Courses In Disciplines Research Articles

Examining English Learners' Opportunity to Learn from High School to Community College: A Qualitative Case Study

AbstractStudents classified as English learners (ELs) in high school are more likely to start their postsecondary education in community colleges (CCs). Many high school EL graduates enter a CC, hoping to make good academic progress and later transfer to a 4‐year college. However, past research has found that such students often struggle in CCs and rarely earn a postsecondary credential or transfer to a 4‐year college. ELs' high school academic preparation and their subsequent college access—or lack thereof—are closely related. Yet, there is little research connecting ELs' academic preparation in high school and their subsequent ongoing trajectories once they are enrolled in CC. Drawing on the concepts of opportunity to learn (OTL) and opportunity sequences, this qualitative case study examines six high school ELs' academic trajectories from high school through CC. Our analysis shows a negative opportunity sequence in which ELs' limited OTL in high school lands them in remedial education at a local CC, which in turn delays their exposure to disciplinary courses in their majors. The students' struggles with their first disciplinary courses subsequently hinder their CC persistence and timely transfer to a 4‐year college, forcing them to reset their postsecondary goals.

Професійна спрямованість математичної підготовки студентів технічних спеціальностей у контексті фундаменталізації освітнього процесу

The article examines the peculiarities of mathematical training of future technical specialists in the context of fundamentalization of the educational process. The study of the definitions of fundamentalization, mathematical preparation was carried out, the main characteristic features of mathematical preparation, proposed by the researchers of the problem of mathematical preparation, were singled out. An analysis of the work of scientists dedicated to the selected research problem was carried out. It has been established that the mathematical training of future technical specialists is a dialectical combination of formed mathematical skills and abilities for their applied application and the direct process of forming these skills. The fundamentalization of mathematical training is considered to be the concept of improving mathematical training, in which basic mathematical invariants are selected for their further application in professional activities. To implement the approach of professional orientation of mathematical training of students of technical specialties, it is recommended to take into account the peculiarities of the construction of the course of higher mathematics and courses of special disciplines in order to enable the integration of educational material, as well as the organization of the educational process in higher education institutions. Based on the analysis of educational programs for students of various specialties of the Vinnytsia National Technical University, a conclusion was made about the difference in program results in mathematics for students of the same lecture stream. On the basis of which it is proposed to unify tasks of professional content. Examples of professional tasks from the "Theory of Probability" section are given.

Teaching General Physical Training discipline in the format of distance learning

The issues of teaching the General Physical Training discipline in the distance learning format and the development of distance courses of sports disciplines in the period before the COVID-19 pandemic and the associated self-isolation were practically not studied. The contradiction between the active introduction of distance learning in modern universities and insufficient experience and methodological elaboration of this issue in relation to teaching sports disciplines causes the problem of maintaining the quality of teaching the General Physical Training discipline in the distance learning format. The purpose of the study is to develop methodological support, test and evaluate the effectiveness of teaching the General Physical Training discipline in the distance learning format. Students of the Faculty of Physical Training, Sports and Tourism of the Mari State University, 44 young men aged 17 to 19, participated in the study in the form of a pedagogical experiment. The results indicate that, in general, the development of physical qualities of students of the experimental group was no worse than in the control group, and the acquisition of theoretical knowledge of students of the experimental group was better than that of students of the control group. The acquisition of theoretical knowledge, the development of speed and flexibility of students during the transition to distance teaching of the General Physical Training discipline practically do not lose quality compared to full-time education, and solving the problems of developing strength, endurance and coordination abilities of students requires additional methodological work on the part of the teacher.

INCLUSIVE PEDAGOGIES & PRACTICES OF ENGLISH FOR ACADEMIC PURPOSES (EAP) IN HIGHER EDUCATION (HE): A FOCUS GROUP STUDY

This study investigates inclusive pedagogies and practices in English for Academic Purposes (EAP) within higher education (HE), addressing a critical gap in existing literature. Funded by BALEAP, the research employs a qualitative sequential exploratory design, incorporating nominal group technique and focus group discussions to capture diverse stakeholder perspectives. The study identifies key themes across micro, meso, and macro levels, providing comprehensive insights into best practices for fostering inclusive EAP teaching. At the micro level, recommendations include redefining needs analysis, implementing differentiated assignment briefs, challenging linguistic and cultural stereotypes, and promoting reflexivity among educators. Meso-level strategies emphasise decolonizing the curriculum, integrating EAP into disciplinary courses, enhancing collaboration between EAP and subject-specialist tutors, and investing in continuous professional development. At the macro level, the study highlights the necessity of providing additional resources, fostering top-down collaborations, and introducing Equity, Diversity, and Inclusion (EDI) initiatives. The findings underscore the importance of coordinated efforts among educators, institutions, and policymakers to advance inclusive teaching practices in EAP. This research contributes significantly to the discourse on inclusive education by offering actionable recommendations for enhancing the inclusivity of EAP programs in HE, ultimately aiming to create a more equitable and supportive learning environment for diverse student populations. The study's robust methodological approach and diverse participant representation ensure the reliability and relevance of its conclusions, paving the way for future research and policy development in this crucial area of higher education.

A case study of actual versus desired inclusion of community-derived core concepts into neuroscience courses in different disciplines at a large university

Neuroscience is an inherently interdisciplinary and rapidly evolving field. While many universities have neuroscience or related majors, they are highly heterogeneous, and it is unclear how their content aligns with a recent proposal of what ideas make up the field of neuroscience. It is therefore important to document and assess the alignment of neuroscience curricula with core concepts in the field. Recently, a large effort by some members of the neuroscience education community described eight core concepts for undergraduate neuroscience curricula. In this paper, we focus primarily on courses in biology, cognitive science, and psychology at a large university, surveying the recent and current course instructors of these courses to ask them (1) to what extent these community-derived core concepts are incorporated into their classes and (2) to what extent these concepts should be incorporated into their classes. In addition, we map core concepts onto course syllabi. We found that core concepts are well-represented across disciplines, and identified differences between departments' inclusion of core concepts. We found that instructors cover fewer core concepts than they desire, and that two core concepts, “Evolution” and “Gene-environment interactions”, were less frequently addressed across disciplines. We consider barriers to instructors' ability to align course content with core concepts, both within and across disciplines. In this effort, we provide an example of how departments can evaluate their alignment of major requirements with the neuroscience core concepts.

Perspectives of ELF-informed teachers in Taiwan

Abstract English as a lingua franca (ELF) represents a substantial paradigm shift in ELT because it challenges the traditional norm of standard English. Despite this changing trend, there is a gap in research on incorporating ELF into in-service teachers’ professional development (PD). Given the backdrop that (trans)disciplinary courses are expected to be taught in English in compulsory K-12 education due to the Bilingual 2030 Policy in Taiwan, this paper proposes an ELF-informed PD model and specifically examines English teachers’ perspectives before, during, and after their participation in the first nationwide bilingual in-service teachers’ PD programme. We observe a growing recognition of ELF concepts among teachers, which is evident in their understanding of the pedagogic challenges and implicit tensions in ELF practice, their validating senses of being ELF teachers, and their critical reflection on ELF-informed pedagogy. The enhanced understanding highlights an alternative approach to transforming the ‘E’ in EFL.

The Time is Now, the Time is Always

The time could not be more urgent, and university faculty and leaders must act and reclaim their responsibility for civic preparation. In the face of enrollment decline, an emphasis on student credit hours, and a history of siloed tunnel vision, action seems impossible in a system that opposes the core mission of higher education. In this article, authors—faculty from two teacher preparation departments—share their journey that started as state-mandated program revision to a campus-wide civic agenda. They argue for the integration of civics teaching in disciplinary courses and share classroom teaching ideas that cultivate civic identity and virtues. Feeling empowered, they widened the scope of their work to include a campus-wide learning community and civic survey audits to target professional learning opportunities. Through collected data and lessons learned, they demonstrate the moves needed to reclaim higher education’s core democratic purpose.

Comparison of Authorial Stance Between Professional and Amateur Writers in Scientific Correspondence Writing

Writing argumentative correspondences is an art requiring linguistic and rhetorical skills to bring forth the ultimate effect of persuading the audience. However, instruction of this critical language art has been underrepresented in Thai tertiary educational contexts. This study is based on an interventional experiment of teaching an ESP-Science course to 40 students majoring in science, with a strong emphasis on linguistic devices for academic interaction, consisting of stance and engagement marking, as elaborated in Hyland (2005a, 2005b). The interventional experiment made use of the 240 correspondences taken from the scientific journal Nature with the duration of 30 hours over a 10-week period. This study reports the findings from a comparison of the students’ writing before and after the intervention and a comparison of the students’ post-experiment writing and the experts’ writing. The analysis is based on content analysis, inter-rater assessment, and descriptive statistics, and shows that a meaningful level of progress has been obtained as a result of the intervention. The progress is evident in not only that students’ post-experiment writing exceeds in quality their pre-experiment writing, but also that students’ post-experiment writing has become similar to the expert writing to a great extent, with respect, in particular, to the strategic patterns of stance and engagement marking. The success of a relatively short intervention, i.e., 10 weeks, calls for implementation of courses using authentic correspondences in ESP-Science classes, or more broadly, in ESP courses in diverse disciplines (237/250).

APPLIED DIRECTION OF THE STUDY OF HIGHER MATHEMATICS BY STUDENTS OF PROFES- SIONAL PRE-HIGHER EDUCATION

The article substantiates the need for a practical, professional focus of studying the course of higher mathematics by students of professional pre-higher education institution. The aim of the article is to highlight the ways of implementing the professional orientation of the content of mathematical disciplines in the education of students in various specialities of vocational higher education. Modern requirements for the development and reform of higher education require an increase in the professional competence of a bachelor’s graduate in each field of knowledge, the ability to creatively approach and find the solution to emerging professional tasks. Therefore, teachers of higher mathematics have the task of reorienting the teaching of the academic discipline with the use of professional problem solving. The purpose of the article is to highlight the ways of implementing the professional orientation of the content of mathematical disciplines in the training of students of professional pre-higher education in various specialties of the college. In connection with the rapid development of science and technology, the training of competent, competitive, and highly qualified specialists requires a high level of skills in applying mathematical apparatus in professional activities. Mathematics is the basis of studying physics, technology, general technical and special disciplines. At present, mathematical education has a significant impact on the formation of professional qualities of a modern specialist who is able to navigate the directions of development of modern science and methods of learning about the world around them, predict the impact of human production on society and the environment. Modern mathematics is used in the study of economic, humanitarian, biological, physical, technical and other phenomena. This is done by building a mathematical model. It takes into account all essential connections within the phenomenon. Under mathematical modelling we will understand the method of researching processes or phenomena by building their mathematical models and researching these processes. The applied direction of solving problems by students of various specialties is oriented towards future professional activity. This is an effective means of increasing learning motivation, and developing mathematical and professional competences. The results of the research are examples of practical problems of various sections of higher mathematics for students of economic and technical specialties. The applied nature of the given problems aims to combine the study of higher mathematics with special training of future bachelors and to give them the opportunity to gain experience in solving production problems, and to increase their professional competence. This is very important in times of fierce competition in the labour market. Conclusion. Practical skills and the ability to use the mathematical apparatus when solving applied, profession-oriented problems increase the motivation of students of higher and pre-higher education, and aid students to study other courses of professional disciplines, and do coursework and diploma projects, which will contribute to the maximum use of mathematical methods in the educational course of higher education mathematicians in the future professional activity. The obtained results open up prospects for further research in the following directions: development of methods of formation of skills to solve applied problems by students of various specialties, as well as strengthening integration links between fundamental and profession-oriented courses.

ФИНАНСОВАЯ ГРАМОТНОСТЬ И ДЕНЕЖНАЯ КУЛЬТУРА

The article discusses approaches to the problem of modeling successful courses in economic disci-plines that form not only a financially literate, but also a monetary and cultural individual

Integration of socioemotional competencies in medical training: a case study on the assessment of an educational intervention in a disciplinary course

Background Medical education faces the challenge of integrating socioemotional competencies into its curriculum to train more complete and humane health professionals. This study evaluates the impact of an educational intervention aimed at medical students at the National Autonomous University of Mexico, focusing on the development of these competencies through the hidden curriculum of a physiology course. Methods The intervention adopted an integrated curricular design that included collaborative projects, guided debates, reflective journals, and role exchanges. A total of 31 undergraduate students participated, assessed before and after the intervention with the Adult Emotional Competence Inventory (AECI) and standardized disciplinary knowledge tests. The analysis focused on five areas: emotional awareness, emotional regulation, emotional autonomy, social competence, and life and well-being competencies. Results Significant improvements were observed in emotional awareness, emotional regulation, and emotional autonomy after the intervention, with no notable changes in social competence and life and well-being skills. Standardized test scores showed an increase, but there was no significant correlation with the development of emotional competencies. Conclusions The intervention was effective in enhancing certain socioemotional competencies in medical students, although it was not directly reflected in academic performance. It highlights the need for specific strategies to address all emotional competencies and suggests the importance of future research to better understand these dynamics within the educational field. Emotional education emerges as an essential component in medical training, fostering more resilient and empathetic professionals.

Construct representation and predictive validity of integrated writing tasks: A study on the writing component of the Duolingo English Test

This study examined whether two integrated reading-to-write tasks could broaden the construct representation of the writing component of Duolingo English Test (DET). It also verified whether they could enhance DET’s predictive power of English academic writing in universities. The tasks were (1) writing a summary based on two source texts and (2) writing a reading-to-write essay based on five texts. Both were given to a sample (N = 204) of undergraduates from Hong Kong. Each participant also submitted an academic assignment written for the assessment of a disciplinary course. Three professional raters double-marked all writing samples against detailed analytical rubrics. Raw scores were first processed using Multi-Faceted Rasch Measurement to estimate inter- and intra-rater consistency and generate adjusted (fair) measures. Based on these measures, descriptive analyses, sequential multiple regression, and Structural Equation Modeling were conducted (in that order). The analyses verified the writing tasks’ underlying component constructs and assessed their relative contributions to the overall integrated writing scores. Both tasks were found to contribute to DET’s construct representation and add moderate predictive power to the domain performance. The findings, along with their practical implications, are discussed, especially regarding the complex relations between construct representation and predictive validity.

Developing Students’ STEM Career Identity and Sense of Belonging in a Biology Class

Undergraduate career courses impact students’ STEM self-effcacy and identity, helping to close opportunity gaps by promoting retention and reducing the time to graduation. However, these courses are generally separate from students’ disciplinary courses, which allows students to see this work as important, but separate. In addition, this siloed approach means that only students who take these classes or engage with career services support individually have access to these opportunities. This opportunity gap is likely compounded for students from underrepresented and minoritized groups, creating a structural barrier where these students are expected to recognize the value and seek these opportunities in unfamiliar and often exclusionary environments. By integrating career exploration, skill development, and reflection into a student-centered biology classroom, we aim to engage students in purpose-driven exploration, planning, and skill development within the context of their disciplinary learning experiences. Drawing on the Social Cognitive Career Theory and Marcia’s Identity Formation Model we designed and assessed the IRL (In Real Life) lab curriculum, which was implemented in a student-centered introductory biology class that includes lecture and lab components. Through the IRL lab, students engaged in activities that helped in (a) Identifying and articulating their purpose, which we define as the intersection of their values, interests, skills, and the societal impact they prioritize in their work (b) Purpose-driven exploration and planning and (c) Making meaning of their experiences by building and articulating career-related skills, and building professional networks. We evaluated the outcomes using a qualitative coding approach, triangulating data from class assignments, focus groups, and semi-structured interviews to assess the impacts of the IRL lab on students’ STEM career identity and sense of belonging. We find that engaging with the IRL lab: (a) Increases students’ career-related self-effcacy and outcome expectations, thus impacting their STEM career identity (b) Shifts their focus from a destination-driven approach (specific job or career) to a purpose-driven approach, thus impacting their identity formation process and (c) Increases access and students’ sense of belonging by engaging them in making meaning of their disciplinary experiences and reflecting on how their academic goals align with their career goals. To summarize, STEM higher education is a choose your own adventure challenge where only some participants are equipped with the tools needed to navigate this new world. Engaging in career-related exploration and reflection in a disciplinary, student-centered class breaks down this structural barrier by equipping all students with the tools and strategies needed for success, thus empowering ALL students to choose their own adventure. This work was supported by the Lyman Briggs College AD Innovation Fund and the AACU Curriculum to Careers Institute. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Using augmented reality in molecular case studies to enhance biomolecular structure-function explorations in undergraduate classrooms.

Molecular case studies (MCSs) are open educational resources that use a storytelling approach to engage students in biomolecular structure-function explorations, at the interface of biology and chemistry. Although MCSs are developed for a particular target audience with specific learning goals, they are suitable for implementation in multiple disciplinary course contexts. Detailed teaching notes included in the case study help instructors plan and prepare for their implementation in diverse contexts. A newly developed MCS was simultaneously implemented in a biochemistry and a molecular parasitology course at two different institutions. Instructors participating in this cross-institutional and multidisciplinary implementation collaboratively identified the need for quick and effective ways to bridge the gap between the MCS authors' vision and the implementing instructor's interpretation of the case-related molecular structure-function discussions. Augmented reality (AR) is an interactive and engaging experience that has been used effectively in teaching molecular sciences. Its accessibility and ease-of-use with smart devices (e.g., phones and tablets) make it an attractive option for expediting and improving both instructor preparation and classroom implementation of MCSs. In this work, we report the incorporation of ready-to-use AR objects as checkpoints in the MCS. Interacting with these AR objects facilitated instructor preparation, reduced students' cognitive load, and provided clear expectations for their learning. Based on our classroom observations, we propose that the incorporation of AR in MCSs can facilitate its successful implementation, improve the classroom experience for educators and students, and make MCSs more broadly accessible in diverse curricular settings.

Verbal vocabulary as a means of expressing interpersonal relations in Russian and Chinese

The subject of the study is the semantic and functional features of the lexico-semantic group of verbs denoting interpersonal relations in the Russian and Chinese languages. The verbal vocabulary representing the category of relationship describes the relationships that arise between people in the form of feelings, judgments and appeals to each other in the course of everyday life. The purpose of the proposed article is to identify the semantic and functional features of the verbs of the lexico-semantic group of interpersonal relations in the system of Russian and Chinese languages. The study revealed similarities and differences in the meaning of these verbs. As the analysis showed, some Chinese verbs do not match the meaning of the verbs of the Russian language. This article also examines the types of semantic changes in the semantic structure of the verbal word form functioning in the context. The main method of studying this group of verbs in Russian and Chinese is the comparative method. The descriptive method and the functional-semantic method, as well as the method of component analysis, were used in the selection and use of linguistic material. The scientific novelty of the study lies in the fact that the verbs of interpersonal relations are still insufficiently studied on the materials of the Russian and Chinese languages. The results of the research can be used in the practice of teaching university courses in such disciplines as cognitive linguistics, linguoculturology, and intercultural communication. The study allows us to conclude that the verbs of interpersonal relationships are quite often used in both languages. The meanings of Chinese and Russian verbs are not always equivalent. Their semantic structures may also differ. The analysis of interlanguage gaps reveals the presence of incomplete lexical correspondence to a foreign word. Some verbal lexicons express interpersonal relationships in their direct meanings, while others develop this ability as a result of semantic modulation and semantic derivation. Interpersonal relationships can be expressed by verbs from other lexico-semantic groups, acquiring the semantics of interpersonal relationships in the context. In conclusion, we note that expressions of interpersonal relationships can also be verb-noun combinations, which, when analyzing various specifiers in the context, indicate the reasons for a positive or negative attitude towards a person.

Influence of the use of 3D printing technology for teaching chemistry in STEM disciplines

AbstractTeachers can create engaging learning environments in engineering courses through pedagogical innovation using Information and Communication Technologies (ICT). Introductory chemistry courses in Science, Technology, Engineering and Mathematics (STEM) disciplines typically include the study of molecular models and periodic properties, which are inherently visual concepts. Unfortunately, these concepts are often taught using two‐dimensional drawings, although three‐dimensional (3D) printing offers an engaging approach to learning chemistry in these disciplines. Undergraduate engineering students are provided with modelling software and a 3D printer, allowing them to construct 3D models of basic Valence Shell Electron Pair Repulsion theory shapes using polylactic acid. The results of this research showed that the average score of the students in the control group was lower than that of the students in the 3D technology group. This research has found that the learning curve for modelling and the time required for printing are high, limiting the practical application of this exercise in student laboratory classes. However, in an appropriate environment, 3D printing technology has the potential to be a valuable tool for teaching and learning molecular models and periodic properties of chemistry courses in STEM disciplines.

Peculiarities of the Lexis of Domestic Conflict Discourse in Arabian Countries on the Example of English Literary Texts

The aim of the study is identification of the specifics of the Arab domestic conflict discourse in the context of English literary texts. In this work, the following methods were applied: the method of discourse analysis, the descriptive method. At the first stage of this work, the history of the formation of the concept of "discourse" was studied. Then we explored the pecularities of conflict discourse and its types. The next step was to identify the main causes of conflict situations. At the final stage of the study, the pecularities of domestic conflict discourse in the Arabic linguistic culture were analyzed on the example of Jean Sasson's English-language novel "Princess". The results of this study can be used as part of training courses in such disciplines as intercultural communication, sociolinguistics, linguoculturology, and a practical course in English. The study may be of interest to specialists in the field of translation studies, cultural studies, sociology, and psychology.

The Microeconomic Consequences of the Covid-19 Pandemic

Abstract The Covid-19 pandemic resulted in quarantine measures, decreased consumer and investor confidence and a loss of workforce, which adversely affected the world economy. The resultant sharp decline in world stock markets and deteriorating supply chains negatively affected businesses. Since students are the employees of the future, the aim of this study was to examine the evaluations by students of the effects of Covid-19 on the micro economy, at individual, household and company levels. There were 60 participants in the study group, all of them African students at the University of Kyrenia, who were asked to evaluate the pandemic’s effects on microeconomic units in their home countries. Students who had enrolled in microeconomics courses in various disciplines were chosen because of knowing the topic better than other students. The snowball sampling method was employed in the selection of the participants. Semi-structured interviews were held one on one and the data was analysed. The findings show that individual poverty increased by at least two times, unemployment rose as a result of the pandemic, and people, families and companies faced financial hardship.

Students’ Perception towards Online Learning across Multiple Disciplinary Courses in India—A Qualitative Analysis

Online learning has become essential to the teaching and learning approach during the pandemic. Due to its enormous benefits, online or e-learning can be sustained. The acceptability of online or e-learning depends on the student’s perception and the availability of infrastructure. Data from various streams and age groups has been collected from students in different institutions. After collecting the data, this research incorporates descriptive statistics for a thorough analysis and utilizes the Chi-square test to provide scientific evidence. This study finds that the majority of final-year undergraduate and postgraduate students support online education. The student’s economic status affects their preference for online or e-learning. Having a smart device and internet access also influence the decision to pursue online or e-learning. Gender is positively associated with access to Internet facilities and has a cascading effect on preferences for online or e-learning. Female students prefer online classes but require additional internet resources. Higher education institutions could enhance their online course offerings by targeting specific groups, such as female students for postgraduate programs, if they could better understand their preferences. Even though some existing studies in the literature have examined the Indian scenario to understand the factors influencing the adoption of online education, none of these studies have considered the fundamental need for online or e-learning. Moreover, the preferences were not studied based on different demographics. This research work has collected and utilized data from various educational disciplines across multiple institutes, marking the first endeavor of its kind in the literature.

Аналіз українознавчих, правових, економічних і політологічних курсів Української господарської академії в Подєбрадах, які вивчали учасники українських студентських товариств східної Галичини міжвоєнного періоду (1918–1939 роки) в еміграції

Background. Members of Ukrainian student societies in Eastern Galicia during the interwar period (1918-1939) played an outstanding role in the state-building and cultural processes in the western Ukrainian lands. However, due to political, socio-economic, and limited opportunities to receive education in their native language, a number of students were forced to emigrate. While abroad, the students often tried to continue their education, and one of the educational institutions in which the emigrated students from Eastern Galicia studied was the Ukrainian Academy of Economics in Podebrady. Methods. Analyzing the complexes of Ukrainian studies, law, economics and political science, we took into account not only the educational goals and characteristics of the courses, but also the challenges of the given period, followed the principles of objectivity, historicism and a social approach. A number of methods were also used, including general scientific methods (analysis, classification), interdisciplinary methods, and historical methods (comparative and historical). Results. The article analyzes the Ukrainian, economic, legal, and political science disciplines studied by members of Ukrainian student societies in Eastern Galicia during the interwar period (1918–1939) in exile, in particular at the Ukrainian Economic Academy in Podebrady In particular, the quantitative composition of students from Eastern Galicia who completed their studies at the Academy and the peculiarities of the teaching staff of these courses were studied. The purpose of mastering the analyzed areas of academic disciplines, as well as their influence on the formation of the future Ukrainian intelligentsia, is highlighted. The seminars that complemented the training courses are highlighted, as well as the publishing activities of the Academy to ensure the successful study of the specified courses of academic disciplines with textbooks. Conclusion. The generalized analysis of Ukrainian studies, economic, legal, and political science courses at the Ukrainian Academy of Economic Sciences emphasizes their focus on training highly qualified workers, as well as worthy successors to the Ukrainian intelligentsia of the time and builders of their own state, and highlights the desire of Ukrainian student societies in Eastern Galicia during the interwar period (1918-1939) to actively participate in the national and cultural life of the Ukrainian people, even in emigration.