Borys Grinchenko Kyiv University Research Articles

RESTORATION OF RESOURCES FOR TEACHERS AND STUDENTS OF BORYS GRINCHENKO KYIV UNIVERSITY DURING THE FIRST YEAR OF THE WAR IN UKRAINE

The article is aimed at highlighting the problems of restoring the resources of teachers and students during the first year of hostilities in Kyiv, Ukraine. Modern scientific views on the concepts of “resources”, “human resources” in the context of the impact of the war on the condition of teachers and students are analyzed. The research is based on the “BASIC Ph” resource model developed by Mouli Laad and Ofra Ayalon (Israel). The focus is not on the negative consequences of the war for the participants of the survey, but on the ability to recover, to open up new opportunities for the ability to live on, to live a full life, as much as possible in the changed circumstances during the war. The article presents the results of the study of the content and features of the restoration of the resources of teachers and students of Borys Grinchenko Kyiv University during the first year of the war in Ukraine. The authors present an analysis of the features and significance of each component of the resource model for teachers and students, compare the results and draw conclusions. This article can be useful for everyone who is interested in the consequences of military conflicts on civilians, on their ability to overcome crisis situations and rebuild a new life.

Психологічна готовність єдиноборців до змагань

Purpose: to determine the level of psychological readiness of martial artists for competitions and to provide methodological recommendations. Material and methods. The following research methods were used in the work: analysis of scientific and methodological literature and Internet sources, questionnaires, methods of mathematical statistics. Assessment of the level of psychological readiness of martial artists for competitions was carried out by filling out a questionnaire, which consisted of two parts. Each part of the questionnaire contains 4 questions with a rating from 1 to 5. Students of Borys Grinchenko Kyiv University, 1-4 years, who are involved in martial arts, took part in the survey. Among the representatives were athletes engaged in wrestling, judo, boxing, karate, etc. The total number of respondents was 21 people. Results: during the research, the results of the athletes' assessment of their own level of psychological readiness for the competition were obtained. Athletes rated their confidence on average at 3.9 points; self-assessment before the start of the competition at the level of 4,3 points; Emotional stability at the level of 3,6 points; the ability to control emotions and readjust oneself during a match at the level of 3,9 points; confidence in performing technical and tactical actions in a certain interval of the match at the level of 3,2 points; the ability to mobilize forces at a critical moment of the match at the level of 3,5 points and the ability to focus and concentrate attention at a certain moment of the match at the level of 3,7 points. Conclusions. The general results of the survey indicate that athletes have a high level of emotional control, but are less confident in performing technical and tactical actions at various moments of the match. The results also indicate instability in solving tactical tasks during competition and relative readiness to respond to stressful situations. Based on the analysis of scientific and methodical literature, recommendations are provided, which include key areas of psychological preparation of martial artists for competitions. The importance of developing emotional stability and increasing confidence in performing technical and tactical actions is highlighted. Keywords: psychological preparation, martial arts, competition, condition, questionnaire.

THE RETURN OF UKRAINIAN CULTURAL TREASURES: A LONG ROAD HOME

An analysis of various aspects of the return of Ukrainian cultural treasures has been conducted. The article examines the collaboration between the Borys Grinchenko Kyiv University and the Archive-Museum of the Ukrainian Free Academy of Sciences in the USA in 2009. It demonstrates that archival materials and personal belongings of the Kosach family were transferred from the Funds of the Archive-Museum of the Ukrainian Free Academy of Sciences to the Lesia Ukrainka Research Institute. It is indicated that in 2010, a concept was developed and the initial stage of the “Cultural Treasures of Ukraine” information system was implemented. This system comprised eight registers of cultural treasures: those lost during and as a result of World War II (libraries, museums); those returned to Ukraine; those related to the history of the Ukrainian people located outside Ukraine; those sought nationally; those sought upon requests from other countries; confiscated cultural treasures; objects with permits for temporary export from Ukraine. It is noted that during this period, exhibitions, cultural projects, presentations, and discussions related to the return of Ukrainian cultural treasures were organized. After the cessation of the State Service for Control over the Movement of Cultural Values across the State Border in 2011, the Department for the Control of the Movement of Cultural Values was established within the Ministry of Culture of Ukraine. Importantly, despite funding constraints due to an economic crisis, efforts were made to search for cultural treasures and maintain cooperation with the Ukrainian diaspora. Additionally, the article highlights initiatives concerning the return of Scythian gold and the intricate process of repatriating cultural artifacts to Ukraine. The protracted legal battle in this matter is analyzed. Methodological work was also carried out to establish specific norms for conducting expertise on cultural values, leading to the approval of Methodological Recommendations for the State Expertise of Cultural Values by the Ministry of Culture of Ukraine in 2019. Notably, contacts with the United States of America and Germany have been of particular importance in the realm of cultural treasures repatriation.

Development of advanced digital ecosystems at universities: A study comparing experiences from Ukraine, Poland and Slovakia

AbstractDuring the war, a significant number of Ukrainian universities were tragically destroyed, while others were relocated. The challenging wartime circumstances in which universities operate in Ukraine have increased the use of distance education. University management and academic staff agree that the quality of services offered hinges on the establishment of comprehensive open electronic student campuses. These online campuses will deliver educational content, but also innovative pedagogical technologies for fostering competency development. This can be used for competency development in the use of gamification techniques, promoting entrepreneurship and start‐ups, implementing project methodologies, leveraging research and cognitive technologies, as well as using digital tools for communication and collaboration, and employing formative assessment strategies. The objective of the study on which this article reports was to determine the university ecosystem model most amenable for providing high quality digital education. We describe and analyse current digital education ecosystem models and examine their implementation at three universities: (1) Borys Grinchenko Kyiv University (BGKU), Ukraine; (2) University of Silesia (US), Poland; and (3) Constantine the Philosopher University in Nitra (UKF), Slovakia. Both strengths and limitations of online campuses are outlined. Our analysis supports the development of key performance indicators to assess the development of university digital education ecosystems and establish the necessary and sufficient conditions for implementation. Insights gained from organising education in remote learning conditions in wartime Ukraine are valuable also for educators in other countries.

Digitization of learning environment of higher education institutions: conceptual foundations and practical cases

Digital transformation involves the use of digital technologies for rebuilding processes and increasing their efficiency. It is confirmed by the results of the research on transformational processes in various spheres. This research paper deals with the development (modernization) of digital learning environments of higher education institutions, which creates conditions for creating models of real production and social processes by means of modern digital technologies. It will strengthen the competence potential of all the stakeholders of higher education institutions, which train specialists in digital technologies. The need to upgrade the existing educational environments of higher education institutions in the context of crisis situations related to global challenges (for example, COVID-19) or the specifics of a specific country (the war in Ukraine) or an educational institution is substantiated. The research paper specifies a conceptual model of the next generation digital learning environment of a higher education institution, which involves the distribution of resource distribution and provision of integration of resources, data and users according to three levels (micro, meso and macro levels), and provides the cases of its implementation in National University of Life and Environmental Sciences of Ukraine and Borys Grinchenko Kyiv University. The monitoring data are presented both at the level of external (development of the component composition of the environment) and internal (change of organizational processes according to the students’ demand) design of the environment. The need for designing a change management system at the level of a higher education institution or its structural subdivisions is identified.

Modern Guidelines in the Process of Teaching Marketing for Students of Speciality 029 "Information, Library and Archival Affairs"

Тhe purpose of the study is to summarise information about editions and publications of the modern period, which serve as a source base in the process of teaching marketing for students of speciality 029 “Information, Library and Archival Affairs” in higher education institutions of Ukraine. Тhe research methodology is based on the principles of scientific objectivity, the use of a structural-functional approach, and the application of content analysis, synthesis, comparison, and generalisation methods. The scientific novelty of the work lies in the identification and problematic and thematic generalisation of the list of editions and publications of recent years, which, in the author’s opinion, are relevant in the process of teaching marketing to students of speciality 029 “Information, Library and Archival Affairs” in higher education institutions of Ukraine. Conclusions. The analysis of editions and publications of the modern period, which serve as a source base in the process of teaching marketing to students of speciality 029 “Information, Library and Archival Affairs” in higher education institutions, has shown that today new concepts of marketing application in library and archival science are being formed. Due to the active digitalisation of educational activities in Ukraine, transformational processes are underway in teaching marketing to students of speciality 029 “Information, Library and Archival Affairs”, which is constantly covered by relevant professional publications. Key words: speciality 029 “Information, Library and Аrchival Аffairs”, marketing, libraries, archives, higher education institutions, Borys Grinchenko Kyiv University.

Higher Education as a Space for Forming the Values of United Europe

The research is focused on the role of higher education in the development of European values among applicants for higher education, in particular the role of international projects that contribute to active European citizenship and spread the fundamental values of the European Union. The article uses the method of modeling and substantiation of the model of the development of European values among future PhDs during a Jean Monnet Module of the Erasmus+ program called “University autonomy in the development of democratic values in higher education: The experience of the EU Member states for Ukraine” at Borys Grinchenko Kyiv University. The model contains four structural blocks that specify the goal, tasks, methodological approaches, principles, content of structural components, forms, methods, means, stages, functions, pedagogical conditions, and expected results. The study is aimed at developing European values in graduate students as young scientists and teachers of higher education institutions – who will become agents of qualitative changes and help establish the principles of democracy in the academic community – and deepening European integration. The results of the study are presented in the broad public discourse of Ukraine, confirmed by the data of sociological studies on European integration in Ukrainian citizens’ value orientations, accelerated by the large-scale russian military invasion of Ukraine. Since sociological studies indicate a certain fragmentation of European values instead of an integral whole in the perception of the respondents, we believe that institutions of higher education themselves are an important element that builds the state and society on the basis of European values and that international projects implemented at universities contribute to the European integration of Ukraine and the formation of the values of a united Europe in young citizens.

Book review

Book review: "BAN RASHISM" (ed. V. Piskun). Kyiv, Borys Grinchenko Kyiv University, 2023, 223 p.

Education at the Borys Grinchenko Kyiv University in the conditions of full-scale armed aggression of russia against Ukraine

Russia’s war against Ukraine fundamentally changed the lives of people in Ukraine and affected educational activities at the Borys Grinchenko Kyiv University. Modern information technologies ensured educational and teaching activities in the conditions of a full-scale war russia against Ukraine. The article reveals the experience of digitalization at the university, which came in handy during the war. Attention is focused on the peculiarities of the use of information technologies during distance learning of students of the Borys Grinchenko Kyiv University and the monitoring of the quality of the provision of educational services during the 2022 military year. A survey of higher education applicants of the educational and professional program «Physical Therapy, Occupational Therapy» was conducted in order to assess the quality of the educational process in the conditions of war. The survey was organized using Google Forms and was anonymous. On the basis of the conducted research, the negative aspects of distance learning during the war were revealed.

IMPLEMENTATION OF THE BASIC PRINCIPLES OF ACADEMIC INTEGRITY INTO THE EDUCATIONAL PROCESS OF SPECIALISTS IN THE SPECIALTY 017 PHYSICAL CULTURE AND SPORTS AT BORIS GRINCHENKO KYIV UNIVERSITY

Introduction. Due to the constant development of information and communication technologies, we have received an almost unlimited opportunity to search and distribute information. However, this immensity has caused the emergence of such negative consequences as the spread of academic dishonesty in educational and scientific activities. The actualization of issues of academic integrity in the conditions of the distance format of the educational process, which was implemented in Ukraine during the COVID-19 pandemic and continued due to the establishment of martial law in the country, is also of particular importance. Therefore, it is necessary to continue to pay close attention to the issue of academic integrity to comply with moral and ethical principles both in educational activities in higher education establishments and in the writing of scientific works by scientific and pedagogical workers and students. Aim is to investigate the implementation of the main tasks of academic integrity in the educational process of specialists in the field of physical culture and sports (on the example of Borys Grinchenko Kyiv University). Material and methods: analysis and synthesis of scientific and methodological literature, documentary sources, systematization and generalization, interrogation. The results. The system of preventing and stopping manifestations of academic dishonesty, which is implemented at the Borys Grinchenko Kyiv University, is characterized. It was determined that this system consists of five interconnected parts. Conclusions. The research made it possible to determine how the main principles of academic integrity are being implemented at the Borys Grinchenko Kyiv University. The aspects related to the interaction of teachers and applicants regarding informing about the need to observe academic integrity in their activities were characterized.

Use of E-Resources as an Effective Means of Organizing an Educational Quest in An Institution of Higher Education

The article explores the possibilities of using e-resources for organizing an educational quest in higher education institutions. Presented different approaches to defining the essence of the concepts of «quest», «online quest», «web quest» (as a technique, means, method, approach, learning technology) in the scientific, pedagogical and methodological literature. The article defines online quest as a game-based pedagogical technology and reveals its role in the formation of students' key, professional, linguistic and communicative competencies, acquisition of skills of independent research and improvement of group interaction skills. The authors have identified and characterized the main stages of implementing an online quest, as well as revealed the principles of selecting educational resources and identified aspects of creating tasks. The structure of an online educational quest using digital tools is described. Main attention is paid to the group work of the participating teams on the Learningapps online platform and the Padlet online board, especially their potential during the interactive online quest «Language Marathon» at Borys Grinchenko Kyiv University is substantiated. Showed examples of linguistic, literary and creative tasks are presented, evaluation criteria are highlighted and the principles of interpretation of the results are formulated. The role of the online quest in the formation of students' cultural and linguistic personality is substantiated and the advantages of this approach are identified, in particular, increasing students' motivation and acquiring a number of general professional and linguistic competencies. The relevance and expediency of organizing an educational quest using electronic resources in higher education institutions are empirically confirmed.

The Use of Augmented Reality and Virtual Reality Technologies in Teaching Foreign Languages

The article is devoted to analyzing the educational potential of augmented reality (AR) and virtual reality (VR) technologies in teaching foreign languages, specifically in the professional training of future teachers. The possibility and benefits of introducing AR technologies in the system of teachers’ professional training are based on the experience of the discipline «Modern Technologies of Teaching a Foreign Language to Preschool Children», which is taught during the first (bachelor's) level of education to students of the 012 Preschool Education Specialty at the Faculty of Pedagogical Education in Borys Grinchenko Kyiv University. The literature analysis and the description of the empirical experience of the interaction and implementation of AR and VR technologies in the course content are the major research methods used in this article. The article performs an analysis of the advantages and disadvantages of AR and VR technologies in foreign language teaching. The didactic potential of both aforementioned technologies is identified, including the improved learning environment, increased motivation, interaction, and content retention, the richness of multimedia modes, better visualization, and suitability for special learning needs. The article emphasizes the influence on multiple language skills and vocabulary development (vocabulary acquisition, phonics, pronunciation, comprehension, writing, reading, speaking, improved communication, and general learning skills). The data received proves the suitability and benefits of implementing current AR technologies in the professional training of future teachers and language teaching in general, as opposed to VR technologies that are limited due to their drawbacks that outweigh their current advantages, but still allow them to be considered a very powerful tool in the near future. Still, their partial accessibility by learners gives them the right to be used in terms of the realization of individual approaches. As a result of this article, a list of AR and VR technologies that could be used in foreign language teaching is revealed. The perspective of future research could focus on the analysis of specific technologies from AR or VR groups

ORGANISATION OF LEVEL-BASED DIFFERENTIATED INSTRUCTION FOR HETEROGENEOUS GROUPS IN MOODLE

Nowadays adaptation of the learning process to students’ needs is one of most frequently addressed topics in pedagogical research. Different aspects of this topic are studied both by Ukrainian and foreign scientists. The paper deals with one of the questions in the field - knowledge level diversity within an academic group in higher education institutions. The difference in knowledge level influences not only the ability to achieve learning outcomes but also the motivation to study. Thus, providing students with possibilities to study at their own level and learning paths might increase their interest in the discipline and improve their results. Differentiated instruction is considered as a way to meet the needs of multi-level groups. Moodle is addressed as a means of level based differentiated instruction as many higher education institutions use learning management systems to support the learning process. The results of the teachers survey at Borys Grinchenko Kyiv University are used as a background for differentiated e-learning course design planning. The main requirements to a differentiated e-learning course design are defined: opportunities to define students’ levels and knowledge gaps, easy navigation for students in the diversity of tasks and materials, ability for teachers to combine various levels tasks in the same activities, suitability for flexible groupings, moderate time consumption for design and maintenance of the e-learning course. The model of e-learning course design for level based differentiated instruction is offered which includes testing, adapting learning materials to the students’ needs, groups and grouping settings, formative assessment, summative assessment and feedback. Utilisation of Moodle activities and resources for implementation of all the model components is described. The role of groups and groupings in the implementation of differentiated instruction is underlined and their usage in Moodle is described.

CAUSES OF ANXIETY DURING PLAY AS A FACTOR OF NEGATIVE IMPACT ON THE HEALTH OF PRESCHOOL AND SCHOOL CHILDREN.

The aim: Generalization of the results of research by various scientists in the context of anxiety as a stable personality trait, determining the list of causes of anxiety during play in children of preschool and school age. Materials and methods: The research was conducted within the framework of the agreement for international cooperation between Borys Grinchenko Kyiv University and University of Natural Sciences and Humanities in Siedlce. 400 people took part in the research from the Ukrainian side, 125 people from the Polish side, a total of 525 people. Of them: 130 (100/30) preschool children, 132 (105/27) primary school children, 130 (96/34) adolescents and 133 (99/34) young people. The methodologies "CMAS Explicit Anxiety Scale" (adapted by A. Prihozhan) and "Personal Anxiety Scale" (A. Prihozhan) were used to achieve the stated goal of the research. Results: Play as a social phenomenon has a positive impact on the health of preschool and school children. The positive impact is in identifying and resolving emotional and social issues. Negative effects on the health of preschool and school-age children have also been identified. This is the formation of anxiety as a stable personality trait. Three blocks of causes of anxiety in children of preschool and school age have been identified. The first block of reasons concerns the low level of organization of preparation for the game. The second block includes the reasons that are a consequence of the low level of the game process. Subjective experience of participation of children of preschool and school age in the game is reflected in the third block of reasons "Negative subjective result of the game". Conclusions: The article summarizes scientific data on the need to take into account during play the levels of activity of preschool and school age children, their individual psychophysiological capabilities and the existing situational and personal anxiety. Also, three blocks of causes of anxiety during the game were identified (block I - during the preparation of the game; block II - during the game; block III - getting a negative subjective result in the game).

IMPLEMENTATION OF PEACEBUILDING EDUCATION IN EDUCATIONAL INSTITUTIONS OF UKRAINE

The article deals with the issue of introducing peacebuilding education in domestic educational institutions. The authors determine that the effective implementation of peacekeeping education requires certain organizational transformations, which should include: changing the management system of an educational institution, which involves the use of transformational leadership, as well as involving all participants in the educational process in decision-making; forming a favorable and safe educational environment based on the values of peacekeeping education; creating an “aligned structure” of an educational institution that will promote trust and cooperation between participants in the educational process; correct goal setting in the educational system of an educational institution, which should include the formation of socially significant goals and prospects for joint activities for the introduction of peacekeeping education. The authors of the article also draw attention to the important role of teachers in the implementation of peacekeeping education. In the context of russian aggression against Ukraine, the role of a teacher as a defender of Ukrainian culture and a peacemaker is growing. It must resist russian propaganda and form the right values in children and young people, in particular the values of nonviolent communication and mutual understanding. The authors paid special attention to the Ukrainian language, which, has there is a huge potential to become an effective tool for peacekeeping education. In within the framework of this study, a questionnaire was used, which allowed us to determine the opinion of teachers undergoing training in the educational and professional program “managing an educational institution (by level)” at the Borys Grinchenko Kyiv University regarding the importance of the Ukrainian language for peacekeeping education.

OPEN EDUCATIONAL PLATFORMS FOR THE PROFESSIONAL DEVELOPMENT OF TEACHERS OF SCIENCE, MATHEMATICS AND TECHNOLOGY

The article is devoted to the problem of studying the professional development of teachers of science and mathematics education and technology in the conditions of martial law. The purpose of the article is to characterize open educational platforms for the professional development of teachers of science and mathematics education and technology. These platforms include: the social project «Coaching for Ukraine» created by the AcademyOcean team, which operates with the support of the state; training courses for teachers on the Prometheus+ platform; professional development courses on the Iteacher platform; the Ukrainian educational online portal for teachers «Na urok»; the educational project «Vseosvita»; and the online education studio Educational Era (EdEra). The experience of the Institute of Postgraduate Education of Borys Grinchenko Kyiv University, where instructors have developed and implemented original training courses for teachers with different levels of digital competence, is highlighted. It is emphasized that the professional development of teachers with the active use of open educational platforms takes place in accordance with the principles of open education. It has been found that the content of the in-service training of teachers of science and mathematics education and technology in the context of the use of digital tools in the educational process contributes to the renewal of the organization of the educational environment of a general secondary education institution in a remote mode, highlights the features of the learning process organization of students in synchronous and asynchronous modes. It has been proven that the use of digital tools by a teacher is closely related to his digital competence, which needs attention from the professional development system.

INTEROCEPTIVE AWARENESS: VERIFICATION OF THE ADAPTATION OF THE UKRAINIAN VERSION OF THE MULTIDIMENSIONAL ASSESSMENT OF INTEROCEPTIVE AWARENESS (VERSION 2) QUESTIONNAIRE AMONG FIRST-YEAR STUDENTS OF BORYS GRINCHENKO KYIV UNIVERSITY

Introduction. When studying interoception, well-known scientists in Somatic Movement Education mainly use the latest version of the Multidimensional Assessment of Interoceptive Awareness, Version 2 (MAIA-2) questionnaire. Such a study is taking place in Ukraine for the first time. The study aims to check the reliability of the Ukrainian version of the questionnaire Multidimensional Assessment of Interoceptive Awareness, Version 2 (MAIA-2 ukr), and compare the data with the original versions. The results. Four hundred first-year Borys Grinchenko Kyiv University students took part in the study. The sample was relatively homogeneous — all students were 17-18 years old (80.3% women and 19.7% men) and consented to process personal data. It was the first attempt at the end of 2022 with this contingent, and the translation for which was refined. Two more such attempts for 2023 we planned. Used IBM SPSS Statistics, the validation results are consistent with the original versions of the Multidimensional Assessment of Interoceptive Awareness. Conclusions. For the first time in Ukraine, the results of verifying the Ukrainian adaptation of the Multidimensional Assessment of Interoceptive Awareness, Version 2 (MAIA-2) questionnaire, its reliability, and consistency of interoceptive dimensions have been published. The revealed connections of elements in the correlation matrix have a high statistical significance (Determinant = 1.11E-007). Additional tests indicate the desired measure of sampling adequacy (Kaiser-Meier-Olkin test = 0.889) and a high criterion of sphericity (Barlett's test: Chi-Square = 6179.671, p<0.001). For the early stage of the study, the reliability coefficient (Cronbach's alpha), which assesses the internal consistency of the items of the scales, corresponds to the recommended value for all interoceptive dimensions.

METHODOLOGICAL FEATURES OF USING IMMERSIVE TECHNOLOGIES IN PRIMARY SCHOOL TEACHER TRAINING

The article discusses the features of using immersive technologies in the educational process of primary school. In the context of distance and blended learning, in addition to the use of various digital technologies, Internet resources and interactive tools in the educational process, it is effective to use special software tools to visualize, demonstrate and reproduce various phenomena. The need to train future teachers to use immersive technologies and the lack of methodological support for teachers proves the relevance of the chosen research topic. In the article, the authors demonstrate the advantages of using immersive technologies (virtual and augmented reality), virtual laboratories and mobile applications in the training of future primary school teachers in the integrated course "Art". The article presents a sample of existing immersive applications that educators most often use in art classes. Based on the analysis of modern online resources, it is proposed to systematize them in terms of their use in the educational process of higher education institutions under martial law for the training of future primary school teachers. In the conditions of the real educational process, the study was conducted on the basis of Borys Grinchenko Kyiv University and during the internship of students in the secondary school of Kyiv. Kyiv, which made it possible to identify the best software tools for use in primary education institutions and during the training of students majoring in 013 "Primary Education": information and reference (electronic encyclopedias, virtual tours, 360° museums), simulation programs (Crayola Art-Studio multimedia graphic editor, Crello online tool, PaperOne training program), laboratories (Chrome Music Lab (Oscillators, Kandinsky, Sound Waves, etc.) Toyteatre). Ensuring that future primary school teachers are properly trained in the use of immersive technologies is a key to successful informatization of education, which will ensure quality and effective education for future generations.

ChatGPT в освітньому процесі вищої школи: заборонити не можна використовувати

The article discusses the theoretical and practical aspects of ChatGPT as a teaching technology in higher education institutions for students of the first (Bachelor’s) level of higher education. A brief theoretical review of relevant English- and Ukrainian-language scientific works on the studied problem has been made. The productive experience of foreign researchers in using large language models based on artificial intelligence such as ChatGPT in working with students has been briefly characterized, with an emphasis on their conclusions and recommendations on possible strategies and methods of working with chatbots. A systematic analysis of the most acute problems related to the possibility of open access of students to such technologies has been presented. The expediency of using a chatbot in the practice of teaching students has been reasonably demonstrated. The results of an empirical study conducted with the help of Google Forms software in the target audience of students of Borys Grinchenko Kyiv University have been highlighted. The study was aimed at identifying the opinion of the subjects of the educational process regarding the features and key principles of ChatGPT, and the expediency of using chatbots and artificial intelligence in the educational process. Examples of educational tasks based on ChatGPT have been presented. They have been selected considering students’ feedback on the feasibility of using such technology in the educational process. The necessity of further study of the readiness of respondents of other target groups to work with ChatGPT and identification of positive and negative correlations have been outlined.

EMERGENCY HIGHER EDUCATION DIGITAL TRANSFORMATION: UKRAINE’S RESPONSE TO THE COVID-19 PANDEMIC

The article explores how higher education in Ukraine has responded to the COVID‐19 pandemic, particularly in the case of the Borys Grinchenko Kyiv University’s experience. The research provides a comparative analysis of national transformation trends at various levels – HEIs, lecturers and students during two waves of the COVID-19 pandemic in 2020. It covers two timeline periods: March-May 2020 – the 1-st wave (summer semester); October 2020-January 2021 – the 2-nd wave (winter semester). The research reveals the COVID-19 pandemic impact on Ukrainian higher education in 2020. It presents trends in national HEIs transformation, lecturers and students’ perception of education and exams online. Based on the literature review and conducting surveys (514 students/97 lecturers), the study makes it possible to reveal universal consequences caused by the COVID-19 pandemic in higher education systems worldwide as well as specific trends in national higher education emergency transition to digitally-based teaching-learning. The research shows that global higher education systems faced the COVID-19 pandemic in different conditions due to various technical facilities, governmental and institutional support, financial investment, digitally competent academic staff, students familiar with educational technology. The “better prepared” higher education systems are likely to cope with the Coronavirus impact easier and transit to digitally-based distance teaching-learning smoothly. Ukrainian higher education met the COVID-19 pandemic unready. Though some national HEIs have managed to re-organise the educational process smoothly and effectively due to the academic staff’s enthusiasm and colossal effort. In this regard, positive and negative trends are revealed in the national higher education emergency transition to digitally-based distance learning. The findings contribute to the investigation of higher education transformation in crisis and confirm that the COVID-19 pandemic has accelerated higher education digitalisation worldwide.