Ukrainian School Research Articles

Analysis of physical activity programs in general secondary education institutions of EU countries

The purpose of the work is to analyze physical activity programs in institutions of general secondary education in EU countries. Methodology. To achieve the goal, the following research methods were used: analysis and generalization of data from scientific and methodological literature, documentary materials, and Internet sources.The methodology of scientific research is determined by the need to analyze the generalization and systematization of data regarding the experience of European countries in reforming the organization and ensuring the potential of the system of physical education of schoolchildren, which can be used in the practice of the New Ukrainian School.
 The basis of the research methodology is the dialectical method (a method of studying, revealing patterns, trends of development and transformation of reality, which uses the basic laws of dialectics), the scientific method of cognition (a set of basic ways of obtaining new knowledge and methods of solving problems) and a systematic approach that considers the object (system) as a whole set of elements in a set of relations and connections between them.
 The methodological basis of the study was: the methodological foundations of the theory and methods of physical education and sports, which laid down the target guidelines of health-preserving technologies and their fundamental principles.
 The scientific novelty consists in the analysis of physical activity programs in general secondary education institutions of the EU countries.
 Conclusions. A description of physical activity programs in the educational sector of the EU member states and data on a number of indicators (physical education lessons, active movement to general secondary education institutions, physical education breaks, extracurricular sports events) are presented, which allow monitoring of physical education activities in primary and secondary grades. in EU countries.

Training of future physical education teachers to physical culture and health activities in the secondary school

The article examines the actual problems of training of future physical education teacher for physical culture and health activities in a secondary school. The process of preparing students of the Faculty of Physical Education and Sports for the organization of a physical culture and health environment at school has been revealed. The components of physical culture and health activities and the level of training of students for this type of activity are established. It has been proven that the issues of physical culture and health activities in Ukrainian schools are quite relevant for improving physical fitness, harmonious development and recovery of students. The purpose of the work is to establish the level of readiness of future physical education teacher for physical culture and health activities in a secondary school. The research methodology was to reveal the current state of solving the problem of training future physical education teachers for physical culture and health activities in a secondary school using analytical investigation methods and problem-based research methods. The following scientific methods were used in the study: analysis of literary sources, pedagogical observation, conversation, questionnaires, expert assessment and self-assessment of the level of knowledge, skills and abilities in physical culture and health activities, methods of mathematical statistics. The research was carried out at Zhytomyr Ivan Franko State University in 2021–2023, in which students of the third and fourth years (84 persons) of the Faculty of Physical Education and Sports took part, who are studying under the educational and professional bachelor's program in the field of knowledge 01 Education/Pedagogy, specialty 014, Secondary education in subject specialty 014.11 Secondary education (Physical culture). The scientific novelty consists in the disclosure of the dynamics of the formation of physical culture and health readiness of students of the Faculty of Physical Education and Sports for professional activities at school. Third-year students have a low level of readiness for physical education and health activities at school (61.1–65.1 points). The students of the fourth course showed good grades (73.2–76.9 points) in all components of readiness for physical culture and health activities. Conclusions. The preparation of future physical education teacher for physical culture and health activities at school can be presented as a system of organizational, psychological and pedagogical measures of a higher education institution aimed at acquiring knowledge, abilities and skills in health preservation and experience of implementing various forms of physical culture.

Karta z dziejów dziewiętnastowiecznych stosunków polsko-ukraińskich: Włodzimierz Wysocki dla Wołodymyra Antonowycza – słowa uznania Polaka dla Ukraińca

This publication presents for the first time Włodzimierz Wysocki’s poetry dedicated to Volodymyr Antonovych, along with a discussion of the poem’s creation and content. A toast by Włodzimierz Wysocki, a Polish poet-positivist and a proponent of the “Ukrainian school” of Polish Romanticism, living in Kyiv, celebrates the 25th anniversary of the scientific work of the prominent Ukrainian historian and University of Kyiv professor, Volodymyr Antonovych, and presents the author’s concerns. It attempts to uncover the roots of these suspicious relations, establish mutual understanding, and eliminate hatred. Thus, Wysocki’s work forms a significant chapter in the history of Polish-Ukrainian relations.

CONCEPTUAL FOUNDATIONS FOR THE UPPER SECONDARY EDUCATION TRANSFORMATION IN THE CONTEXT OF UKRAINIAN SCHOOL REFORM

The introduction of the concept of the New Ukrainian School provides for the transformation of the national system of full-time general secondary education on a new conceptual basis for all its levels, including at the level of upper secondary education. The strategic function of the final stage of secondary education is to provide educational applicants with the opportunity to meet their educational needs depending on their future life plans – continuing their studies or obtaining a profession. Therefore, upper secondary education should be based on the principles of deep individualization and differentiation of learning, considering students’ needs and interests, their abilities and life intentions of self-realization. Based on the generalization of domestic and foreign experience, the article presents the main conceptual foundations for the introduction of upper secondary education in two areas – academic and professional. In the content of education, it is proposed to distinguish two components: 1) the core of general education training, which is mandatory for all those who receive a full-time secondary education; 2) content that, depending on the direction, provides in-depth mastery of profile-oriented knowledge, competencies, methods of activity, etc. The first component can be reflected in four areas: Language and Literature, STEM, Social and Humanitarian Education, physical development and security. The second component, depending on the direction, is implemented by specialized subjects studied in depth, or professionally oriented disciplines for institutions of vocational and professional pre-higher education. In accordance with this division of content, educational institutions create educational/educational-professional programs in agreement with the selected training profiles, professions or specialties. To meet the educational needs of applicants for education, local selfgovernment bodies form a network of upper secondary education institutions of various types (academic and professional lyceums, colleges, specialized education institutions), which function mainly separately or in combination with other educational institutions and establishments.

Динаміка змін функціонального стану дітей молодшого шкільного віку під час роботи з підручниками, передбаченими реформою освіти «Нова українська школа»

The aim of the study was to assess the impact of this type of visual load on children's organism on the basis of the dynamics of changes in the functional state of primary school pupils while working with textbooks provided by the educational environment «New Ukrainian School» Materials and methods: Physiological and ophthalmological, which are used in hygienic practice for donosological diagnostics. Statistical processing was performed using Statistica 6.0 (StatSoft, USA). Results: The study involved 87 primary school pupils aged 6-9 years old. The influence of visual load on the state of children's visual and nervous systems was studied in the conditions of a full-scale experiment. It has been determined that the process of working with textbooks provided by the New Ukrainian School educational environment, both in the language and literary field of education and in mathematics, causes functional shifts in the state of the visual analyser - accommodation spasm and visual fatigue in both eyes in more than 20% of children. The dynamics of the nervous system lability index revealed the development of fatigue in 52.0% of boys and 57.2% of girls when working with humanities textbooks, and in 74.1% of boys and 33.3% of girls when working with mathematics textbooks. In the process of working with both types of textbooks, there was an increase in the time of visual-motor reaction with a simultaneous decrease in the number of accurate answers in almost a third of pupils. Conclusions: It has been established that under the influence of visual load in the form of work with textbooks there is a temporary visual adaptation of the myopic type. It has been proved that the process of working with textbooks causes functional overload of the nervous system in almost half of children, as indicated by the negative dynamics of its lability, mobility and balance. The regularities of functional shifts in the body of children depending on their gender are revealed.

Adaptive Reuse of Historic Rural School Buildings in Ukraine in the Poltava Region

The actual problem of adaptive reuse of historic buildings of rural schools in Ukraine is discussed in the article using the example of Poltava region. The history of the construction of Zemstvo schools in Ukraine is researched, the historical and cultural value of school buildings is determined, and their current condition is analyzed. Zemstvo schools of the architect O. Slastion in the Ukrainian architectural style have the greatest historical, cultural and social value. Factors affecting the choice of a new function of former school buildings are identified. For the first time, possible approaches to the adaptive reuse of historic rural school buildings are proposed: strategy of memorialization of buildings, strategy of social integration, strategy of active transformation of buildings. Adaptive reuse of historic school buildings is considered as one of the means of ensuring the sustainable development of rural communities.

ON THE USE OF THE METHOD OF EXPEDIENT PROBLEMS TO ACTIVATE STUDENTS' COGNITIVE ACTIVITY IN THE PROCESS OF TEACHING MATHEMATICS IN THE NEW UKRAINIAN SCHOOL

Formulation of the problem. The motivation of students to study a subject at school largely depends on the methodology used by the teacher in the teaching process, and his or her ability to convey new knowledge to students in an interesting and accessible form. This problem becomes especially relevant in the context of the New Ukrainian School project, which involves shifting the emphasis in the learning process from the teacher to the student and puts in the forefront the needs of the latter. For a child to be interested in learning and sufficiently motivated, a teacher should have an answer to the question "Why do we need to learn this?" The method of expedient problems gives one of the possible answers to this question, helps the teacher to motivate the student to study mathematics, and indicates directions for further use of mathematical knowledge. The importance of developing students' ability to apply mathematical knowledge in practice is further confirmed by the results of the International Comparative Studies PISA 2018 and PISA 2022, as well as statistical reports of the Ukrainian Center for Educational Quality Assessment in Mathematics. Materials and methods. To achieve our goal, we use a theoretical analysis of the methodological literature related to the chosen research topic. We also implement empirical methods, including conducting our own survey via Google Forms, observing the educational process in secondary schools, and analyzing students’ performance. Results. To study the feasibility and possibility of using the method of expedient problems in teaching mathematics in the NUS, we surveyed 290 mathematics teachers with different pedagogical experiences and qualifications from all regions of Ukraine. In particular, we assumed the effectiveness of using expedient problems in the process of teaching mathematics. The survey was conducted anonymously and online via the Google Forms platform. The results of the survey show that a significant number of respondents are familiar with the method of expedient problems and regularly or constantly use such tasks in the learning process. In addition, they are convinced of the need to include such tasks in existing math textbooks. The survey also shows at what stages of the lesson and when studying which content areas of the mathematics course, in the opinion of the respondents, it is most appropriate to use the method of expedient problems. Conclusions. To ensure the proper quality of students' acquisition of the necessary competencies envisaged by the New Ukrainian School project, the use of appropriate tasks at different stages of the lesson and in the study of different content areas of the school mathematics course is quite appropriate and possible. Although only half of the surveyed teachers currently use such tasks in their pedagogical activities regularly, most of the respondents consider them useful. In addition, teachers express a wish to provide methodological support for the effective implementation of appropriate tasks in the educational process, in particular, in the form of ready-made didactic materials and methodological recommendations for their creation.

THE ROLE OF MENTORING IN FOSTERING THE PROFESSIONAL IDENTITY OF FUTURE TEACHERS

Relevance of the research. Identification of the individual with the chosen profession indicates a significant level of professional growth and readiness to systematically develop, improve professional skills, deepen knowledge, that is, to recognize oneself as part of an important professional process. The description of this phenomenon in the scientific literature is understood as the acquisition of professional identity. A professional identity for future teachers is a guideline that needs to be perceived while studying in a higher educational institution since it shows the teacher’s readiness to work with children and reveals the possible quality result of this work. It is quite difficult to acquire a professional identity through independent self-development; consequently, the support and assistance of a teacher or a mentor is of particular importance in this case. The purpose of the research is to reveal the role of mentoring in the formation of future teachers’ professional identity. The research methods are as follows: theoretical (analysis, synthesis, generalization), empirical (sociological survey, description), generalization. The academic paper is focused on revealing the specifics of the formation of future teachers’ professional identity and analyzing the role of a mentor as a coach, advisor, and professional friend for future teachers. The research analyzes approaches to the interpretation of the concept of a mentor and mentoring as a process, as well as related concepts such as a coach, a tutor, and a facilitator. The understanding of the phenomenon of mentoring in Western European scientific thinking has been characterized. The primary focus of the academic paper is on the reformation of Ukrainian education, the New Ukrainian School Concept, and the importance of mentoring at the current stage of educational transformation.The research results emphasize that the functions of a mentor for future teachers are indispensable and important. According to the survey, the majority of respondents indicate that they are willing to seek help from their mentors and can become such mentors for junior students. Conclusions. The academic paper proves that professional identification is an important personal formation that characterizes a high level of professionalism of a specialist, in particular, a teacher. The function and role of mentoring is a way for future teachers to achieve professional identity. The survey conducted among master’s students confirms the importance of mentoring for future teachers in general and for acquiring professional identity. A mentor has to concentrate on working with students from the beginning of their studies and progressively take on a more involved role by the end of their final year in order to be effective in carrying out these duties.

Implementation of STEM education in the framework of the New Ukrainian School reform

Relevance. The research relevance is determined by the need to develop STEM education, which is envisaged by the Ukrainian government for the period up to 2027. STEM approaches are only partially implemented in Ukrainian educational institutions, mainly in out-of-school educational institutions.Purpose. The study aims to examine the problems and the need to consider the role of STEM education technology in the process of implementing the New Ukrainian School reform at the stages of primary and senior specialised schools.Methodology. Theoretical methods were used in the study, including analysis and synthesis, methods of generalisation, comparison and forecasting of the innovative educational process. As empirical research methods, a survey of schoolteachers in the field of STEM education was conducted.Results. The study examines the promising areas of STEM education in the system of basic and senior specialised educational institutions. The advantages of using STEM-oriented educational programmes are outlined and the prevailing competencies for the teaching staff of the educational process are identified. The interdisciplinary connections in the implementation of STEM tasks and projects by students in various subjects were investigated. In the context of scientific work, the state of scientific and methodological support for the implementation of this technology in modern educational institutions was identified, the directions of implementation were investigated, and methods for designing STEM education into the general secondary education system were substantiated.Conclusions. The practical significance of the study lies in the possibility of using the obtained results in writing manuals and publishing textbooks in the direction of developing the STEM education ecosystem, and training specialists in the field of robotics in the process of teaching STEM subjects.

MEDII AEVI in Ukrainian School Textbooks: Modern Paradigms and Contextual Analysis

The study on the representation of Medieval Times in Ukrainian school textbooks holds paramount relevance in the current educational landscape. As the world experiences dynamic changes in historical viewpoints and teaching methods, it becomes vital to comprehend how the medieval period is depicted in educational resources. The study's focused on textbooks published between 2020-2022 and addressed the need to evaluate a contemporary representation of the Middle Ages in light of modern historiographical advancements. With 76 participating history teachers, the research guarantees a wide variety of viewpoints, mirroring the intricate nature of history education in Ukraine. The research methodology employed a combination of qualitative and quantitative data collection methods to gain comprehensive insights into the representation of Medieval Times in Ukrainian school textbooks. The primary methods included surveys, interviews, and textbook analysis. The results showed that teaching practices are significantly influenced by modern paradigms in historical science. However, school textbooks often exhibit conservatism, favoring information that has stood the test of time. The survey revealed that 59% of respondents considered Ukrainian school textbooks generally align with modern understandings of historical processes related to the Middle Ages. Conversely, 38% noted a lack of representation of modern historical science paradigms in these textbooks. In conclusion, the research illuminates notable shortcomings within the current educational landscape, specifically concerning the implementation of modern manuals and textbooks. A crucial observation is the insufficient emphasis on practical source utilisation, as well as the neglect of incorporating historical reconstructions, museum visits, and archaeological sites into educational practices. As a result, this research aids in comprehending the intricacies of historical education by uncovering the interaction between contemporary paradigms and customary portrayals in Ukrainian school textbooks. The findings underscore the evolving nature of historical education and the ongoing efforts required to align educational materials with emerging perspectives.

ОСОБЛИВОСТІ ФОРМУВАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇКОМПЕТЕНТНОСТІ УЧНІВ НА УРОКАХ МАТЕМАТИКИ

To delineate and substantiate the nuances of developing information and communication competence in students during mathematics lessons, we conducted an extensive analysis of state educational regulations, including the Law of Ukraine "On Education," the New Ukrainian School Concept, the Concept of Digital Competence Development, the State Standard of Basic Secondary Education, and mathematics curriculum materials. We also scrutinized sources available on the Internet related to international educational monitoring studies and synthesized both international and domestic pedagogical experience. The study asserts that the formation of information and communication competence in students during mathematics education arises from the demands of the school mathematics curriculum. Mandatory learning outcomes in the mathematical education sector encompass requirements characterizing students' information and communication competence. The process of learning mathematics should facilitate not only the overall development of students' personalities but also the acquisition of a system of mathematical knowledge, improvement of problem-solving skills, and an understanding of the importance of mathematics as the language of science, technology, and innovation. Additionally, students should recognize the significance of information and communication technologies in effectively addressing mathematical challenges. The integrated use of information technologies in the educational process, especially in the context of distance and blended learning, contributes to the development of students' information and communication competence. This is contingent upon the methodically sound selection of educational content, didactic materials, and teaching strategies by educators. It is elucidated that the primary means of cultivating students' information and communication competence lies in the specialized system of educational tasks and examples present in school mathematics textbooks. These materials are designed to foster students' personal qualities, creativity, critical thinking, and their ability to generate and articulate their thoughts.

FORMATION OF INFORMATION AND TECHNOLOGICAL COMPETENCE OF FUTURE COMPUTER SCIENCE TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

The article examines the problem of developing information and technological competence of future computer science teachers in the context of modern challenges of society and in the process of their professional training. It is stated that the modernization of higher pedagogical education requires changing the requirements for the professional activities of teachers through the important direction of modernizing the new Ukrainian school of informatization because the introduction of computer technologies into the school work system requires professional information technology competence among teaching staff and, in particular, computer science teachers, which actualizes the problem of professional information technology training of computer science teachers in the context of transformational changes in modern higher pedagogical education. The pedagogical conditions that ensure the effective formation of information and technological competence of a future computer science teacher are substantiated. They include the focus of the content of the theory and practice of training future computer science teachers on the formation of motivation for such a process; creation of a modern educational and information environment based on traditional and innovative forms and methods of conducting classes, extracurricular activities and independent work. The professional information technology competence of a future computer science teacher is understood as their ability (readiness) to solve professional information technology problems; the totality of these tasks is determined by modern directions of professional information and technological activity of a modern computer science teacher. It is noted that the information and technological competence of a modern computer science teacher presupposes the ability to solve the following professional tasks: professional tasks in the field of pedagogical management (tasks of an organizational, administrative, communication, and gnostic nature), determined by information technology activities within the school information space; professional basic pedagogical tasks determined by information and technological activities related to the organization of education for general school students using computer technologies; professional tasks associated with teaching information technology and computer science to secondary school students, as well as with the implementation of the information technology activity of a computer science teacher, determined by new state educational standards. It is concluded that the information and technological competence of a computer science teacher determines their ability to solve professional problems in situations of direct teaching activity and presupposes the presence of didactic knowledge and skills to effectively use modern technical means and computer technologies to achieve the goals of secondary school education, in particular, variable use of working methods with electronic sources of information when solving problems of professional growth; independent study of new software products, determining the feasibility of their use in solving problems of professional growth; comprehensive interaction with Internet services and resources to implement professional development; implementation of information retrieval; use of Internet resources in self-educational activities; variable use of standard software for recording the results of self-educational activities

On the activities of the Odesa branch of the Ukrainian Submarine Navigation School

Relevance. The issue of Ukrainian submarine navigation has received undeservedly little attention in the modern research literature. Despite the objective importance and the fundamentally innovative potential of this topic, little constructive investigation has been carried out so far in this area.Purpose. This paper aims to conduct a detailed prosographic analysis of the Odesa branch of the Ukrainian School of Submarine Navigation, which operated between 1877 and 1905. The study focuses on understanding the internal dynamics and the broader impact of this branch on national and international submarine navigation practices.Methodology. The study employed the methods of comparative analysis, hindsight, induction, and deduction, using both online and archival sources to cover as much information on the topic as possible. Cliometric studies were also conducted.Results. The presented study provides a prosographic analysis of the Odesa branch of the Ukrainian School of Submarine Navigation, which operated from 1877 to 1905. The branch�s basic structure has been defined. Various types of connections have been identified. The influence of the representatives of the Odesa branch on the representatives of other branches and national schools of submarine navigation that functioned in the Russian Empire at the beginning of the 20th century is illustrated.Conclusions. The findings will provide a solid basis for further scientific efforts in this area and for making strategic decisions to protect Ukraine's maritime interests. This investigation can also be used as a source of educational literature for historical and educational materials.

The Issue of Teaching Religious Studies in Ukrainian Educational Institutions. Relevance of Implementing Ideological Principles in Schools in Post-War Ukraine and Global Practices

The article explores the issue of teaching religious studies in Ukrainian educational institutions, identifying practical and ideological expediency for introducing subjects of moral and spiritual orientation in state schools.
 It has been emphasized that after the declaration of Ukraine’s independence, laws on religious freedom, as a subjective legal right, and religious organizations, as instruments and systems for meeting religious needs, occupied a significant place. Additionally, the primary laws, subordinate acts, and decrees ensuring the right to freedom of religion in Ukraine were analyzed, along with normative-legal documents serving as a legal mechanism to meet citizens’ educational needs.
 It has been noted that Article 53 of the Constitution of Ukraine not only guarantees the right to education but also establishes the compulsory nature of full general secondary education. Moreover, according to the laws of Ukraine, a policy of clear secularization of the school and church is in effect.
 It has been noted that the state recognition of diplomas and authorization for religious organizations to establish educational institutions where both secular and religious disciplines will be taught fully comply with the requirements of international law.
 An analysis of statistical data on existing religious organizations has been conducted, and based on this, the dominant Abrahamic religion, which qualitatively prevails in Ukraine today, has been identified. The operating principles of private schools with various religious orientations accredited by the Ministry of Education and Science of Ukraine, issuing state-approved educational documents, have been noted.
 Examples of the presence or secularization of indigenous religions, churches, or philosophical- ideological trends in schools of certain countries have been provided, and their impact on society has been analyzed.
 An analysis of the development of the interaction between the state and the church in educational processes in public schools in Ukraine has been conducted. It is emphasized that the agreement on cooperation between the Ministry of Education and the All-Ukrainian Council of Churches and Religious Organizations can be considered a guide for the interaction between the state and the church. Unfortunately, as of today, there is no regulatory mechanism developed to regulate and formalize the intentions laid out in the agreement.
 Conclusions have been drawn that the Ministry of Education, in collaboration with representatives of the churches, should develop a course of spiritual and moral direction and introduce a subject on the history and philosophy of Ukrainian spirituality. Such a course should serve as the foundation for shaping the fundamentals of civic consciousness and be based on the principles of tolerance, pluralism, democracy, self-respect, and self-improvement, with a mandatory emphasis on defining one’s own national-historical and cultural identity for the sake of spiritual revival and the growth of Ukraine.

Bullying - application of the ECHR practice

This study is devoted to the problem of the existence of school bullying, as well as the analysis of the practice of the European Court of Human Rights related to it in the school sphere. The study of this direction is conditioned by the need to use the decision of the ECtHR in cases related to bullying in the school environment in Ukrainian judicial practice. The work reveals the interpretation of bullying and its legal definition. The signs and determinants (namely: causes and conditions) of school violence are described, as well as an understudied concept - the situation of bullying, which is necessary when considering this issue in court. In the course of the study, the criminological and constitutional aspects characteristic of bullying in the school environment were considered. The specifics of criminal liability for committing actions classified as bullying by participants in the educational process and a list of constitutional rights and freedoms that are violated by such actions are given. In order to properly disclose the research, the shortcomings that arise during the observance of human rights in the school sphere are considered. Data from 2019 to 2023 on the drawing up of administrative protocols on the commission of juvenile bullying prevention by the National Police of Ukraine, as well as sociological data conducted by us for this study in various regions on the presence and state of bullying in schools of Ukraine, are presented. The practice of considering cases of the European Court of Human Rights and their analysis regarding school violence is presented, as well as an illustrative case regarding the discrimination of children with special needs. Based on this, it was concluded that the practice of the European Court of Human Rights in the field of education plays a key role at the international level, the analysis of decisions is necessary to improve the legislative regulation of bullying in the school environment and is promising for countering this phenomenon.

Микола Лисенко в інтелектуальних комунікаціях Наукового товариства імені Шевченка

The article reflects the cooperation of the outstanding Ukrainian composer M. Lysenko with the Shevchenko Scientific Society (SSS) in Lviv. The study aims is to try to determine the nature and essence of the composer’s intellectual communications within an academic institution. The research methodology built on the principles of historicism, system and comprehensiveness. Comparative, problem-chronological, historical-typological, logical, structural-systemic, analytical and generalizing methods used. The scientific novelty of the article consists in the integral reproduction of the page of M. Lysenko’s intellectual biography, connected with his musicological activity as part of the Ethnographic Commission of the Shevchenko Scientific Society. Conclusions. An important aspect of the composer's intellectual biography was his collaboration with the National Academy of Music in Lviv (1873 – 1912). The communication, based on the commonality of scientific research interests and worldviews, maintained an ideological connection with the interpersonal connections of M. Lysenko within the framework of the predecessor of the academic institution – the Shevchenko Literary Society. The intensity and dynamism of scientific interaction was strengthened by the negative manifestations of the cultural and national policy of the Russian tsar, censorship restrictions of Ukrainian life in Trans-Dnieper Ukraine in the second half of the 19 th and early 20 th centuries. The meaningful content of the composer's cooperation with the National Academy of Music was his activity as part of the Society's Ethnographic Commission, publishing and organizational contacts, direct participation in information practices, scientific, cultural, educational projects of the institution. M. Lysenko participated in writing textbooks for Ukrainian schools in Galicia, reviewing the works of young composers, organizing ethnographic field research, anniversary and commemorative events. The significant role of the educational activity of the artist in the formation of a positive cultural image of Ukraine at the international level.

Peculiarities of Professional Training of Future Teachers for Innovative Educational Activities in an Intercultural Environment

The European integration policy of Ukraine, the “New Ukrainian School” Concept, and the institutional documents adopted for their implementation simultaneously motivate and aim the national education system at the implementation of the competence paradigm and the professional training of future teachers who are ready to live and work in an extremely globalized, intercultural and dynamically changing world. to perceive it between culture and variability as essential components of one’s own way of life. That is why the main attention in higher education should be paid to the issue of overcoming conservatism in approaches to educational activity, existing stereotypes of pedagogical work and the thinking process of all subjects of the educational process. Only an inherently innovative education and an appropriately trained teacher can raise a young person who is able to live according to modern laws and taking into account the development trends of an intercultural society. The new Ukrainian school needs new approaches to learning, which are based on the principles of partnership pedagogy, moving away from the authoritarian model.

Проблеми реформування освіти в Україні під час війни

The scientific article critically analyzes the course and intermediate results of the reform of secondary education according to the concept of “New Ukrainian School”. There is an active search for the reasons why the reform of secondary education does not fulfill the goals and objectives of ensuring high-quality educational achievements in subjects of learning at all educational levels. It is substantiated that one of the important reasons for the low educational results of current education is the attempt to reform secondary education separately from professional and higher education. In addition, the founders of the “New Ukrainian School” concept tried to mechanically transfer the experience of the functioning of the educational systems of developed countries (Finland, Poland, Germany) to the unprepared Ukrainian soil. Another reason for the low educational results demonstrated by secondary school students is the effort of the compilers of educational programs and textbooks to come up with a universal textbook that would satisfy all students. However, children have different natural aptitudes and abilities for learning certain subjects, so it is necessary to find ways to implement a differentiated approach not only in the cognitive component but also in techniques, methods, and forms of learning, as well as in educational technologies. It is necessary to improve external independent assessment, as it does not provide for objective educational results, and therefore does not motivate school students to systemic and systematic learning. A negative role is played by the Internet, which provides solutions to problems, as well as tutoring. With its help, students and their parents get the idea that it is not necessary to make great efforts in daily studies at school, it is enough to work with a tutor during the last year of study, and all problems with external examinations will be solved. In connection with the war, many problems also arose in higher education institutions: how to encourage students to attend classes during distance learning and to engage in active mental activity during lectures or seminars (practical) classes; how to motivate students to systematically study and do homework after classes (4–5 hours) every day; what control units can be used to achieve an objective assessment of the students’ mastering of educational material, etc. Keywords: education, New Ukrainian school, higher school, reformation, teacher.

FORMATIVE ASSESSMENT AS A FACTOR IN MODERNIZING THE TEACHING NATURAL SCIENCE SUBJECTS

The relevance of using formative assessment in Ukrainian schools is outlined and confirmed by legal documents. The type of assessment focuses on the learning process and students’ achievements, which positively affects the results of teaching of natural science subjects. The scientific articles by foreign and Ukrainian authors on the essence and features of formative education were consistently analyzed. It is noted that the studied pedagogical phenomenon was justified by foreign scientists and has been used in schools for many years. Its effectiveness has been proven in practice. Until recently, formative assessment was not required in Ukrainian schools, so there is no fundamental research and established practice of its use in natural science education. Natural science teachers proactively comprehend its methodology and fragmentarily use it in the educational process. Theoretical and practical readiness of natural science teachers to use formative assessment was investigated by means of an online survey of 400 natural science teachers. Based on the results obtained, it was found out that natural science teachers are motivated, but their theoretical and practical readiness to use formative assessment is not sufficient. The conclusion is made about the need for targeted training of teachers to master the methodology of formative assessment. It is important that further research on the readiness of science teachers to use formative assessment is based not only on self-assessment, but also on expert assessments.

Developing and implementing an “All-day School” model in Lviv, Ukraine

Implementing an all-day school model was one of the steps undertaken in Lviv, Ukraine as part of the system-wide reforms introduced by the New Ukrainian School. The all-day school model increases the allocated class time for students and provides equal educational opportunities for all, regardless of social and economic backgrounds. The introduction of the innovations was preceded by the development and implementation of integrated curriculum units at the primary school level and was made possible by the formal acceptance of a Policy Directive by the Lviv City Council. Despite COVID limitations (2019–2021) and the proclamation of a State of War due to Russia’s full-scale invasion (2022–2024), the all-day school model has thrived and has been expanded. It is the purpose of this paper to present an overview of the implementation of the all-day school for grades 1–4 in the City of Lviv, Ukraine during the 2017–2024 period. A focus will be made on the pre-implementation activities that were conducted and the number of schools, teachers and classes that are currently participating in the project. Information will also be shared on how the needs of the teachers in filling the increased allocated time are being met. In conclusion, recommendations for further analysis of the all-day school will be made. Keywords: all-day school, allocated class time, New Ukrainian School, equal educational opportunities, integrated curriculum units.