Shevchenko National University Research Articles

The readiness of physical education and sports professionals to participate in educational activities for sustainable development of society

Purpose. To demonstrate the influence of the author’s methodological system on the formation of future specialists in physical culture and sports and their readiness for educational activities for sustainable development of society. Material and methods. The study involved 390 students from the faculties of physical education of T. H. Shevchenko National University "Chernihiv Colehium", the National University of Life and Environmental Sciences of Ukraine, Sumy State University, and Sumy State Pedagogical University named after A.S. Makarenko, future specialists in physical culture and sports. Students were informed about the features of the study and voluntarily participated in the pedagogical experiment. The participants of the study are represented by both sexes of different courses, from which the control and experimental groups were formed. Methods used: pedagogical experiments, surveys, questionnaires, testing, analysis, synthesis and generalisation of information; methods of mathematical statistics. Results. At the ascertaining stage of the pedagogical experiment, the indicator of readiness for educational activities for sustainable development of society in the control and experimental groups was almost the same at all levels, with a significant predominance of low levels. 69.35% and 65.09% of respondents in the control and experimental groups had a low level of the studied indicator, 18.06% and 19.08% –satisfactory level, 9.81% and 10.44% – average level, and 2.78% and 5.42% – high level, respectively. At the end of the experiment, a positive impact of the methodological training system on the studied quality was observed. At the final stage of the study, Pearson's correlation coefficient was χ2empirical = 22.67, with a critical value χ2critical = 5.99 (p < 0.05). The most significant changes were observed in the cognitive and practical components of readiness. The number of students with low levels decreased by 2.8 times and almost 2 times, the number of students with satisfactory levels increased by 6.8 times and 2.8 times, and the number of students with average levels of cognitive and practical components increased by 14.8 and 6.5 times, respectively. The number of students with a high level of development in the practical component of readiness for educational activities for sustainable development of society increased by 2.5 times. In the control group, at the end of the pedagogical experiment, there were no significant changes in the indicators of any of the studied components of physical education and sports specialists’ readiness for educational activities for sustainable development. Conclusions. The experimental methodological system has a positive impact on the formation of future physical education and sport specialists’ readiness to participate in educational activities for sustainable development of society. At the beginning of the pedagogical experiment in both groups, on average, 68.56% respondents had a low, 19.49% satisfactory, 9.12% average, and 2.83% high level of readiness for educational activities for sustainable development. At the end of the pedagogical experiment, the indicators in the experimental group improved significantly: the number of students with a low level of the studied indicator (30.18%) decreased by 2.3 times; the number of students with a satisfactory level increased by 1.8 times (35.37%); and the number of students with medium (26.11%) and high (8.33%) levels of readiness for educational activities for sustainable development of society increased by 2.9 times.

Reviewer Acknowledgements for Journal of Biology and Life Science, Vol. 15, No. 2

Journal of Biology and Life Science (JBLS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JBLS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 15, Number 2Bratko Filipic, CIETO, SloveniaDjallel Eddine Gherissi, Souk Ahars University, AlgeriaHoe Yin Chen, Tunku Abdul Rahman University College, MalaysiaHomyra Tasnim, Louisiana State University, BangladeshLeila Ailane, University of Badji Mokhtar of Annaba, AlgeriaNatalia Tkachuk, T.H. Shevchenko National University “Chernihiv Colehium”, UkraineRagab A. El-Mergawi, National Research Centre, Egypt Kelvin LeeEditorial AssistantJournal of Biology and Life Science-------------------------------------------Macrothink Institute5348 Vegas Dr.#825Las Vegas, Nevada 89108United StatesTel: 1-702-953-1852 ext.510Fax: 1-702-420-2900E-mail 1: jbls@macrothink.orgE-mail 2: jbls@macrothink.comURL: http://jbls.macrothink.org

PILOTING THE IMPACT OF CLASSROOM OBSERVATIONS FOR PRE-SERVICE TEACHING PRACTICE EVALUATION

The Purpose of the Study. The focus of the current research was to investigate classroom observation as an effective tool for TP of pre-service teachers of English. The Research Methodology. The survey was conducted to analyze checklists designed by the authors of the article and completed (45 items) by pre-service teachers of English while developing their observation skills during teaching practice throughout the year 2023-2024. In the context of our piloting project pre-service teachers of English represent bachelor’s and master’s degree students majoring in 014 Secondary Education (Language and Literature (English)), T.H. Shevchenko National University "Chernihiv Colehium", Chernihiv, Ukraine. Two kinds of classroom observation checklists for bachelor students and three kinds of classroom observation checklists for master students were used to gather data. The checklists for bachelor students are focused to evaluate teacher’s behavior and learner’s behavior in the classroom environment according to certain criteria: rapport, dynamics, teacher talk, social-emotional support. The focus of the classroom observation checklist for master students was on their analytical and creative thinking development while they observed the growth of professional competence in the context of teacher planning and preparation, instruction, classroom environment. The Scientific Novelty. 45 checklists for classroom observation app were cross checked by pre-service teachers of masters degree level and their observers (university mentors) to analyze the checklists and define the evidence of data for classroom observation app. The Conclusion. The analysis of data suggested that classroom observation played a significant role in the year 2023-2024 in enhancing pre-service teachers’ English professional growth. They got real experience in TP while planning, conducting and evaluating their own English lessons of their peers and themselves. The analyzed data will be implemented while designing our classroom observation app. The further steps in the context of our investigation are to use the piloted checklists in classroom observation app design and issue the app.

Reviewer Acknowledgements for Journal of Biology and Life Scienc, Vol. 15, No. 1

Journal of Biology and Life Science (JBLS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JBLS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 15, Number 1Bratko Filipic, CIETO, SloveniaHomyra Tasnim, Louisiana State University, BangladeshHui Xiang, Allergan, Inc., USANatalia Tkachuk, T.H. Shevchenko National University “Chernihiv Colehium”, UkraineRagab A. El-Mergawi, National Research Centre, EgyptXusniddin Boymurodov, Samarkand Institute of Veterinary Medicine, Uzbekistan Kelvin LeeEditorial AssistantJournal of Biology and Life Science-------------------------------------------Macrothink Institute5348 Vegas Dr.#825Las Vegas, Nevada 89108United StatesTel: 1-702-953-1852 ext.510Fax: 1-702-420-2900E-mail 1: jbls@macrothink.orgE-mail 2: jbls@macrothink.comURL: http://jbls.macrothink.org

EDUCATING ETHICAL MINDS: A HOLISTIC APPROACH TO TEACHER PROFESSIONAL DEVELOPMENT IN THE 21st CENTURY

The Purpose of the Study. The research aims to study how ethical education, fostering critical thinking, empathy, and adaptability, is crucial for educators to prepare students for a complex world driven by rapid technological development, emphasizing teachers' role in integrating ethical discussions about technology within the curriculum. The authors emphasise that ethics education that fosters critical thinking, empathy, and adaptability is critical for educators. The purpose of the study is to examine how ethics education can assist educators in preparing students for life in a complex world defined by rapid technological development. This is important because in the 21st century, the rapid development of technology is changing the human experience, requiring adaptability, resilience, empathy and critical thinking. The Research Methodology. It was analysed the studies on ethical education, critical thinking, empathy, and adaptability, highlighting the importance of these attributes in teachers education and professional development. A scientific pedagogical survey was organised and conducted in the form of a written anonymous questionnaire of 100 4th year graduate students majoring in 014 Secondary Education (Language and Literature (English)), T.H. Shevchenko National University "Chernihiv Colehium", Chernihiv, Ukraine. It was provided the quantitative and qualitative analysis of its results, interpreting the insights of preservice teachers' experiences, challenges, and strategies in fostering ethical values and critical thinking skills amidst technological issues. The survey data were analysed to quantify and qualify educators' attitudes and perceptions regarding the integration of ethical insights in their education and development. The synthesized findings from the various data sources were provided comprehensive insights into the current state of educating ethical minds within the holistic approach to teacher professional development in the 21st century. The article aims to develop practical recommendations for educators, policymakers, and curriculum designers to enhance ethical education within the holistic educational system. The Scientific Novelty. In the 21st century, rapid tech growth reshapes human experiences, demanding adaptability, resilience, empathy, and critical thinking. This article supports holistic education, specifically focusing on ethics amidst tech challenges. It aims to go beyond traditional moral teaching, nurturing critical thinking and empathy as vital for ethical decision-making. The authors insist that educators hold a central role in addressing tech's ethical implications. The study encourages integrating tech ethics discussions into curricula to empower students for ethical discourse. Teacher - student communication serves as a moral compass for personal growth amid data overflow. The Conclusion. Holistic TPD fosters ethical citizens through teacher-led critical thinking, interdisciplinary learning, and tech-enabled experiences for a sustainable future.

ВИКОРИСТАННЯ ЕЛЕМЕНТІВ STEM-ОСВІТИ ДЛЯ ФОРМУВАННЯ ПОЗИТИВНОЇ МОТИВАЦІЇ УЧНІВ

In terms of education reforming, the use of innovative educational trends, which includes STEM education, is of great importance. The article analyzes the main documents of the introduction of STEM education into the modern Ukrainian pedagogical space, defines the essence of the concept of “motivation to learn” and “STEM education”. The experience of apply ing elements of STEM education for the formation of positive motivation of schoolchildren during the summer school “Chernihiv this is Us!” at T.H. Shevchenko National University “Chernihiv Colehium” was revealed. Fragments of master classes using elements of STEM education are presented: “Making paper from recycled materials”, “The world under a microscope”, “Drawing with flowers and berries”, “Let’s make an eternal flashlight”, “Giant soap bubbles”. Conducting of master classes with elements of STEM education showed that children actively use the acquired knowledge in everyday life, develop critical thinking, the ability to find alternative ways to solve problems; self-confidence appear, increase interest in finding additional natural and technical information, and, accordingly, increase positive motivation to study.

EDUCATIONAL GRANT IMPLEMENTATION «WRITTEN RESOURCEFUL PRACTICES IN ENGLISH FOR PRESERVICE PRIMARY SCHOOL TEACHERS IN TIMES OF UNCERTAINTY»

The purpose of the article is to highlight the practical experience in implementation of the educational grant «Written Resourceful Practices in English for Preservice Primary School Teachers in Times of Uncertainty» within future educators’ professional training at T.H. Shevchenko National University «Chernihiv Colehium». Methodology of the research paper is based on the theoretical methods (analysis, generalization and systematization of psychological and educational literature) and empirical methods (surveys, questionnaires, observation, educational conversation, self-observation, and reflection). The study is based on the concepts of the theory of cognition; theory of professional growth; theory of creative pedagogy; theories of pedagogical partnership and psychological resilience in preservice teachers. Scientific novelty is that for the first time, while implementing the educational grant, written resourceful practices in English have been used to train preservice primary school teachers in times of uncertainty for stress and anxiety relief; psychological discharge and crisis state overcome; resiliency development; mental health restoration; self-expression and self-discovery promotion; personal opinion expression; creative potential encouragement; preservice primary school teachers’ English written competence improvement in times of uncertainty. Conclusions. The experience of the educational grant «Written Resourceful Practices in English for Preservice Primary School Teachers in Times of Uncertainty» implementation has proved that one of the perspectives to reform the system of education is the successful international grant activity with the focus on the strategic European orientation and national priorities in the development of higher education. The project, which was aimed at raising the educational standards in Ukraine, contributed to the creation of necessary conditions for the applicants for higher education to acquire practical and psychological self-help skills while overcoming traumatic experience and developing written communication skills by means of written resourceful practices in English in the context of democracy values.

Reviewer Acknowledgements for Journal of Biology and Life Scienc, Vol. 14, No. 2

Journal of Biology and Life Science (JBLS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JBLS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 14, Number 2Bratko Filipic, CIETO, SloveniaHoe Yin Chen, Tunku Abdul Rahman University College, MalaysiaHomyra Tasnim, Louisiana State University, BangladeshHui Xiang, Allergan, Inc., USAMemoona Ramzan, University of Miami, USAMohammad Tavakkoli Yaraki, National University of Singapore, SingaporeNatalia Tkachuk, T.H. Shevchenko National University “Chernihiv Colehium”, UkraineRajaa Ahmed Mahmoud, University of Basrah, Iraq Kelvin LeeEditorial AssistantJournal of Biology and Life Science-------------------------------------------Macrothink Institute5348 Vegas Dr.#825Las Vegas, Nevada 89108United StatesTel: 1-702-953-1852 ext.510Fax: 1-702-420-2900E-mail 1: jbls@macrothink.orgE-mail 2: jbls@macrothink.comURL: http://jbls.macrothink.org

COMPARATIVE ANALYSIS OF ONLINE AND OFFLINE FOREIGN LANGUAGE LEARNING FOR PROGRAMMING STUDENTS

Summary. The article is dedicated to comparative analysis of online and offline learning at teaching English to first-year students. The purpose of the article is an analysis of success of students during the distance studies by comparison to the traditional form of education and possibility of their combination in the mixed form. The object of research are annual examination and credit points for English classes of students of the 1st year of study of speciality the "Applied programming" of information technologies faculty of Тaras Shevchenko National University. The data of students who were very often absent during distance studies because of the technical reasons were not taken into account. The subjects of this study are changes of success of studies of the above-mentioned students during combination of traditional and distance form of studies in 2019-2020 and only distance form in 2020-2021 and 2021-2022 academic years. It is analysed and to the pore success of 73 students of the marked speciality and faculty for the indicated years. Method of comparative analysis and descriptive method are used in this research. The finding of research is the discovery of good studying progresses of students at the mixed form and their worsening during the only distance form. Therefore exactly the mixed form becomes the most actual on condition of harmonious and effective combination of traditional and distance forms of studies. The practical value of research results consists in possibility of using them in the decision of questions of methodology of teaching of foreign language profile and unprofile establishments of higher school.

Reviewer Acknowledgements for Journal of Biology and Life Scienc, Vol. 13, No. 2

Journal of Biology and Life Science (JBLS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JBLS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 13, Number 2Bratko Filipic, CIETO, SloveniaBruno Edson-Chaves, USP&UECE, BrazilChandra S Bathula, Louisiana State University, USAGeonyzl Lepiten Alviola, Davao Doctors College, PhlippinesHomyra Tasnim, Louisiana State University, BangladeshNatalia Tkachuk, T.H. Shevchenko National University, UkraineRajaa Ahmed Mahmoud, University of Basrah, Iraq Kelvin LeeEditorial AssistantJournal of Biology and Life Science-------------------------------------------Macrothink Institute5348 Vegas Dr.#825Las Vegas, Nevada 89108United StatesTel: 1-702-953-1852 ext.510Fax: 1-702-420-2900E-mail 1: jbls@macrothink.orgE-mail 2: jbls@macrothink.comURL: http://jbls.macrothink.org

FORMATION OF ECOLOGICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS BY MEANS OF ENVIRONMENTAL PROTECTION

The ecological crisis on a global scale (melting glaciers, explosions at nuclear power plants, pollution of rivers, seas, deforestation, harmful emissions into the atmosphere) requires radical changes in the process of its elimination. Volitional actions related to the cleansing, restoration and preservation of the natural environment are not enough, much emphasis is placed on educating a humane, environmentally conscious population capable of establishing harmonious relations with the natural environment. That is why higher education institutions face an important task – to form the environmental competence of future primary school teachers, to prepare students for the organization of environmental activities in working with younger students as a basis for shaping their environmental worldview. The article analyzes the theoretical foundations of the formation of environmental competence of future teachers, focuses on important summits, meetings, conferences, which rapidly and purposefully promote the preservation of the natural environment, stimulate the education of environmentally conscious younger generation. The aim of the article is to conduct an experimental study and establish the levels of formation of environmental competence of future teachers, based on its results to identify a model of formation of environmental competence of future teachers of higher education. In the course of the research we have singled out the main components (motivational, cognitive, activity, reflexive) of the formation of ecological competence of future teachers, as well as the corresponding criteria and levels. We conducted an experimental study to establish the level of environmental competence of future teachers among the leading pedagogical institutions of Ukraine: Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Kamianets-Podilskyi National Ivan Ohiienko University and T.N. Shevchenko National University "Chernihiv Colehium". The study made it possible to complete the model of formation of environmental competence of future primary school teachers by means of environmental activities (stages of implementation, priorities, pedagogical conditions, tools, forms). The study outlined new areas for further work.

Reviewer Acknowledgements for Journal of Biology and Life Scienc, Vol. 13, No. 1

Journal of Biology and Life Science (JBLS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JBLS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 13, Number 1 Bratko Filipic, (CIETO), SloveniaHoe Yin Chen, Tunku Abdul Rahman University College, MalaysiaNatalia Tkachuk, T.H. Shevchenko National University “Chernihiv Colehium”, UkraineRagab A. El-Mergawi, National Research Centre, EgyptRajaa Ahmed Mahmoud, University of Basrah, IraqXiaohuang Cao, Guangdong Ocean University, China Kelvin LeeEditorial AssistantJournal of Biology and Life Science-------------------------------------------Macrothink Institute5348 Vegas Dr.#825Las Vegas, Nevada 89108United StatesTel: 1-702-953-1852 ext.510Fax: 1-702-420-2900E-mail 1: jbls@macrothink.orgE-mail 2: jbls@macrothink.comURL: http://jbls.macrothink.org

ДІТИ З ОСОБЛИВИМИ ОСВІТНІМИ ПОТРЕБАМИ — РІВНІ СЕРЕД РІВНИХ

VIІ Міжнародний конгрес зі спеціальної педагогіки та психології «Діти з особливими потребами: від рівних прав —до рівних можливостей» відбувся 7-8 жовтня 2021 р. у форматі офлайн-онлайн, з трансляцією в онлайн-форматі на платформі YouTube. Організатори заходу — Інститут спеціальної педагогіки і психології імені Миколи Ярмаченка НАПН України та Державний заклад «Південноукраїнський національний педагогічний університет імені К.Д. Ушинського».Започаткований Інститутом спеціальної педагогіки і психології імені Миколи Ярмаченка НАПН України цей щорічний захід став уже традиційним і проводиться у кожній із областей нашої держави. Проведення попередніх конгресів на базі провідних педагогічних університетів (Сумський державний педагогічний університет імені А.С. Макаренка, Вінницький державний педагогічний університет імені Михайла Коцюбинського, Київський університет імені Бориса Грінченка, Університет Григорія Сковороди в Переяславі, Національний університет «Чернігівський колегіум» імені Т.Г. Шевченка, Комунальний заклад вищої освіти «Хортицька національна навчально-реабілітаційна академія» Запорізької обласної ради) засвідчило величезну зацікавленість і активну участь у них представників освітньої спільноти. Упродовж 1-2 днів учасники мали змогу не лише ознайомитися з результатами науково-теоретичних досліджень нагальних проблем спеціальної психології і спеціальної педагогіки, але й взяти безпосередню участь у роботі круглих столів, семінарів і майстер-класів, що вкрай важливо саме для практичних представників.Робота конгресу відбувалася за такими напрямами: освіта дітей з особливими потребами: міжнародний досвід, українські реалії та перспективи; інклюзія в освіті: поступ та проблеми; інновації в освіті осіб з особливими потребами: стратегії і технології Нової української школи; проблеми наступності в освіті осіб з особливими потребами: дошкільний заклад — заклад загальної середньої освіти — доуніверситетська підготовка — заклад вищої освіти; законодавче та нормативно-правове забезпечення доступу до якісної освіти осіб з особливими потребами; дистанційна освіта осіб з особливими потребами: організаційно-педагогічні аспекти; технології розвитку дітей з особливими освітніми потребами: діагностика та раннє втручання; психолого-педагогічний супровід дітей з особливими потребами та їхніх родин в умовах кризових викликів; проблеми соціалізації осіб з особливими потребами в умовах системних змін; розвиток особистісно-професійної компетентності педагогів: підготовка, перепідготовка, підвищення кваліфікації.

Female Students' Motor Skills Development by Means of Kangoo Jumps

The aim of the study is to test the effectiveness of Kangoo Jumps experimentally for the development of female students' motor skills. The main objectives of the study are: to study the interests and motivation of female students for physical education classes, as well as their attitude to Kangoo Jumps classes; to determine the informatively significant indicators of the development of motor skills of female students during Kangoo Jumps classes; and to develop the author's program for the development of female students' motor skills by means of Kangoo Jumps and test its effectiveness. The research was conducted at T. H. Shevchenko National University

V МІЖНАРОДНИЙ КОНГРЕС ЗІ СПЕЦІАЛЬНОЇ ПЕДАГОГІКИ, ПСИХОЛОГІЇ І РЕАБІЛІТОЛОГІЇ «ДІТИ З ОСОБЛИВИМИ ПОТРЕБАМИ В ОСВІТНЬОМУ ПРОСТОРІ»

10-11 жовтня 2019 р. у Національному університеті «Чернігівський колегіум» імені Т.Г. Шевченка відбувся V Міжнародний конгрес зі спеціальної педагогіки, психології та реабілітології «Діти з особливими потребами в освітньому просторі».З вітальним словом до учасників конгресу звернулися: ректор Національного університету «Чернігівський колегіум» імені Т.Г. Шевченка М.О. Носко, перший віце-президент Національної академії педагогічних наук України В.І. Луговий, директор Департаменту атестації кадрів вищої кваліфікації та ліцензування Міністерства освіти і науки України А.Г. Шевцов, генеральний секретар Національної Асамблеї людей з інвалідністю України В.М. Назаренко, директор Інституту спеціальної педагогіки і психології імені Миколи Ярмаченка НАПН України В.В. Засенко та інші науковці й освітяни.Першого дня після привітання розпочалося пленарне засідання, на якому провідні науковці нашої країни мали змогу поділитися своїми останніми напрацювання з учасниками і гостями конгресу. Друга частина конгресу передбачала засідання по секціях залежно від професійних інтересів, а також напрямів практичної і наукової діяльності учасників. Завершили перший день роботи різноманітними майстер-класами.На другий день окремі секції продовжили свою роботу, а інші учасники взяли участь у виїзних майстер-класах, які відбулися у Чернігівській комунальній установі «Інклюзивно-ресурсний центр № 1», Чернігівській загальноосвітній школі І-ІІІ ступенів № 30 і Чернігівському дошкільному навчальному закладі № 52 «Сонечко».По закінченню V Міжнародного конгресу учасники мали змогу побувати на екскурсії легендарним містом Черніговом від вже легендарного екскурсовода Ервіна Мідена, а також послухати виступ капели бандуристів імені Остапа Вересая.

ОСОБЛИВОСТІ ДИСТАНЦІЙНОЇ ПІДГОТОВКИ МАГІСТРАНТІВ ФАКУЛЬТЕТІВ ФІЗИЧНОЇ КУЛЬТУРИ

The article presents the state of distance education for the professional training of graduate students in specialties 017 Physical culture and sports and 014 Secondary education (physical culture) on the example of the T.G. Shevchenko National University "Chernihiv collegium". Positive and negative aspects of introduction of distance learning for the purpose of professional training of future specialists of these specialties are presented, taking into account the characteristics of the student contingent and Chernihiv region specifics. Masters students of the region do not refuse traditional forms of education, moreover, they emphasize the impossibility of entering the system of distance learning from the border regions of the region (Chernihiv region borders with the Republic of Belarus and the Russian Federation), offer to duplicate the information of distance courses placed on the platform printed (or e-versions) materials that, on the one hand, will facilitate their perception of the material, and on the other hand, will partially make it impossible for individual students and / or group tasks to be performed. The data of questioning of graduate students 2017-2018 of these specialties indicate that it is inappropriate to see a complete transition to distance education of 70% of respondents, an appropriate partial transition - 81%, refuse to use platforms - 8%, express fears that they will not be able to master the discipline, located on the platform - 15%. The perspective opportunities of the distance education development for the specified specialties are singled out, considering the characteristics of the target audience, in particular, the growth of the number of working masters and graduate students who receive additional higher education, future specialists from the metropolitan regions, who seek to obtain an inexpensive additional higher education (in the regions) means of distance learning, an increase in the number of graduates of these specialties who are in service in the Armed Forces of Ukraine and law enforcement agencies. The necessity of considering the features of the region and the mentality of the population during the transition to the distance education is emphasized.