The aim of the study was to analyze literature sources on the integration of interactive methods into online teaching of biological educational components in pharmaceutical higher education institutions. Determine the effectiveness of interactive methods and offer relevant recommendations for their implementation in higher education institutions. An analysis of popular interactive methods, such as virtual laboratories, gamification, virtual and augmented reality (VR/AR) technologies, interactive videos and simulations, was conducted using publications in the international scientometric databases PubMed, Scopus, Google Scholar and Web of Science. According to an analysis of literary sources, it has been confirmed that the introduction of modern interactive methods increases the motivation of higher education seekers by up to 50 %, improves the mastery of educational material by up to 40 % and improves the development of practical skills. The obstacles to the integration of modern interactive methods are technical barriers, insufficient training of scientific and pedagogical staff, and limited access of higher education students to the relevant technologies. The integration of interactive methods into the educational process for biological educational components in the context of online learning is a necessary condition for improving the quality of pharmaceutical education. The analysis of selected literature sources has shown that the introduction of modern interactive methods increases students' interest in mastering educational components and improves educational outcomes. The study also resulted in the formation of recommendations for pharmaceutical higher education institutions in Ukraine, which are adapted for the implementation of popular and accessible platforms such as Labster, Kahoot, Moodle, and 3D Organon in the organisation of the educational process

The article raises the problem of determining the role of dialogical speech of younger schoolchildren in the process of forming their foreign language competence. To this end, the essence and features of dialogical speech of primary school students are clarified, which is characterized as the result of active speech interaction, which involves the use of communication skills to exchange information and form communicative relationships. Saturation with facial expressions, gestures, intonations, emotional reactions; the predominance of simple speech constructions and the active formation of the ability to create new ones; motivation of dialogical speech are highlighted among the features of dialogical speech of younger schoolchildren. Foreign language competence of a younger schoolchild is considered in the study as a synthesis of theoretical and practical components (knowledge, skills, abilities) necessary for effective speech interaction in order to understand and implement foreign speech. The components of foreign language competence of younger schoolchildren are: knowledge, techniques, skills of foreign language communication, as well as communicative abilities. The formation of foreign language competence of younger schoolchildren by means of dialogical speech provides a communicative approach to learning a foreign language, which is currently leading in the new Ukrainian school. It has been proven that dialogical speech is an important factor in the formation of foreign language competence of younger schoolchildren, as it provides practical orientation, motivation, and ease in the process of learning a foreign language. It has been found that the main factors influencing dialogical speech on the formation of foreign language competence of younger schoolchildren are: expansion of vocabulary, literacy and ethics of communication; development of non-verbal communication skills; development of the ability to effectively interact with native speakers; improvement of the ability to reflect and empathize

The article analyzes two key inclusive pedagogical approaches—universal design for learning (UDL) and differentiated instruction—in the context of creating an accessible and effective educational environment for all students. UDL is defined as a technology for pre-designing content, methods, and means of teaching, taking into account the diversity of students and potential barriers, which ensures the achievement of common learning goals in different ways. Differentiated instruction is characterized as an approach that involves adapting not only the forms and methods of instruction, but also the goals themselves to the individual needs, readiness, and abilities of students. It is emphasized that in differentiated instruction, results may vary for each student, but are always focused on maximum personal progress. It is noted that both approaches are complementary tools of inclusive education, which, when used in combination, enhance the engagement, motivation, and success of all students, including those with special educational needs. In this context, the study pays particular attention to the theoretical foundations of differentiated teaching as one of the effective inclusive pedagogical approaches that ensures the organization of the educational process taking into account the level of preparedness, interests, cognitive styles, and special educational needs of students. The article analyzes the approaches of foreign and Ukrainian scientists to understanding the differentiation of content, process, and product of learning, identifies the key ideas that characterize each of these areas, and outlines the possibilities for their use to improve the effectiveness of learning, engage students in active interaction, and create conditions that will contribute to the formation of an active position of students and ensure that they achieve specific educational goals

The article examines the fundamental importance of sound mathematical preparation for the successful study of higher mathematics and physics courses by students of higher education institutions. The key aspects of the relationship between basic mathematical knowledge and the complexity of higher mathematics and physical disciplines are analyzed. The impact of weak basic preparation on academic success is considered and methods for improving learning efficiency are proposed. In the modern educational space where exact sciences are beginning to play a key role in the training of qualified specialists in engineering, technical, computer and natural sciences, the problem of insufficient basic mathematical training is becoming increasingly relevant. Often, students, entering higher education institutions, demonstrate gaps in knowledge of elementary algebra, trigonometry, geometry and the basics of analysis, which creates significant obstacles to consolidating complex academic concepts. The article analyzes key aspects of the relationship between strong school mathematical knowledge and the ability of students to effectively master the material of higher mathematics, which includes differential and integral calculus, linear algebra, differential equations, etc. Special attention is paid to the influence of this knowledge on the understanding and application of physical laws, the latter physics is largely based on the mathematical apparatus. Typical difficulties that students encounter due to weak basic training are studied, such as problems with algebraic transformations, working with fractions, trigonometric functions, and the logic of mathematical proofs. The study also covers the negative consequences of insufficient training, including a decrease in academic performance, student demotivation, difficulties in adapting to the intensive pace of higher education, and, in some cases, expulsion. Based on the analysis of Ukrainian and foreign scientific sources, as well as general teaching experience, effective methods and practical recommendations are proposed to improve the effectiveness of learning and overcome existing gaps. Among them are the introduction of diagnostic testing, the organization of remedial courses, strengthening individual work with students, the use of interdisciplinary connections, and the formation of sustainable motivation to study the exact sciences. The article emphasizes the need for a systematic approach to solving this problem at all levels of the educational process in order to ensure high quality training of future specialists

The article analyzes methodological approaches to overcoming students’ learning losses in the topic “Logarithmic Function” through interactive learning tools. In the context of the pandemic, remote and blended learning, as well as war and constant stress, there has been a significant decline in students’ motivation and knowledge, especially in mathematics, where the abstractness of concepts complicates the process of mastering the material. The literature review highlights considerable learning losses in understanding logarithmic functions, difficulties in grasping the definition of logarithms, graphical interpretation of functions, and applying knowledge to practical problems. Traditional teaching methods are insufficient to overcome these losses. The aim of the study is to develop a unified system and methodological recommendations to address learning losses through the use of interactive technologies. A comprehensive approach is proposed, combining knowledge diagnostics, identification of typical learning losses, construction of individual learning trajectories, use of interactive technologies and digital tools (GeoGebra, PhET, Google Forms, AhaSlides), problem-based and case tasks, differentiated reinforcement, self-analysis, and reflection. The use of interactive technologies promotes increased engagement and motivation, development of logical thinking, and the formation of practical skills in applying logarithms. The developed model allows consideration of students’ individual needs and the creation of adaptive learning trajectories. Further research involves experimental verification of the effectiveness of interactive technologies in reducing learning losses and improving learning outcomes in the topic “Logarithmic Function.” The proposed approaches can also be adapted for other abstract mathematical topics, increasing their universality and practical value for pedagogical practice

The article presents a conceptual model of an adaptive technology for reviewing the school mathematics course, developed in response to contemporary educational challenges, such as digitalization, child-centered approaches, learning losses, and the need for personalized learning. The feasibility of applying adaptive technologies during the final review and systematization of knowledge among high school students is substantiated, based on the principles of learner-centered education, microlearning, the use of information and communication technologies, and structured logical schemes. A model for constructing an individual learning trajectory is proposed, taking into account students’ prior knowledge, level of mastery, pace of work, and the need for feedback. This model was built taking into account elements of adaptive learning and technologies of structural and logical schemes and microlearning. A task coding system has been developed, encompassing thematic content, difficulty level, and task format, which serves as the basis for creating a task bank for adaptive testing. The proposed solution allows for the implementation of the educational process in individual, blended, or distance learning formats, with the integration of modern digital tools and artificial intelligence. It is proposed to use artificial intelligence tools to develop and adapt some examples and tasks when creating a task bank, as well as to automate checking answers and providing feedback. The practical significance lies in the creation of a tool that can be implemented in the educational process in institutions of general secondary education, professional (vocational and technical) education to increase the level of mathematical competence and overcome learning losses. It is envisaged to use the described development for the review and systematization of the school mathematics course by high school students and future applicants who are preparing for standardized testing. The practical value lies in the creation of a tool that can be integrated into the educational process to enhance mathematical competence and address learning gaps. Future research prospects include the expansion of the task bank, the development of supplementary educational content, and the piloting of the model in real educational settings

The study aims to conduct a historical and pedagogical analysis of the formation and development of speech therapy in Ukraine, considering sociocultural changes, transformations in the education system, and the influence of international experience. The focus is on identifying key stages of institutional development of speech therapy as a scientific field and a direction of professional training, as well as outlining current trends in speech therapy practice. The methodological foundation of the research is based on the principles of historicism, systemicity, and interdisciplinarity, which allow the study of speech therapy as a complex phenomenon at the intersection of medicine, psychology, and pedagogy. The study applies a set of scientific methods, including historical-comparative and structural-functional analysis, and the analysis of legal documents and scientific publications by Ukrainian researchers in special pedagogy. The source base includes archival materials, educational programs, scientific works, statistical reports, and chronological reviews of the development of defectological education in Ukraine. As a result of the study, the main periods of development of speech therapy in Ukraine were identified: from antiquity to the early 20th century, the Soviet period (1920–1991), and the independent Ukrainian stage (from 1991 to the present) - the contributions of key figures, such as I. Sikorsky, I. Dyomina, E. Sobotovych, and O.Gopichenko, to the formation of theoretical and methodological foundations of speech therapy are characterized. The institutionalization of speech therapy education is analyzed, including establishing speech therapy departments in pedagogical universities, creating speech therapy laboratories within the National Academy of Educational Sciences of Ukraine, and developing specialized educational programs. The role of international cooperation, particularly the integration into the European educational space, in transforming Ukrainian speech therapy and rethinking the speech therapist’s professional identity is emphasized. The historical development of speech therapy in Ukraine demonstrates its gradual formation as an independent scientific and practical field. From empirical forms of assistance to a modern system of scientifically grounded speech therapy education and practice, this evolution has been shaped by numerous challenges, social demands, and interdisciplinary efforts. Contemporary Ukrainian speech therapy is actively aligned with European standards, implementing innovative approaches to diagnosing and correcting speech disorders, and ensuring a high level of professional training. The study of the historical foundations of speech therapy enables a deeper understanding of the accumulated experience and its application in strategic planning to further develop speech therapy in the context of modern societal challenges

The article presents a thorough review of scientific approaches to understanding and structuring the concept of dialogic competence in the works of researchers from Ukraine and Europe. The analysis covers a wide range of sources that reflect the evolution of this concept from classical philosophical and linguistic concepts to modern interdisciplinary interpretations, where dialogic competence is considered not only as a speech, but also as a socio-cognitive and cultural phenomenon. Special attention is paid to discursive, pedagogical and methodological aspects that form the basis for the practical implementation of this category in the field of education and social interaction. The article synthesizes the main structural components of dialogic competence - speech-communicative, cognitive, socio-cultural and emotional-value, which ensure the integrity of the formation of this phenomenon. It is emphasized that in modern educational and scientific discourse the term "dialogical competence" is gaining increasing importance as a key component of communicative education, pedagogical interaction and speech culture. In the Ukrainian scientific field, there is a tendency to actively study this concept, in particular in the works of teachers, psychologists and methodologists, who emphasize the applied meaning of dialogical competence in the educational process. Unlike the Western tradition, where the emphasis is on the theoretical and philosophical substantiation of dialogue, domestic research highlights practical aspects - expanding educational opportunities, improving pedagogical skills, developing students' speech activity and improving communicative teaching methods. It is also emphasized that an inclusive educational environment is a powerful tool for developing dialogical competence in children with special educational needs, in particular with severe speech disorders (SSD). The use of combined strategies of correctional and developmental work - a combination of structured dialogue, story-role-playing games, speech therapy support and peer interaction - demonstrates a sustainable positive impact on the speech progress of preschoolers and younger schoolchildren. It has been proven that the active involvement of peers as dialogue partners contributes not only to the development of communicative skills, but also forms important social skills, reduces the level of anxiety and increases the self-esteem of children with SSD. The authors note that the most relevant research in this area consists in the development and scaling of models of dialogical interaction in preschool education institutions and primary schools, taking into account the principles of inclusion, a person-centered approach and interdisciplinary integration. Of particular importance is the search for new pedagogical technologies that ensure the development of dialogic competence through interactive methods, digital educational resources, and cultural and educational practices, which will contribute to the qualitative modernization of modern Ukrainian education

The article explores the potential of locally oriented learning for national and patriotic education. Comprehending the foreign experience of locally oriented learning in the aspect of patriotic education has shown that the authors focus on the importance of locally oriented learning for preserving cultural diversity in the era of globalization, involving students in socially important projects, aimed at community development, and the importance of choosing texts for reading from the literature of their native land. The typological features of locally-oriented learning are highlighted, namely: focus on the local context, involvement of students in civic activity by establishing strong ties with the territorial community, practical orientation of learning (work on projects relevant to the community), formation of personal responsibility for the development of their community, native land, and hence the whole country. The forms of locally oriented learning are highlighted, which include project activities, participation in circles, electives, clubs, movements and other associations of interest (creative, local history, volunteer, environmental, etc.), interactive lessons, excursions to the native land, participation in various community events: sports competitions, art festivals, clean-ups, folk festivals, etc. The article emphasizes that the main educational effects of locally oriented education are raising the level of national consciousness, strengthening ties with the native land, forming an active civic position, developing national dignity and respect for the native land - its nature, culture, history and art. We see the prospects for further research in the analysis of the main methods of locally oriented education and the study of the didactic system of locally oriented education of students of basic secondary education

The healthcare industry is developing dynamically, actively introducing innovative approaches to the training of specialists of the second (master's) level of higher education in the specialty “Medicine”. Analyzing current trends in the field of medical education and its effectiveness, the authors of the article emphasize the expediency of introducing the elective discipline “Biogenic elements and their role in human life” for higher education students majoring in Medicine. Such an educational component contributes to the formation of critical thinking and provides conditions for the implementation of personalized learning trajectories. The study of the elective discipline “Biogenic elements and their role in human life” by students of higher medical education is an important area of fundamental training of a doctor in the specialty “Medicine” and constitutes the conceptual basis for mastering the medical and biological block of disciplines. The main tasks of studying the elective discipline “Biogenic elements and their role in human life” are: studying by medical students the classification, topography, daily requirement, sources of supply, biological role and clinical manifestations of deficiency, excess and toxicity of biogenic elements in the human body; development of theoretical thinking and the ability to analyze the causes and consequences of pathological conditions in the human body; formation of a holistic scientific outlook and professional worldview that will ensure the formation of a professional. The aim of the study is to assess the level of training of higher medical education students in the elective discipline “Biogenic elements and their role in human life”. In the conditions of a higher medical education institution, a key role in managing the quality of the educational process is played by scientific and pedagogical staff who provide a high level of professional training of future doctors. The successful implementation of the elective discipline contributes to the formation of a deep understanding of the molecular mechanisms of the participation of biogenic elements in the functioning of the human body, which is an integral part of the professional training and further clinical practice of the future doctor