complex spatial dynamics of cultural boundaries that delineate the symbolic and semantic limits of belonging to a community. Cultural boundaries do not necessarily coincide with geographic, state, or political borders; rather, they are typically topological–defined by the interaction between self and other. Ukraine has centuries of reflection on and regulation of the limits of self/other, evident in the cultural, social, and political practices of contemporary Ukraine. This experience includes both the adoption of foreign cultural models and the preservation of its own identity, generating a distinctive topology of self/other that fosters a cultural plasticity capable of adapting to external influences without losing internal integrity–manifested in art, literature, religious practices, and civic institutions across various periods of the Ukrainian nation’s colonial subjugation. The article demonstrates that this historically shaped experience of differentiation and self-identification not only defines Ukraine’s character as a cultural and political nation, but also frames contemporary debates on political borders and cultural alienation, the cultural status of borderlands, and the distinction between «hard» and «soft» borders in totalitarian and democratic worlds. The article concludes that understanding the boundary as a phenomenon of human world-perception, and as an experience of differentiation and self-identification within civic, national, and military-patriotic education, can contribute to the formation of a cultural community that is open, globally integrated, and at the same time distinctive.

THE BIOETHICS OF SCIENTISM AND ANTI-SCIENTISM IN THE AGE OF NEUROTECHNOLOGIES AND BIOENGINEERING

Jakov TARAROYEV — 2025-12-18

This article provides a comprehensive analysis of the profound bioethical crisis stemming from the ideological conflict between scientism and anti-scientism in the age of rapid development in neurotechnologies and bioengineering. It examines breakthrough technologies such as genome editing (CRISPR), brain-computer interfaces, and 3D bioprinting, which are shifting discussions about the future of humanity from theoretical debates to practical realities. The scientific novelty of this work lies in its unique interdisciplinary approach to the study of the body and corporality, which synthesizes five methodological perspectives: philosophical-anthropological, neuroethical, bioethical regulation and design, sociocultural posthumanist, and the analysis of biomedical transformations. Scientism views these technologies as a primary tool for the unlimited enhancement of humankind, overcoming biological constraints, and evolving towards a new, more perfect species. In contrast, anti-scientism warns of the existential risks associated with uncontrolled interference in human nature, highlighting threats to its fundamental attributes: identity, free will, dignity, and uniqueness. Based on an analysis of the works of leading global thinkers (including M. Sandel, D. Haraway, R. Braidotti, R. Yuste, and others), the article explores key contemporary ethical dilemmas. These include the blurring of the line between therapeutic intervention and human «enhancement», threats to mental privacy and personal autonomy, and the emerging need for a framework of «neurorights». It is argued that the solution to the modern bioethical crisis lies not in abstract ontological debates about the status of biological systems, but in the transition to the practical implementation of the «ethics by design» concept. This approach involves integrating fundamental ethical principles – respect for the person, responsibility for consequences, and social justice – directly into the architecture of new technologies from their earliest stages of development. Thus, the article proposes a path toward harmonizing technological progress with humanistic values, allowing society to harness the potential of science for the benefit of humanity while minimizing the risks of dehumanization.

INTERDISCIPLINARITY OF HUMANITARIAN EXPERTISE: PHILOSOPHICAL DIMENSION

Roman BOGACHEV — 2025-12-18

The article examines the theoretical and methodological foundations of humanitarian expertise and the implementation of the ideas and principles of continuing education in the training of experts on humanitarian issues. The philosophy of humanitarian expertise is considered in the operational and strategic dimensions of ensuring the conditions for peaceful and sustainable development. The need to ensure the axiological dimension of humanitarian expertise is substantiated. The formation of information, communicative and cognitive competencies in the training of experts on humanitarian issues is studied. The interdisciplinarity of humanitarian expertise is revealed, the importance of humanitarian expertise in the humanitarianization and humanization of various spheres of social activity is revealed. The need for continuity in education for the training of experts in humanitarian issues is substantiated. The training of experts in humanitarian issues is carried out on the basis of a professional standard and within the framework of a competency-based approach. Continuity in education in the training of experts in humanitarian issues requires constant training and retraining during the performance of the professional functions of a humanitarian expert. The article considers competencies that require constant improvement of professional qualifications. The need to define integral competence is substantiated. Integral competence determines the systemic characteristics of the creative personality of a specialist and their implementation to achieve peaceful sustainable development, ensure social transformation and technological modernization to solve humanitarian issues. The need to introduce cognitive, communicative and informational competencies into the continuous training of experts is substantiated. Cognitive competencies are associated with the generation of new knowledge and the development of the research qualities of an expert in humanitarian issues. Communicative competences make it possible to use various types of communications in humanitarian expertise. Social communications, cultural, and strategic communications are of particular importance. Support for international communications and the development of international cooperation are also important for mastering international experience in humanitarian expertise. Mastering informational competences makes it possible to quickly process information and exchange information at the institutional, social, and international levels.

THE ROLE OF HISTORY OF PHILOSOPHY IN THE PROCESS OF KNOWLEDGE RENEWAL

Tatyana BORISOVA — 2025-12-18

The article attempts to examine both philosophy itself and its historical legacy in the status of «history of philosophy» through the prism of philosophical-historical and cultural-historical understanding. To strengthen the academic role of philosophy and vividly illustrate the given topic, a monograph by contemporary Ukrainian thinker S. Taranov was taken into consideration. Various attempts to interpret the history of philosophy as a component of the system of humanities knowledge and outside this context are considered, with a focus on the cultural horizons of historical knowledge as such. The role and influence of the philosophical system of knowledge on the formation of the cultural field in different historical eras is emphasized. The special value of the philosophical worldview in forming a holistic view of man, the world, and the perspective of their existence in comparison with other fields of knowledge is emphasized. A number of promising directions in the genesis of the ontological heritage of fundamental questions of philosophy, which «wander» from era to era and appear on the agenda of the historian of philosophy, are outlined. The role of history and historical methods in the process of renewing philosophical knowledge is highlighted. A separate layer of analysis is the problem of the secularization of cultural space and its inevitable influence on the established traditions of philosophical visions of personality and culture. Creative and innovative attempts by contemporary researchers of philosophy and its history to question some of the established views of academic philosophy on the history of culture are traced. A critical examination of the attempt to unify philosophical knowledge in the context of secular culture and the spread of destructive relativism. An attempt to outline the main provisions of the cultural and ethical code of the contemporary historian of philosophy. The interconnection and mutual influence of history and philosophy in their attempts at axiological analysis of contemporary cultural and historical processes are highlighted. The special philosophical status of man (as a subject of cognition) in the cognitive element of the human spirit as a witness, commentator, participant, and interpreter of history and cultural processes in history is emphasized. The methodological basis for the formation of both the philosophical and historical-cultural picture of the world was considered.

FROM THE BEGINNINGS OF MODERNISM TO CONTEMPORARY INTERNATIONAL SOLIDARITY: UKRAINIAN LITERARY THOUGHT IN DIALOGUE WITH THE WORLD

Kateryna ZINOVIEVA — 2025-12-18

The article is devoted to the philosophical analysis of the Ukrainian literary tradition in the context of its formation as a space of meanings in which national cultural memory is intertwined with the universal values of global humanism. It examines how the hermeneutic method makes it possible to interpret literature not only as an aesthetic artifact but also as a form of spiritual experience that reveals the interaction between the individual and the collective, the historical and the contemporary, the local and the global. The article shows that Ukrainian modernism formed an intellectual horizon of freedom, dignity, and cultural autonomy, which continues to unfold in contemporary literary practices. The study employs comparative-historical and cultural-historical methods, which made it possible to trace the development of Ukrainian literature in its interaction with European modernism and to identify the connections between national and global cultural traditions. The hermeneutic approach is applied to interpret literary texts in philosophical and sociocultural dimensions. The aim of the research is to provide a philosophical justification of the hermeneutic method as a tool for interpreting Ukrainian literary thought within the context of global cultural exchange. Special attention is given to the role of Ukrainian writers and translators in shaping an international humanistic discourse. The works of Serhiy Zhadan, Yurii Andrukhovych, Marianna Kiyanovska, and the translation activities of Iryna Dmytryshyn demonstrate that contemporary Ukrainian literature serves not only as a representation of national experience but also as an active ethical appeal to the world. In this context, the literary text appears as an act of witnessing that connects the traumatic experience of war with the aspiration for solidarity, mutual understanding, and shared responsibility. The analysis reveals the continuity of the Ukrainian humanistic tradition and its capacity to integrate into the global dialogue through the ethical dimension of coexistence. Literature emerges as an intellectual space in which modern challenges are reinterpreted and values essential for shaping a new culture of international support for Ukraine are affirmed.

CHILDHOOD AS A SPACE FOR OVERCOMING BIOLOGICAL DETERMINISM: A PHILOSOPHICAL AND PEDAGOGICAL CRITIQUE OF THE SOCIAL REDUCTION OF THE CHILD

Daria POHRIBNA — 2025-12-18

The article presents a comprehensive philosophical and pedagogical analysis of the phenomenon of childhood and the role of the child in the social, cultural, and psychological formation of the individual. It traces how the understanding of childhood has evolved – from ancient conceptions of the child as an «incomplete human» to contemporary humanistic approaches that emphasize children’s autonomy, creativity, and subjectivity. The article demonstrates that modern scientific and technological developments, particularly advances in genetics, neuropsychology, and bioethics, generate paradoxes of contemporary knowledge: while aiming to deepen our understanding of the child, they simultaneously risk reducing the child to an object of influence. It is argued that contemporary pedagogical thought finds itself in a state of tension between two poles – nature and society, biology and culture, necessity and freedom. It is at this liminal intersection that the phenomenon of childhood unfolds, revealing a fundamental contradiction of human existence: a human being is born as a biological entity, yet becomes themselves only within the world of culture, language, reciprocity, and love. In educational practice, however, thisdialectic is often lost. The biological dimension begins to be perceived not as the initial condition of development but as its limit, giving rise to the social reduction of the child – when pedagogical judgment is replaced by a biological label. In such a context, pedagogy loses its ethical dimension and turns into a mechanism for reproducing inequality. Drawing on classical and contemporary theories, the author substantiates the need for an anti-deterministic approach to education, one that recognizes the child as an active subject of their own development – capable of moral choice, creativity, and meaningful interaction. Childhood thus emerges as a unique ontological space of freedom, where the bodily, social, and spiritual dimensions of human life intersect. The practical significance of the study lies in the formation of a new humanistic model of pedagogical interaction – a model grounded in dialogue, co-creation, ethical self-affirmation, and respect for the individuality of the child. The conclusions may be applied in contemporary educational policy, pedagogical practice, and systems of psychological support aimed at the harmonious development and social integration of the child.

A CONFLICT OF VALUES AND UP-BRINING STRATEGIES IN GENERAL EDUCATION AND SPORTS SCHOOLS

Olena ROHOVA — 2025-12-18

The article examines key contradictions in the educational work of general education and sports schools and proposes ways to reconcile them for the comprehensive development of the student's personality. The features of pedagogical and coaching approaches, differences in value orientations, socialization processes, and the influence of physical and emotional stress on young athletes are analyzed. It was found that general education institutions focus on the formation of academic knowledge, civic consciousness, moral and ethical norms, and social and communication competencies, whereas sports institutions orient students toward the development of physical abilities, discipline, collectivism, and high athletic achievements. It is emphasized that the dual influence of these systems creates both internal and external conflicts in children, including identity split, decreased motivation, psychological pressure and value disorientation. The contradictions between the academic and athletic components of personal development, pedagogical and coaching styles of activity, humanistic values of education and instrumental values of sport, as well as between the school class and the sports team, are analyzed. It is determined that conflicts arise not only at the level of organizational and formal differences but also at a deep educational level, affecting social interactions and the moral development of children. An integrated educational approach is proposed based on the analyzed contradictions, literature review, and practical observations. It involves building a unified educational space through joint planning of educational activities, developing common programs of value and worldview education, applying interactive forms of work, ensuring systematic cooperation among teachers, coaches and parents, and providing psychological support. The use of such an approach makes it possible to harmonize educational and sports strategies and goals, ensure the formation of a morally resilient and socially mature personality, integrate academic and sports achievements with moral and social values, promote adaptation in various social environments, and foster the development of a holistic personality.

CONTEMPORARY MODELS OF ORGANIZING THE EDUCATIONAL PROCESS IN THE CONTEXT OF UNIVERSITIES’ DIGITAL TRANSFORMATION

Natalia BOBRO — 2025-12-18

The article systematizes, summarizes, and scientifically substantiates contemporary models of organizing the educational process at universities undergoing active digital transformation. It examines the main forms of e-learning and distance learning – online, web-supported, and blended (hybrid) – which are not only technological innovations but also structural stages in the development of the digital university. It has been shown that the digitalization of the educational process changes the very logic of pedagogical interaction, transforming it into a dynamic digital environment that integrates educational, research, and management processes. It has been substantiated that the combination of traditional (offline) and digital (online) formats creates a new quality of learning, where the educational space acquires the characteristics of flexibility, adaptability, and personalization. The research emphasizes that e-learning is gradually transcending its role as a supplementary tool and becoming a leading element in the architecture of the digital university. The hybrid learning model is defined as a transitional form between traditional and fully digital education, which ensures continuity of learning, flexibility of time and space constraints, and the possibility of implementing individual educational trajectories. It has been determined that the effectiveness of such models depends on the level of development of the university’s electronic educational environment, the digital competence of teaching staff, and the use of learning analytics tools and performance monitoring systems. It has been proven that the digital university is a new institutional form of educational organization in which technological infrastructure, pedagogical methodology, and management culture form a single ecosystem. The introduction of digital and hybrid learning models requires not only technical support but also profound psychological and pedagogical transformations that promote the development of critical thinking, self-regulation, and student responsibility for learning outcomes. The digital university is seen as a new-generation socio-technological model capable of ensuring the sustainable competitiveness of higher education, integration into the global educational space, and the training of specialists adapted to the challenges of the digital economy and knowledge society.

CASE METHOD AS A TOOL FOR INFLUENCE ON GEOGRAPHICAL THINKING OF GEOGRAPHY STUDENTS

Vitaly BEZUGLY — 2025-12-18

The article explores the theoretical and practical aspects of applying the case method in teaching geographical disciplines at higher education institutions. In the context of the modern transformation of education – from traditional reproductive models to activity-oriented approaches – the case method serves as an effective means of developing geographical thinking, as well as the analytical and communication competencies of university students. The authors emphasize the importance of developing the ability to work with diverse sources of information, including maps, statistics, and digital data, which fosters critical reflection on spatial phenomena and the ability to make informed decisions. It is proven that in higher education, not only knowledge but also the ability to critically interpret information, apply it in practice, and make well-grounded decisions is of great importance. This is especially relevant for training specialists in the field of geography, where the development of geographical thinking – the ability to analyze spatial phenomena, establish cause-and-effect relationships, and make professional decisions – is a key objective. The paper analyzes contemporary scientific approaches to the case method, its structure, the main principles of developing educational cases, and the possible ways of organizing work with them among university students. Particular attention is paid to practical examples of using cases from the course «Human Geography of Ukraine», which stimulate research activity and contribute to a deeper understanding of the learning material. The development of cases is based on the principles of relevance, problem orientation, alignment with learning objectives, accessibility of material, and openness of solutions that encourage creativity. Forms of working with cases in geography classes can be group-based, individual, or project-oriented, which helps develop various competencies such as collaboration, independence, critical thinking, and practical experience. The article considers the use of case technology as an effective tool for developing the professional competence of future geographers, ensuring a harmonious combination of theory and practice and fostering the growth of key skills necessary for their future professional activity.

TECHNOLOGICAL APPROACH TO THE FORMATION OF ENGLISH-LANGUAGE ACADEMIC WRITING SKILLS IN STUDENTS OF SOCIAL AND HUMANITARIAN SPECIALTIES

Olha VYSOTSKA — 2025-12-18

The article reveals the theoretical aspects of applying the technological approach to the formation of English-language academic writing skills in students of social and humanitarian specialties in the context of modern trends in higher education. The necessity of shifting from traditional approaches to writing instruction toward technologically structured models that ensure the integrity, manageability, and effectiveness of the educational process is substantiated. It is emphasized that the formation of academic writing skills is not only a linguistic process but also a cognitive, communicative, and research activity aimed at developing critical thinking, academic integrity, and the ability to produce texts in accordance with the norms of international academic discourse. The article presents the technological approach as a methodological basis for developing a model of academic writing instruction, which includes three interrelated stages: motivational and orientational, activity-technological, and reflective-analytical. The leading pedagogical technologies, communicative, reflective, project-based, and problem-oriented, are identified as those ensuring the effective acquisition of genre, structural, and stylistic features of English academic writing. It is demonstrated that the technological approach serves as a foundation for organizational and methodological actions aimed at developing students’ abilities to plan, structure, argue, and edit their own scholarly texts using modern digital tools. A theoretical analysis of the philosophical and pedagogical foundations of academic writing, as well as its role as a means of intellectual communication and representation of scientific knowledge, is conducted. It is substantiated that the implementation of the technological approach contributes to the development of students’ professional-communicative, research, information-digital, and sociocultural competencies, as well as fosters their readiness for intercultural academic dialogue. The proposed ideas have practical value for university instructors, methodologists, and researchers in pedagogy and foreign language teaching methodology, as they provide a basis for developing technological programs and courses in English academic writing tailored to the needs of students in social and humanitarian fields.

NEW TECHNOLOGIES IN THE LANGUAGE TRAINING OF NON-PHILOLOGY INTERNATIONAL STUDENTS

Katerina GEICHENKO — 2025-12-18

The article examines the objectives of language training for non-philology international students enrolled in non-linguistic higher education institutions in Ukraine. It identifies a tendency toward decreased motivation to study the Ukrainian language among non-native speakers during remote learning, along with an analysis of the underlying causes of this phenomenon. The study explores the impact of modern digital technologies on the system of language instruction for international communicators. It is demonstrated that the integration of cutting-edge tools, particularly artificial intelligence (AI), serves as an effective and creative means of optimizing the learning process and supporting language instructors. By employing innovative formats and methods, such technologies offer expanded opportunities to enhance student motivation in mastering Ukrainian as a foreign language and contribute to the overall improvement of teaching quality. Given the essential role of communication in academic and professional contexts, the authors emphasize that effective communication for non-native speakers requires more than just linguistic proficiency – it necessitates cultural awareness of the target language community to ensure proper interpretation of contextual and nuanced meanings. The development of communication skills and teamwork capabilities is particularly vital for international students in medical universities, and AI can act as a catalyst in this educational process. Its undeniable potential lies in supporting students as they adapt to a foreign-language environment. The article also highlights the evolving roles of both teachers and students within the framework of active technology integration. Despite the growing significance of AI, it is underscored that AI remains a tool – not a replacement – for language instructors, whose role in cultivating critical thinking and social skills remains indispensable. The authors present practical examples of how new technological tools, including AI, have been incorporated into the language training practices of the Department of Language and General Theoretical Training at Zaporizhzhia State Medical and Pharmaceutical University (ZSMPhU) for international medical students. The article offers illustrative cases of AI-assisted lesson planning and educational event development, which may be of interest to educators working with non-native speakers. In conclusion, the authors argue that the integration of AI into the language training system for international students is a complex yet effective and multi-dimensional process that requires further research, continued development of educational technologies, and active familiarization of teaching staff with pedagogical innovations.

SYNERGY OF THE COURSE «FUNDAMENTALS OF COMPUTER SCIENCE WITH METHODS OF TEACHING THE COMPUTER EDUCATIONAL BRANCH» IN PRIMARY SCHOOL TEACHER TRAINING

Iryna KOLIADA — 2025-12-18

The article explores the problem of synergy of the course «Fundamentals of Informatics with the Methodology of Teaching the Informatics Educational Branch» in the system of training future primary school teachers. Effective training of a new generation teacher requires not a mechanical combination of theory and practice, but their organic integration based on a common methodological platform. The synergy of the course components creates space for a deep understanding of the essence of Informatics as a fundamental science and at the same time provides the practical ability of the future teacher to realize its potential in the educational process of primary school. Informatics knowledge, but also to learn to transform them into didactic models accessible to younger schoolchildren. It stimulates the development of pedagogical thinking, reflection, readiness to use digital technologies and forms a conscious attitude to professional activity. An important place in the conceptual analysis is occupied by the reproduction of theoretical constructs that outline the mechanisms of interaction in the «teacher – student» dimension at the activity level. A description of the methods and techniques of the author's pedagogical experience aimed at combining theoretical analysis with practical educational situations is presented. A teaching method has been tested that ensures the active inclusion of students in educational activities, the development of pedagogical skills, the formation of sustainable motivation and understanding of the value of digital literacy as a component of professional competence. The course was created taking into account modern trends in the digitalization of education, the needs of school practice and the psychological characteristics of students of pedagogical specialties. Thus, the synergistic model of the course is an effective solution for ensuring a holistic, competency-oriented training of a primary school teacher who is able to act creatively, integrate digital technologies into the educational process and educate a competent digital citizen.

EMBROIDERY AS A MEANS OF FORMING NATIONAL SOLIDARITY AND IDENTITY IN THE TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS

Tetiana YAKOVYSHYNA — 2025-12-18

The article characterizes the concepts of «national solidarity» and «national identity», highlights education as a space for the formation of national identity and solidarity, proves that embroidery is a marker of national identity; reveals the peculiarities of implementing national-patriotic education in modern Ukrainian primary schools; identifies markers of national identity and solidarity. The author's goal is to analyze the role of the vyshyvanka as a marker of national identity and solidarity in the educational space, reveal its potential in fostering patriotism and self-awareness among students, and outline practical ways to introduce traditional symbols into the modern educational process in primary schools. Analyzing the modern education system in Ukraine, the author emphasizes that education traditionally performs not only an educational but also an important upbringing function. The formation of national identity and solidarity is one of the priorities of state educational policy, as enshrined in the Concept of the New Ukrainian School, the Strategy for National-Patriotic Education, and several educational programs. One of the effective tools in this process is the use of elements of intangible cultural heritage, in particular, embroidery. In fact, the article considers the vyshyvanka as a cultural symbol and marker of national identity and solidarity in the context of the modern educational process. The author analyzes its potential in shaping patriotic values, national identity, and solidarity among younger schoolchildren. It has been established that the vyshyvanka is a visual code of Ukrainian national identity, combining historical memory, spirituality, and regional identity. Its ornaments and colors not only decorate clothing but also reflect the values, beliefs, and collective experience of the people, passed down from generation to generation. In modern society, the embroidered shirt performs not only an aesthetic but also an identification function – as a symbol of belonging to Ukrainian culture and supporting its continuity. Examples of the integration of embroidered shirt symbolism into the content of teaching and education in primary schools in Ukraine are given. The article substantiates the feasibility of a systematic approach to the use of national symbols in education as a means of developing a well-rounded personality. The article contains prospects for further study of the topic of forming national identity and solidarity in the educational process of modern primary schools.

PRACTICAL APPROACH TO THE DEVELOPMENT OF PROFESSIONAL COMPETENCE OF TEACHERS: THEORETICAL BASIS AND EDUCATIONAL PRACTICES

Oleksii LYSTOPAD — 2025-12-18

The article reveals the essence of the praxeological approach as a methodological resource for the development of professional competence of teachers. An analysis of its theoretical foundations, combining philosophical-methodological, pedagogical and practice-oriented dimensions, has been carried out. It is shown that the praxeological approach allows overcoming the gap between theory and practice, ensuring the effectiveness, efficiency and expediency of the professional activity of teachers. The significance of praxeology for the formation of integrative characteristics of professional competence, in particular the ability to reflect, make optimal decisions and organise the educational process on the basis of productivity and value orientation, is substantiated. As a result of the analysis, the professional competence of a teacher from the perspective of the praxeological approach is interpreted as an integrated, multi-level and dynamic quality of personality, which develops on the basis of knowledge, but is determined primarily by the readiness and ability to effectively implement it in specific professional situations. It is not limited to the formal assimilation of theoretical principles, but involves an organic combination of cognitive, operational-activity, value-motivational and reflective components that ensure the integrity and effectiveness of pedagogical activity. Special attention is paid to educational practices that reflect the praxeological approach: practices of analytical modelling of professional reality, practices of individual and collective reflection, practices of professional growth in partnership, practices of personal support and development, and research and transformation practices. Within the framework of the praxeological approach, systematised educational practices serve as functional tools for the development of teachers’ competencies. They ensure comprehensive integration of cognitive, activity-based, and value-reflective components of professional mastery, stimulating the formation of self-reflection skills, critical analysis of one’s own actions, and selection of optimal pedagogical strategies.

LOGORHYTHMICS AS A MEANS OF DEVELOPING COHERENT SPEECH IN CHILDREN WITH INTELLECTUAL DISABILITIES

Irina KUZAVA — 2025-12-18

У статті обґрунтовано ефективність використання логоритміки як засобу розвитку зв’язного мовлення у дітей з інтелектуальними порушеннями (ІП) та визначено педагогічні умови її результативного впровадження. Констатовано, що логоритміка є ефективним засобом розвитку зв’язного мовлення у дітей з ІП. Актуальність її застосування у сучасній корекційній педагогіці обґрунтована необхідністю пошуку інтегрованих підходів до стимулювання мовленнєвого, психофізичного та емоційного розвитку цієї категорії дітей. Логоритміка подається як комплекс корекційних вправ, що поєднують музику, ритм, рух і слово, сприяючи гармонійному розвитку моторики, слухового сприйняття, уваги, пам’яті та мовленнєвої активності. На основі аналізу праць таких вчених, як О. Боряк, О. Забара, О. Бухало та інших, визначено сутність та значущість логоритміки у корекційно-розвивальному процесі. Логоритміка не лише виконує мовленнєво-корекційну функцію, але й діє як психотерапевтичний засіб. Вона сприяє розвитку емоційної сфери, формуванню комунікативних навичок і забезпечує гармонійну взаємодію між рухами, мовленням та музикою. Серед основних завдань логоритміки для дітей з ІП виділено стимулювання мовленнєвої активності, розвиток темпо-ритмічної організації мовлення, вдосконалення фонематичного слуху, артикуляційної моторики та дихання. Окремо закцентовано на вихованні емоційно-вольової сфери та зміцненні комунікативних умінь. У статті також детально розглянуто важливі аспекти та застереження щодо застосування логоритміки у роботі з дітьми з ІП. Наголошено на необхідності індивідуального підходу, систематичності та поступовості у доборі вправ. Важливим аспектом виділено створення емоційно комфортного середовища та відповідного вибору музичного матеріалу. Зазначено, що ефективність логоритмічних занять значною мірою залежить від узгодженої роботи педагогів, врахування фізичного стану дитини та збалансування активних і спокійних етапів занять. Також, що логоритміка є універсальним методом, який інтегрує педагогічні, психологічні та нейрофізіологічні підходи до розвитку мовлення.

MODEL OF STUDYING THE PEDAGOGICAL ACTIVITY OF A TEACHER'S ASSISTANT AS A MEANS OF IMPROVING INCLUSIVE EDUCATIONAL PRACTICE

Iryna MOISEIENKO — 2025-12-18

The article provides a theoretical analysis of scientific sources devoted to the problem of pedagogical modeling as an important tool for research, design and improvement of educational processes. Modern approaches, conceptual provisions and models of pedagogical modeling are considered, which represent various areas of its application in educational practice - from the organization of the educational process to the formation of professional competencies of pedagogical personnel. It is found that pedagogical modeling is considered by scientists as a method of cognition, a means of managing educational activities, a form of scientific generalization and design of pedagogical systems. The researched sources identify the key principles of pedagogical modeling: systematicity, structurality, adequacy to real conditions, dynamism, flexibility, scientific validity and practical orientation. It is noted that effective modeling involves the construction of interrelated components (targeted, content, methodological, organizational and effective), which ensure the integrity of the pedagogical process. Particular attention is paid to the role of modeling in the development of professional competencies of teachers, the formation of their readiness for innovative activity and the educational environment improvement. It is emphasized that pedagogical models perform both an analytical and prognostic function, contribute to the adaptation of educational systems to the challenges of modernity, in particular to the inclusive learning implementation, digitalization of education and a competency-based approach. Based on the analysis, it is concluded that pedagogical modeling is a universal tool for scientific knowledge and practical improvement of educational activities, which combines theoretical systematicity and applied effectiveness, ensuring effective management of the development of educational processes and professional training of teachers. In addition, the need for further specification of the methodological principles of modeling in the context of modern transformations of education is emphasized, which will allow improving the quality of pedagogical solutions, optimizing the interaction of participants in the educational process and contributing to the creation of an innovative educational space focused on the needs of the individual and society.

ADULT EDUCATION IN THE CONCEPTUAL ACCENTUATIONS

Alona SAMOІLOVA — 2025-12-18

The article examines the main characteristics of adult education, its functions and social significance. It is noted that adult education represents an organic unity of formal and non-formal educational practices that complement and extend school education, contributing to the development of relevant skills, deepening of knowledge potential, and improvement of an individual’s professional qualifications. Educational practices for adults enrich the individual’s social and civic life and expand their opportunities for participation in the spiritual and cultural existence of society. Adult education is a structured social subsystem that incorporates educational institutions as socially oriented entities, subjects of social relations, and the educational process as a form of sociocultural activity, the effectiveness of which is determined by the optimal parameters of the educational environment. It is stated that adult education is one of the most effective means of human adaptation in the scientific and cultural spheres. By acquiring education, an individual masters not only knowledge but also cultural values. Considering these circumstances, the global community puts forward requirements for the development of a global educational strategy that directly concerns the adult person as well. Adult education should be supported by a system of comprehensive organizational, legal, and managerial solutions and be based on specific methodologies for teaching various disciplines. The effectiveness of providing educational services for adults largely correlates with the educator’s ability to create an atmosphere of partnership during classroom interaction and with the level of their professional knowledge and skills. The educator must be able to model situations in which adult learners can realize the experience acquired throughout their life and professional activity. In conclusion, it is stated that, in its conceptual dimension, adult education is a complex social phenomenon that encompasses, apart from purely pedagogical and psychological aspects, also socio-economic, legal, and managerial components. Adult education is a necessity of the present time, as it is capable of ensuring the effective adaptation of older citizens to new socio-economic conditions.

USING ARTIFICIAL INTELLIGENCE AS A TOOL FOR DEVELOPING WRITTEN AND ORAL COMMUNICATION OF SCHOOL STUDENTS

Natalia SOVTYS — 2025-12-18

The scientific research examines the issue of using artificial intelligence as a tool for developing written and oral communication of schoolchildren. It is emphasized that education in the context of digitalization and globalization is undergoing a significant transformation, and generative systems open up new opportunities for the formation of key competencies of students. Therefore, by implementing such technologies, the teacher will develop students' skills in text planning, logical argumentation, critical analysis of material, and editing, as well as improve oral communication through role-playing, debates, and media literacy exercises. The study summarizes international recommendations from UNESCO and OECD on the safe, ethical and age-appropriate use of digital tools in school, and also presents examples of the integration of AI systems into teaching the Ukrainian language. Special attention is paid to didactic approaches that combine traditional teaching methods with modern digital technologies that contribute to academic integrity, the development of critical thinking and independence of students. Practical models of lessons and mini-projects are presented, such as news analysis, creation of text products with the support of artificial intelligence and language laboratories, where technology acts as an auxiliary tool, not a substitute for the teacher. The article discusses the risks of excessive dependence on technology, the occurrence of inaccuracies in generated materials, plagiarism and unequal access to digital resources, and also suggests ways to minimize them through logging, prompts, fact-checking, regular reflective discussions and limiting the share of automatically generated content. It is summarized that the competent integration of artificial intelligence into the educational process of primary school improves the quality of written and oral communication, stimulates the creative activity of students, forms their communicative and analytical skills and prepares for effective interaction in the information society, provided that pedagogical support, responsible use of digital tools and adherence to ethical and methodological norms, which ensures the harmonious development of competencies and preparation of school students for modern challenges of society.

THE IMPACT OF LEGISLATIVE CHANGES ON PRESCHOOL EDUCATION IN UKRAINE

Hanna SHVED — 2025-12-18

The article examines legislative changes in the field of preschool education in Ukraine within the process of updating the regulatory and legal framework. It highlights the dynamics of legislative transformations aimed at ensuring equal access of children to preschool education, expanding the types of educational process organization, and developing an inclusive environment in the management of educational institutions. The impact of legislative changes on certain organizational, content-related, and managerial foundations of preschool education attainment has been identified. According to the current legislation, both traditional (nursery, kindergarten, special kindergarten) and alternative forms of preschool education in Ukraine (mobile kindergarten, family or home kindergarten, mini-kindergarten, pedagogical partnership center, child development center) are defined. This indicates the adaptability of preschool education institutions in organizing educational activities under modern crisis challenges. The study revealed that legislative changes have become a prerequisite for the possibility of organizing the educational process under martial law conditions and have also laid the foundation for the further development and restoration of the preschool education system in the post-war period. The article analyzes the forms of preschool education through the lens of learning under martial law conditions. It characterizes the organization and functioning of alternative preschool education structures introduced by the new Law of Ukraine «On Preschool Education». Each of these structures is analyzed in the context of the individual needs and capacities of children and their families. At the same time, attention is drawn to possible difficulties in implementing legislative innovations, such as the imperfect mechanisms for establishing, organizing, managing, and monitoring the quality of educational services within the proposed alternative preschool education models. Prospects for further scientific inquiry lie in analyzing the best international practices of similar flexible educational structures to identify the potential for adopting the most effective approaches to the implementation of national legislative changes.

CERTIFICATION OF A MATHEMATICS TEACHER AS ONE OF THE AREAS OF PROFESSIONAL DEVELOPMENT

Olena DOBRIANSKA — 2025-12-18

The article examines the issue of certification of mathematics teachers as one of the key tools for the professional development of teaching staff in the context of the modernization of the general secondary education system in Ukraine. Particular attention is paid to the impact of certification on improving the quality of mathematics education, developing the professional competence of teachers, as well as on the formation of a supportive environment and educational leadership in the context of the implementation of the Concept «New Ukrainian School». The article analyzes the process of certification of mathematics teachers in 2023–2024 and emphasizes that this process performs not only an evaluative function, but also is a powerful motivator for self-reflection, self-development, and improving the quality of educational services. Participation in certification, in particular its stages of self-assessment and study of practical experience, stimulates teachers to critically analyze their own professional activities and implement innovative teaching methods. In particular, it was analyzed that only 32–38% of mathematics teachers who participated in the certification in 2023 and 2024 successfully passed all its stages. This result is an occasion to strengthen scientific and methodological support, improve the quality of training in postgraduate pedagogical education institutions, as well as to implement flexible models of professional development that combine formal, non-formal and informal education. The article analyzes in detail the structure of certification, its legal support, the professional standard of a teacher, and the role of the Centers for Professional Development of Pedagogues. It is shown that successful certification contributes to social recognition and opens up new career and leadership prospects. Attention is paid to the experience of the Dnipro Academy of Continuing Education, which actively supports teachers in the region by conducting webinars, trainings, methodological studies, and supporting Professional Development Centers. Such activities are aimed at reducing psychological barriers to participation in certification, increasing awareness, and creating a comfortable professional environment. The article also emphasizes the importance of creating professional communities, such as the Association of Certified Pedagogues. Such organizations play a leading role in building a culture of professional support, sharing experiences and disseminating innovative practices. They serve as platforms for collective learning, increasing the prestige of the teaching profession and implementing educational leadership. The importance of improving certification training programs is emphasized, in particular, the creation of open educational resources, updating digital platforms and feedback tools. In addition, the article contains recommendations for the formation of a sustainable ecosystem of professional development support, in which public authorities, postgraduate education institutions, employers, public organizations and the pedagogical community as a whole should play an active role. It is noted that the successful functioning of such a system is a prerequisite for the implementation of state policy in the field of ensuring the quality of education, developing human capital and forming a competitive educational space.