General Secondary Education Institutions Research Articles

СУЧАСНИЙ СТАН І РЕЗУЛЬТАТ ПРОФЕСІЙНО-МЕТОДИЧНОЇ ПІДГОТОВКИ МАЙБУТНІХ ВЧИТЕЛІВ ФРАНЦУЗЬКОЇ МОВИ ЯК ІНОЗЕМНОЇ У ЗАКЛАДІ ВИЩОЇ ОСВІТИ

The article is devoted to the study of the current state and results of professional and methodological training of the pre-service French teachers. The pre-service French teachers get a higher education according to the educational program “Foreign languages and literatures, methods of teaching foreign languages and foreign literature (French and a second Western European language)” in the specialty 014 Secondary education, specialization 014.023 French language and literature for the first (bachelor) level of higher education. To achieve the goal of the research, qualitative and quantitative methods were used. The qualitative methods included an anonymous survey of students in order to find out their attitude to the organization of the educational process, to demonstrate how the students evaluate the acquired methodical knowledge and skills in the process of French teacher’s professional and methodical activity in general secondary education institutions, to show students’ attitude towards the organization of pedagogical practice in the French language in institutions of general secondary education, as well as the assessment by students of the level of acquired methodical skills for carrying out the professional and methodical activity of a French teacher and the assessment by the teacher according to established criteria. Cronbach’s alpha coefficient of reliability was used as a quantitative method to process the obtained results in order to determine the results of professional and methodological training and the professional and methodical competence formation of the pre-service French teachers. In the research, it was found that the professional and methodological training of the pre-service teachers of French as a foreign language lasts for four semesters. The professional and methodological training is carried out within the mandatory (curricular discipline “Methodology of teaching French in institutions of general secondary education” and practical training, which is implemented in two types of pedagogical practice) and optional disciplines. In order to expand the content of targeted training (in the period of 2021-2022 academic year), the preservice French teachers chose the following optional disciplines: “Testing in French language learning” and “Methodology for the formation of French-speaking linguistic and sociocultural competence”). Within the academic disciplines, the pre-service French teachers mastered methodical knowledge and skills of planning lessons by developing plans of the lessons’ parts and the whole French language lessons. They used various teaching aids, independently developed non-standardized tests for the formative assessment of the foreign language competence, and integrated linguistic and sociocultural competences. The preservice French teachers apply their knowledge and skills in the proposed conditions – training (during the educational pedagogical practice “Educational Studies (methodical aspect)”) and real (during the production pedagogical practice in an institution of general secondary education). In the process of professional and methodical training, current and summative types of assessment are applied. The criteria for control were established by the teacher. The results of the professional and methodological training of the pre-service French teachers during the educational process as well as the results of the exam and the results of their performance of tasks of various types of pedagogical practice were analyzed. The results were higher than 0.7 according to Cronbach’s alpha coefficient of reliability. This proves the sufficient level of formation of the professional and methodological competence of the pre-service French teachers under the specified educational program. On the basis of the conducted research, recommendations were formulated to increase the effectiveness of the professional and methodological training of the preservice French teachers: 1) widely use self-assessment and peer-assessment; 2) compare the students’ assessment with teachers; 3) analyze and interpret the obtained results; 4) systematically involve students in reflection, in particular methodical; 5) to involve the students in different types of pedagogical practice. It is promising to study the impact of the content and scope of professional and methodological training on the achievement of program learning outcomes within educational programs in the specialty 014 Secondary education for the training of the pre-service French teachers.

DIRECTIONS OF DESIGNING EDUCATIONAL SYSTEMS IN THE CONDITIONS OF THE NEW UKRAINIAN SCHOOL

The design of educational systems in the conditions of the New Ukrainian School requires a complex and multifaceted approach, which includes organizational design, design of the educational process, internal system of ensuring the quality of education, educational environment, pedagogical action, the system of stimulating pedagogical workers and students, designing management decisions of the head of the educational institution, etc. In order to ensure high-quality educational activities and implement effective training of the young generation in accordance with modern challenges, the design of educational systems requires the joint efforts of all interested parties – students, parents, teachers, management, the government and the public. The purpose of the article is to carry out a systematic analysis of the directions of the process of designing educational systems in the conditions of the New Ukrainian School. Research methods: system-structural analysis, synthesis, abstraction, classification, generalization. The methodological basis of the research is the theory of systems and the doctrine of systematization in scientific pedagogical theory and educational practice. The article specifies the essence of educational systems in the broad and narrow senses. The affiliation of the institution of general secondary education to the educational system is substantiated. The directions of designing educational systems in Ukraine have been determined: organizational design, design of the educational process, design of the internal system for ensuring the quality of education, design of the educational environment, design of pedagogical action, design of the system of stimulation of pedagogical workers, students, design of management decisions of the head of the educational institution. The directions of designing educational systems are characterized, and their possibilities in the conditions of the New Ukrainian School are critically evaluated.

A MODEL OF THE TWO-LEVEL SYSTEM FOR FORMING INFORMATION AND COMMUNICATION COMPETENCE OF STUDENTS IN GENERAL SECONDARY EDUCATION INSTITUTIONS

The work systematizes the authors’ experience of using information technologies in the educational process of a general secondary education institution and presents the authors’ model of effective development of students' information and communication competence based on it. A model of a two-level system of formation of information and communication competence of students in the educational process has been developed. At the first level of the model, teachers use information tools during lessons to form students' basic knowledge and skills. At the second level, information technologies are used by teachers in extracurricular activities as a tool for creating creative products of students (in particular, scientific research works, educational projects, posters, presentations, video demonstrations), as well as their own developments (pedagogical technologies, teaching aids, etc.), which contributes to the formation of students' comprehensive ability to apply acquired knowledge and skills in practice, and, therefore, information and communication competence. To implement the first level of the proposed model, a comparative analysis of the most common information tools was conducted, the results of which are presented using original schemes. Information tools that ensure high-quality educational process at the "Cossack Lyceum" were subject to analysis: learning management systems – Google Classroom and NZ.UA; video conferencing platforms - Zoom and Google Meet; online boards – Jamboard, IDroo and Flinga; tools for creating information content – Google Presentations, Canva, Prezi and Microsoft Sway; software for simulating natural processes – Phet and Mozaik Education; tools for creating interactive exercises – Mentimeter, Kahoot, Wordwall, Live Worksheets and Learning Apps. The implementation of the second level of the model is shown on the example of a student's creative product created by participating in the competition of the Small Academy of Sciences of Ukraine. We associate promising directions for further research with the development of methodological recommendations for the use of information and communication technologies at various stages of students' creative activity.

ARTISTIC AND CREATIVE PROJECTS IN THE PROFESSIONAL AND PERSONAL DEVELOPMENT OF FUTURE TEACHERS OF FINE ARTS AND TECHNOLOGIES

The article is devoted to the professional and personal development of future teachers of fine arts and technology issues. Different views and approaches to defining the category “future teachers’ professional and personal development” are highlighted.
 The ways of effective implementation of the process of professional and personal formation of future teachers of fine arts and technologies are defined and characterized. These are educational, practice-oriented activities aimed at the students' personal activation, and their professional motivation; focus on professional and pedagogical activity, formation of active interest in it; and self-realization.
 Artistic and creative projects are considered as an effective means of professional and personal development of future teachers of fine arts and technologies.
 Its effectiveness and the need to introduce it into the educational process of institutions of higher pedagogical education have been proven: in classes on the study of professional disciplines; discipline of free choice; during industrial pedagogical practice in institutions of general secondary and extracurricular education; under the conditions of students’ participation in events that take place within the scope of work of creative laboratories of graduation departments.
 The experience of implementing artistic and creative projects as an effective means of professional and personal development of future teachers of fine arts and technologies at Poltava V. G. Korolenko National Pedagogical University is highlighted.
 It has been proven that involvement in the implementation of such projects contributes to the maximum use of personal abilities; creates conditions for self-realization of each participant; ensures the use of acquired knowledge in practice and public presentation of what has been achieved, and the result of this activity has significant applied and personal significance.
 Further research attention is needed to highlight the pedagogical conditions of the professional and personal development of future specialists in the art-pedagogical and educational-technological fields during pedagogical practice.

РОЗВИТОК МЕТОДИЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВЧИТЕЛІВ ФІЗИКИ ТА ІНФОРМАТИКИ В УМОВАХ РЕАЛІЗАЦІЇ МУЛЬТИДИСЦИПЛІНАРНОСТІ В ОСВІТНЬОМУ ПРОЦЕСІ

The article is devoted to the transformation of professional and methodological training of future teachers of physics and computer science in higher education institutions. The modern tendencies of updating the content for professional training for future teachers of physics and computer science on the basis of the fundamental provisions of the Concept of the New Ukrainian School are analyzed. The necessity of updating and/or improving the professional training for future teachers in accordance with the current trends in reforming the education sector and introducing innovative techniques, methods and means of teaching that would ensure that the personal qualities and acquired competencies of university graduates meet the needs and requirements of the modern labor market is substantiated. The article outlines the importance of preparing a modern teacher to organize and implement project-based learning technology in general secondary education institutions. The stages of students’ (future teachers’) work in organizing students’ project activities are described. An indicative “Template of the methodological passport of the educational project” has been developed, according to which students develop scenarios for the implementation of educational projects in the educational process of a modern school. An example of a scenario for a training project developed by students which was successfully tested during the pedagogical practice of students in general secondary education institutions is presented.

ПРОФЕСІЙНИЙ КОНТЕКСТ НАВЧАННЯ ЯК БАЗОВА СКЛАДОВА ПІДГОТОВКИ МАЙБУТНЬОГО ВЧИТЕЛЯ В УНІВЕРСИТЕТ

The main task of the professional training of the future physics teacher is not only to acquaint him with modern methods, means and forms of education in institutions of general secondary education, as well as to solve the situational tasks of the profession that will take place in his future professional activities. Such activity provides an understanding of real professional situations, has educational and professional aspects and enables feedback between teacher and student, student and student. This activity helps future physics teachers build their own pedagogical trajectory, which in the future can develop into original pedagogical technologies.

МІСЦЕ ТЕХНОЛОГІЙ ДОПОВНЕНОЇ РЕАЛЬНОСТІ У ПІДГОТОВЦІ ДО ЛАБОРАТОРНИХ РОБІТ З ФІЗИКИ

The article considers the possibilities of using augmented reality technologies in teaching physics, in particular, in the preparation and conduct of laboratory work. The advantages of using AR in the educational process of a general secondary education institution are highlighted. It is noted that augmented reality technologies are at the stage of their development and require the development of teaching methods, and for the successful integration of AR tools into the educational process of a general secondary education institution, the teacher must perform the role of an expert in the content of digital educational resources and the selection of resources for specific educational goals; coordinator of students’ activities in the digital environment; and also perform functions related to accompanying and motivating students to use AR tools in the educational process. The use of a number of applications for preparing for laboratory work was analyzed and it was noted that the use of AR contributes to the growth of interest in the subject, since the process is visualized and elements of interactivity are present (even in the complete absence of equipment); makes it possible to view objects in 3D space; is modern, original and aff ordable.

ІНСТИТУЦІЙНИЙ АУДИТ ЯК ВАЖЛИВИЙ ІНСТРУМЕНТ ЗАБЕЗПЕЧЕННЯ ЯКОСТІ ОСВІТИ

The article highlights the problem of implementing an effective model of quality assurance in general secondary education institutions, based on a combination of mechanisms for external evaluation of the activities of an educational institution and procedures for self-assessment of the results of its functioning. The emphasis is placed on the need to conduct an institutional audit of general secondary education institutions as a necessary component of the system of external evaluation of educational and management processes of an educational institution and the internal system of quality assurance for education, as well as verification of compliance by an educational institution with the requirements of legislation in the field of education. The legislative interpretation of the quality of education and the components of the quality assurance system, as well as institutional audit as one of the components of external verification and assessment of the quality of general secondary education, which results in the effective functioning and sustainable development of an educational institution, is considered. The article reveals the essence of institutional audit and defines the procedure for its conduct in general secondary education institutions. It is noted that the institutional audit is carried out by the Ukrainian State Education Quality Service and its territorial bodies within their powers, in accordance with specially developed procedures according to a clearly defined list of areas, requirements, criteria and evaluation indicators. The main directions of institutional audit in general secondary education institutions are considered. The priorities of building a modern institutional audit on the basis of innovation, transparency, openness, high quality, independence, and partnership with other educational institutions are emphasized, which is a prerequisite for ensuring the quality of educational services in general secondary education institutions and a guarantee of effective development of the educational sector in Ukraine.

PEDAGOGICS OF PARTNERSHIP AS THE FUNDAMENTAL FOUNDATIONS OF THE ORGANIZATION OF INCLUSIVE EDUCATION OF YOUNGER SCHOOL STUDENTS

The article emphasizes the importance of pedagogy of partnership and cooperation in the organization of education, upbringing and development of younger schoolchildren with special educational needs. The purpose of the article is to demonstrate the importance of partnership pedagogy in creating favorable conditions for learning, upbringing and development of younger schoolchildren with special educational needs in the conditions of a general secondary education institution. The methodological basis of the study is a systematic approach to the analysis of the organization of inclusive education of primary school students with special educational needs, integrated into general secondary education institutions on the basis of partnership pedagogy. The following general scientific methods were used during the research: comparative analysis of scientific, educational and methodological sources, normative and legal basis of inclusive education in Ukraine; theoretical and empirical methods (questionnaire and conversations with students, teachers, parents; observation, pedagogical experiment, data processing, and others), methods of generalization. Emphasis is placed on the types of social partnership, their directions of implementation in the practical activities of specialists of an educational institution with inclusive education. The main criteria and indicators of partnership interaction are highlighted, the requirements for the activities of teachers and other specialists to increase the effectiveness of cooperation in the conditions of an inclusive environment are emphasized. The scientific novelty of the obtained results lies in the systematization of views on the problem of establishing partnership interaction in the process of education, upbringing and development of younger schoolchildren with special educational needs; identification of current problems and prospects for improving the effectiveness of inclusive activities of schools based on partnership and cooperation of participants in the educational process. It has been established that the indicators of effective learning, upbringing and development of younger schoolchildren with special needs are the creation of a favorable atmosphere in an educational institution, the establishment of friendly interpersonal relationships, and the organization of the educational process on the basis of partnership. The advantages of socio-pedagogical partnership and cooperation in comparison with traditional forms of interaction of the administration, teachers of the educational institution with parents of students, the public and extracurricular institutions are revealed.

ЛІТЕРАТУРНА ПЕДАГОГІКА В СИСТЕМІ ОСВІТИ: ЗДОБУТКИ ТА ПЕРСПЕКТИВИ РОЗВИТКУ У ХХІ СТОЛІТТІ

In the conditions of reforming all levels of education in Ukraine in the XXI century, changes in the content, forms and methods of educational fields, in particular language and literature, the issue of developing literary culture and consciousness of students, aesthetic culture, developing the potential, critical thinking and communication skills of students of education is becoming relevant. The article updates the conceptual apparatus used in the description of literary pedagogy in the educational sphere, which requires clarification and specification of the main terms and categories of the researched issue. Attention is focused on such concepts, terms and categories as "literary pedagogy", "literary education", "reading", and "reading competence". It was determined that in domestic and foreign science, the concepts of "literary pedagogy" and "literary education" are not sufficiently developed and established, they need to be specified and detailed taking into account the signs and characteristics of the components of the term, in some sources they are identified with each other. The concept of reading literacy is considered in the context of such skills as perception, analysis, and evaluation of texts to expand knowledge and develop reading potential. The relevance of the study and implementation of literary pedagogy in the educational process of general secondary education institutions in the XXI century in the context of the problem of the attitude of modern children and youth to reading is substantiated. A brief review of the development of literary pedagogy in the historical context of the development of society is carried out. It was found that literary pedagogy is a system of methods, means and techniques of learning, education, development and formation of personality throughout life with the help of literature. The prospects for the development of literary pedagogy in the context of the introduction of its methods, techniques and tools into educational practices, the introduction of an interdisciplinary approach, the role of literary pedagogy in the development of critical thinking, ethical competence and the general culture of education seekers are outlined.

Using the Wordpress CMS in the classroom at secondary schools

The article discusses the features of using the WordPress content management system in teaching the basics of web development in general secondary education institutions where computer science is taught according to the specialized curriculum. The paper identifies the main advantages and disadvantages of using WordPress. Practical recommendations for teachers on using WordPress in computer science lessons are provided.

METHODOLOGICAL APPROACHES TO MANAGEMENT OF THE EDUCATIONAL ENVIRONMENT OF THE PROFESSIONAL DEVELOPMENT OF TEACHERS

The article considers the main methodological approaches to the management of the educational environment for the professional development of teachers. The results of the study made it possible to single out those methodological approaches that most closely correspond to the process of managing the educational environment of the professional development of teachers in the institution of general secondary education. Among them are systemic, person-oriented, competence, activity, environmental, cultural, synergistic, acmeological, androgogical, axiological, technological, qualitative and diagnostic. The mentioned approaches do not contradict each other, but, on the contrary, complement each other, which ensures the choice of the tactics of scientific research, which is related to the development of a system of management of the educational environment for the professional development of teachers in an institution of general secondary education.

MANAGEMENT OF THE EDUCATIONAL PROCESS ORGANIZATION MUNICIPAL INSTITUTION "POLTAVA REGIONAL CENTER OF NATIONAL PATRIOTIC EDUCATION, TOURISM AND LOCAL HISTORY OF STUDENTS OF POLTAVA REGIONAL COUNCIL" UNDER MARTIAL LAW

The article analyzes the management of the educational process of institutions of out-of-school education under martial law. On the example of the educational activity of the Municipal Institution "Poltava Regional Center for National Patriotic Education, Tourism and Local History of Students of the Poltava Regional Council," a purposeful process and result of training, education, development and socialization of the individual are described, aimed at strengthening patriotic values, beliefs and respect for the cultural and historical past of Ukraine in the consciousness and feelings of the individual. Priority directions of activity and ways of realization of certain tasks are defined. The mechanisms of cooperation of the institution with institutions of general secondary, out-of-school and professional (vocational) education, especially the involvement of students among internally displaced persons in the educational process are described.
 Currently, in the Poltava region, considerable attention is paid to national and patriotic education. Powerful work is being done on the formation of a high patriotic consciousness, a sense of loyalty, love for the Motherland, concern for the well-being of one's people, readiness to fulfill the civic and constitutional duty to protect the national interests, integrity, independence of Ukraine in the young generation, promoting its establishment as a legal, democratic, social state. The most important priority of national-patriotic education is the formation of a valuable attitude of the individual towards the Ukrainian people, the Motherland, the state, and the nation.

PRACTICAL IMPLEMENTATION OF KAIZEN TECHNOLOGY IN THE FORMATION OF RESEARCH COMPETENCE OF FUTURE MANAGERS OF GENERAL SECONDARY EDUCATION INSTITUTIONS

The article presents kaizen technology in the process of forming the research competence of future managers of general secondary education institutions and highlights the stages of its practical implementation: motivational-stimulating, preparatory-organizational, content-research and reflective-conclusive.
 The motivational-stimulating stage involves a number of didactic activities aimed at increasing motivation for research activities and stimulating interest in this type of activity with the help of kaizen questions. The forms (mini-lectures, lecture-briefings, interactive seminars, express workshops, online meetings, kaizen trainings) and training methods (Q&A session, Buzz session, Incident process, Interactive&collaborative whiteboards) that are appropriate to apply at this stage have been determined.
 The preparatory-organizational stage includes: preparation of research tasks for master's students, which focus on the study of various aspects of the management activity of the head of general secondary education institutions (development of projects, cases); preparation of infographics of the process of asking kaizen questions; definition of topics for scientific and practical conferences of the graduation department; implementation of an individual approach by drawing up a schedule of research activities for each master's student; working out with master's students the method of setting goals (building a "tree of goals", visualization of the goal).
 The organization of work with master's students involves the use of forms (lectures, consultations) and teaching methods (methods of projects, cases, visualization of educational information, computer-oriented methods). The content-research stage involves the direct work of master's students on research tasks, projects, cases and constant improvement of this process. At this stage, it is advisable to conduct research workshops for master's students as a mix of theoretical presentations, practical actions and discussions on the proposed topics and selected issues. Forms (scientific-research workshops, independent work, consultations) and teaching methods (method of projects, cases, visualization of educational information, computer-oriented methods, interactive teaching methods, etc.) of this stage have been determined. The reflective-conclusive stage involves summarizing the results of the research work, reflection of the master's students regarding the correspondence of the obtained results to the set goal in research tasks and projects. At this stage, it will be appropriate to hold round tables, seminars in the form of a press conference, at which it is worth emphasizing the kaizen questions of two groups: 1) personal-oriented kaizen questions; 2) perspective-oriented kaizen questions. It was found that the organization of work with master's students at this stage involves the use of forms (round tables, seminars in the form of a press conference) and methods of reflection (Q&A session, Buzz session, the method "Increase in knowledge and achievements", "Steps to success", "I want to praise myself for the fact that...", as well as the method of information visualization, computer-oriented methods).

Inclusion in Higher Education Under Wartime: National Level of Regulation and Strategic Development Goals

The article explores programme documents and strategic goals aiming at enactment of inclusion in higher education at the national level in the context of the existing problems of inclusive education implementation. The content of Ukrainian legislation is examined, namely: The Procedure for Inclusive Education Organization in Institutions of General Secondary Education, The National Strategy for Barrier-Free Environment in Ukraine for the period of 2030; The Strategy for the Development of Higher Education in Ukraine for 2022-2032. A number of challenges related to implementation of inclusion in Ukrainian higher education institutions dealing with operation of local and national authorities have been identified, as well as the absence of cooperation between authorities, higher education institutions, civic organizations, which hampers facilitation of inclusion in higher education; lack of educational infrastructure and methodical support for inclusive education in higher education institutions; inadequate level of academic staff competences in the field of inclusive education; absence of psychological support for students with special educational needs, other students and teachers. The National Strategy for Inclusive Education Development for 2023 – 2030 should become the comprehensive strategic document outlining the directions for overcoming the identified challenges. The above document identifies strategic and operational goals of inclusive education development, effectiveness indicators and practical assignments. The article defines peculiarities of higher education inclusion implementation for each operational goal.

Investigation of Readiness of Pedagogical Teams for Implementation of an Innovative Educational Project «Organizational-Pedagogical Conditions For the Functioning and Development of а Safe School in Wartime/Post-War Period»

The article reveals the readiness of the administration, pedagogical teams of experimental institutions of general secondary education, and scientific-pedagogical workers of regional institutes of postgraduate pedagogical education for the implementation of innovative activities within the framework of the implementation of an innovative educational project at the national level on the topic «Organizational-pedagogical conditions for the functioning and development of a safe school in wartime/post-war period» (2023–2027). The study of the readiness of educators and researchers for innovative activities is considered as one of the important tools for obtaining more effective results in the implementation of the innovative educational project.
 The necessity of a comprehensive approach is substantiated, which positively influences the study of the readiness of project participants for innovative activities. Personal factors related to the competencies of the direct executors of the innovative educational project – teachers and scientific-pedagogical workers, heads of general secondary education institutions – are highlighted.
 The article reveals the content of the concepts «readiness», «innovative activity», «teacher's readiness for innovative activity». Criteria, indicators, and levels of teachers' readiness for innovative activities are determined. Attention is drawn to the fact that innovative activity in the modern educational environment requires not only high professional qualities from the teacher but also the ability to effectively use tools and resources to achieve specific pedagogical goals.

Organization of the Activities of the Psychological Service in General Secondary Education Institutions: International Experience and Domestic Realities in Military Conditions

The study reflects the organizational aspect of the activity of psychological services in some countries of the world and analyses the peculiarities of the functioning of the psychological service established by the general secondary education of Ukraine in the conditions of the armed aggression of the Russian Federation with the help of theoretical and empirical methods, in particular, theoretical analysis and generalization of psychological practice; building theoretical approaches and organizational and methodological conditions for improving the practical activities of psychological service specialists; survey; study of methodological and reporting documentation; application of statistical data processing methods.
 The results of the research reflect the state and development of the psychological service in the education system under the conditions of martial law and the implementation of Article 76 of the Law of Ukraine "On Education". It is determined that the psychological service in educational institutions combines four components, namely: scientific, applied, practical and organizational. Aspects of the activity of the psychological service in the educational system of Ukraine are characterized, in particular, conducting scientific research on the problems of methodology and theory of practical educational psychology, researching the patterns of mental development and the formation of a child's personality; development of work methods and technologies by practical psychologists, social pedagogues, including professional training and professional development of specialists; the creation of an effective structure of the psychological education service, which ensures the interaction of all service units on subject and organizational issues. Statistical data on the number, availability, advanced training and appeal of the participants of the educational process to psychological service workers are presented. According to the results of the analysis of the work of the psychological service in the education system and international practices, it was determined that the psychological support of training, the psychological and social-pedagogical support of the participants of the educational process in the conditions of martial law is an extremely important condition for preserving and strengthening the mental health of future Ukrainian generations. Further research requires the development of the principles of management and organizational support for the work of psychological service workers established in general secondary education under military conditions, based on the best international experience.

Formation of Students' Readiness for Research Activities in the Context of STEM-Education

The article presents the results of a theoretical and empirical study of the problem of students' readiness for research activities, gender peculiarities of this issue. Research activity is considered as a special type of creative activity that arises as a result of search activity and involves independent research aimed at theoretical and experimental study of phenomena and processes, substantiation of facts, identification of patterns using scientific methods of knowledge.
 STEM education is aimed at developing a personality through the formation of competencies, a natural science picture of the world, and life values using a transdisciplinary approach to learning based on the practical application of scientific, mathematical, technical, and engineering knowledge and skills to solve practical problems for their further use in professional activities and science. The authors assume that the introduction of the main forms of STEM education (STEM lesson, STEM project, STEM quest, STEM hackathon) will contribute to the formation of students' readiness for research activities.
 In order to study the main features of the formation of students' readiness for research activities, the authors of the article used theoretical and empirical research methods: theoretical analysis and generalization of psychological and pedagogical practice; survey; method of expert evaluation: longitudinal research method. To process the empirical data, the procedures of qualitative and quantitative analysis were used. The research work covered 620 7th grade students of general secondary education institutions from 5 regions of Ukraine during the 2021-2022 academic year.
 The research findings do not claim to be an exhaustive solution to the problem, but contain significant conclusions. It is necessary to further study the structure of students' readiness for research work, as well as the use of the latest forms, methods and means of its formation in the learning process.

Educational Environment in the Inclusive Space of Mush: Problems and Ways to Solve Them

The article presents research on educational environment in an inclusive space. Emphasis is placed on identifying problems faced by heads of general secondary education institutions, parents, teachers, and psychologists. It is emphasized that all problems arising in educational institutions have certain solutions that need to be solved.
 The research indicates that heads of educational institutions, being in an administrative position, understand their functionality and responsibilities and strive to make the educational space of students safe and comfortable. Like any other participant in the educational process, the administration of an educational institution faces certain difficulties or problems that must be responded to quickly enough and find ways to solve them. We identified a number of problems faced by the administrator of the educational institution; however, the personnel potential is significant.
 The article presents the position of parents regarding the educational environment in an inclusive space. Parents should be oriented in the informational space of social networks, providing informational support and considering the expediency of cooperation at the level of parents and inclusive resource centers. A significant problem for parents identified in the study is the lack of knowledge among parents about the impact of correctional and developmental work on children with special educational needs.
 Working in an educational institution, a pedagogical worker may have a problem in the direction of the absence of a teacher’s assistant and a child’s assistant. The presence of such an employee in the educational institution will allow to plan the educational process in a modern way and to establish communication with the students of education. In the future, the close interaction of a pedagogical worker, a teacher's assistant and a child’s assistant will significantly improve the educational process and help the child adapt to the conditions of the educational space faster.
 Among the main problems faced by psychologists, it is important to determine the work with parents to resolve the conflict in the classroom with adults who are not ready to send the child to school, a class where there is a child with special educational needs. To solve this problem, the psychologist should conduct lectures, individual conversations, both with parents and with the class teacher and children.
 Complex interaction and close cooperation of the administration of the educational institution, teaching staff, psychologists and parents will allow to create comfortable conditions in the inclusive space of the New Ukrainian School, which further motivates the students to study.

RESEARCH AND EXPERIMENTAL APPROBATION OF PEDAGOGICAL TERMS FOR THE FORMATION OF STUDENTS’ LEADERSHIP SKILLS IN THE INNOVATIVE EDUCATIONAL ENVIRONMENT OF THE LYCEUM

The study reveals the problem of the formation of leadership skills in students of general secondary education institutions. The article aims to investigate the technique of formation of students’ leadership skills in the innovative educational environment of the lyceum. The research used both theoretical methods (analysis, generalization, modelling and design), and empirical methods, among which the pedagogical experiment was the leading one. It has been found that leadership skills are essentially a set of stable personality characteristics that ensure the effectiveness of activities and aid in taking the position of a leader in a group, are manifested in organizational skills, and can significantly influence the behaviour and mood of people, allow being an example for imitation. Leadership skills of students of general secondary education institutions are presented as a system of four groups – personal, cognitive, social and civic skills. The criteria for the formation of students’ leadership skills have been identified, among which are motivational, cognitive, activity-based and evaluative-reflective ones. During the diagnostic experiment the lack of students’ leadership skills according to certain components and criteria was recorded. It has been emphasized that removing the causes and difficulties in the formation of students’ leadership skills is possible if certain pedagogical terms are observed. These are the following: the development of student’s motivation for the formation of leadership skills; the shaping of an educational environment focused on the formation of students’ leadership skills; the creation of educational and methodical support for the formation of leadership skills; elaboration of the school’s partnership with stakeholders. The content of the research-experimental approbation of pedagogical conditions for the formation of students’ leadership skills was disclosed. The substance of the complex technique, which ensured the creation in the educational process of the lyceum of certain pedagogical terms for the formation of leadership skills in students, was outlined. The complex technique was implemented throughout the motivational-preparatory, developmental, formative, and control-corrective stages. In consequence of the approbation, pedagogical terms and tools for the leadership skills formation in students have been developed and implemented, namely: information, computer and Internet technologies, cases, projects, test methods, portfolios, business games, role-playing, situational and simulation games, brainstorming, interactive methods, student self-government, briefing, debate; the concept of an educational and developmental environment focused on the formation of students’ leadership skills; forms of work to shape leadership skills in students: thematic lessons, training, virtual and thematic excursions, club work, electives, senior school leaders’ summit, round table, charity events, volunteer work; methodical support for the formation of teachers’ readiness to educate students’ leadership qualities: training classes “7 habits of highly effective people”, training session “Formation of leadership skills” (12 hours); methods of stimulating students to leadership and leadership behaviour via educational situations (cognitive, evaluative, and alternative ones), technologies for creating a situation of success, project activities; a package of methodical support to assist teachers, parents and the public in the formation of leadership qualities in students. Based on the results of qualitative, quantitative and statistical analysis, the effectiveness of the developed pedagogical terms for the formation of leadership skills in students in the innovative environment of the lyceum has been proven.