Pedagogical University Research Articles

Принципы, условия и средства формирования компетентности правдоподобного рассуждения студентов-математиков педвуза

This article highlights the actual problem of modern education, aimed not only at transferring knowledge, but also at preparing students for life difficulties, adapting to changes and actively participating in the development of society. The approaches to the formation of the competence of plausible reasoning among students of mathematics at pedagogical universities, as well as the principles, conditions and means necessary for its development are considered. The purpose of the study is to analyze various methods and strategies that contribute to the development of the competence of plausible reasoning, and describe the basic principles, conditions and means to ensure its successful formation. The methodological basis of the research is the theory of the gradual formation of mental actions by P. Ya. Galperin, the theory of the development of thinking, as well as systematic and constructive approaches. These theories play an important role in shaping students' plausible reasoning, as they are directly related to cognitive activity. The article presents and analyzes the main approaches to the formation of competence of plausible reasoning, such as theoretical-semantic, inductive and analog, computational, constructive, problem-oriented, modeling and design, as well as provides examples of each of them. Special attention is paid to the use of open tasks as an important tool in the development of this competence. The article provides examples of the use of open problems for the formation of plausible reasoning competence in mathematics students, as well as describes the basic principles, conditions and means of its effective formation. As a result of the research, the importance of integrating various approaches into the educational process and the need for further study of methods for forming the competence of plausible reasoning is emphasized.

The Impact of Online Teaching on Job Satisfaction and Performance of Panskura Banamali College (Autonomous) Teachers as a Representative Sample College in West Bengal

A global trend toward online learning has been observed in educational institutions, especially those in West Bengal, since the start of the COVID-19 epidemic. Even though online learning has been there for a while, the epidemic has hastened its uptake, making it an essential part of the educational environment. Similar to numerous other institutions, West Bengal colleges were forced to swiftly shift to online educational environments, which required modifications to staff training and pedagogical approaches. Responses to the introduction of online instruction in West Bengali colleges have been mixed. Some educators welcomed the chance to experiment with cutting-edge teaching techniques and new technologies, but others found adjusting to this new training style extremely difficult. These difficulties may affect teacher satisfaction and general performance because of restricted access to technology, poor infrastructure, and a lack of training. This study delves into the experiences and attitudes of college teachers in West Bengal towards online teaching, exploring its impact on their job satisfaction and performance. It examines the challenges and opportunities associated with online instruction, focusing on the unique context of higher education in West Bengal. This document presents a comprehensive analysis of the factors influencing teacher satisfaction, identifies potential strategies for improvement, and offers recommendations for policymakers and administrators to enhance the effectiveness of online teaching in West Bengal's colleges.

Experience of Implementing Trilanguage in Kazakhstan on the Example of Pedagogical Universities

The article is devoted to the experience of introducing trilingualism in Kazakhstan using the example of pedagogical specialties. The article identifies the main problems necessary for the successful implementation of trilingualism. Along with this, trends and prospects are identified. The article examines in detail the history of teaching methods of Kazakh, Russian, English and indirect works on language learning and works of domestic scientists on methodology. Issues in teaching two or more languages

THE ROLE OF TEACHER TRAINING IN FACILITATING THE ADOPTION OF DIGITAL TECHNOLOGIES IN ART EDUCATION

As technology plays an increasingly prominent role in education, the undeniable need for training programs aimed at equipping teachers with digital technology skills in art education becomes evident. This case study, conducted within the Abai Kazakh National Pedagogical University framework, examines teacher training programs, the challenges teachers face in integrating technology, and art faculty members' learning motivations andpreferences. The research employs a descriptive survey, utilizing a questionnaire to collect data. Participants included 25 art professors from the Art Education, Graphic Design, and Visual Arts departments, who responded to questions about teaching methods across three areas: experientiallearning, self-directed learning, and institutional learning. The results indicate that the teachers' level of self-directed learning, with an average of 3.7, was higher than experiential and institutional learning. Thissuggests that teachers are making considerable personal efforts to improve their skills. Additionally, they rated the necessity of institutional training programs as 4.0 (very high), though the challenges they face when using technology were rated at 2.9.The findings reveal that teachers' academic rank influences their perspectives on digital technologies. These insights can help pave the way for educational institutions in Kazakhstan to develop more technology-driven curricula in the future.

Forming Readiness of Students to Implement Research Activities in Pedagogical Practice

The article discusses ways to increase the effectiveness of research competence during practice from the whole set of problems of developing students' research abilities. The process of developing the readiness of physics students to conduct research work during internships in schools in the city of Pavlodar is described. A step-by-step plan for preparing students for teaching practice in a modern educational environment is proposed. The relevance of this article lies in the need to prepare students of pedagogical universities to organize and conduct research study with schoolchildren. The purpose of the study is to prepare students to conduct research activities at school during teaching practice. The main signs of the development of research skills in future teachers should be, in our opinion, the ability to structure lessons with elements of research activity; skills in drawing up a research plan; preparation of creative lesson and home research assignments; increasing the level of knowledge of students in physics and developing research skills. The article also discusses the stages of preparation for the implementation of research skills that reveal the teaching abilities and professionally important personal qualities of students.

ON THE EFFECTIVENESS OF USING AN ELECTRONIC TEXTBOOK IN FORMING THE READINESS OF FUTURE PRIMARY TEACHERS FOR INTEGRATED LEARNING

The article presents a theoretical review and experimental study of the problem of using an electronic textbook in the process of developing the readiness of primary education teachers for integrated learning. The aim of the article is to determine the effectiveness of the electronic textbook in the process of developing the readiness of future teachers for the integrated education of primary schoolchildren.The research materials were tested during the 2023-2024 academic year on the basis of the Pavlodar Pedagogical University named after Alkey Margulan, where 78 students of the educational program “Pedagogy and Methods of Primary Education” were involved at the stage of testing and implementation of the electronic textbook. To achieve the goal ofthe study, theoretical (analysis, synthesis, generalization and systematization of scientific publications) and empirical (testing, pedagogical experiment, expert assessment) methods were used. The validity of the results of experimental pedagogical work was confirmed using the methods of mathematical statistics -the Pearson criterion.The educational results of the participants in the experimental pedagogical work demonstrated the obvious effectiveness and significance of the developed and tested electronic textbook, the content of which ensured the completeness and systematic assimilation of theoretical knowledge and the development of practical skills of students in the educational program “Pedagogy and Methods of Primary Education” for the successful implementation of integrated education for junior schoolchildren.

Foreign communicative competence and its development on the example of a speech simulator

The article defines the effectiveness of using speech simulators in the development of foreign communicative competence, because of one of the tasks of pedagogical universities in Kazakhstan. The speech simulators are used for the initial level of knowledge of the student and the thematic focus of the topic being studied. This helps to delve deeper into the professional sphere and develop the necessary skills for future specialists who can teach their subject in a foreign language. Foreign communicative competence is developed through the use of speech simulators and the correct approach to them. It forms a model of the student's speech behavior, accumulating language and speech experience. A communicative approach to learning a foreign language is implemented through a speech simulator, where the main focus is on the student’s ability to speak fluently and correctly. A three-stage experiment confirmed that speech simulators contribute to the development of foreign communicative competence with a constant and correct approach to their use. The control test based on the descriptive rubric determined the foreign communicative competence, then the students used speech simulators, and the final test showed the effectiveness of using speech simulators. The table and graph show the students’ results.

Educational needs for virtual reality-based simulation training in the nursing care of adult respiratory patients: an explanatory sequential mixed-methods study.

We aimed to ascertain the current state of and needs for virtual reality (VR)-based simulation training in the care of adult respiratory patients. Learning to care for patients with infectious respiratory disease is crucial in nurses' practical education. Thus, studies on the state of VR-based simulation-training are required. We used an explanatory sequential mixed-methods design. The sample included 122 new nurses at two advanced general hospitals and five educators at a nursing college. The educational needs of virtual reality-based simulation education were measured by the tool developed in this study. Research data were collected from August 31 to September 26, 2022. Quantitative data were subjected to a descriptive analysis, while qualitative data were subjected to content analysis. The new nurses in this study had a mean age of 24.51 years and total clinical experience of 11.18 months; 82.8% of the participants had experience in adult respiratory patient care, and 94.3% were aware of the need for this training. In the qualitative data analysis of six new nurses, all participants had experience with simulation training and were aware of its need. Moreover, all participants wanted repeated VR-based simulation training using real clinical cases. Regarding the qualitative data analysis of five nursing college educators, most of them had experience providing and receiving simulation training, and they were aware of its need in caring for respiratory patients. They reported the need for VR learning spaces that reflect the clinical environment, alongside sufficient duration and frequency of learning. Our findings could help develop simulation training programs for nursing students to assist adult respiratory patients. We provide a basis for developing VR-based simulation training for respiratory care by studying the current state of and demand for nurses' VR-based simulation training. The results can contribute to improving the quality of nursing for adult respiratory patients.

An Analytical Study of Training Needs of University Teachers in Online Environment in Perspectives of Physical Resources and Pedagogical Skills in the Subject of Social Sciences

The objectives of this research study were about finding out the availability of physical resources, the pedagogical requirements of teachers training for online teaching and examining the ICT skills that the teacher needs to teach in online teaching. The mode of teaching has widely got more importance from regular mode towards online teaching and learning from post COVID time. These days it is very familiar concept. The study aimed to investigate the teachers training need assessment for online teaching at university level. This is the descriptive research study. The population as well as sampling units for this study was 150 male along with female university educators. It was concerned in this study about the needs of training of them for online mode of teaching. Questionnaire was used to collect data from the teachers of social science currently serving in various universities in Islamabad. The data were analysed through SPSS by using mean, frequencies, and standard deviation. The data revealed that Information and Communication Technology (ICT) structure needs to be strengthened for online education environments with the concept of blended education and learning techniques self-paced learning and online interactions as an effective and alternate mode of learning.

TECHNOLOGY OF THE EDUCATIONAL PROJECT IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE BACHELORS IN PHYSICS AT A PEDAGOGICAL UNIVERSITY

In the article, the author considers an educational project in physics as a unique activity of participants (teachers, students from different groups, courses) in the field of physical research, which has a set deadline and ensures the achievement of the planned result, which is a unique educational product. The technology of the educational project is interpreted as a pedagogical technology of resource-based learning of future bachelors in physics, which is a set of methods and techniques for organizing the didactic process and the educational and research interaction of all project participants to achieve the result within the specified time period. The stages of implementation of the technology of the educational project in the process of professional training of future bachelors in physics at the pedagogical university are defined: the stage of strategic planning, the stage of modelling, the stage of project implementation, the stage of presentation and reflection. The article provides a detailed description of the project, which involves the creation of videos for demonstration to students of a professional college, defines its stages, hypothesis, composition of participants, basis and terms of implementation, predicted result and results of reflection. It is noted that during the organization and implementation of educational projects in physics, the teacher performs the role of a tutor, which consists in determining the goals and content of project learning, in helping students to search information, in project planning, in the development of a structural and descriptive model of a physics project, in coordinating the process of work on the project. The teacher should guide the process of students’ educational and research interaction, support and encourage them to continuously progress in the work on the project, helping, but never doing the work instead of them.

USING THE POTENTIAL OF TERRITORIAL COMMUNITIES IN THE FORMATION OF PROFESSIONAL COMPETENCES OF FUTURE CULTUROLOGISTS

The article analyzes the place and role of territorial communities in the system of professional training of culturologists. It has been determined that among the qualifications of a master of cultural studies, the national standard for extensive knowledge of this specialty means the ability to professionally diagnose, predict, project and model the cultural development of different cultural regions, physical and visual culture. It is described how the preparation of such specialist, who are present in the socio-cultural field of the region, has become one of the ambushes of the educational and professional programs «Culturology» of the first (bachelor’s) and the other (master’s) who is jealous of the great knowledge of the Poltava National Pedagogical University named after V. G. Korolenko. It is characterized how this process will ensure that stakeholders from various territorial communities are recruited before the process of developing, negotiating, changing and revising new programs like these, and also in cooperation with robot sellers in localities and villages Poltava region and regional areas near the area of organization of practice, ensuring dual coverage of cultural scientists, as well as through obtaining awareness of socio-cultural projects, such as carrying out foundations and establishing culture, community organizations and local activities. It is proved that the mutual work from the preparation of a cultural scientist, who is not without a wide range of current cultural knowledge, and also to create an organization (often funerary popularization), to the last (analytical) practical), as well as enabling activities in the sphere of culture and the department of foreign affairs culturology of Poltava Pedagogical University from hours of sleep. The wide base of stakeholders, which were obtained up to this point, is associated with the sphere of practice of such a specialist, which nurtures the foundations of light, and the establishment of culture, as well as the cultural and creative industries. In 2020, the adoption of a new standard for the specialty 034 Culturology did not deprive the class of subjects that formulate the necessary skills of a cultural scientist, and this meant the norm of preparation of the specialist, which includes the creation of the organization and the promotion of communication with government authorities, scientific and research institutions, information and analytical services, methods of mass information and cultural nutrition. This led to the establishment of close collaboration with stakeholders and territorial communities to train students to work in localities and villages in the region.

FEATURES OF TEACHING THE DISCIPLINE «PHILOSOPHICAL PROPAEDEUTICS» TO FUTURE MASTERS OF PHILOSOPHY

Аrticle emphasize philosophy as a special type of worldview arose as a response to the eternal need for man to expand the worldview, which is developing historically. Inherent inquisitiveness of people gradually grows into an intellectual need for limitless expansion and deepening of knowledge about the world, the human intellect tries to grasp the world with its mind in such angles that cannot be given by any experience, the intellect seeks to gain knowledge about the world as a holistic reality that a person must constantly take into account in forming programs of their behavior in society. The discipline «Philosophical propaedeutics» at the V. G. Korolenkо Poltava National Pedagogical University is taught to students of the second (master’s) level of higher education, specialty 033 Philosophy. The purpose of teaching the educational discipline «Philosophical propaedeutics» is to master the philosophical categorical toolkit, get acquainted with concepts and approaches, the specifics of the subject of philosophy, and the main philosophical problems. In the process of mastering the course «Philosophical propaedeutics», students must understand what is the specificity of philosophy, master its problematic field, understand the specifics of the philosophical knowledge of the world, understand the main categories, concepts and terms, on the one hand, and the principles and methods of knowledge, on the other hand. The course is also aimed at developing the skills of critical reading of propaedeutic philosophical literature, working with dictionaries, encyclopedias and other scientific literature, philosophical reflection and primary reasoning skills. The educational and professional program for the specialty «Philosophy» of the second (master’s) level of training defines a list of specific general and special competencies, as well as predicted learning outcomes that students must achieve as a result of studying this discipline. During the study of the course, the attention of applicants is drawn to the fact that philosophical propaedeutics is a preliminary cycle of lectures that acquaints young students (readers) with the peculiarities of philosophy as an educational discipline; It provides preparation for creative assimilation of the topics of the philosophy course and for independent study of philosophy. The task of philosophical propaedeutics is to prepare students (students, readers) for the transition from the level of their everyday worldview to the level of a theoretical worldview, from a chaotic worldview to a conscious worldview, from a worldview based on faith to a worldview based on evidence, which relies on reason.

FOREIGN LANGUAGE TRAINING OF FUTURE TEACHERS AT PAVLO TYCHYNA UMAN STATE PEDAGOGICAL UNIVERSITY

The article presents an analysis of the state of foreign language training of future teachers in particular the Faculty of Primary Education at Pavlo Tychyna Uman State Pedagogical University and outlines the prospects for the development of the English-speaking environment at the university. It has been established that the foreign language training of participants in the educational process at USPU complies with the current documents of the international, national and local levels; it continues throughout the training at all educational levels using practice-oriented, interactive and specific teaching methods. It has been studied that the activation of students is facilitated by a combination of different forms of education, the use of digitalization of education and the personal example of the teacher in improving foreign language proficiency through international internships, teaching in English in foreign universities, etc. It has been proved that the experience of organizing international and internal academic mobility confirms the need for high-quality foreign language training, while at the same time making it possible to improve the level of foreign language proficiency; the advantageous features of the university in foreign language training are foreign language courses, recognition of the results of non-formal/informal education for foreign language training disciplines, development and teaching of professional disciplines in English, holding guest lectures, thematic meetings, club classes in English, etc., creating conditions for academic mobility of students and academic staff, project activities, access to English-language research platforms and world libraries, educational resources, as well as involvement of stakeholders, including employers, to increase the motivation of students to learn foreign languages and professional disciplines in English. Based on the analysis of the results of the survey of students and teachers, it was established that they understand the importance of the conditions created at the university for foreign language training, as well as the role of the individual in mastering foreign languages, which contributes to the development and self-improvement of the individual, and the disclosure of his or her reserve capabilities and creative potential, the formation of a socially active and independent personality in the context of intercultural interaction.

SOME ASPECTS OF STUDYING THE DISCIPLINE «THEORY AND PRACTICE OF COMMUNICATION» BY FUTURE PHILOSOPHERS

The article emphasizes that communication is one of the most important means that a person needs to transform the environment and interact in it; the definition of this phenomenon in the scientific literature is not unambiguous, but since one of the aspects of the professional activity of future philosophers will be teaching, in the course of studying the course «Theory and Practice of Communication» it is necessary to know the peculiarities of pedagogical communication and its importance for the organization of the educational process. The discipline «Theory and Practice of Communications» at Poltava V. G. Korolenko National Pedagogical University is taught to students of the second (master’s) level of higher education, specialty 033 Philosophy; the subject of this discipline is the general theoretical and practical foundations of communication theory, basic concepts, methods of analysis and tools of communication processes, features of practical application of mass communication technologies in the socio-political sphere of society and information relations. The skills of scientific communication, in particular in the formation of the scientific competence of future philosophers, are defined as the ability to present thoughts and scientific ideas by verbal means of communication and in writing. Given the current processes of development of Internet technologies and virtual reality, the attention of students is drawn to the importance of social networks for communication, and dissemination of various content of everyday, political, private, and other aspects. In the course of studying the course, master’s students majoring in Philosophy should be taught the importance of developing alternative and additional communication, in particular, that social interaction is impossible without communication as a social activity. Therefore, the practical aspect of using such means of communication is extremely relevant. Future philosophers should master the key categories of the course «Theory and Practice of Communication» (the concept of communication skills, personal communication skills, communication barriers, speech culture, etc.) It is concluded that the professional communication of a philosopher is a crucial component of his/her professional and personal development and one of the ways of forming the professional identity of a Master of Philosophy, which is provided by a number of opportunities that have been created at the Poltava V. G. Korolenko National Pedagogical University.

THE CREATIVE HERITAGE OF THE PROMINENT UKRAINIAN INTERPRETER WORLD CLASSICS MYKOLA LUKASH

The article attempts to introduce readers to the biography of the writer-translator and to highlight the creative and translation legacy of Mykola Oleksiyovych Lukash (1919–1988), a prominent Ukrainian writer-interpreter of world classics, lexicographer, linguist, and polyglot. It sheds light on his life and creative path as an outstanding Ukrainian writer and interpreter of world classics, his schooling, and university education. His work as a primary school teacher in a village school in the Kyiv region, where he taught Ukrainian and German, is outlined. The author of the article focuses on Mykola Lukash’s studies at the Kharkiv Pedagogical University of Foreign Languages and the Agricultural Institute. His translation work on the two parts of Johann Wolfgang Goetheʼs “Faust” is described. The peculiarities of Mykola Lukash’s translations of works such as Goetheʼs “Faust”, Giovanni Boccaccioʼs “Decameron”, Miguel de Cervantesʼ “Don Quixote”, Gustave Flaubertʼs “Madame Bovary” and the poetry of Burns and Heine, among others, are outlined. Emphasis is placed on Mykola Lukashʼs knowledge of twenty foreign languages. Attention is drawn to the fact that he was one of the few translators who could work with the original text, not with intermediate Russian translations.It is noted that Mykola Lukash was one of the first in European literature to translate Federico García Lorca’s poetry, written in the Galician dialect of Spanish, into Ukrainian using the Hutsul dialect. Emphasis is placed on the fact that Mykola Lukash translated over a thousand outstanding works of world literature from a hundred authors in twenty languages. He collected a vast amount of lexicographic material and made translations from English, German, French, Spanish, Italian, Polish, Lithuanian, and other languages. It is substantiated that certain concepts from Mykola Lukash’s legacy can be used by modern educators and translators.

ORGANIZATION-PEDAGPGICAL CONDITIONS OF PEDAGOGICAL UNIVERSITY STUDENTS’ ABILITY FOR INTERACTIVE DISTANCE EDUCATIONAL COOPERATION

The article justifies the topicality of future teachers’ preparation for work in blended learning conditions, including for organization of interactive distance educational cooperation. Such terms as interactivity and interactive education proposed by domestic researchers are analyzed. The classification of interactive activity forms is proposed.Organization-pedagogical conditions of the development of future teachers’ ability for interactive distance education cooperation are described: the implementation of models of interactive distance cooperation into educational process of a pedagogical university; the combination of various forms of interactive distance education cooperation; the use of active and interactive methods of education; the creation of open dynamic information-educational environment on the basis of equality and equivalence of objects of education, their cooperation and inter education; the use of modern dialogue technologies, modification of traditional forms of pedagogical interaction. The models of interactive distance interaction are characterized: informational, intentional, interactive, and inclusive. Much attention is drawn to the need for combination of different forms of interactive distance educational cooperation: the means of acting and dramatizing; role games; discussions, debates; press-conferences; “Brainstorming”, “Solution Tree”, method “Know / want find out / have found out”; method “Uncompleted Sentences”, “Press”, “Microphone”, sync wine. The peculiarities of active and interactive methods according to the requirements of modern educational process are highlighted. The ways of the creation of open dynamic informational-educational environment on the basis of equality, equivalence of objects of education, their cooperation and inter education are characterized. The examples of using of modern dialogue technologies, the modification of traditional forms of pedagogical interaction in future music teachers’ preparation are given.

PRACTICAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS AT PEDAGOGICAL COLLEGES FOR INTEGRATED STUDENT LEARNING

The article analyzes the peculiarities of the practical training of future teachers of primary education in pedagogical colleges for the integrated education of students in the context of a systemic approach. The relevance of the research is due to the implementation of a large number of integrated programs in school practice, which requires a fundamentally different level of training from the teacher, which allows him to freely navigate in new conditions, fully use the opportunities of integrated learning, adapt to pedagogical innovations and quickly respond to modern and prospective processes of social and economic development of society. The content of the concept “practical training of primary education teachers in pedagogical colleges for the integrated education of students” is specified as a systematic and purposeful activity of all subjects of the educational process, which involves the formation of future specialists’ ability to design and conduct integrated classes for primary school students.Based on the analysis of the professional and pedagogical training of future teachers in the countries of Western Europe, it was found that in recent decades, the practical focus of education has taken a leading place in the formation of important practical skills and abilities, which are necessary for future successful work with children.It has been demonstrated that during pedagogical practice, theoretical knowledge is applied, reinforced, and expanded, while the practical skills of future teachers are developed and solidified. Additionally, future educators gain a clear understanding of their actual level of preparedness for integrated student education. Reflective analysis of their professional activity facilitates a transition towards self-awareness and personal growth.

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.

Teaching Programmatic Buying in a Media Planning Class

Programmatic advertising has come to dominate the landscape of digital media planning. To prepare ad majors for their future careers in the industry, it is essential to teach students programmatic buying and provide them with hands-on experience. In this article, the authors present their approach of integrating teaching programmatic buying into a media planning course. A key feature of their educational package is a custom digital media buying tool developed by the authors. They hope this article will benefit other college educators in this field and spark further discussions on best teaching practices of programmatic buying and digital media planning.

Didactic possibilities of scientific and educational LabXchange online platforms for genetics learning in the pedagogical ZVO

Aim. Highlight the possibilities of the scientific and educational platform LabXchange for distance learning of genetics for students of higher education in the specialties 014 Secondary Education (Biology and Human Health) and 091 Biology. Methods. Content analysis, survey, generalization. Results. LabXchange, an online educational platform created by scientists, provides users with free access to high-quality scientific education through a variety of online tools. LabXchange's Comprehensive General Genetics Curriculum for Higher Education Students includes content types that transform standard science material into engaging interactive visualizations that promote better understanding of complex concepts, provide the opportunity to conduct genetic experiments in virtual laboratories with state-of-the-art equipment, help personalize the learning process, making it interesting and accessible opens up new opportunities for developing critical thinking skills, creativity and independence. Conclusions. The LabXchange online scientific and educational platform is an innovative resource for the study of genetics for students of higher education, as it performs important didactic functions. The experience of its use by students of a pedagogical university is useful for the formation of their professional competences.