Ukrainian School Research Articles

THE FIRST STEPS OF LEARNING CHEMISTRY IN THE NEW UKRAINIAN SCHOOL: SELF-ASSESSMENT RESULTS

Self-assessment becomes an important element in the modern educational process, in particular when studying chemistry. Modern approaches to education are aimed not only at the transfer of knowledge, but also at the development of students' ability to independently evaluate their achievements and identify difficulties in learning the material. Thanks to this, students learn to approach their studies more responsibly, become more independent and motivated. Self-assessment is a key component of modern methodological approaches in teaching, as it contributes to the development of independence, critical thinking and personal responsibility of students. In this work, the results of self-assessment by students of the first chapter of chemistry «Chemistry. The first steps» were investigated and analyzed. The 7th grade students of the A. Voloshyn Uzhhorod Lyceum, who started studying chemistry under the program of the New Ukrainian School. The results of the study showed the level of assimilation of the material passed by students and insufficient understanding of the history of the development of chemistry, the consequences of non-observance of safety techniques while working in the chemical laboratory, difficulties in the systematization of laboratory equipment. Such an analysis will help to more effectively adapt the educational process to the needs of students and improve their results.

НОРМАТИВНО-ПРАВОВІ ЗАСАДИ ДІЯЛЬНОСТІ АЛЬТЕРНАТИВНИХ ПРИВАТНИХ АВТОРСЬКИХ ШКІЛ В УКРАЇНІ

The paper deals with the analysis the legal and regulatory basics for alternative private authoring schools in Ukraine. Based on the analysis of in-depth studies by well-known national scholars, it is determined that authoring schools are educational institutions where educational programs are developed by one author or a team of teachers. It was proved that the existence of alternative private education, including authoring schools and private schools, was supported by the state. The author identifies important legislative initiatives and basic regulations on the development of alternative authoring schools, private schools for the period 1991-2024. It is emphasized that with the adoption of the Concept «New Ukrainian School» and the New Edition of the Law «On Education» and other regulations, the state guaranteed equal access to funding for educational institutions of various types and forms of ownership; distribution of finances in accordance with the principle «money follows the child», autonomy of educational institutions, parents’ choice of a comfortable educational institution for their child’s education, and increase in wages. In recent decades, private elementary schools have become widespread as a type of authoring school in Ukraine.

АВТОРСЬКА ІННОВАТИКА В ОСВІТІ РІВНЕНЩИНИ: ТЕОРЕТИЧНІ ЗАСАДИ ПРОБЛЕМИ

The article deals with the analysis of the processes of development and changes in Ukrainian education in the context of Ukraine’s formation as a sovereign and independent, democratic, social and legal state. It has been found that in the context of innovative development of education, the problem of development of authorial schools in Ukraine is particularly relevant, due to the need to increase the availability of quality and competitive education in the new socio-cultural conditions of a market economy. It is the authorial school as a phenomenon of innovative educational activity that emerges as the highest form of self-developing practice. It successfully implements the main provisions of competence-based education, stands at the source of a new thought and activity paradigm that will substantiate the logic of variable motivational and semantic development of author's schools in Ukraine, aimed at empowering and self-developing the subjects of the educational process through innovation. The theoretical foundations of the author’s innovation in the education of Rivne region were characterized. The main features of innovative educational institutions of Rivne region were revealed. These include adaptive learning, bilingual education (Nadia Marynovych Adaptive and Developmental Bilingual Specialized School «Centre of Hope»), harmonious personal development (Harmony School of Harmonious Social Personality), gender education (Prestige School of Gender Equality), civic education (School of Civic Deeds in Korets), and a combination of vertical and horizontal models of school management (School of Modern Management Technologies in Volodymyrets). It is proved that despite the fact that each educational institution is unique, has its own traditions and peculiarities, chooses its own model of ensuring the quality of education, they should have in common the purpose, values, and compliance of learning outcomes with the requirements set by the legislation and educational standards.

ВИКОРИСТАННЯ ТВОРЧИХ ЗАВДАНЬ У ПРОЦЕСІ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ІСТОРІЇ

The article, based on the analysis of the theory and practice of professional education, outlines the methodological features of training future history teachers for the organization and implementation of creative activities of students in the New Ukrainian School. It is noted that the implementation of the «New Ukrainian School» Concept actualizes the need to train a competent creative teacher who will produce rational consequences of various problems, capable of self-development and self-training in further life and professional activity.The implementation of the Concept is aimed at revealing and developing the abilities of students, which requires the creation of a modern educational environment that will stimulate the release of the creative potential of both education seekers and teachers. It is indicated that the training of the future history teacher should contribute to solving the tasks of continuous education and the formation of a creative personality capable of self-development and lifelong learning.The article defines and characterizes the components of the professional training of future teachers of history in the implementation of the process of organizing and conducting creative activities of students. The specifics of modeling of various types of training classes are specified, the forms, methods and means of training are highlighted. Emphasis is placed on the fact that the method of teaching history should provide for the design of a gradual and consistent development of students' abilities, a special aspect of which will be a set of tasks that involves the acquisition of not only formal and logical, but also operational knowledge, involvement in independent research of information, generation of a creative product.The features of the use of creative tasks in the process of training future history teachers are characterized. It is emphasized that the history teacher’s preparation for creative activities of schoolchildren should be complex and creative, which will contribute to effective preparation for professional activities.

СОЦІАЛІЗАЦІЯ ДІТЕЙ ТА МОЛОДІВ НЕДІЛЬНИХ ШКОЛАХ УКРАЇНИ (ДРУГА ПОЛОВИНА ХІХ – ПОЧАТОК ХХ СТОЛІТТЯ)

The article, based on the analysis of historical and pedagogical sources, reveals the history of the formation and development of Sunday schools in Ukraine in the second half of the 19th - at the beginning of the 20th century as a center of socialization for children and youth. The author found out that in the history of education in the second half of the 19th- at the beginning of the 20th century a significant place is given to the educational activities of Sunday schools - non-traditional institutions of out-of-school education for children and adults, in which training took place on Sundays (for persons of Jewish nationality - on Saturdays) and holidays. Sunday schools of the researched period are considered as open public educational institutions, the principles, tasks and content of education and upbringing of which were aimed, first of all, at meeting the educational needs and requests of the people. The specificity of educational work in Sunday schools was determined, which consisted, first of all, in a special atmosphere of relations between the teacher and the student, which contributed to the socialization of children and youth. The internal rules of Sunday schools strictly prohibited corporal punishment, which, according to the teachers, hindered not only the mental, but also the moral development of students. It was proved that the constant search for flexible, constructive principles, the development and testing of new effective methods and methods of teaching and upbringing, the use of progressive achievements of Ukrainian and world pedagogy are the main components of professionalism and the main principles of the innovative activity of Sunday school teachers. The organizational principles of the activity of Sunday schools were singled out: the absence of strict internal regulations, a public approach to the management and planning of the pedagogical process, compliance with the main principle of activity – «school for students», the creation of special guardianships for the purpose of caring for students, a special atmosphere of relationships between members of the school team, humane treatment of pupils, common interests of teachers and students, etc.

МАТЕМАТИЧНА КОМПЕТЕНТНІСТЬ МАЙБУТНЬОГО ВЧИТЕЛЯ МАТЕМАТИКИ: ТЕОРЕТИЧНИЙ АНАЛІЗ

In the context of modernization of contemporary education on the basis of a competence approach, the problem of professional training of future mathematics teachers, who are able to be actively implemented in the information society, have professional competences that would meet the needs of today, becomes especially relevant. It is emphasized that an important task of training future mathematics teachers is the formation of their mathematical competence. The hierarchy of competences is characterized (according to N. Bibik): key super subjective (basic) competences, which are based on cognitive processes and displayed in different contexts; general subject competences, which belong to a certain set of subjects or branches of knowledge; subject competences - partial to the above, which are acquired in the process of studying a particular subject. The article describes the various definitions of mathematical competence proposed in the State Standard of Basic and Complete General Education (2011), the Concept of the New Ukrainian School (2018), the European Reference Framework of Key Competences for Lifelong Learning (2018), and the PISA International Education Quality Assessment (2022). Based on the analysis, it is determined that mathematical competence is defined by modern scientists as an integrated characteristic of the qualities of a mathematics teacher’s personality, which is expressed in the ability and willingness to apply mathematical knowledge and skills in order to solve professional problems using mathematical methods, applying modern methods of design, mathematical and computer modelling if necessary. Mathematical competence as a result of mathematical training of a graduate of a pedagogical education institution implies a high level of knowledge and experience of independent activity based on this knowledge for the effective professional activity of a future mathematics teacher. The structural components of mathematical competence are allocated: motivational, cognitive, value, activity, and reflexive.

ІНТЕГРАЦІЯ ІГРОВИХ ТА АНІМАЦІЙНИХ ТЕХНОЛОГІЙ У СИСТЕМУ ДИСТАНЦІЙНОГО НАВЧАННЯ МОЛОДШИХ ШКОЛЯРІВ

The article explores the possibilities of integrating game-based and animation technologies into the distance learning system for elementary school students. Special attention is paid to the impact of these technologies on students’ cognitive activity, motivation, and the level of material comprehension. The advantages of using interactive tools in the context of the New Ukrainian School are examined, including the potential for engaging students in the learning process, fostering emotional involvement, and enhancing motivation through game-based and animation methods. The article presents an analysis of key educational platforms such as ClassDojo, Kahoot!, Seesaw, and BrainPOP, which effectively integrate game-based and animation technologies into distance learning. The benefits of each platform are described, as well as their role in creating an interactive learning environment and ensuring an individualized approach for each student. It is noted that interactive tasks, quizzes, and animated explanations not only facilitate the understanding of complex concepts but also contribute to the development of students’ critical thinking, creative abilities, and communication skills. The integration of game-based and animation technologies into distance learning helps to maintain high learning motivation and promotes the development of cognitive skills in elementary school students, which are key factors for successful education in a remote learning environment.

Суб’єктність як фундаментальний концепт сучасної філософії освіти

The article is devoted to revealing the core significance of the con­cept of subjectivity in the modern philosophy of education. The focus on the ac­tualisation of the problem of subjectivity is combined with the awareness of its existential multidimensionality and collision, which has different manifestations in totalitarian, authoritarian and democratic societies. In the semantic field of philosophical anthropology as meta-anthropology (N. Khamitov), the author of the article reveals the philosophical and pedagogical context of the subject-sub­ject interaction between teacher and student. As a result, the concept of the “New Ukrainian School” is understood as a paradigm of education of the present and the future, which generates a strategy of free, dignified and effective human self-realisation. The goal and condition of Ukraine’s civilisational progress is a per­son, their dignified self-realisation, which implies physical, mental and spiritual growth of the individual. It is substantiated that the new paradigm of education as a subject-subject communicative interaction “Human – Human”, co-creation of a teacher and a student, bases the foundations of the civilisational subjectivity of Ukraine. In the difficult conditions of the existential Russian-Ukrainian war, which is a real challenge to human nature, there is a tangle of problems between the con­cept of life and the concept of subjectivity. The development of an openly tolerant, communicative model of “Human – Human” on the basis of meta-anthropology as a theory of everyday, borderline and meta-borderline human existence opens the way to the implementation of the value consolidation of the Ukrainian society. On this path, the philosophy of education is increasingly becoming a philosophy of humanity, a desire for co-creation and co-action. The subject-subject interac­tion “Human – Human” is the basis of the metaphysical and cosmic process of life, which implies human freedom and independence of Ukraine.

АКТУАЛЬНІ ПИТАННЯ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ПРЕДМЕТІВ ПРИРОДНИЧОГО ЦИКЛУ В УМОВАХ РЕФОРМИ НУШ

The article examines the actual issues of training future teachers of science subjects in the context of the reform of the New Ukrainian School. Special attention is paid to the role of STEM education, environmental awareness, inclusive teaching methods, and teacher training to work in a multilingual environment. The purpose of the article is to study the peculiarities of the training of future teachers of science subjects in the conditions of the reform of the National Academy of Sciences. Research methods. A complex of the following methods was used during the research: theoretical - analysis, synthesis, generalization, systematization, specification, comparison, theoretical modeling; empirical - questionnaires, interviews, analysis of the results of students' activities. Research results. The training of future teachers of natural sciences takes place in the context of the modernization of the educational system. Strengthening practical skills also becomes a priority, in particular through laboratory classes and work in the field. In addition, the role of digital technologies in the educational process is growing. Teachers must be able to use a variety of online resources and virtual labs to improve teaching effectiveness. In particular, this concerns the use of platforms for distance learning, which is becoming relevant in the conditions of modern challenges. Particular attention should be paid to the formation of competencies in the field of STEM, which are becoming more and more in demand. Taking into account modern environmental challenges, teachers should be ready to educate schoolchildren in environmental awareness. Also, during the reform, the value of inclusive education increases, which requires teachers to be able to adapt teaching methods for children with different educational needs.

ПРИНЦИПИ НАВЧАННЯ ТА ОСОБЛИВОСТІ ЇХ РЕАЛІЗАЦІЇ У ПРОЦЕСІ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ БІОЛОГІЇ ДО ОРГАНІЗАЦІЇ ДОСЛІДНИЦЬКОЇ ДІЯЛЬНОСТІ УЧНІВ

The article is devoted to the topical issue of training future biology teachers to organize students' research activities in the context of the transition to the New Ukrainian School. The article analyzes modern teaching principles that ensure effective training of future biology teachers to organize research activities in biology teaching. The features of the implementation of these principles in the educational process and their influence on the formation of future teachers' competencies necessary to create conditions for successful research work of students are considered. The purpose of the article is to systematize and analyze modern teaching principles that are the basis for preparing future teachers to organize students' research activities in biology; to study the peculiarities of implementing teaching principles in the training of future biology teachers. The following methods were used in the study: theoretical - included a detailed study of scientific literature and determination of the role of research in the general context of biological education, justification of the need to define the principles of training future teachers to organize research activities; empirical - involved direct observation of the educational process and analysis of the results of research work of students, which allowed to assess the real state of affairs in higher education institutions. The study determined that in order to effectively prepare future teachers to organize students' research activities, an integrated approach should be applied based on the following didactic principles: the principle of activity-based approach, the principle of personality-oriented approach, the principle of science, the principle of systematicity and consistency, the principle of practical orientation, the principle of creativity, the principle of cooperation, the principle of reflection, the principle of interactivity, the principle of integrative learning.

Science in the Language of the Heart: Ukrainian Language and Literature in the New Ukrainiian School as a Driver of STEM Development

The article outlines the pathways for integrating STEM disciplines into the planning of Ukrainian language and literature lessons in secondary education institutions within the framework of the New Ukrainian School. It substantiates the growing need for interdisciplinary approaches that foster the development of core competencies while considering the advantages, potential risks, and limitations of the proposed methods. The emphasis is placed on the importance of combining humanities with natural and mathematical sciences to enhance students' understanding of a holistic worldview, illustrating the need to avoid focusing solely on one aspect of development (so-called «humanitarians» and «technocrats»). The article offers theoretical and practical recommendations for developing STEM projects that engage students in creative literary exploration through applying scientific principles and doctrines. The effective combination of STEM education principles with the field of philology enables the creation of a dynamic and effective educational environment where students perceive the interconnectedness of knowledge, develop a well-rounded intellect, and receive foundational preparation for higher education. Methods of linguistic analysis of scientific texts are discussed, demonstrating how language skills can be enhanced through scientific discourse. To illustrate the material, approximate schemes for planning integrated lessons with specific examples from both linguistic-literary and scientific perspectives are provided. To improve understanding and engagement of modern students, emphasis is placed on using digital tools and platforms that ensure integration, including online resources, interactive modeling, multimedia content and artificial intelligence. The necessity for alignment among educators of various disciplines is evident to ensure a fair assessment of proficiency in the state language and scientific literacy, which is a crucial issue during wartime when language matters become increasingly prominent, alongside scientific and mathematical literacy, for building an intellectually developed country.

ESTABLISHMENT OF ART SCHOOLS IN UKRAINE (END OF XX – BEGINNING OF XXI CENTURY)

The article examines the socio-historical and pedagogical prerequisites for the development of art schools in Ukraine, the peculiarities of their development at the end of the 20th ‒ beginning of the 21st century. It is emphasized that the art school contains levers for the development of those qualities and properties of a person that determine the way of his existence in the world. The general culture of the individual, moral education, ethical orientations a powerful impetus for development in the process of learning art. The formation of the child’s cognitive interests, his knowledge of the universe, and not only the intellectual coverage of events, but also, most importantly, the ability to penetrate into their emotional subtext, also subject to art education, constitute its integral task. Due to the axiological nature of artistic images, art education acquires great importance in the formation of worldview positions of students. Art education especially vividly contributes to the development of a child’s creative abilities, encourages him to heuristic activity. The need for systematic hard work in the process of art education instills work capacity and a respectful attitude to work in students. Art education with its own concept of activity in the best way contributes to the formation of “intercultural competence”, which is interpreted as a positive attitude to the diversity of cultures. It is in its functioning that the multidimensionality of cultural and educational activities, the brilliant combination of the rational and the sensual, the scientific and the artistic, are observed. to the level of cultural development of Ukrainian society, ensuring functional and meaningful artistic and creative connections of the center and regions. The article emphasizes that art schools, combining different artistic directions, create a multifaceted spectrum of additional opportunities for the development of the giftedness of each student.

USING OF AESTHETIC ACTIVITIES IN PRIMARY SCHOOL IN THE CONDITIONS OF THE NEW UKRAINIAN SCHOOL

The article is devoted to issues of the use of aesthetic activities in primary school in the conditions of the New Ukrainian School. The article emphasizes the importance of implementing an integrated approach to teaching and learning.The article highlights the main types of aesthetotherapy, including art therapy, music therapy, drama therapy, bibliotherapy, doll therapy and dance movement therapy. The creative arts therapies (CATs) are often complemented by physical activities and games.Using aesthetotherapy approaches allows you to create a learning environment that stimulates intrinsic motivation, improves creative thinking, and fosters a deeper understanding of the material by combining different art forms. The integration of aesthetic activities into the curriculum fosters the development of creative and emotionally mature personalities. Therefore, the author argues, that an essential component of improving the educational process is teachers’ ability to master and integrate different forms of aesthetotherapy.The author believes that the key task of education is to form students’ holistic worldview, system of knowledge, and integrated mindset in the younger generation. Recommendations for the successful implementation of arts integration strategies in education are provided.The prospects for further research include the analysis of modern educational programs and training plans to identify the effectiveness of forming key competencies in schoolchildren, as well as improving current programs and plans to incorporate innovative aesthetic therapy techniques.

THEORETICAL PRINCIPLES OF EMOTIONAL INTELLIGENCE FORMATION OF JUNIORS

In the 20th century, logical intelligence was key to science and education, but in the 21st century, when globalization has covered all areas of life, emotional intelligence and its practical and creative aspects have become relevant. The aim of the article is the analysis of the theoretical foundations of the emotional intelligence development of juniors. We have come to the conclusion that the concept of emotional intelligence emphasizes the importance of developing emotional skills in social and professional spheres of life, as well as their impact on personal success and well-being. Emotional intelligence can be improved through training and practice, and it plays an important role in interpersonal relationships, communication and leadership skills. Also, to form the emotional culture of students in modern conditions, as provided for in the Concept of the New Ukrainian School, it is necessary to use effective pedagogical methods and tools. With their help, teachers can contribute to the psychological support of children and help overcome difficult emotional states, both in the team and in each individual. It is significant to create a safe and supportive environment for children where they can feel safe and enjoy childhood life, learning and play again.

GAMIFICATION AS AN INNOVATIVE METHOD OF TEACHING PHYSICAL CULTURE IN THE CONTEXT OF NEW UKRAINIAN SCHOOL

The article explores the features of gamification as an innovative method of teaching physical education in secondary schools. It is determined that the use of the game approach significantly increases the effectiveness of the educational process.It has also been determined that game elements have the ability to hold the attention of players for a long time. Therefore, this method has broad prospects for use in the educational process, in particular, in teaching physical education. The game can be both a means and a form of self-control in learning. When applying the gamification method in teaching, the teacher uses various game strategies that increase students’ interest in learning and form long-term motivation.The article analyzes how the use of gamified practices contributes to the development of competencies defined by the concept of the New ukrainian school, in particular, the competence of a healthy lifestyle. It is realized through physical education lessons and extracurricular forms of physical education.Gamification of the learning process involves game design ‒ visualization of educational material in a game style. This makes learning material more accessible, diverse, and interesting for students. Gamification of learning implies that the teacher introduces elements of computer games, social networks, and other digital media popular among students into the educational process. This helps to create a comfortable learning environment for students and increase their motivation.The main tools of gamification in physical education lessons are considered. Particularly effective are the use of non-standard classes and equipment, the flipped classroom method, the use of various activities, team interaction, individual development, interactive method, and the use of modern technologies.

CRITICAL THINKING DEVELOPMENT THROUGH MUSEUM PEDAGOGY

This article is devoted to the theoretical foundations of the formation of critical thinking skills in secondary school students in the museum environment. The article analyses the work of the children’s department of the National Museum of Prague (Czech Republic) in terms of activities aimed at developing critical thinking. The analysis of activities within the museum allows us to conclude that such work is effective. The article analyses the development of critical thinking through the use of appropriate tasks, interactivity, and creativity. The purpose of the article is to provide recommendations for Ukrainian educational institutions in terms of borrowing such work. In the process of museum education, methods and techniques of interactive analysis, generalization and systematization of knowledge, and individual approach to students are used. The analysis of the state of critical thinking in the museum environment (based on the example of the children’s department of the National Museum in Prague) shows the broad prospects of such work based on active cooperation between the museum, school and family. Learning becomes effective when it awakens creativity, cognitive activity, encourages students to cooperate, and fosters a way of living a full life, taking into account the necessary forms, methods of its organization and implementation. The formation of key competences and the development of critical thinking play an important role in this task. The Concept of the New Ukrainian School points to the need to develop student’s critical thinking as a cross-cutting skill, which is the basis for the formation of competences and relevant skills.

METHODOLOGICAL CYCLE IN THE IMPLEMENTATION OF THE EDUCATIONAL APPROACH

The «New Ukrainian School» concept implementation necessitates the continuous enhancement of pedagogical approaches and the exploration of effective teaching methods that address contemporary educational challenges. The purpose of the article is to define the concept and analyze the functioning of the cycle of the teacher's methodical system in the implementation of educational approaches. System-structural (analysis of scientific literature, synthesis, comparison, systematization, generalization) was chosen as the main research method. The article researches the teacher`s methodological system as a cyclical process that facilitates a systematic and effective organization of learning activities. Special emphasis is placed on the key stages of this cycle: establishing learning objectives, assessing students' readiness to engage with the material, selecting educational content, and choosing optimal methods and forms for lesson design. The critical component of the methodological cycle is the selection of an educational approach that aligns with both learning outcomes and the developmental characteristics of students, thus enabling a flexible and personalized educational process. The article highlights the importance of the cyclical model in ensuring high effectiveness in the learning process, fostering the development of essential competencies among students, and achieving educational goals. Beyond theoretical justification, practical recommendations are provided for adapting the methodological system to various educational approaches, particularly in the contexts of distance and blended learning. The recommendations offered aim to support teachers in refining their practices and implementing innovative strategies focused on maximizing learning outcomes. This approach promotes the development of critical thinking and other competencies necessary for students' successful socialization in today’s world.

The rebirth of home chemistry experiments: An international perspective and the Ukrainian context

The use of home chemistry experiments has experienced a resurgence in recent years, particularly in light of the COVID-19 pandemic and the need for remote learning solutions. This perspective article examines the rebirth of home chemistry experiments from an international viewpoint, with a specific focus on the Ukrainian context. We differentiate between household and home chemistry experiments, discussing their advantages and challenges based on the work of Ukrainian educator Andrii Kyrylovych Hrabovyi and recent studies. The impact of home chemistry experiments on chemistry education is explored through international case studies from the United States, Finland, South Africa, and Brazil. We argue that even with the return to normal learning conditions in Ukrainian schools, home chemistry experiments should occupy a leading position among the means of teaching chemistry due to their ability to develop design and research skills, foster a caring attitude towards nature, and promote interest in studying chemistry. The experience of Luis Eduardo Doná in developing a home chemistry laboratory kit using affordable and accessible materials is highlighted as an example of how such initiatives can bridge the gap between theoretical learning and practical applications. We conclude that while home chemistry experiments remain a necessity in Ukraine, a review of their role in chemical education worldwide can be a significant step towards improving the quality of chemistry education.

Bullying Prevention at Schools in Ukraine

The purpose of the article is to inform high school students and teachers about the problem of preventing bullying and implementing anti-bullying measures at schools in Ukraine. Methodology. Theoretical research methods were used in the article: systematization; comparison of issues related to bullying prevention; comparison of different author’ views regarding the implementation of anti-bullying measures; and analysis and generalization of scientific, educational, methodological, psychological, and pedagogical resources with the aim of systematizing approaches to bullying prevention. Results. In order to deepen high school students’ knowledge of anti-bullying skills, we developed and offered two lessons for students. They are “Normative and legal documents on the prevention of bullying and responsibility for it”, “Foreign experience in preventing bullying”, as well as two workshops for teachers, they are “Guidance to teachers on the implementation of anti-bullying measures in Ukraine”, “Tips for teachers on bullying prevention according to the national programs”‎. We believe they will contribute to bullying prevention in Ukraine. Conclusions. Conclusions regarding the effective bullying prevention in Ukrainian schools indicate the need for comprehensive, systematic work. The most effective are programs that cover all aspects of school life from creating a friendly and supportive environment to raising awareness among students, teachers, and parents about the bullying problem. It is important to involve students in the process of bullying prevention through their participation, communication, and creation of student councils that help in conflict resolution. Building interaction and empathy skills among students helps to reduce the level of aggression and bullying. Systematic training for teachers about bullying prevention, as well as the inclusion of bullying topics in school programs, contribute to the development of a safe educational environment in schools. In order to prevent bullying effectively, it is important that students collaborate actively with teachers, parents, and local communities, ensuring that bullying is prevented and countered both inside and outside schools.

Проблеми вивчення математики в межах реалізації концепції Нової Української Школи

In this publication, we pay attention to the problems of learning mathematics in the context of the implementation of the concept of the New Ukrainian School. During preparation for publication, the following work was done. Conversations with mathematics teachers and their questionnaires were conducted. A survey of students was conducted. Sources of information in terms of informing teachers about the implementation of the concept of the New Ukrainian School and methods of teaching mathematics at the National University of Ukraine were analyzed. A comparative analysis of educational achievements of seventh-grade students who studied in experimental and control classes was made. The tasks of the final exams of high school students abroad and our graduates were analyzed.