Education In Ukraine Research Articles

Challenges and opportunities of digital transformation in Ukrainian education

An important and necessary trend in the modern Ukrainian education system is the digitalisation of the educational process due to the forced transition of many educational institutions to distance learning due to the coronavirus pandemic and the Russian-Ukrainian war. The purpose of the article is to theoretically substantiate the challenges and opportunities for the introduction of digital learning technologies in Ukrainian educational institutions. The following methods were used to write the article and to reveal its purpose: conceptual and terminological analysis, comparative and contrastive analysis, analysis, synthesis, comparison, classification, systematisation and generalisation. The study found that, despite the many opportunities provided by the digital learning environment, including the development of software applications for the development of students' practical experience and access to high-quality and diverse sources of information, the education system in Ukraine needs to rethink the content, determine models of digitalisation of educational institutions, master the digital competencies of all participants in the educational process, and actively use the tools of Google Meet, Zoom, Microsoft Teams, and Cisco Webex, It is determined that the services are not without drawbacks in use, but their effective use contributes to digitalisation. The scientific novelty of the obtained results lies in the interpretation of the concept of “challenges of introducing digital technologies in education” and the identification of the main obstacles and ways to ensure the process of digitalisation of education. The conclusions recommend ways to overcome the difficulties of digitalisation of education, in particular, the need to create a model of digital transformation of an educational institution based on three models: a functionally independent model of information management; a concentric model of information technology for digital transformation of an educational institution; and a model of interlayer information interaction. Prospect for further research is to study the mechanisms for adapting teacher training systems to the use of digital technologies in the classroom.

Strengths and opportunities for improvement in surgical education in Ukraine: A qualitative study.

The full-scale invasion of Ukraine by Russia in 2022 has significantly impacted the country's healthcare system including surgical education. To assess the current state and identify the strengths and opportunities for the improvement of Ukraine's surgical education system during the peri-war period, this study is one of the first to explore the state of surgical education across Ukraine in peri-war, providing essential insights for current and postwar healthcare reconstruction. This qualitative study involved semi-structured interviews with 24 Ukrainian surgical residents, surgeons, and program leadership from various regions. The study focused on clinical training, didactics, mentorship, autonomy, resident evaluation, the impact of war, and gender disparities in surgical education. Data analysis was conducted using a rapid qualitative analysis technique. Interviews revealed strengths in surgical education such as adaptability to war conditions and international collaborations. However, opportunities for improvement were identified including a lack of structured clinical and didactic experiences, limited autonomy and access to simulators, gender discrimination, and war-time challenges. These issues highlight a need for more comprehensive training and support systems for surgical trainees in Ukraine. The study underscores the resilience and adaptability of Ukrainian surgical education in the face of war while also emphasizing the need for significant improvements. It calls for implementing structured training programs, enhanced mentorship, and attention to gender equality. These findings are crucial for improving surgical education in Ukraine and can be used as an example for other lower-middle-income countries, especially in conflict settings.

Vasyl Sukhomlynskyi’s Philosophy of Education: Human-Centred Dimension

Purpose. The basis of the presented study is a methodological and human-centred analysis of the philosophy of education of the outstanding Ukrainian educator Vasyl Sukhomlynskyi as a relevant anthropological-intellectual strategy for understanding and comprehending the educational process in the context of civilisation challenges. This implies a sequential solution to the following tasks: 1) to review the conceptual content and human-centred load of Vasyl Sukhomlynskyi’s pedagogical position in the discourses of philosophical anthropology and social philosophy; 2) to analyse the theoretical knowledge of the anthropo-existential concept of the outstanding teacher in the context of the transformation of Ukrainian education; 3) to determine the main parameters of the cognitive field of Sukhomlynskyi’s philosophy of education in the development of values of patriotic education of young people. Theoretical basis. The dynamic process of Ukraine’s unfolding struggle for the preservation of its nation and territorial integrity brings Sukhomlynskyi’s philosophy of education to a new level of understanding of human life and society. The human-centred dimension in interaction with the philosophy of education allows us to define Sukhomlynskyi’s pedagogical concept in the fullness of its metaphilosophical, existential and axiological content. The relevance of the problem under study is due to the crisis of values in the situation of civilizational transformations, which, as a result of information and digital technologies, have a cumulative impact on all spheres of people’s life and their attitude to the world. In the process of implementing the educational ideas of the Ukrainian teacher, the development and transformation of the individual’s self-awareness takes place in accordance with the intellectual challenges of the modern socio-cultural environment. Originality. It is substantiated that the philosophy of education of Vasyl Sukhomlynskyi largely determines the strategy for the transformation of Ukrainian education both in the context of digitalisation of the educational space and in the situation of a full-scale war against Russian aggression, which opens up new prospects for the implementation of identity dimensions in interaction with a qualitatively different level of national subjectivity. Conclusions. The approval of the conceptual provisions of Sukhomlynskyi’s philosophy of education gives rise to a new type and method of paradigm of thinking and cognition in the implementation of strategies for the transformation of modern education, which determine the qualitative theory of the educational process in the context of human-centrism. It is characterized by the level of modern philosophical reflections, which allows preserving and at the same time changing the system of education and upbringing of the young generation in the context of universal values. On this basis, the philosophy of education of the prominent Ukrainian educator appears as a way of renewing all aspects of human life, which deconstructs itself in the situation of a human-centric dimension.

TEACHER EDUCATION IN CHALLENGING TIMES. A COMPARATIVE AND TRANSFORMATIVE APPROACH TO THE AUSTRIAN AND UKRAINIAN TEACHER EDUCATION REFORMS

The article provides a comprehensive analysis of the challenges and reforms in teacher education in Ukraine, drawing comparisons with the Austrian experience, contextualizing the need for reforms in Ukraine's education system within the country's pursuit of European Union membership. Emphasizing the pivotal role of teacher education in driving these reforms, the article analyzes the challenges of teacher education in Ukraine such as inadequate teacher remuneration, outdated pedagogical methods used, and a lack of financial support. Thus, the authors state the urgency of modernizing the teacher education system. To summarize of teacher education in Austria, corresponding solutions are proposed, including individualized approaches and rigorous selection processes with the reference to Austria's experience with aptitude tests. Furthermore, the article outlines education reforms in Ukraine, including the passage of laws aimed at aligning higher education with European standards. It analyzes measures such as interdisciplinary programs, distance learning, and increased university autonomy, designed to enhance student autonomy and the quality of education. By comparing these efforts with Austria's initiatives, such as the implementation of the Bologna Process and attempts to make teacher education more attractive, the researchers offer insights into common challenges faced by education systems globally.

PEDAGOGICAL INNOVATIONS AS A TOOL FOR MODERNIZATION OF HIGHER EDUCATION: THEORETICAL ASPECT

The article substantiates the necessity of researching the processes of modernization of pedagogical education, analyzes the content of pedagogical activity, which is increasingly taking on an innovative nature. The problem of modernization of pedagogical education, which is connected with the need to change the status and role of the teacher in the information society, is analyzed; a decrease in the quality of professional training; the development of new ways and methods of obtaining pedagogical education, which led to significant structural and substantive transformations of the pedagogical education system in Ukraine. Innovative searches of higher school pedagogy are considered in the light of the implementation of the paradigm of the competence approach to education, which are aimed at such a design and organization of the educational process, which would take into account the needs of the personality of the future specialist in the development of his creative potential, readiness to act successfully in non-standard situations. Analyzing the content and functions of a modern teacher, the types of innovative pedagogical activities that ensure the achievement of the necessary quality of professional training are formulated. The essence of the main educational strategy of the professional training process is revealed – the design strategy, which is implemented with the help of practice-oriented modular training, training with the help of cases (a package of situations for decision-making), training based on social interaction. The problems of the organization of a unified Ukrainian educational network of distance education are analyzed, which includes problems not so much of a technical nature, which are quite easily solved if there is funding, but of a pedagogical, meaningful nature. The analysis of the components of the modernization of pedagogical education made it possible to assess the real state and prospects for the development of higher pedagogical education in Ukraine and to formulate proposals for its improvement.

CURRENT STATE OF THE HIGHER TECHNICAL EDUCATION AND TRENDS OF ITS DEVELOPMENT IN UKRAINE IN THE CONTEXT OF EUROPEAN EDUCATIONAL PROCESSES

Ukraine is a part of the European educational environment and obligatorily reacts to global changes, thus Ukraine strives to improve modern higher education and, in particular, technical education. Higher education is an integral part of the harmonious life of a modern, developed citizen, and obtaining it is a key to success in the modern world. Every year certain changes occur in the system of higher education at the global level, and Ukraine doesn’t stay aside. With the challenge of today’s requirements, the introduction of the latest methods and learning technologies is an important component of further success and the highly qualified employees’ training. The main problem that leading experts in the field of education care about and try to eliminate, is to overcome difficulties and obstacles that arise. Higher technical education has been attracting applicants from different parts of Ukraine for many years, as specialists in various technical specialties are in high demand on the labor market. The system of higher technical education in Ukraine is constantly developing and, as a result, the personnel potential, that is responsible for the specialist’s training in various fields, is increasing. The article examines the system of higher technical education on the example of three technical universities of Ukraine: National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute", Zhytomyr Polytechnic State University and Lviv Polytechnic National University. The article analyzes institutes, faculties and specialties that provide technical training. The number of educational programs at each educational degree is shown and the possibilities of obtaining the corresponding degree are investigated. Development and improvement prospects in various higher technical institutions of Ukraine are outlined.

The Introduction of Higher Library Education in Ukraine in the Second Decade of the XX Century

The Introduction of Higher Library Education in Ukraine in the Second Decade of the XX Century

Critical Thinking as a Pedagogical Category: A Comparative Aspect

The article is dedicated to a comparative analysis of critical thinking as a pedagogical category in the works of Ukrainian and foreign researchers. Critical thinking is considered as a necessary component of modern education aimed at developing students' abilities for analysis, synthesis, and making informed decisions in various life situations. Various approaches to the development of critical thinking in education in Ukraine and abroad are analyzed; common and distinctive features in the scientific approaches in the works of Ukrainian and foreign researchers are identified. During the research, methods of comparative analysis, systematic approach, synthesis, and generalization of scientific and pedagogical literature were applied. It is concluded that the development of critical thinking is a key factor in improving the quality of education. It has been proven that the integration of the best foreign practices into Ukrainian educational programs will contribute to the preparation of highly qualified specialists capable of adapting to the conditions of a globalized world. The prospects for further research are outlined, including the development of innovative techniques for the development of critical thinking, taking into account the specifics of Ukrainian education and the needs of modern students.

UKRAINIAN MILITARY EDUCATION: ЕURO-АTLANTIC VECTORS OF TRANSFORMATION

The article provides a systematic analysis of the state's political vectors in the field of military education. Determining the strategic course of Ukraine towards full membership in the European Union and the North Atlantic Treaty Organization has become a priority task for the security and defense sector in the field of military education. It is proved that the activities of the military education system are regulated both by the normative documents on the basis of which the military education system directly functions and by the normative legal documents relating to the higher education system in general. Changes in the legislation and regulatory framework of higher education are systematized. The main state documents that facilitate the implementation of the best practices of NATO partner countries in the training of modern Ukrainian military personnel are identified. The main tasks of the Strategy for the Development of Higher Education in Ukraine, in accordance with the UN Sustainable Development Goals, to intensify cooperation between Ukraine and the European Union in the field of higher education, which are necessary for reforming and modernizing the higher education system, promoting convergence in higher education within the framework of the Bologna Process, improving the quality and increasing the importance of higher education, deepening cooperation between higher education institutions, and enhancing the mobility of students, researchers, research and teaching staff are identified. The main provisions of the Policy of the Ministry of Defense of Ukraine in the field of military education and the Concept of Transformation of Military Education of Ukraine, which focus on the professionalization of military education, organization of continuous professional development, systematic study of national and international security trends, as well as changes in the principles and methods of armed struggle in the context of integration into the Euro-Atlantic security space, are analyzed. The significant role of the NATO DEEP-Ukraine program in the process of updating and optimizing the curricula of domestic military universities is determined.

CHANGES IN PHARMACOLOGICAL TRAINING OF FUTURE DOCTORS IN UKRAINE IN THE CONTEXT OF MODERNIZATION OF MEDICAL HIGHER EDUCATION INSTITUTIONS

World integration processes and globalization trends have set the tasks of modernization and involvement in the European and world educational space for higher medical education in Ukraine. The periods of changes in the total number of hours and the emergence of independent work in the curricula of pharmacological training of future doctors, which corresponded to Ukraine's accession to the Bologna Process and subsequently to the European Education Area (EEA), are highlighted. The curricula for the study of pharmacology over the past 55 years have been analyzed. The problems that arose in the context of changes in the curriculum, which led to a redistribution of the number of hours in the study of disciplines, are revealed. The directions of resolving the discrepancies between the amount of material and the features of the curricula are characterized. Key words: pharmacological training, modernization of higher medical education, European educational area (EEA), work programs, curricula, classroom, independent work

ДУАЛЬНА ОСВІТА СТУДЕНТІВ У ЗАКЛАДАХ ВИЩОЇ ОСВІТИ НІМЕЧЧИНИ

The article reveals the peculiarities of dual education of students in higher education institutions in Germany. To solve the set goal, the following research methods were used: theoretical: analysis of pedagogical literature, normative documents, materials of periodicals on the research topic; structural-logical analysis and systematization; comparison of different views on the problem; generalization. It has been established that the dual form of education in Germany has the right to be chosen by students who study full-time or in other forms of education and have expressed a personal desire and passed the selection process at the employer. In Germany, the following models of dual higher education are presented: higher education with integrated professional (vocational and technical) education (Ausbildungsintegrierendes Duales Studium). This is higher education combined with professional and technical (professional) education. That is why this model is covered by the Vocational Training Act. A special feature is the combination of training in a higher education institution and in a vocational and technical education institution, as well as in a company, where the applicants are in the status of a "student" and not an intern or an employee of the enterprise; higher education with integrated practical training (Praxisintegrierendes bzw. kooperatives Duales Studium). This is the most widespread model in Germany, which involves long-term practice at the company as an intern/trainee. The alternation of periods of stay in an educational institution and in a company depends on many factors, including the type of vocational training; higher education with integrated professional activity (Berufsintegierendes Duales Studium).This is a combination of education and professional activity. Thanks to the dual education model, Germany provides permanent training of qualified young professionals who study with an orientation to the existing needs of enterprises, that is, after receiving a dual education, young people have good employment prospects. Therefore, dual education plays an important role in effectively overcoming youth unemployment. At the same time, the combination of efforts of the state, educational institutions and the economy corresponds to the basic principles of the social market economy, where the state creates the necessary for the free development of the economy. We see the prospects for further exploration directly in the study of the possibilities of applying the experience of dual education in Germany in the system of higher education in Ukraine. Key words: dual education, institutions of higher education, experience of Germany.

Заснування Першої чоловічої гімназії у Житомирі та формування її педагогічного колективу

The purpose of the article is to analyze the prerequisites, reasons and circumstances of the establishment of one of the oldest educational institutions in Ukraine, and to characterize the quality of its teaching staff. The research methodology is based on a combination of general scientific and special historical methods and adherence to the main principles of historical research: historicism, objectivity, systematicity in the process of processing archival sources and documents and preparing conclusions. The scientific novelty is that, for the first time, a set of archival sources related to the history of the First Boys' Gymnasium in Zhytomyr has been thoroughly processed, the historiography of the problem has been characterized, and the process of the foundation and formation of this educational institution, the formation of the teaching staff, has been followed in detail. For the first time, biographical information about the teachers of the gymnasium from the initial period of its existence is presented. New archival sources were introduced into scientific circulation. Conclusions. The establishment of the First Boys' Gymnasium in Zhytomyr took place in the context of a change in the national policy of tsarism towards the Poles after the suppression of the Polish uprising of 1830-1831. By creating a network of Russian-language educational institutions, the tsarist authorities aimed to overcome Polish influence on the territory of the Volyn Governorate and implement the imperial Russification policy in the region. The Boys' Gymnasium in Zhytomyr, founded in 1833, is one of the oldest educational institutions in Ukraine and one of the first (after Kyiv and Nizhyn) to train future scientists for the newly established Kyiv University. Using the example of the First Boys' Gymnasium in Zhytomyr, we state that in the initial period of formation of gymnasium education in Ukraine, turnover of teaching staff, their flow from one educational institution to another, was characteristic. By transferring teachers from the Zhytomyr Boys' Gymnasium to St. Volodymyr University, the problem of staff shortage in the latter was solved.

DERUSSIFICATION AND DECOMMUNISATION OF GEOGRAPHICAL NAMES WITHIN THE KHMELNYTSKYI REGION

Statement of the scientific and practical problem. Russia’s full-scale invasion of Ukraine has caused significant changes among Ukrainian citizens and raised issues that play an important role in the formation of national identity. Since the 2000s, the Russian criminal authorities and Russian propaganda have been developing the concept of the "Russian world" to keep Ukraine subordinate to the imperial non-state. Therefore, the preservation of the geographical and cultural heritage of the aggressor country is unacceptable in times of war. Relevance and novelty of the study. The processes of decommunisation and derussification in Ukraine today are closely interconnected, as Russians are the bearers of neo-imperialist and colonial tendencies. In the history of our country, resistance to colonialism has had its own peculiarities and stages in each century, so it is quite logical that during the period of full-scale aggression against Ukraine, this process has become nationwide. Ukraine has adopted a number of laws condemning the communist and national socialist regimes and prohibiting the propaganda of their symbols, which covers a wide range of objects: names of settlements, streets, squares, monuments, taverns, facade boards, etc. Their presence in our country undermines the upbringing of modern Ukrainians, who should be educated on national and European values. The dominance of hostile geographical names and culture in any form is completely unjustified, having been forcibly imposed in the past. Imperial policy has deep roots and permeates Ukrainian education and upbringing. Therefore, today we are witnessing a completely natural reaction of Ukrainian society, which seeks to purge itself of the carriers of Russian and communist influence on a larger scale. Relation of the article’s topic to important scientific and practical tasks. The article deals with issues within the framework of the scientific topic: "Decommunisation and Derussification of Geographical Names in Ukraine" of the Department of Geography and Methods of Teaching it at the Ivan Ohienko National University of Kamianets-Podilskyi. For more than 70 years, the Soviet government tried to destroy any historical, cultural, and linguistic diversity in Ukraine. For a long time, the names of geographical objects in Ukraine honored people who had nothing to do with our country. The process of renaming intensified after 2014, when the annexation of Crimea and the occupation of Donetsk and Luhansk regions took place. The war launched by the Russian Federation in February 2022 necessitated the need to renounce any ties with the aggressor. Changes in geographical names have covered the expanse of Ukrainian settlements. Derussification is a fairly new process and does not yet have a clear definition. The draft amendments to the Law of Ukraine "On Geographical Names" stipulate that derussification is intended to prohibit the assignment of names to geographical objects in Ukraine that glorify, perpetuate, propagandize, or symbolize the Russian Federation. It is interesting to note that after Russia’s aggression against Ukraine, several foreign countries, such as Poland, the Czech Republic, Lithuania, Latvia, Sweden, and Canada, renamed streets and squares where the aggressor country’s diplomatic missions are located. These streets are now named "Ukrainian Heroes", "Free Ukraine", or "Heroic Mariupol". This shows that even accidental renaming can have significant symbolism and support for Ukraine. The formation of place names is a complex and ongoing process. It often depends on the socio-political situation and bears the imprints of different historical epochs. Key words: decommunisation, derussification, decolonisation, renaming, geographical name, settlement.

ENVIRONMENTAL ASPECTS IN THE CONTENT OF HISTORICAL EDUCATION

The article analyses the processes of content transformations in the context of educational reform: the implementation of the New Ukrainian School concept and higher education, which outline the key issues of optimising the structure and content of the historical educational field of knowledge. The basis for these processes is the modernised State Standard of Basic Secondary Education and transformations in the content of professional training in higher education. The authors note that certain content transformations of the history curricula are underway, filled with new cross-cutting lines that include the issue of environmental education, the development of knowledge competencies in environmental protection and issues in the «human-nature» problem field. A special place in this context belongs to the development of cross-cutting knowledge of the history and impact of human activity on nature, land, rivers and seas, flora and fauna, climate, etc. The authors describe the main components of the Concept of Environmental Education in Ukraine (2001) and highlight its principles: comprehensiveness, continuity, and dissemination among the population, taking into account individual professional interests, incentives, and peculiarities of social and territorial groups to preserve the national natural landscape. Modern environmental/ «green» education is an ongoing and meaningful process of forming an environmental outlook, environmental awareness and culture in all segments of the population, social groups and society as a whole. It is the process of mastering a range of knowledge (historical, mathematical, natural, etc.) about the laws of functioning, life of all living things, ecological systems and the role of humans in preserving the natural environment; the process of individual environmental education and training, mastering professional knowledge and skills necessary for environmental protection and preservation of the fundamentals of natural landscapes. The purpose of the article is to study the content features of historical education through the prism of the ecological worldview of man, its genesis in understanding his active influence on nature in the course of history. The authors come to the conclusion that it is important to introduce environmental education into the content of all disciplines of secondary and higher education.

DEVELOPING A SYSTEM OF QUALITY ASSURANCE IN HIGHER EDUCATION IN UKRAINE

The purpose of the article is to allocate and substantiate the stages of development of the higher education quality assurance system in Ukraine, and to determine the characteristic features of each stage.To achieve this goal, the following general scientific methods were used: analysis, synthesis, comparison and generalization.The article identifies and substantiates the stages of development of the system of quality assurance in higher education in Ukraine. The characteristic features of the initial stage (1991‒1999) were the institutional structuring of the national system of quality assurance in higher education. The peculiarities of the adaptation stage (2000‒2010) are the declaration and alignment with the principles and fundamental ideas of the Bologna Process of the regulatory and legal framework for quality assurance in higher education in Ukraine. At the formative stage (2011‒2014), the regulatory and legislative framework for Ukraine’s accession to the Bologna Process was approved. The characteristic features of the modernization stage (2015‒2019) are the establishment and launch of the National Agency for Quality Assurance in Higher Education, the launch of accreditation of educational programmers; and the establishment of internal quality assurance systems in higher education institutions. In 2020, the modern stage of development of the higher education quality assurance system in Ukraine began.The practical significance of the results obtained is that they can be used in further scientific research on the mechanisms of quality assurance in higher education in Ukraine.

PROBLEMS IN DEVELOPING SOCIO-CULTURAL COMPETENCE AMONG FOREIGN LANGUAGE TEACHERS DURING THE DIGITALIZATION OF EDUCATION

The article is devoted to the role of socio-cultural competence (SCC) in learning English as a foreign language, which is considered one of the key competencies for language perception and successful integration into the cultural space of English-speaking countries. The article presents the results of a study examining the professional training of future foreign language teachers for teaching in a digitalized educational environment. It also analyzes the role of socio-cultural competence in language learning.The research includes a review of extensive methodological and pedagogical literature, an analysis of the term “digitalization”, and an investigation into the main differences between “communicative” and “socio-cultural” competences. Additionally, students from the Faculty of Foreign Languages were surveyed about the challenges they face in acquiring SCC.The responses were gathered and subjected to statistical analysis, enabling a detailed clarification of the level of sociocultural competence instruction at the selected higher education institution. This process also helped identify the primary issues encountered by the respondents and identify ways to overcome them.The author emphasizes the necessity for individuals to work effectively in the realm of electronic media and ICT, including reading and creating web pages, finding and analyzing news, and expressing and communicating information in English. Therefore, one of the most effective methods of teaching English is the use of digital tools in higher education classes.The study provides a theoretical justification for the importance of using digital authentic materials in foreign language classes, highlighting the need to optimize these tools according to student needs. According to the modern system of higher pedagogical education in Ukraine, the practical goal for students is to successfully master digital tools and various applications.

PROBLEMS OF PROFESSIONAL TRAINING OF FUTURE EDUCATORS FOR THE DEVELOPMENT OF THE CREATIVE POTENTIAL OF CHILDREN IN THE CONDITIONS OF AN INCLUSIVE EDUCATIONAL ENVIRONMENT

The article raises the issue of professional training of future educators for the development of children's creative potential in the conditions of an inclusive educational environment. The key object of the educational process in the modern educational paradigm is the personality of the child, who is able to critically perceive reality, analyse, propose ideas for solving tasks, realize his/her own uniqueness, the need for the development of individual abilities. The development of creative potential of a preschool child is aimed at forming the foundation for revealing the potential of each child in accordance with his needs, abilities, etc. The problem of the development of children's creative potential is intensified by the integration of inclusive education into the educational space of regular preschool education institutions, which puts forward new requirements for the professional training of educators who ensure the comprehensive development of all children in a single inclusive educational environment, adaptation and socialization of children with special educational needs in interaction with peers. Based on the analysis of scientific, pedagogical and methodological literature, the author highlights contemporary problems related to the research topic: the integration of inclusive education in Ukraine continues and has both positive developments and unresolved problems at the state and regional levels that slow down the achievement of the goal; the involvement of children with special educational needs in regular preschool education institutions requires in-depth improvement in order to expand opportunities for all children; lack of a model for the development of children's creative potential under the conditions of an inclusive educational environment; insufficient number of necessary specialists to work in the conditions of an inclusive educational environment; the need to modernize the variable component of professional training of future educators. The author comes to the conclusion that solving the above-mentioned problems requires targeted, thorough and long-term practical research in order to improve the quality of education, the productive development of the creative potential of each child in the conditions of an inclusive educational environment.

Development of continuous design education using the STEAM approach

Relevance. The relevance of this study lies in the growing interest of specialists in the reorientation and reconstruction of Ukrainian design education following the Science, Technology, Engineering, the Arts, and Mathematics (STEAM) approach. Purpose. The purpose of this study was to investigate the features of the STEAM approach and its application in the context of continuous design education. Methodology. The study employed theoretical research methods, including analysis and synthesis, induction and deduction, comparison, systematisation, classification, and generalisation. Results. The study employed theoretical research methods, including analysis and synthesis, induction and deduction, comparison, systematisation, classification, and generalisation. The main results highlighted the regulatory documentation on the development of a modern design system. The study found the of the New Ukrainian School (NUS) in the development of continuous design education and the need to study natural, mathematical, and humanitarian disciplines for effective design education. The educational, methodological, and software framework for secondary and higher design education in Ukraine were considered. Conclusions. The correct organisation of continuous education contributes to the development of students� motivation in studying design disciplines that meet the requirements of STEAM education. A vital stage of the STEAM system is the design of an integrated curriculum platform in the context of interdisciplinary learning, the application of the dynamics of mathematical, engineering, modelling, creative, and other design processes. A high-quality STEAM approach in design education will help to develop students� critical thinking and creative approach to problems. Keywords: thinking; integration; creative abilities; learning environment; art; project activity

Modern trends in physics education in Ukraine: integration of technologies and methods to increase effectiveness

The importance of the development of physical education cannot be doubted, since it is the key to the health of the nation and the building of a harmonious society as a whole. Modern realities of life in Ukraine, unfortunately, require not only the appropriate level of education, but also the consideration of additional negative factors affecting a person, his opportunities and needs. The main problems concern the general decrease in the physical activity of education applicants, the forced distance learning format, the lack of conditions for full-time physical education and sports. Nevertheless, this should not affect the quality and efficiency of education, which has caused attention to innovative technologies and approaches in education. There is an urgent need to develop educational and methodological support that will take into account the conditions of obtaining education, possible health risks for their maximum prevention, the potential of innovative technologies when mastering the discipline, the modern domestic experience of introducing new methods of training and directed physical development. The purpose of the article is to systematize innovations in the field of physical education in Ukraine to increase its effectiveness. The following general features of the development of physical culture in Ukraine were determined: striving for a healthy lifestyle and self-improvement among young people; craving for non-traditional sports; the desire to get certain results in sports, that is, persistent internal motivation. All this must be taken into account when drawing up educational and training programs that can really contribute to the development of physical capabilities, the identification of interest in various sports and physical activities, depending on the preferences and level of training, the state of health of the applicants for education. Innovative practices in the field of physical education must take into account the conditions of obtaining education. Therefore, innovations with the use of modern communication technologies, which allow to study independently, while receiving full informational support and control of the teacher, additional motivation from his side, are relevant at the moment. The emphasis in the methodology of theoretical training has shifted towards taking into account the possible risks of injury when performing exercises. This is mainly due to the distance learning format. It is important to provide applicants with all the information about the technique of performing exercises, possible mistakes and their consequences, to foster a responsible attitude to the training process. The introduction of modern communicative practices will contribute to encouraging students to physical development, a healthy lifestyle, independent additional classes, will allow you to correctly choose an interesting, necessary and affordable physical activity for yourself. Further development of this topic can be a detailed study of the methods of organizing the educational process taking into account the peculiarities of the introduction of innovations. The practical development of the experience will be the implementation of the formed programs and the determination of their effectiveness.

To the question of the constitutional and legal regulation of ensuring the right to education in the conditions of modern crisis situations

In the context of an increasing number of crisis events, such as natural disasters, epidemics, terrorist attacks, armed conflicts and states of war, ensuring access to quality education becomes extremely important for maintaining the stability of society and developing civil capacity. Within the scope of this scientific work, international and national legal norms that guarantee educational rights in crisis situations are analyzed, as well as practical aspects of their implementation are considered. Special attention is paid to measures aimed at ensuring access to education for all sections of society, including vulnerable population groups. Issues of managing the educational process in crisis conditions are also studied, including the impact of crisis situations on the organization of teaching methods and educational institutions in general. It was established that, in order to ensure proper access to education in Ukraine, we consider it expedient to implement and observe the following aspects: providing comprehensive access to education, which involves not only the creation of conditions for distance learning, but also the supply of high-quality Internet services, the necessary devices and infrastructure for the implementation of the educational process in conditions of war. For full-time education, the priority is the reconstruction of schools and the construction of shelters with the possibility of continuing the educational process in conflict conditions; provision of psychological and social support to children and adults who survived war or conflict, within the framework of educational programs; development and implementation of innovations in the field of education, in particular, the introduction of cloud-based learning environments, electronic journals, as well as an emphasis on the development of skills in the field of digital technologies for preparation for future professional activities; ensuring cyber security of data to protect personal information and prevent unauthorized access; involvement of parents and relatives of children in a certain part of pedagogical duties; development of special educational programs for Ukrainian children abroad; cooperation with international organizations and partners to ensure the necessary resources and financing of educational projects; improvement of pedagogical approaches aimed at raising a tolerant and peaceful society. the implementation of «peace education», which involves the inclusion of the study of the history of conflicts and wars in the curricula, the development of conflict resolution skills and cooperation between countries and cultures, as well as the involvement of students in discussions and projects aimed at supporting peace.