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

ARTIFICIAL INTELLIGENCE AS A SOURCE OF ALIENATION AND EXISTENTIAL THREATS

Оleksandr Petrovych DZOBAN — 2026-04-08

This article attempts a comprehensive socio-philosophical reflection on the impact of artificial intelligence (AI) systems on modern individuals and society. It substantiates the thesis that AI is a multifaceted phenomenon acting as a source of large-scale socio-cultural transformations offering both opportunities for self-actualization and profound existential risks. The study emphasizes that the pace of technological progress significantly outstrips philosophical reflection and the theoretical understanding of the consequences of implementing these technologies. The fundamental threats that AI poses to the human race are considered: the transformation of the labour market and the loss of meaning in life (the problem of mass unemployment caused by AI's ability to perform not only routine but also complex cognitive tasks in creative and intellectual fields), social injustice and algorithmic bias (the ‘black box’ phenomenon, through which the logic of AI decision-making remains opaque, leading to discrimination on ethnic, gender or religious grounds in areas such as law enforcement, education and recruitment), violation of personal autonomy (AI systems infringing on the human right to self-determination through manipulation, total surveillance and restrictions on the information space). The conclusions stress the necessity of developing philosophical principles and regulatory frameworks to ensure a human-centered approach to AI development. It is emphasized that only by maintaining the central position of the human being in the world and establishing clear ethical boundaries for the use of intelligent systems can negative consequences be minimized and the potential of AI be directed toward the benefit of civilization. Particular attention is paid to the fact that the existential threat formed by the fundamental integration of AI into social life requires the development and adoption of a comprehensive set of documents national strategies, legislative acts, ethical guidelines, and standards issued by state institutions, commercial structures, and international organizations to regulate the ethico-legal aspects of AI utilization.

THE PHENOMENON OF «ECOLOGICAL SYMBOLISM» IN THE CULTURE OF CONSUMPTION OF A GLOBALIZED SOCIETY: A SOCIO-PHILOSOPHICAL ANALYSIS OF GASTRONOMIC PRACTICES

Olha Yevhenivna VYSOTSKA — 2026-04-08

This article examines the phenomenon of ecological symbolism in the culture of consumption of a globalized society from a socio-philosophical perspective. In contemporary conditions of globalization, the processes of food production, distribution, and consumption acquire not only economic or utilitarian significance but also a symbolic and cultural dimension that increasingly influences everyday social practices. Food in the modern globalized world functions not merely as a basic resource necessary for human survival, but also as an important cultural marker that reflects social values, ethical orientations, and lifestyle choices. Gastronomic practices therefore play a significant role in contemporary societies, as they represent new forms of social identity, value orientations, and worldview attitudes that emerge in the context of global cultural interaction and the expansion of consumer culture. In this study, the author interprets the concept of «ecological symbolism» as a cultural phenomenon that reflects the aspiration of individuals and social groups to demonstrate their ecological awareness and responsibility through the choice of food products as well as through the ways these products are prepared, presented, and consumed. Such practices often function as visible indicators of environmentally oriented lifestyles and ethical commitments. The article explores the relationship between the culture of consumption and the transformation of gastronomic culture under the influence of globalization processes. The author emphasizes that the globalization of food encourages the spread of new gastronomic practices that integrate local traditions of consumption with global trends and standards. In this context, consumers increasingly perceive environmentally labeled products, organic food, farm products, and practices of conscious or sustainable consumption as symbols of a particular lifestyle, cultural identity, and social status. These practices also become part of broader cultural narratives about environmental responsibility and sustainable development. The analysis demonstrates that ecological symbolism functions as an important mechanism for the formation of cultural meanings in a globalized society and also serves as a tool of social communication, symbolic representation, and self-identification. Based on the results of the research, the author argues that gastronomic practices in the contemporary culture of consumption not only satisfy basic human needs but also act as a means of symbolic expression of ecological, ethical, and cultural values.

NATIONAL IDENTITY IN THE CONTEXT OF WAR: AN EVENT-BASED AND EXISTENTIAL DIMENSION

Nataliia Volodymyrivna DEVIATKO — 2026-04-08

The article offers a philosophical reflection on national identity under the conditions of the Russian–Ukrainian war, conceptualized as an event-based and existential process that becomes actualized in a situation of historical rupture. The point of departure is a critique of reductive approaches in which identity is interpreted primarily as a set of empirically fixed characteristics or as an instrumental condition of social resilience. Instead, identity is approached as a mode of self-determination of both the individual and the community, formed in the temporal dimension through the interpretation of experience and acquiring radical intensity in moments of crisis. The theoretical framework of the study combines hermeneutic and existential perspectives, which makes it possible to analyze war not merely as a socio-political factor, but as an event that disrupts the habitual order of life and shifts identity from a background mode into the sphere of choice, responsibility, and subjectivity. Particular attention is paid to the postcolonial dimension of the Ukrainian experience, in which the war functions as a catalyst for overcoming imperial models of identification and for articulating one’s own historical position. The article substantiates a distinction between two scenarios of identity formation: a stable scenario (gradual forms of socialization through rituals and initiatory practices) and a crisis scenario (initiatory processes triggered by a threat to the survival of the community). For the latter, a matrix of existential questions («Who am I?», «Where am I in space?», «Where am I in time?», «What am I doing?») is proposed, through which the transition from passive experiencing of history to an active position of subjectivity takes place. It is shown that the war event not only affects already formed identification structures, but also transforms the very mechanisms of self-determination–through practices of action and engagement, linguistic choice, reinterpretation of historical memory, and changes in forms of collective solidarity. Future research will focus on analysing the mechanisms underlying the transition from a passive experience of historical events to an active, subjective stance, as well as on examining the long-term consequences of wartime experiences for the formation of national identity in the post-war period.

BODY / CORPOREALITY BETWEEN DEATH AND LIFE IN THE AGE OF ARTIFICIAL INTELLIGENCE (ON THE ORIGINS OF THE AI ETHICS ISSUE)

Andrey Mykolayovych KOSS — 2026-04-08

The article is devoted to the research of the ontological and ethical basis of the implementation of artificial intelligence (hereinafter – AI) through the prism of the concepts of body and corporeality. The object of the work is the theoretical and practical roots of the emergence of the issue of AI ethics, and the subject is the ethical consequences of the integration of AI into human living space, taking into account the specifics of subjectivity in biological and artificial structures. The interdisciplinary research methodology is formed at the intersection of diverse directions: neurobiology, cognitive sciences, physics, psychology of technology, computational social science, economics, business, engineering, medicine, and law. The aim of the article is to substantiate the transition from abstract discussions about consciousness to the development of applied mechanisms for responsible technology design. The paper analyzes the fundamental difference between humans and machines: drawing on the works of G. Northoff, A. Buccellato, F. Zilio, and S. Gouveia, it is demonstrated that AI lacks the unique «spatiotemporal dynamics» and neuroplasticity, which form the basis of a subjective point of view. Drawing on O. Dolska’s concept of the «embodied mind», it is argued that all rationality is constrained by biological embodiment, which is why AI demonstrates only «competence without comprehension» (D. Dennett, R. Hakli, P. Mäkelä, V. C. Müller). Special attention is paid to the question of whether humans in the era of AI receive a chance for a qualitatively new bodily life or death (evolution), or fall into the zone of existential risks. The socio-economic threats of dehumanization of labor and «deskilling» (E. Brynjolfsson, D. Li, L. Raymond, J. Manseau, A. Koss, D. Autor) are considered, as well as the risks of algorithmic control (K. Kellogg, M. Valentine, A. Christin). At the intersection of AI and neurotechnologies, challenges to privacy and free will are identified, as warned by R. Yuste, S. Goering, B. Agüera y Arcas, G. Bi, J. Carmena, A. Carter, J. Fins, P. Friesen, J. Gallant, J. Huggins, J. Illes, P. Kellmeyer, E. Klein, A. Marblestone, C. Mitchell, E. Parens, M. Pham, A. Rubel, N. Sadato, L. Specker Sullivan, M. Teicher, D. Wasserman, A. Wexler, M. Whittaker, and J. Wolpaw. The approach of «ethics by design» (B. Friedman, P. Brey, B. Dainow) is substantiated as a key tool for minimizing these threats, which implies the integration of societal values directly into the system architecture. This is supported by data from the «Moral Machine Experiment» (E. Awad, S. Dsouza, R. Kim, J. Schulz, J. Henrich, A. Shariff, J.-F. Bonnefon, I. Rahwan). The legal aspect of regulation without recognizing the moral status of AI is presented by the views of J. Bryson, M. Diamantis, T. Grant, A. Bertolini, and D. Aiello.

EXISTENTIAL CHALLENGES AND THREATS TO THE MODERN INDIVIDUAL IN THE DIGITAL AGE

Vadym Ivanovych PALAHUTA — 2026-04-08

The article is devoted to the analysis of contemporary forms of biopolitics and its transformation into digital psychopolitics under conditions of rapid digitalization and the dominance of global media elites. It examines how digitalization and the implementation of artificial intelligence create new dispositifs of control capable of penetrating the inner world of the individual, tracking emotional states, unconscious desires, and shaping behavioral patterns at the level of neural reactions. Using the concepts of Michel Foucault, Jacques Lacan, Slavoj Žižek, Giorgio Agamben, Franco Berardi, Rosi Braidotti, and Byung-Chul Han, the author demonstrates how contemporary digital psychopolitics combines traditional elements of disciplinary power with neural violence and neoliberal ideology, transmitting the «internal motivation» of individuals for achieving success, self-improvement, and submission to the demands of the global system. It is demonstrated that the new variant of biopolitics in the form of psychopolitics has practically transferred all the features of the disciplinary society, in the form of external surveillance and control in the digital society, into an even more rigid internal control of individuals, in particular as expectations of success and self-improvement, as well as futile expectations, hopes, and aspirations. It is revealed that, in order to ensure the governance of human biomasses and at the same time control over each individual, biopower significantly modernizes the Foucauldian biopolitical strategy through further digitalization and the expansion of the use of artificial intelligence. This organizes the process of subjectivation of individuals in a completely different way than in a disciplinary society. Due to digitalization, a mechanism of total control over individuals is being implemented in civilizational society. That is, in contemporary society, control and governing influence have undergone further development. Its main content can be formulated as follows – the individual, control yourself, while biopower will continuously ensure and improve all possible digital technologies for this purpose. It can be stated that the launched global digital technologies for managing the actions, behavior, and desires of individuals through individual digitization significantly transform the forms of subjectivation of modern individuals, where it is no longer a question of individual freedoms, as they cease to be relevant trends. Particular attention is paid to the existential consequences of digital biopolitics for the subjectivity of individuals, including the transformation of their individual and collective practices of freedom, as well as potential mechanisms of resistance to biopolitical structural influences. As a result of this long-term process of the digitalization of corporeality and the implementation of psychopolitics as contemporary biopolitics, there is a probability of the loss by individuals of the significance of various forms of freedom and a substantial reduction in the role of democratic institutions in contemporary society, while neoliberalism may become a «nutrient medium» for the creation of digital totalitarian regimes of governance precisely within «democratic» societies. The article emphasizes the necessity of a critical reflection on the digital order that shapes a new ethics of a «safe digital world» and its impact on the psychological and social space of the modern individual.

LITERACY AS A FACTOR IN THE EMERGENCE AND DEVELOPMENT OF CIVILIZATION: A HISTORICAL AND PHILOSOPHICAL DIMENSION

Viktoriia Anatoliyivna VERSHYN — 2026-04-08

Through the prism of historical-philosophical and semiotic analysis, the role of literacy as a fundamental factor in the formation and development of civilization is explored. Radical changes in various directions of society's development are, in one way or another, related to information. The history of human society is the history of information revolutions, as a result of which not only the methods of information processing, but also the method of production, lifestyle, and value systems radically changed. The transition from pre-literate societies to written ones is analyzed, which was accompanied by radical changes in cognitive structures, forms of institutionalization of power, and methods of constructing historical memory. The invention of literacy is called the second information revolution (the first is associated with the emergence of language). There was a real breakthrough in the productivity and quality of information fixation, as well as its movement, storage, access, analytical processing. Literacy makes it possible to transmit information and knowledge using text, without direct translation. This fundamentally changed the nature of communication. The invention of literacy testified to the birth of a new mentality. The transition of humanity from a primary oral to a written culture is not only a historical milestone, but also a profound philosophical and cognitive transformation. Abstract thinking, reflection, and philosophy as such became possible due to the ability of a person to externalize their thoughts in the form of a fixed text. Literacy became the first large-scale technology for externalizing (bringing out) human experience. It opened the biological boundaries of human memory, creating an autonomous communicative environment in which civilization develops. The invention of literacy laid the foundation for all subsequent technological leaps – up to the modern digital infosphere. Modern society remains structurally a product of that fundamental transformation of consciousness that occurred with the invention of literacy. Literacy, printing, and mass reading are technologies that not only store information but also actively shape human consciousness and social structures. Understanding their negative consequences – the alienation of knowledge, the standardization of thinking, the blurring of epistemic responsibility – is critically important. A historical analysis of these media transformations provides the necessary conceptual framework for understanding contemporary challenges.

PHILOSOPHICAL FOUNDATIONS OF THE INFLUENCE OF HIGHER EDUCATION ON THE FORMATION OF THE SOCIO-POLITICAL COMPONENT OF STUDENTS’ PERSONALITY

Olena Volodymyrivna SOLODILOVA — 2026-04-08

The article presents a comprehensive socio-philosophical analysis of the influence of higher education on the formation of the socio-political component of students’ personality in the context of contemporary global transformations, digitalization of society, and wartime challenges faced by Ukraine. The relevance of the study lies in the need to reconsider the role of the university not only as an institution of professional training but also as a space for worldview formation, value orientation, and civic development. Based on the synthesis of socio-philosophical, socio-political, sociological, and pedagogical concepts, the interrelation of the categories of «socialization», «social participation», «integration», «axiological dimension of education», and «political subjectivity» is clarified. Socialization is interpreted as a multidimensional process of intersubjective interaction in which students act not merely as objects of social influence but as active co-creators of social meanings. The university environment is conceptualized as a multilayered socio-cultural system combining normative, communicative, activity-based, and symbolic dimensions of personality formation. The study demonstrates that social participation functions as a structural element of social activity and a practical mechanism for the development of political subjectivity. Various forms of civic and prosocial engagement among students reflect the level of their socialization skills and their ability to overcome socio-cultural barriers. It is argued that the integrative nature of higher education ensures the interconnection between professional training and civic development, fostering critical thinking, value maturity, and responsibility. The integration of knowledge, experience, and participation practices creates conditions for the formation of a coherent socio-political position. The philosophical foundations of the influence of higher education are identified as intersubjectivity of the educational environment, axiological orientation of the learning process, integration of cognitive and practical dimensions, development of political reflection, and intellectual resilience in conditions of informational turbulence. In the context of wartime challenges, higher education performs a function of social consolidation, strengthening national identity and contributing to the formation of a responsible and politically mature personality capable of conscious participation in state-building and civic processes.

ORGANISATIONAL -PEDAGOGICAL CONDITIONS FOR THE PROFESSIONAL TRAINING OF FUTURE MANAGERS TO WORK IN A MANAGEMENT TEAM IN THE FIELD OF VOCATIONAL PRE-HIGHER EDUCATION

Oksana Stepanivnа BODNAR — 2026-04-08

The article is focused on the issues of identifying organizational and pedagogical conditions for professional training of applicants for work in a management team. The relevance of the problem under study is confirmed by the development of digitalization in the field of education, the need for professional managers in the labor market who are capable of teamwork and harmonious interaction between group members. An analysis of a number of publications by domestic and foreign scientists demonstrates an increase in attention to the problem under study. A fairly large number of publications on the problems of finding organizational and pedagogical conditions for training future managers in foreign sources is indicated. Attention is drawn to the essence and significance of such key concepts as «professional training» and «managerial competence of future managers» in the works of well-known scientists. The importance of developing managerial competencies in a team is revealed. The specifics of the concept of «teamwork» are substantiated and problems that need to be solved at the organizational level are outlined. The essence and specifics of working in a management team are considered. It is emphasized that some authors also identify problems in teamwork. To avoid problems and ensure effective training of future managers for teamwork, it is proposed to establish the following organisational and pedagogical conditions including: introduction of team management into the educational process; targeted consolidation and rotation of management roles of participants in the management team; designing the structure of individual training sessions; involving students in situations of shared responsibility; forming a culture of professional dialogue as a management norm; integrating digital environments for team interaction into professional training; reorientation of assessment from individual results to team effectiveness; reflective support for the team activities of future managers; involvement of management practitioners as bearers of team management experience; humanisation of management training through an emphasis on the emotional and value aspects of teamwork. It is emphasised that the conditions outlined above can serve as a basis for the formation of principles, criteria, and the selection of forms of professional training for applicants for higher professional education to work in a management team. Further research is needed on: developing models of professional training for future managers, studying the structure and content of the competencies of management team members, and determining the impact of different scientific approaches on the essence of organisational and pedagogical conditions.

APPLICATION OF VIRTUAL AND AUGMENTED REALITY IN THE PROFESSIONAL TRAINING OF FUTURE GEOGRAPHERS: OPPORTUNITIES FOR FORMING AN IMMERSIVE LEARNING ENVIRONMENT

Vitaly Viktorovich BEZUGLY — 2026-04-08

The article examines the theoretical and methodological aspects of applying virtual and augmented reality (VR/AR) technologies in geographical education, their impact on the formation of an immersive learning environment, the development of spatial and analytical thinking, and the enhancement of the professional training of geography students. It is emphasized that the digitalization of society, the advancement of information and communication technologies, and the growing requirements for professional competencies necessitate the integration of immersive technologies, particularly virtual reality (VR) and augmented reality (AR), into the educational process of higher education institutions. The use of VR and AR in geographical education makes it possible to model complex natural and socio-geographical processes in real time and space, create interactive research scenarios, foster spatial and systemic thinking, and ensure active knowledge construction. The study demonstrates that virtual reality provides full immersion in a simulated environment, whereas augmented reality integrates digital objects into the physical space, enhancing the visibility and accessibility of educational content. Immersive technologies enable work with interactive maps, 3D models of relief, climatic and hydrological processes, as well as the modeling of socio-economic phenomena, thereby contributing to the development of analytical, critical, and spatial thinking. Within higher education, VR and AR facilitate individualized learning, allow students to select topics and methods for mastering the material, and support interactive research activities in a safe virtual environment. The article outlines the methodological foundations and practical aspects of applying VR and AR in teaching various geographical disciplines, including physical geography of continents and oceans, cartography, population geography, and world economic geography, highlighting their potential for creating an immersive learning environment and fostering the professional, research, and digital competencies of students.

EXPERIENCE IN DEVELOPING STUDENT TEAMS’ READINESS FOR SELF-MANAGING ACTIVITY IN AGILE-ORIENTED LEARNING

Tetiana Oleksandrivna ZHYROVA — 2026-04-08

The article presents the results of a study devoted to the staged formation of student teams’ readiness for self-managing work within Agile-oriented training for future IT specialists. The relevance of the study is determined by the need to identify educational models that correspond to the specific features of contemporary professional activity in the IT field and at the same time take into account the actual level of students’ readiness for teamwork, autonomy, responsibility, and joint decision-making. The article substantiates the expediency of distinguishing between self-organizing and self-managing student teams. It is shown that self-organization should be considered an important stage in the development of team autonomy, whereas a self-managing team is characterized by the ability to independently plan joint work, coordinate actions, distribute responsibility, adjust the process of task completion, and maintain performance without constant external intervention. Based on the analysis of recent studies, the author proposes a model of staged formation of student teams’ readiness for self-managing activity. The model includes the stage of initial team formation, the stage of interaction adjustment, the stage of stabilization of teamwork, and the stage of self-managing activity. The empirical basis of the study consisted of pedagogical observation, analysis of students’ learning products, questionnaires, and interviews. The research was conducted at the State University of Trade and Economics within the educational and professional programme «Software Engineering» at the bachelor’s level and lasted for four academic years. The findings revealed that the most productive model was Agile-oriented learning with the staged formation of readiness for self-managing teamwork. Compared with traditional and project-based approaches, it ensured higher indicators of students’ readiness for independent work on IT projects and teamwork, as well as more pronounced positive dynamics in planning, self-organization, and communication, decision-making, and teamwork skills.

ENVIRONMENTAL (ECOSYSTEM) METHODOLOGICAL APPROACH IN PREPARING FUTURE TEACHERS TO DEVELOP DIGITAL HYGIENE IN PRESCHOOL CHILDREN

Oleksii Anatoliyovych LYSTOPAD — 2026-04-08

The article highlights the problem of preparing future educators to shape the digital hygiene of preschool children in the context of rapid digitalization of childhood and the growing influence of the digital environment on the development of the child's personality. It is argued that early exposure of children to digital technologies, along with expanding educational opportunities, is accompanied by a number of risks to physical, mental, and social health, which necessitates targeted pedagogical influence and the creation of a digitally safe educational environment in preschool institutions. The leading role of future educators as designers and managers of such environments is emphasized. The purpose of the article is to provide a theoretical justification for the environmental (ecosystem) methodological approach in preparing future educators to shape the digital hygiene of preschool children. The research process involved the use of methods of theoretical analysis, synthesis, generalization, and systematization of scientific sources, which made it possible to reveal the essence of the environmental (ecosystem) approach and its methodological potential in professional pedagogical education. The article analyzes the educational, digital, and social environment of preschool-age children as interrelated components of a unified educational and digital ecosystem. It has been proven that the environmental (ecosystem) approach provides a holistic view of the process of forming digital hygiene, focuses the professional training of future educators on the integration of pedagogical, digital, and social factors, and promotes coordination between preschool education institutions, families, and the digital space. The principles for implementing an environmental (ecosystem) approach in the training of future educators have been defined, in particular the principles of integrity, interaction, safety, variability, and partnership with the family. It has been substantiated that the implementation of these principles in the process of professional training contributes to the formation of future educators' readiness to manage the digital educational environment of a preschool education institution. It is concluded that the environmental (ecosystem) approach is an effective methodological basis for training future educators to shape the digital hygiene of preschool children and meets the modern challenges of preschool education.

IMPLEMENTATION OF FIRST AID TRAINING IN PROFESSIONAL DEVELOPMENT PROGRAMS FOR PRESCHOOL TEACHERS

Hanna Volodymyrivna SHVED — 2026-04-08

The article substantiates the necessity of implementing first aid training into professional development programs for preschool teachers in preschool education institutions. The relevance of the study is determined by contemporary challenges related to the creation, maintenance, and development of a healthy and safe educational environment, the legally defined responsibility of educators for the life and health of children, and the risks of emergency conditions among children both in peacetime and under martial law, as well as during the post-war recovery of the educational system of Ukraine. The study analyzes the national regulatory and legal framework governing the provision of first aid in Ukraine within the field of preschool education. The place of first aid competence within the structure of health-preserving competence of preschool teachers is determined in accordance with the labor functions defined by the professional standard «Preschool Teacher». The results of a monitoring study on the level of preschool teachers’ capacity to provide first aid in potentially hazardous situations are presented, revealing a need for additional training. The obtained data indicate the need for a systematic improvement in the level of teachers’ preparedness, particularly in mastering response algorithms in emergency situations, developing practical skills in bleeding control and maintaining vital body functions, as well as ensuring psychological readiness to make prompt decisions in stressful situations. The research employed questionnaire surveys and expert evaluation methods, which made it possible to obtain generalized information about the actual capacity of preschool teachers to provide first aid to children, their motivation for professional development, and the educational needs of preschool educators in the Kherson region. Based on the obtained results, the feasibility of integrating educational modules, training sessions, and simulation-based learning into professional development programs for preschool teachers in preschool education institutions is substantiated.

THE ROLE OF SELF-MANAGEMENT IN DEVELOPING SOFT SKILLS OF FUTURE DOCUMENTATION SPECIALISTS IN THE CONTEXT OF HIGHER EDUCATION TRANSFORMATION

Hanna Ivanivna SAVONOVA — 2026-04-08

The article examines the problem of developing soft skills in future documentation specialists in the context of the transformation of the modern higher education system. The study analyzes academic approaches to defining the essence and structure of soft skills and outlines their role in the professional training of specialists in the information and documentation sector. It is emphasized that the modern labor market places demands on higher education graduates that go beyond purely professional knowledge and require the development of communicative, organizational, analytical, adaptive, and socio-emotional competencies. The skills developed in students according to the Educational and Professional Program «Documentation and Information Activity» at Yuri Kondratyuk Poltava Polytechnic are analyzed. It is highlighted that for a documentation specialist it is important not only to be able to work with information and documents but also to interact effectively with people, understand users’ information requests, work in a team, make decisions, and organize their own activities. The possibilities of using self-management tools as an effective means of developing soft skills in the process of students’ professional training are analyzed. It is shown that the introduction of self-management elements into the educational process contributes to the development of students’ self-organization skills, time management, identification of professional priorities, self-analysis, and self-development. Examples of the use of such tools as SWOT analysis, the portfolio method, the Eisenhower matrix, time management techniques, and practices for shaping the personal and professional vision of a future specialist are considered. The expediency of integrating these tools into the content of professional training disciplines, in particular «Organization of Students’ Research Work», «Information and Analytical Activity», and «Personnel Administration and Management», among others, is substantiated. It is concluded that the systematic use of self-management tools contributes to the harmonious combination of the development of professional and soft skills, fosters students’ responsible attitude toward their professional development, and increases their competitiveness in the labor market.

THE RELATIONSHIP BETWEEN THE INDIVIDUAL AND SOCIETY IN THE FIELD OF HEALTHCARE. FEATURES OF TEACHING THE DISCIPLINE «MEDICAL LAW»

Sviatoslav Volodymyrovych LABA — 2026-04-08

The article analyzes the features of teaching professional legal and medical knowledge taking into account modern social life. Given the prospects for mastery and professional growth, the basic level of knowledge obtained in the discipline «Medical Law» is undoubtedly relevant, both for future lawyers and practicing doctors. The study was based on anonymous questionnaires (formed in accordance with the purpose of the study) among respondents of three groups. The first group (main) included 40 students who receive professional legal education at the Lviv University of Trade and Economics at the Faculty of Law. The second and third groups were respondents of professional medical education, namely 3rd year students of the Medical Faculty – 20 people (second group) and practicing doctors (students of thematic cycles of professional medical improvement - 20 people; third group), who study and receive professional improvement at the departments State Non-Profit Society «Danylo Halytsky Lviv National Medical University». According to the results of an anonymous questionnaire of the first group of respondents, it was stated that the basis of teaching the discipline «Medical Law» is an organic combination of two components: professional presentation of professional knowledge and the teacher's ability to form the personal socio-psychological characteristics of future professional lawyers. It is noted that the dominant component in teaching professional knowledge in the discipline «Medical Law» is closely interconnected with the possibility of clear feedback from the student-teacher-student, the formation of the right motivation of both links of the educational process. At the same time, the personal qualities of a higher education teacher play an important role in the process of mastering basic theoretical and professional knowledge. The results of processing the questionnaires of respondents of the second and third groups (professional medical education) stated: the basic level of knowledge in the discipline «Medical Law» for respondents of these groups is practically at the minimum level, however, the desire to obtain additional knowledge, with an emphasis on the practical processing of specific life examples, was expressed by 40 % of respondents.

FEATURES OF DESIGNING A WEB QUEST AND ITS IMPLEMENTATION IN BIOLOGY CLASSES

Victoriіa Igorіvna GNIEZDILOVA — 2026-04-08

The rapid development of information and communication technologies necessitates the implementation of innovative teaching methods that enhance students’ cognitive activity. One of the most effective forms is the quest, which combines game-based elements with search and research activities. In academic sources, this concept is interpreted as an interactive process of independent knowledge acquisition that includes elements of an adventure or role-playing game. A web quest typically functions as a website or an online platform devoted to a specific topic and structured as a series of sequential tasks united by a common storyline. The authors of the method emphasized its research-oriented nature and its significant role in developing higher-order thinking skills, particularly analysis, synthesis, and evaluation. Despite the growing interest in game-based learning technologies, quests still remain a relatively new form of educational activity that has not yet been sufficiently developed from a methodological perspective. Only in recent years have they been actively implemented by teachers of various school subjects, including biology, history, computer science, and foreign languages. The use of such technologies contributes to the development of students’ cognitive interest and serves as an important component of professional training. In the educational process, a web quest performs a number of essential functions, including motivational, instructional, and developmental ones. While working on a quest, students deepen their knowledge, broaden their horizons, develop logical thinking and tolerance, and also acquire skills of independent learning. The use of web quests in biology classes is particularly effective, as this subject involves active exploration, analysis of natural objects and phenomena, conducting experiments, and solving problem-based tasks. They stimulate ecological thinking, develop teamwork skills, and create opportunities for creative inquiry, independent decision-making, and unconventional approaches to problem-solving. In addition, web quests contribute to the comprehensive achievement of educational, developmental, and instructional goals. The article presents a methodological development of the web quest «Secrets of the Cell».

ETHICAL RULES FOR MOBILE PHONE USE IN AN OFFICIAL BUSINESS ENVIRONMENT: PEDAGOGICAL FOUNDATIONS FOR FORMING A DIGITAL CULTURE OF PROFESSIONAL COMMUNICATION

Liиbov Volodymyrivna PASICHNYK — 2026-04-08

The article substantiates the pedagogical foundations for developing a digital culture of professional communication through the regulation of ethical rules for mobile phone use in an official business environment. The relevance of the study stems from the fact that the smartphone functions as an «instrument of presence» for employees within an organization (calls, messengers, corporate email, video meetings), while simultaneously generating a range of ethical and security risks: violations of subordination and temporal boundaries, decreased quality of interaction during meetings, breaches of privacy and confidentiality, reputational losses, and cyber threats (phishing, weak passwords, unsecured channels). The theoretical and methodological framework draws on contemporary approaches to digital etiquette, which view it as a broader normative regulator of interaction across all digital environments, as well as on the idea of transferring offline communication norms into digital channels and maintaining status-role relations in networked interaction. The article proposes a structured system of ethical rules for mobile phone use as a component of the digital culture of professional communication and identifies pedagogical tools for its formation and assessment. As a result, three interrelated dimensions for evaluating mobile practices are distinguished: communicative-ethical, organizational-regulatory, and information-security (cyber hygiene). Based on an analysis of typical conflicts in mobile communication, the basic principles are formulated (respect for others’ time and attention, subordination and roles, privacy and informed consent, cooperation and message etiquette, security and cyber hygiene, professional appropriateness), and a staged rule system «before – during – after» a communicative event is developed for meetings, calls, messengers/chats, and mobile email. A pedagogical model for shaping ethical mobile practices (value-motivational, cognitive, and activity-behavioral components) and a practice-oriented toolkit for its implementation (case method, simulations, self-control checklists, microlearning, collaborative development of a mobile communication code) are proposed. Indicators for assessing the formation of ethical mobile behavior are outlined: channel appropriateness, observance of time/role boundaries, tone correctness, confidentiality, and safe behavior. The practical significance of the results lies in the possibility of applying the proposed system of rules and model in corporate policies, professional development programs, and the professional training of future teachers.

THE GENESIS OF PEDAGOGICAL CULTURE’S PROBLEMS IN A HISTORICAL PERSPECTIVE AND FORECASTING TRENDS IN ITS DEVELOPMENT

Olena Georgiyivna ROHOVA — 2026-04-08

The article presents a comprehensive historical and philosophical analysis of pedagogical culture’s problems as a socially and professionally determined phenomenon. Pedagogical culture is interpreted as an integrative formation that combines professional competencies, pedagogical mastery, ethical norms, value orientations, worldview attitudes, and the level of a teacher’s inner personal maturity. It is shown that the process of forming pedagogical culture in different historical periods was determined by the nature of prevailing social relations, dominant educational paradigms, ideological guidelines, and models of pedagogical interaction, which influenced the degree of teachers’ professional autonomy, the content of their responsibility and the overall level of professional culture. The article analyzes the specific features of the development of pedagogical culture at the pre-institutional, institutional, totalitarian, post-Soviet stages and identifies internal contradictions that led to the deformation of the value-based and ethical foundations of pedagogical activity. It is substantiated that the contemporary problematic field of pedagogical culture is largely a consequence of historical legacy, which becomes particularly actualized under conditions of extraordinary challenges and non-standard situations of the modern rapidly changing world, educational digitalization, growing social uncertainty, transformation of educational practices and changing societal expectations regarding the role of the teacher in the educational process. Special attention is paid to the problems of contemporary pedagogical culture, characterized by the decline in the social status of the teaching profession, formalization of value and ethical norms, violations of the principles of academic integrity, professional burnout among educators and the risks of technocratization of the educational process in the context of digital modernization of education. The necessity of rethinking pedagogical culture as a holistic professional and ethical phenomenon capable of preserving the humanistic mission of education, strengthening the value dimension of pedagogical activity and increasing teachers’ social responsibility under conditions of contemporary sociocultural and educational transformations is substantiated.

PARTNERSHIP PEDAGOGY IN PRESCHOOL EDUCATION: MODERN GUIDELINES OF INTERACTION

Victoriia Anatoliivna SAVCHENKO — 2026-04-08

The article considers preschool education as a holistic, open and dynamic space for the implementation of partnership pedagogy, based on the principles of mutual respect, trust, dialogue, equality and joint responsibility of all participants in the educational process. It is emphasized that it is in the conditions of preschool education that the foundations of constructive interaction are laid, the primary social skills of the child and his readiness for cooperation are formed. The relevance of the transition from traditional, mainly authoritarian and one-sided forms of interaction to partnership relations in the system of «teacher - child – parents» is substantiated in the conditions of modern educational transformations, caused by the introduction of a competency-based approach, ideas of child-centrism and humanization of education. It is emphasized that such changes contribute to improving the quality of the educational process, ensure the consistency of educational influences and create the prerequisites for the harmonious development of the child's personality. New guidelines for interaction have been identified, including child-centeredness, which involves recognizing the uniqueness of each child, taking into account their individual needs, interests, and pace of development; subject-subject interaction as the basis for an equal dialogue between all participants in the educational process, which ensures the active position of the child, teacher, and parents; pedagogy of trust, which is based on creating a psychologically safe environment, support, respect, and acceptance; openness of the educational environment, which involves transparency in the activities of the preschool educational institution, accessibility of communication, and readiness for cooperation; active involvement of the family in the educational process as an equal partner, which contributes to the consistency of educational influences, increasing the pedagogical culture of parents, and ensuring the holistic development of the child. The features of implementing a partnership approach in preschool educational institutions have been analyzed, and effective forms and methods of cooperation with parents and children have been outlined. The focus is on the role of the teacher as a facilitator of partnership interaction, capable of creating a safe, inclusive and developmental environment. It is proven that the implementation of partnership pedagogy contributes to the harmonious development of the personality of a preschool child, the formation of social competencies and positive experience of interaction.