Background: Dealing with the consequences of Thailand’s ageing population is a significant challenge. The growing usage of Information and Communication Technology (ICT) has the potential to support healthy and active ageing. Objective: This study aimed to develop a web-based Decision Support System (DSS) and evaluate its usability. Materials and methods: Research and Development (R&D) was a study design. It was divided into two phases: the development of the web-based DSS and its usability. Results: The web-based DSS was designed under the requirements of the users and comprised seven components: 1) the login page; 2) the main page; 3) the register page; 4) active ageing measurement; 5) decision-making for older people; 6) the Occupational Therapy (OT) recommendations system; and 7) exporting information. A System Usability Score (SUS) of 80.41 in the usability test showed that the web-based DSS was very user-friendly and had excellent efficacy, efficiency, and satisfaction. Conclusion: The web-based DSS effectively enhanced ageing for older people.

In psychological and pedagogical science and practice, special attention is paid to the motivation of learning activities, as it affects the quality of learning activities. The predominance of external, utilitarian motives among modern youth leads to the fact that learning becomes formal, there is no creative approach, no independent setting of learning goals. It is known that a negative or indifferent attitude to learning can be the reason for a student's poor performance or failure. The article considers professional self-consciousness as an independent psychological and acmeological category, as a developing system, as a personal formation inherent in a particular subject of activity. The manifestation of professional self-consciousness is personal qualities that are refracted through professional knowledge and demonstrated in the situation of professional life. The defining component of the organization of learning activities is motivation. The main factors that influence the formation of positive motivation for learning activities are: the content of the educational material, the organization of learning activities, collective forms of learning activities, assessment of learning activities and the style of pedagogical activity of the teacher. Cognitive activity is the leading sphere of human life. Hence, the cognitive motive is formed - the main factor in the success of cognitive activity, through which the natural human need for development is realized. The groups of cognitive activity motives are analyzed. The study of motivation for professional activity examines the relationship between professional skills and various factors, among which the needs of the individual, the level of achievement motivation and the social prestige of the activity are particularly emphasized. Thus, prestige positively correlates with high motivation (including achievement rather than avoidance of failure), self-esteem, confidence in the future, and the importance of the activity and its results. Activities are never motivated by only one motive. It matters which motive is the main, determining, and which is secondary. The main motive in students' learning activities should be educational and cognitive interest. Only then will learning activities be effective.

In today's world, social challenges, such as the rise of individualism or the desire for uniformity in a team, affect the way we form our personalities. On the one hand, the culture of self-realization and success often encourages selfishness and competition, which can lead to social isolation and problems in interpersonal relationships. On the other hand, an excessive focus on collective values and standards that negate individuality suppresses a person's unique talents and intrinsic motivation. In the context of globalization, digitalization, and rapid social change, the balance between individual development and the ability to cooperate is becoming critical to fostering a personality capable of adapting to the challenges of the 21st century while maintaining internal integrity and flexibility. The harmony of individual and collective aspects of human life implies both personal development and integration into the social environment. It is important for a person to be able to develop his or her unique abilities while maintaining a sense of belonging to a group, as this strengthens his or her internal resources and contributes to successful self-expression. Only a harmonious combination of individual and collective development will allow a person to unleash his or her creative abilities. The choice between egoism and collectivism equally inhibits human development and self-realization. The development of cooperation is the way to harmony between the individual and the collective. Cooperative and partnership relations create favorable conditions for achieving acme. They provide knowledge exchange, support and motivation, enhance creativity, develop communication skills and expand the network of contacts. Thanks to these aspects, an individual has a better chance of realizing their potential and achieving maximum results in life. In today's world, which faces numerous challenges, such as social exclusion, conflict, inequality and environmental issues, a cooperative approach is becoming critical for the harmonious development of the individual. Supporting this approach not only contributes to the formation of socially responsible citizens, but also ensures the creation of a healthy social environment in which everyone can realize their potential. The cooperative approach is based on the principles of mutual respect, cooperation and support, which allows individuals to interact with each other, taking into account both their own and collective needs. This creates conditions for the development of personal qualities such as empathy, tolerance and responsibility, which are key to effective coexistence in society.

The analysis of the spiritual and creative nature of a person in the context of an interdisciplinary approach has made it possible to reach conclusions about the paradigm of the integrity of modern science, which, in the context of the theory of knowledge, is realized in the context of «truth as the unity of opposites». A conclusion is made about creative activity as a process of building the wholistic entities, which is aimed at achieving a state of non-duality in the form of a collision of polar things and bringing them to a common functional «denominator» as a neutral-indeterminate entity. Under such conditions, a creative person is characterized by the ability to paradoxical thinking, opennes to uncertainty, paradox, and absurdity. The functional aspect of the hemispheres of the human brain and its interdisciplinary extrapolations are considered, the neuropsychological and spiritual aspects of creativity are analyzed, which enables to clarify the nature of the soul and the spiritual aspects of a person, to draw a conclusion about the godlikeness of a creative person. Psychological-pedagogical and psychotherapeutic methods of human harmonization and the development of the ability to resist manipulation are outlined, among which the methods of paradoxical intention, openness to the world, role-based activity, and controlled madness are analyzed. It is concluded that the spiritual and creative nature of a person reveals a neutral-zero state regarding the integration of the «right» and «left» functions of a person, which at the neuropsychological level is realized in the functions of the right and left hemispheres of the brain. A universal human harmonization algorithm is formulated, which outlines the methods of achieving the specified state on various psychophysiological and spiritual-mental «floors» of a person. In this neutral state, which balances opposite modes, a person is open to opposites, has access to both emotions and the operations of logic, and is in a state of absolute health.

The article examines specific examples of the methodology of teaching biological knowledge on the basis of bioethics and humanism. They activate the self-knowledge of the individual through the education of bioethical values. An approach to the development of bioethical values through students' acquisition of bioethical knowledge has been implemented. At the same time, the bioethical knowledge of schoolchildren is interpreted as integrated knowledge of biology and ethics in the context of values and meanings of human life and culture. This is a manifestation of the integration of this knowledge within the moral values of society, an ethical reflection on biological knowledge. It is justified that they are formed by revealing analogies between the laws of nature and the categories of morality and contribute to the development of students' ethical attitude to life in all its manifestations. Bioethical knowledge is based on a person's awareness of the unity of the general laws of nature and the categories of morality. Bioethical activity is the result of a person's knowledge of himself as an individual who has free will and consciously limits himself by the laws of moral behavior, which are common to the general laws of nature. Bioethical knowledge embodies the unity of knowledge of the biological picture of the world with self-knowledge of the individual. The content of bioethical knowledge serves as a basis and forms the worldview principles of students. Bioethical knowledge is formed by means of a humanistic integrated educational process aimed at students' acquisition of biological knowledge. The content of bioethical knowledge is scientific information of a bioethical orientation. These include the cross-cutting regularities of nature (preservation, periodicity, directionality of processes to an equilibrium state) in the structure and functioning of living systems at various levels of the organization of living nature and their analogy with moral laws. The features of the humane educational space, which is built on the basis of spiritual community between the teacher and students and is the residence of educational material, are characterized. It acquires an important essential meaning for all participants of the educational process.

The article states that for successful adaptation in new conditions, a person needs the skills of active citizenship and democratic participation, in particular on the Internet, as well as the skills to act consciously and responsibly not only within a certain community or society, but also in relation to the planet as a whole. It is noted that for their development, it is necessary to expand civic education. It has been established that a unified approach to understanding the purpose and essence of civic education is implemented in the European Union and in Ukraine. In general, it is aimed at: the formation and development of civic competences, the ability of a person to realize and protect the rights and freedoms of a person and a citizen, to be responsible for the rights and civic duties, to observe them, to take an active part in public life in order to protect democracy and the rule of law; for each person to realize his personal responsibility for the development of Ukraine, territorial communities, professional and other communities in all spheres of life through conscious and active implementation of his electoral and other rights, actions, conscientious payment of taxes, participation in decision-making at the local and national level. It was revealed that in the EU and in Ukraine, it is legally established that civic education should be implemented at different levels of education, as well as in formal, informal and informal education. It was noted, however, that formal education is of particular importance, primarily general secondary education, during which civic education enables students to acquire knowledge, develop skills, discover values, attitudes, and generally understand the world, including through participatory pedagogy. As a result of the analysis of the State Standards of basic and specialized secondary education, it was established that civic competence is one of the key competences. It is concluded that subjects of the civic and historical educational field have a special potential for the implementation of school civic education, and the basis for the development of an appropriate model of education is the Western / European model ("civic and citizenship education"), which is based on the priority of the formation of civic qualities for the education of social responsibility in every sphere of human activity.

The study raises the problem of popularizing the culture of academic integrity in higher education institutions of Ukraine. The author analyzes the origin and meaning of the term "academic integrity", explores the international experience of implementing academic integrity as a moral and ethical value in a modern university. In the article, academic honesty is presented as an integral component of the entire process of learning, scientific research, and creativity. The author reveals the reasons for the growing attention to the problems of academic integrity in Ukraine and analyzes in detail the events dedicated to the problems of academic integrity that are actively held today in the educational and scientific Ukrainian academic environment, such as round tables, conferences, research and educational domestic and international projects, webinars, online courses, etc. A detailed analysis of domestic and international large-scale sociological studies on the problems of the academic culture of students and the reasons for its deformation deserves special attention. According to the results of the surveys, the author summarizes that academic dishonesty is quite widespread in Ukrainian universities, but it is quite comparable to student fraud in other countries. The rationalization of the reasons for academic dishonesty among Ukrainian students and students of higher education abroad is comparable. As a rule, students justify the violation of norms of academic integrity by external circumstances and referring to the lack of practical value of tasks for their professional training, the irrelevance and uninterestingness of such tasks. The author analyzes what measures modern Ukrainian universities resort that to develop and popularize the values of academic culture and establish high moral and ethical qualities of participants in the educational process, and what role the internal normative and regulatory documents of universities play in this. The author comes to the conclusion that a correct understanding of academic honesty and a high level of information culture are the basis of the functioning of a modern higher school.