Relevance. The necessity of identifying the peculiarities of applying literary research methods within the framework of scientific research activities of secondary education students in scientific lyceums is driven by processes aimed at reforming the educational sector as a whole and implementing specialized education in senior grades. This is directly linked to the adoption of inquiry-based learning approaches. Objective. The aim is to characterize the peculiarities of applying literary research methods in the context of inquiry-based learning in scientific lyceums. Methods. The study employed the following methods: theoretical analysis of scientific sources—to assess the state of research on the chosen issue and to work with texts of students’ research projects completed and defended within the system of the Junior Academy of Sciences; observation of inquiry-based learning in a scientific lyceum—to collect data on students’ research activities; and generalization and systematization—to formulate conclusions and recommendations regarding the development of skills in applying literary research methods among senior students. Results. The study characterized both general and specialized literary research methods in the context of secondary education students’ research projects within inquiry-based learning in scientific lyceums. It described the peculiarities of using several general scientific methods (analysis and synthesis, induction and deduction, abstraction, generalization, observation) and analyzed the application of specific literary research methods (biographical, hermeneutic, mythological criticism, comparative, cultural-historical, psychoanalytic, etc.). Additionally, the historical development of these methods and the works of researchers who studied them were outlined. Conclusions. The study demonstrated that the selection of general scientific and specialized methods of scholarly inquiry by senior students for completing educational projects and research papers on Ukrainian literature within the framework of inquiry-based learning is determined by the chosen topic, formulated objectives, and tasks. It identified the methods that predominated in students’ research activities (observation, analysis and synthesis, systemic approach; comparative, psychological, psychoanalytic, cultural-historical, etc.). The findings indicate that the effectiveness of research execution, as well as the objectivity and reliability of the obtained results, depend on the optimal selection of research methods by secondary education students. Furthermore, it was shown that fostering skills in applying general scientific and literary research methods among senior students of scientific lyceums requires purposeful and systematic efforts from literature teachers.

Relevance: Amid the military aggression of the Russian Federation against Ukraine, the teacher plays a crucial sociocultural role as a transmitter of national cultural traditions, professional knowledge, and the values of language, literature, folklore, and history in educational practice. Through their personal and professional example, teachers shape students into Ukrainian-speaking individuals endowed with civic consciousness, a high level of national identity, and Ukrainian self-awareness. In this context, philology teachers must maximize the resources of the "living" word through innovative forms, methods, and tools to influence the spiritual, ethical, and aesthetic development of students. This necessitates updating the content of training future teachers of Ukrainian language and literature in higher pedagogical education institutions in accordance with contemporary demands. Objective: To outline trends in updating the content of professional training for future teachers of Ukrainian language and literature in higher pedagogical education institutions within the context of educational reform changes. Methods: Content analysis – examining the content of educational programs and syllabi for training future teachers of Ukrainian language and literature in higher pedagogical education institutions; study of innovative experiences – investigating qualitative educational practices for implementing innovations in the training content of future teachers, considering reform changes in the educational sphere; systematization – identifying trends in updating the training content. Results: The sociocultural mission of the Ukrainian language and literature teacher is generalized as a transmitter of innovative changes in the linguistic and literary field within basic secondary and specialized schools, based on the Concept of the New Ukrainian School, the State Standard of Basic Secondary Education, and the State Standard of Specialized Secondary Education. Conclusions: It is established that, in the context of modern educational reforms, the issue of updating the training content for contemporary Ukrainian language and literature teachers becomes critical. Such teachers must possess a high level of professional competencies, be oriented toward research activities, serve as bearers of societal linguistic culture, and define the vectors of axiological and cultural development for both individuals and the state as a whole. Several trends are identified in the professional training content: structuring discipline content based on interdisciplinarity; implementing a competency-based approach; aligning training content with the implementation of changes in the linguistic and literary field in basic secondary and specialized schools, which involves enriching content modules and topics within core pedagogical and methodological disciplines with material reflecting the specifics of teaching Ukrainian language and literature under new state standards. The experience of training future teachers under educational and professional programs (014 Secondary Education: Ukrainian Language and Literature) at bachelor’s and master’s levels, considering modern educational changes, is presented.

The relevance of this study stems from the significant and growing role of digital technologies in the economy, particularly within the creative industries, where the digitalization of all aspects of life has become a prerequisite for competitiveness. Aim: To analyze the impact of digitalizing education on the development of entrepreneurial skills among young people. Methods: Theoretical analysis of scientific, industry-practical, reference, and educational literature to explore the influence of digitalized education on preparing youth for entrepreneurial activities in the creative industries; synthesis of theoretical information and empirical data to identify positive international practices in using digital educational technologies to prepare youth for career development; and a survey of young people to assess their readiness to apply digital technologies in starting and managing their own businesses. Results: Based on the theoretical analysis of research sources, it was established that integrating digital technologies into youth training significantly enhances their entrepreneurial competence and preparedness for entrepreneurial activities. The majority of surveyed students expressed a positive attitude toward digital innovations in education and confirmed the need for further development of digital skills through practical sessions, webinars, and workshops. Through the analysis of theoretical insights and the synthesis of empirical data, key factors were identified that improve conditions for developing entrepreneurial competence in future professionals. These include active involvement of the state and businesses in creating opportunities for digitalizing education, expanding youth access to digital resources, continuously updating educational programs to reflect the latest digital trends, incorporating modern technologies (such as VR/AR and artificial intelligence) into the educational process, and strengthening the practical component of training through business simulators and startup incubators. Conclusions: The digitalization of youth training for entrepreneurial activities in the creative industries is a critical factor in shaping competitive professionals capable of creating innovative products that meet the demands of the digital era.

Relevance: The necessity of researching and implementing public-private partnership (hereinafter referred to as PPP) in the field of vocational (vocational-technical) education is particularly emphasized in the context of martial law in Ukraine. Contemporary challenges caused by the war determine significant changes in the labor market and intensify the need for training highly qualified specialists capable of working under conditions of post-war reconstruction. Military actions require the rapid adaptation of educational systems to new realities, which include not only the implementation of innovative technologies but also the enhancement of practical training for learners. PPP becomes a key mechanism for attracting additional resources and modernizing educational institutions, which contributes to improving the quality of vocational training, strengthening the country’s economic resilience, and enhancing its competitiveness in the international arena, particularly during the post-war recovery period. Objective: To define public-private partnership (PPP) as a modern tool for the development of vocational (vocational-technical) education and to substantiate the possibilities of its application to improve the quality of specialist training in accordance with labor market demands in wartime and post-war periods. Methods: The research employs an analysis of scientific sources, regulatory documents, and empirical data to determine the current state of public-private partnership (PPP) as a tool for the development of vocational education. Theoretical analysis, synthesis, and generalization are used to formulate conclusions regarding the effectiveness of PPP in the vocational education system. Results: The study focuses on public-private partnership as a mechanism that ensures effective cooperation between public institutions and the private sector in the field of vocational education. PPP facilitates the attraction of financial resources, the modernization of educational infrastructure, and the integration of innovative technologies into the educational process. The use of PPP enables the creation of joint educational projects, investment agreements, outsourcing contracts, concession and leasing agreements, which enhance the level of practical training for learners and align with the needs of the modern labor market. Conclusions: Public-private partnership is a key tool for the development of vocational education, aimed at effectively engaging private sector resources to modernize educational institutions and improve the quality of specialist training. It fosters the integration of cutting-edge technologies into the educational process and increases graduates' competitiveness in the labor market, which is particularly critical in the context of the country’s post-war recovery.

Relevance. The preparation of secondary school teachers for educating students with disabilities requires the development of inclusive competence, which encompasses, among other skills and strategies, proficiency in health-preserving technologies. However, the elevated demands placed on teachers in inclusive classrooms – stemming from the increasing diversity of students’ special educational needs, the need to consistently allocate additional time and effort, and the emotional engagement in complex life situations – result in teacher overload, reduced effectiveness, chronic stress, and professional burnout. Understanding and interpreting teachers’ current psycho-emotional state is a prerequisite for revising the structure of their professional training and providing subsequent psychological support at the community level. Objective: To select and test a screening scale for assessing professional burnout among teachers of inclusive classrooms, as well as to identify and interpret the most prominent burnout symptoms. Methods: A survey was conducted with 65 secondary school teachers from Zhytomyr and Zhytomyr Oblast working in inclusive settings. Data were collected via an online form (Google Forms) containing a screening scale for diagnosing professional burnout. The results were processed by calculating the sum of responses indicating specific burnout symptoms. Data analysis was performed based on three main subscales: emotional exhaustion, depersonalization, and reduction of personal accomplishment. Results: The findings revealed that a significant proportion of teachers involved in inclusive education exhibit symptoms of professional burnout. The most pronounced symptoms include emotional exhaustion (feelings of fatigue and depletion by the end of the workday) and depersonalization (a desire for isolation). Additionally, a considerable number of respondents reported feeling “at the limit of their capacities,” which may be linked to the additional workload associated with supporting students with special educational needs (SEN). Nevertheless, teachers demonstrated relatively high scores on subscales reflecting their communication skills and self-efficacy beliefs. Conclusions: The study results confirm the prevalence of professional burnout among secondary school teachers working in inclusive education settings. Consequently, it is advisable to incorporate a psycho-emotional self-regulation component into the content of their professional training. Furthermore, at the community level, there is a need to organize preventive and corrective measures aimed at reducing stress levels associated with teaching students with SEN and mitigating teacher burnout.

Relevance. The relevance of the article stems from the need to align the training of future performing artists with the demands of modern enterprises in the artistic sector, as well as the lack of experimentally validated methodologies for developing entrepreneurial competence in specialized colleges with an artistic focus. Objective: To experimentally verify the effectiveness of identified pedagogical conditions and the developed methodology for fostering entrepreneurial competence in future performing artists within specialized colleges. Methods: Observation, questionnaires, testing, surveys, and monitoring of entrepreneurial competence development levels were employed to experimentally validate the results of implementing pedagogical conditions for enhancing entrepreneurial competence in future performing artists. Quantitative and qualitative analyses were used to interpret the outcomes of the experimental research, while methods of systematization and generalization were applied to formulate conclusions derived from the pedagogical study. Results: The effectiveness of the developed methodology was evaluated; statistical data collected during the ascertaining and formative stages of the experiment were presented to confirm its effectiveness and to determine the dynamics of entrepreneurial competence development in future performing artists. Conclusions: The establishment of specific pedagogical conditions in educational institutions and the application of the developed methodology proved effective, as evidenced by an increase in the number of future performing artists with high and medium levels of entrepreneurial competence development. Specifically, according to the value-motivational criterion, the increase was 23.5% and 0.5%, respectively; according to the personal-reflective criterion – 7.5% and 4.0%; and according to the cognitive-activity criterion – 4.4% and 22.6%.

The relevance of the article is due to the need to define and substantiate the essence and structure of the economic culture of future technicians in transport technologies and transportation management in road transport, to reveal the content of each component of the structure of economic culture, as well as to determine the key factors that contribute to its formation in the process of professional training of future technicians in transport technologies technologies and management of road transport. The purpose of the article is to determine the essence and structure of the economic culture of future technicians in transport technologies and management of road transport. Methods: the study of scientific sources regarding the interpretation of the essence of the concept "economic culture of the culture of future technicians in transport technologies and management of transportation by road transport" - to formulate one's own views on defining the content of this phenomenon; structural-component analysis - to distinguish the components of the economic culture of future technicians in transport technologies and transportation management by road transport; generalization and systematization - and formulation of conclusions and prospects for further research. Results: the main approaches in scientific sources to the interpretation of the concept of "economic culture of future technicians in transport technologies and management of road transport" were determined; the main components of the structure of economic culture and the components of the formation of the economic culture of future technicians in transport technologies and management of road transport are characterized. Conclusions: the essence of the economic culture of future technicians in transport technologies and transportation management in road transport is an integrative formation of the personality of a specialist, reflecting a system of professionally important qualities, values, knowledge, abilities and skills in planning technologies for the organization of transportation, providing transport and warehouse services, using resource potential for development transport enterprises in market conditions; characterized by a high degree of discipline, responsibility, independence with an awareness of the priorities of economic culture in the performance of professional tasks. The component structure of the economic culture of technicians in transport technologies and transportation management in road transport includes motivational-value, innovative-cognitive, activity-technological, personal-reflexive.

The relevance of this article is determined by the necessity to ensure the competitiveness of educational institutions in the educational services market. Modern challenges require educational institutions to continuously improve their activities. Successful development of an educational institution is possible only through the integration of innovations that stimulate the achievement of its goals and contribute to improving the quality of education for students. This aligns with the interests of Ukrainian society, which, like any other developed society, is interested in a high level of educational services. With the growth of the educational services market and increasing competition, it is important for leaders of educational institutions to focus on searching for and implementing innovative management technologies to secure significant competitive advantages. Thus, the current market conditions and the need for competitive struggle highlight the importance of innovations for leaders, with innovative management technologies becoming key to achieving the goals of the educational institution and enhancing the quality of education. Objective: To analyze the readiness of future leaders of educational institutions to implement and apply innovative management technologies to enhance the competitiveness of their organizations in the educational services market. Methods: Study of scientific sources, legislative and normative-legal documents, surveys and interviews, case studies, SWOT analysis, expert assessments, and modeling. Results: During the study, the readiness of future educational institution leaders to implement innovative management technologies was evaluated; key barriers and challenges faced by future leaders, including limited resources, fear of change, and an insufficient level of knowledge about innovative technologies, were identified. At the same time, positive aspects were also discovered, namely a high level of motivation for learning and improvement, and readiness to introduce innovations to enhance the quality of education and adapt to modern labor market requirements. A comprehensive set of measures to increase the readiness of future leaders for innovation was developed and substantiated. This includes professional development programs, mentorship, and the creation of innovative educational spaces for experimentation and practical application of new approaches. The role of strategic planning in the successful implementation of innovative management technologies was also determined, which involves clear formulation of the mission, vision of the educational institution, as well as the development of specific goals and tasks to achieve defined results. Conclusions: This article examined the readiness of future educational institution leaders to apply innovative management technologies, which is crucial for enhancing competitiveness and the quality of educational services provided. The main barriers and challenges leaders may face when implementing innovations were identified, and methods to overcome these challenges were proposed. Special attention was given to the importance of a systematic approach and strategic planning in the process of adapting and implementing new practices in management. Developed and substantiated recommendations for focusing on innovative management practices include: enhancing the qualifications of future leaders, developing openness to change, and stimulating creativity and innovative thinking. It was determined that the successful implementation of innovative management technologies depends on a comprehensive approach that takes into account the specifics of the educational institution, the readiness of the staff for changes, and the presence of the necessary material and technical base. The findings of the study make it clear that innovative management technologies play a decisive role in forming an effective management model in modern educational institutions. Their implementation not only improves the quality of educational services but also ensures the sustainable development of educational organizations, meeting the challenges of the contemporary dynamic educational environment.

The relevance of this article is defined by the need to substantiate the modern mechanisms for the development of public-private partnerships in vocational (vocational and technical) education to attract private investment and innovative technologies into professional training of skilled workers for various sectors of the economy in the post-war period. It will be based on mutually beneficial economic and organisational relations between state authorities, local governments, the private sector and vocational education institutions. The aim is to identify and justify the modern mechanisms for the development of public-private partnerships and to find out the possibilities of their use in improving the quality of vocational (vocational and technical) education in line with the demands of the labour market in the post-war period. Methods: studying of scientific sources, legislative and regulatory documents, empirical data to determine the state of public-private partnerships in the field of vocational (vocational and technical) education; theoretical analysis and synthesis, generalisation of scientific approaches to the problem under study in order to determine the mechanisms for the development of public-private partnerships in vocational (vocational and technical) education and drawing conclusions. Results: there are identified and substantiated the modern mechanisms for the development of public-private partnerships, including forms, means, and tools that are key to ensuring effective interaction between partnership participants to improve the quality of vocational (vocational and technical) education and meet the needs of the labour market in the post-war period. Conclusions: the modern mechanisms for the development of public-private partnerships in vocational (vocational and technical) education, which define the framework for cooperation between the state and the private sector and are implemented to improve the quality of vocational (vocational and technical) education, include: contract, institutional, investment, concession, leasing, franchise and project forms of partnership; means (contract for the provision of educational services, outsourcing, councils for vocational (vocational and technical) education and labour market, educational programmes, direct investment in infrastructure development, joint investment projects, leasing of equipment and technologies, leasing of educational premises; franchise of educational programmes, franchise of educational services, joint educational projects, joint research projects); instruments (service agreement, outsourcing agreement, agreement on the establishment of joint educational institutions, charter of a joint educational institution, concession agreement, agreement on the development and implementation of educational programmes, investment agreement, memorandum of understanding, leasing agreement, maintenance agreement, franchise agreement, educational services agreement, joint project implementation agreement, research cooperation agreement). Their use is key to achieving sustainable development and introducing innovations in vocational (vocational-technical) education.

The relevance of this article is dictated by the need to develop the innovative competencies of vocational education instructors, considering the dynamic changes in the labor market as well as processes of globalization and digitalization, which actively influence the transformation of the educational system. Modern employers require from professionals not only the presence of professional knowledge but also the ability to adapt to new production conditions, to think critically, and to solve complex tasks. Consequently, vocational education must modernize in response to contemporary challenges, and instructors must be prepared for innovative professional activity to integrate cutting-edge technologies into the educational process. The aim of this article is to identify and substantiate the key components of the innovative competency of vocational education instructors and contemporary approaches to its development in the context of labor market requirements and technological changes in economic sectors. Research methods: analysis of scientific sources, legislative and regulatory documents, empirical data to determine the extent of research problem development; surveys for gathering quantitative data on the state of development of the instructors' innovative competencies; semi-structured interviews to identify barriers hindering the integration of new technologies into the educational process; observation for the objective evaluation of instructors' use of innovative approaches in their work; and synthesis and systematization to formulate conclusions, recommendations, and perspectives for further research. Results: The main components of the innovative competency of vocational education instructors have been identified; traditional and modern approaches to the development of innovative competencies have been substantiated; organizational, psychological, and technological barriers that limit the development of innovative competencies have been identified; modern forms of professional development for vocational education instructors that foster innovative competency have been substantiated; the role of digital technologies in stimulating innovative competency has been revealed; recommendations for enhancing the level of innovative competency of vocational education instructors have been formulated. Conclusions: The study has determined that the innovative competency of vocational education instructors is a key factor in modernizing the educational process and ensuring its alignment with the contemporary labor market demands. The key components of the instructors' innovative competency include professional knowledge and skills, creative thinking, research skills, skills in pedagogical innovation, communication skills, teamwork and collaboration skills, and adaptability and flexibility. The development of instructors' innovative competency is based on traditional (classical, informational-reproductive) and modern (competency-based, problem-oriented learning, constructivist, project-based, acmeological, interactive, inclusive, digital) approaches. Modern forms of professional development for vocational education instructors that develop innovative competency include short-term courses and trainings; online courses and webinars; coaching and mentorship; participation in international projects; self-development and self-education; internships, etc. Survey results confirmed the importance of developing digital skills and the ability of instructors to integrate new technologies into the educational process. However, the main obstacles to effective innovation implementation were found to be certain objective and subjective barriers, including insufficient technical support and limited resources, fear of change, and low motivation for professional development. This highlights the need for a comprehensive approach to developing instructors' innovative competency, which includes targeted professional development programs, their support, and stimulation of innovative activity.