Educational Challenges <h2 style="direction: ltr;">EDUCATIONAL CHALLENGES</h2> <div id="content"> <div id="journalDescription"> <p><strong>e-ISSN </strong><a href="">2709-7986</a><strong> (</strong><strong>online)<br /></strong><span style="font-weight: bolder;">***<br /></span><strong>Aims and scope.</strong> <em>“Educational Challenges” Journal publishes peer-reviewed </em><em>original research and review articles across all aspects of up-to-date education. See more <a href="">Aims and Scope</a>.<br /></em><em>***<br /></em><strong>Founder &amp; Publisher:</strong> <em><a href="" target="_blank" rel="noopener">H.S. Skovoroda Kharkiv National Pedagogical University</a>.<br /></em><strong>Frequency</strong>: <em>twice a year (April &amp; October).<br /></em><strong>Languages: </strong><em><span lang="EN-US">English.<br /></span></em><em><span lang="EN-US">***<br /></span></em><em><strong>E-mail: </strong><a href=""></a><br /></em>***<br />The edition is included in the<em><strong> List of Scientific Professional Publications of Ukraine (category B / категорія Б)</strong></em> based on the <em><a href="">Order of the Ministry of Education and Science of Ukraine № 1290</a></em> dated 30.11.2021 (Annex 3) in the field of educational sciences.<br /><em><strong>***<br /><span lang="EN-US">Author Fees: </span></strong><span lang="EN-US">There are no fees for submitting and publishing articles to the journal.<br /></span></em><strong>***<br /></strong>The Journal was founded in 1996<em>.<br /></em>The previous title <em>"<a href="">Pedagogy and Psychology</a>"</em> [Pedahohika ta psykholohiia].<br /><strong>ISSN </strong><a style="background-color: #ffffff;" href="" target="blank_">2312-2471</a><strong> (Print), ISSN </strong><a style="background-color: #ffffff;" href="" target="blank_">2313-2361</a><strong> (Online)</strong>.<br />Archives of issues up to 2017 are <a style="background-color: #ffffff;" href=";I21DBN=UJRN&amp;P21DBN=UJRN&amp;S21STN=1&amp;S21REF=10&amp;S21FMT=juu_all&amp;C21COM=S&amp;S21CNR=20&amp;S21P01=0&amp;S21P02=0&amp;S21P03=PREF=&amp;S21COLORTERMS=0&amp;S21STR=znpkhnpu_ped" target="_blank" rel="noopener">HERE</a> &amp; <a style="background-color: #ffffff;" href="" target="_blank" rel="noopener">HERE</a>.<br />The archive of issues after 2017 is <a style="background-color: #ffffff;" href="" target="_blank" rel="noopener">HERE</a>.<br />In 2020 the title is changed to <em>“EDUCATIONAL CHALLENGES”</em> (e-ISSN <a style="background-color: #ffffff;" href="">2709-7986</a><strong>).<br /></strong><strong>***<br /></strong><strong><a href="">Open-access Statement</a>:</strong> <em><strong>Educational Challenges</strong></em> provides immediate <strong>open access</strong> to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.<br />Full-text access to scientific articles of the journal is presented on the official website in the <a style="background-color: #ffffff;" href="" target="_blank" rel="noopener">Archives</a> (<a style="background-color: #ffffff;" href="">see more</a>).</p> </div> <div><img src="" /> Published by the <em><a href="" target="_blank" rel="noopener">H.S. Skovoroda Kharkiv National Pedagogical University</a></em> (Ukraine) under the terms of the <em><a href="" target="_blank" rel="noopener">Creative Commons CC-BY 4.0</a></em> license (<a href="">see more</a>).</div> </div> en-US (Ilona Kostikova) (Chetveryk Victor) Sun, 23 Oct 2022 00:00:00 +0300 OJS 60 To the Authors, Researchers, Colleagues, Readers, Friends! <p><strong>DEAR AUTHORS, RESEARCHERS, COLLEAGUES, READERS, AND FRIENDS!</strong></p> <p>The Russian-Ukrainian war has been lasting for 7 months since <strong>February 24, 2022</strong>. I’m still in Kharkiv, helping my city, university, students, colleagues, old and sick people who stayed in the city. My house and apartment are not ruined, fortunately.</p> <p>For the first war days everything stopped because of bombing and shelling: shops, banks, transport, schools and universities. For several days there were no light, water, Internet. But we did not surrender and capitulate, and the life went on in March. After first war weeks, everything began to alive and everybody learnt to survive and live in the war. Later, in April the schools and universities started online education, transport began to work, Kharkiv underground started. The spring came. We began to collect the journal articles, in some of them you can see the war reflections.</p> <p>Many people helped Ukraine, Ukrainian people, thanks them. About 7 million Ukrainians were internally displaced, nearly 7 million have fled as refugees. But many Ukrainian scholars, for private, civil, legal, professional reasons decided not to leave the country, even in wartime. The journal foreign editorial members, scholars helped us a lot.</p> <p><em>André Luís Specht</em>, Professor, Mid-West State University, Brazil, donated to our Ukrainian department University students and helped 15 orphans-students, he helped to the ruined department. <em>Zhanna Tzeinman</em>, Professor, Davidson Institute of Science Education at the Weizmann Institute of Science, Israel, donated to the University colleagues’ help and military plate carriers that saved the lives. <em>Supporting Ukrainian Editorial Staff</em> (<em>SUES) Group, France,</em> <em>Rémy Ienco, </em>in his person, provided the journal with a scholarship to go on publishing issues.</p> <p>Since February 24, 2022, Kharkiv has been mercilessly and brutally shelling; numerous buildings, universities, schools, cultural monuments have been damaged or destroyed totally. It happened in summer with one of the University buildings too. Unfortunately, my Department and my Faculty were heavily damaged. Despite heavy strikes, shelling and battles, we blocked off and closed the building windows. The autumn came, but the war still goes on. However, I know and have no doubt that light will conquer the darkness. We’ll do everything to bring the Ukrainian victory closer. Glory to Ukraine!</p> <p>THANK YOU!</p> Ilona Kostikova Copyright (c) 2022 Ilona Kostikova Sun, 23 Oct 2022 00:00:00 +0300 Teaching English to Young Learners in China and Ukraine <p><em>The research need is determined by active educational partnership between People's Republic of China and other countries, and Ukraine too. The collaboration promotes the comparative pedagogical researches of educational process of both countries. </em></p> <p><em>The content of the Recommendations of the European Council, the recommendations of the British Council on language education demand new requirements for the language quality teaching and learning, the development of new forms, methods and tools in the world. In this regard, it is important to study the principles of teaching English in China and Ukraine.</em></p> <p><em>The <strong>purpose</strong> is to outline the basics of teaching English at school in China and Ukraine.</em></p> <p><strong><em>Methodology. </em></strong><em>The analytical method is used to investigate English teaching process; the comparative method is used to analyze the experience of teaching English in two countries.</em></p> <p><strong><em>Results. </em></strong><em>Teaching English in China as the new reality shows that the National Curriculum has made English a compulsory subject for Chinese schools. The teaching method in China differs greatly from the international</em><em>,</em><em> Western one. It is based on information memorization, as well as it is focused on the study of the Chinese language, culture, and history. </em></p> <p><em>Only in international or private schools in China, teaching is conducted according to international standards. To learn English, the British or American model of learning is used, based on communication and discussing learning material and new information, and not on copying or memorizing it. According to the new Curriculum, for young learners, English is taught as a subject two or three hours a week in 1-3 grades, three or four hours a week in 4-6 grades. International English curricula focus on communication and skills, but the Ministry of Education of the People's Republic of China has decided to expand its goals to national ones and adapt the international English curriculum for Chinese young learners.</em></p> <p><em>Experience of teaching English in Ukraine shows that English is studied from the 1st grade, from the age of 6, according to the “New Ukrainian School” curriculum. The British Council in Ukraine took care of teaching English to young learners greatly. It trains a lot of English teachers in Ukraine. Teaching English to young learners has moved very much in providing the communicative approach. At English lessons children learn English by communication using pictures, songs, poems, fairy tales, short plays, games and holidays.</em></p> <p><strong><em>Conclusion.</em></strong> <em>China becomes the world leader in the number of English learners as it is necessary for schools, Universities, and future careers. Now about 400 million Chinese learn English, there are more English learners in China than English speakers. The English teaching method is mostly old school, and traditional, but the situation is changing. Most Chinese consider that English is a necessary means of bringing China closer to the whole world. Ukrainian teachers and learners are more trained for the new requirements to teach and learn English due to the British Council's help in Ukraine. The communicative approach is basically used for teaching English. Ukrainian teachers and learners have got a definite positive experience to teach and learn English successfully.</em></p> Haozhe Jiang Copyright (c) 2022 Haozhe Jiang Sun, 23 Oct 2022 00:00:00 +0300 Learning English Grammar by Means of M-Learning: A Case Study <p><strong><em>Purpose. </em></strong><em>The paper deals with the effective implementation of mobile applications for learning grammar in the EFL course for students of non-linguistic higher educational institutions. The tasks for the research are the following: to discover the didactic properties of mobile applications that enable students’ progress in learning English grammar and to apply them; observe students’ attitudes towards mobile learning applications for training English grammar skills and their grounds.</em></p> <p><strong><em>Methodology. </em></strong><em>Quantitative outcomes of the experiment were calculated by means of the knowledge ratio technique. Scaling method was applied to organize the data into numerical form for comparative analysis of the experimental groups and control groups’ achievements. A case study was conducted on the basis of Sumy National Agrarian University, Ukraine. A sample consisted of two experimental groups (35 students), and two control groups (36 students), aged 18-19, who studied second year at different faculties during 2021-2022 in the University and participated voluntarily in the study. In experimental groups the studying process was organized with the implementation of tablets and cellphones with the ability to access the Internet via Wi-Fi as mobile learning tools and mobile learning applications. A series of the interviews were held to learn students’ attitudes towards mobile apps.</em></p> <p><strong><em>Results. </em></strong><em>English grammar command levels in experimental groups are predominantly sufficient and high in contrast to the predominantly low and initial levels in control groups</em><em>. The attitudes of students towards mobile apps for learning EFL are mostly positive.</em></p> <p><strong><em>Conclusions. </em></strong><em>It was concluded that the implementation of mobile learning tools provided the efficient mastering of English grammar by students of non-linguistic higher educational institutions. Improving of EFL teachers’ methodological preparation for the introduction of mobile learning requires further researches in this sphere.</em></p> Marina Bilotserkovets, Tatiana Fomenko Copyright (c) 2022 Marina Bilotserkovets, Tatiana Fomenko Sun, 23 Oct 2022 00:00:00 +0300 Individualization of Future Foreign Languages Teacher’s Professional Training in Distance Education Conditions <p><em>The year 2019 became a starting point in the educational sector of almost all countries of the European Union. The СOVID-19 pandemics has changed the classical form of learning and teaching to a new, yet unexplored well, distance one. The start of the war in Ukraine on February 24, 2022 made this form of the educational process an integral characteristic of modern education in our independent country. </em></p> <p><em>The <strong>purpose</strong> is to investigate theoretical and practical conceptual foundations of individualization of future foreign languages teacher’s professional training in distance education at the institutions of higher education.</em></p> <p><strong><em>Methodology.</em></strong><em> The methods of the educational research context, data collection, data analysis and reporting of the students’ responses were used. Some questionnaires and interviews were used in this study to elicit the answers of different lecturers at Volodymyr Vynnychenko Central Ukrainian State Pedagogical University. We have found that the process of professional training becomes more effective if certain pedagogical conditions of students’ teaching training are created and implemented. The basis for our research was scientific and pedagogical studies relevant to future foreign languages teacher’s professional training in distance education conditions. </em></p> <p><strong><em>Results.</em></strong><em> The essence of the concepts “individualization of professional training”, “distance studying of foreign languages” has been defined. The main tasks of individualization of future foreign languages teacher’s professional training in distance education conditions as well as the readiness of the lecturers and students of the foreign languages faculty for the introduction of distance form of future specialists’ training in foreign philology have been characterized. </em></p> <p><em>The <strong>main approaches</strong> to the training of future specialists in foreign languages and means of adaptation of lecturers and students in the conditions of the distance form of the educational process’ organization have been analyzed. The author also outlined qualitative tools for constructive “teacher-student” communication within the distance training of a future teacher of foreign languages and highlighted ICT tools for training a future teacher in the field of foreign philology.</em></p> <p><em>It has been determined that individualized distance teaching training is a complex pedagogical phenomenon comprising goals, contents, structures and processes of teaching. It determines the effectiveness of teaching a foreign language and requires a certain degree of learner’s maturity.</em></p> <p><em>In order to determine the main evaluative judgments of this study, research of various components of distance education and levels of professional training of the future teacher of foreign languages at IHE has been conducted. The analyzed results lead us to the opinion that, despite all its advantages and disadvantages, distance training of the future teacher of foreign languages reflects the modern conditions of the development of Ukrainian education and has taken its place in the educational process of every institution of higher education.</em></p> <p><strong><em>Conclusions.</em></strong><em> Distance education allows you to study at home according to a convenient schedule and in the most comfortable conditions. In addition, knowledge control with this form of education can also be carried out in distance – students prepare scientific papers, pass electronic examination tests, take exams for teachers through video conferences, etc. The use of interactive technologies in a foreign language lesson involves an active creative process of cooperation between the teacher and students, and also stimulates cognitive activity during and after the lesson.</em></p> Yaroslav Chernionkov Copyright (c) 2022 Yaroslav Chernionkov Sun, 23 Oct 2022 00:00:00 +0300 Development of Competency-Based Approach to Education <p><em>The paper deals with competency-based education. Both the development of the category “competence” and application of competences in educational sphere were considered. The <strong>purpose</strong> is to examine the development of competency-based approach to teaching and learning from the standpoint of modern educational paradigm. </em></p> <p><em>The <strong>methods</strong> of the investigation are analysis and syntheses of the associated researches used to collect and present the findings and draw the conclusion. </em></p> <p><em>The <strong>results</strong> revealed that competency-based education appeared under the influence of the term “competence”; in its development three main stages may be distinguished: 1) 1960-1970 (introduction of the category “competence” in the theory and practice of language learning); 2) 1970-1990 (extension of the studied phenomenon to the field of management and leadership); 3) since the 1990s to the present (comprehensive consideration and analysis of the stated category; finding the blocks of competencies, the principles of systematization; studying the structure of competencies). </em></p> <p><em>The <strong>conclusion</strong> is that in modern educational system competency-based approach is one of the central as existence of the system of competences contributes in description of academic and professional profiles, levels and results of higher education at the international level. Moreover, due to the application of the system of competencies, the process of expanding academic and professional recognition and mobility, as well as increasing the comparability and compatibility of diplomas and qualifications has become possible.</em></p> Liudmyla Holubnycha, Tetiana Shchokina, Natalia Soroka, Tetiana Besarab Copyright (c) 2022 Liudmyla Holubnycha, Tetiana Shchokina, Natalia Soroka, Tetiana Besarab Sun, 23 Oct 2022 00:00:00 +0300 Students’ Independent Work in Studying Foreign Language based on LMS MOODLE <p><em>This article provides an overview of the Moodle learning environment – what it includes and how it can benefit your teaching. The <strong>purpose</strong> of the article is to substantiate the significance and expediency of using electronic educational courses on the LMS MOODLE platform in the context of improving the quality of independent work of students while learning a foreign language.</em></p> <p><em>The following </em><strong><em>methods</em></strong><em> were used: theoretical (analysis, synthesis, generalisation and systematisation of scientific theoretical and methodological literature) – in order to define the concepts of research; empirical-diagnostic (discussions, questioning, testing, pedagogical observation, expert questionnaire) to study the results of educational activities and determine the level of formation of students’ independent work; pedagogical experiment (stages of launching, formation, controlling) to check the performance of the system of the corresponding didactic tools based on the LMS MOODLE platform.</em></p> <p><strong><em>The results are the following. </em></strong><em>Nowadays, universities widely use the e-learning system based on the virtual learning environment Moodle (full name – Modular object-oriented dynamic learning environment). It is focused on learning technologies in cooperation and allows you to organise training in the process of solving educational tasks together, exchange knowledge. A brief analysis of the main directions of distance learning is given; experience in the development and application of electronic educational courses in English. It is concluded that the use of e-learning in the educational process increases the effectiveness of various types of independent activity of students, self-development and formation of their professional competence. The author has developed an electronic course on the discipline “Foreign language of academic and professional communication” using LMS Moodle. </em></p> <p><em>Thus, it is <strong>concluded </strong>that LMS Moodle has increased the effectiveness of learning a foreign language by non-linguistic students. Learning becomes oriented due to the variability and flexibility of learning the learning material at an individual pace. In addition, LMS Moodle allows solving a variety of priority tasks that modern society puts before learning and meets the requirements and capabilities of recent students. However, like any method, distance learning has its strengths and weaknesses.</em></p> Iryna Hontarenko Copyright (c) 2022 Iryna Hontarenko Sun, 23 Oct 2022 00:00:00 +0300 Soft Skills Development in Future Primary School Teacher’s Training <p><em>The article deals with the importance of having soft skills nowadays. Through the analysis and synthesis of scientific and methodical sources, it was found that soft skills are flexible, sometimes non-special, acme competencies for the successful performance of professional duties. </em></p> <p><em>The <strong>purpose</strong> of the article is to reveal the content and the conditions for soft skill development in the process of training future primary school teachers, in particular, during the Ukrainian language teaching methods.</em></p> <p><em>To reach the purpose of the article, a set of research<strong> methods</strong> was used: theoretical: analysis of linguistic, educational, psychological, and methodical literature on the problems; synthesis, generalization, comparison; studying the work experience of higher education institutions teachers, defining the conceptual apparatus of research; empirical: observation and analysis of pedagogical phenomena and processes, collective and individual conversations with the aim of identifying the main contradictions and shortcomings in the content, teaching methods to identify the problems of soft skills formation in the process of learning the Ukrainian language teaching methods.</em></p> <p><strong><em>Results.</em></strong><em> It was determined that the term “soft skills” in the context of training a future primary school teacher is considered as a set of personal skills aimed at developing successful, productive learning of primary school pupils, the ability to communicate effectively with direct participants during the educational process (pupils) and indirect participants (colleagues, administration, pupils’ parents).</em></p> <p><em>It has been proven that the new communicative environment enables the productive organization of the educational process participants, encourages creativity by means of developing the potential of methodological techniques, and operations in the form of various documents (working materials) aimed at obtaining the information with a powerful didactic resource for studying professional courses. The analysis of the professional standard “Teacher of the primary school of a general secondary education institution”, which was developed on the basis of the working functions of a teacher and involves a review of attitudes towards professional qualities and changes in stereotypes of the professional development, made it possible to identify a number of soft skills that must be formed in accordance with teacher’s working functions.</em></p> <p><em>It has been found that soft skills include leadership qualities and the ability to work in a team, the ability to teach and negotiate, set and complete tasks, time management, purposefulness, effective communication skills, presentation skills, stress resistance, creativity and analytical abilities.</em></p> <p><em>The attention is focused on the communicative aspect of soft skills. An employee with strong interpersonal communication skills can formulate his needs and expectations from the team and environment and listen carefully to others. She/he should communicate with the participants of the educational process in such a way that everyone has the feeling that he was heard and understood, and even the refusal was done professionally, without leaving a residue of indifference and hostility. The exercises and tasks for forming soft skills during the course of Ukrainian language teaching methods are offered.</em></p> <p><strong><em>Conclusions</em></strong><em>. The necessity of updating the content of educational programs and courses of the specialty 013 “Primary education” to further develop future primary school teachers’ soft skills is proven since their professional and personal success depends on soft skills formation.</em></p> Nataliia Hrona, Olena Vyshnyk, Iryna Pinchuk Copyright (c) 2022 Nataliia Hrona, Olena Vyshnyk, Iryna Pinchuk Sun, 23 Oct 2022 00:00:00 +0300 E-Learning Teaching: Supportive Online Course ‘English Fastpass’ <p><em>The <strong>aim</strong> of this paper is to prove the hypothesis that in order to cope with the adversities and hardships and meet the demands of the wartime and pandemic challenges, a complex of tools and techniques has to be applied including new teaching strategies with the use of multimedia, mobile applications and employing learning possibilities of social networking sites, Google classroom tools and other instruments with online course “English Fastpass”. </em></p> <p><strong><em>Methodology.</em></strong><em> In this research theoretical, empirical and statistical methods are used. Theoretical methods (analysis and synthesis) serve to analyze opportunities, advantages and disadvantages of social media as a new tool of teaching. Empirical ones (observation, testing, pedagogical experiment) provide conducting the experiment itself. Statistical methods (one sample t-test) helped make statistical analysis of the pedagogical experimental data.</em></p> <p><strong><em>Results.</em></strong><em> The complex of tools and techniques to teach English is implemented effectively by online course “English Fastpass” aimed at preparing students for passing English Exam. The offered extra-class activities are definitely very successful: daily vocabulary and grammar tasks followed by weekly online analysis; challenges (one-week of three-week activities focused on improving general English proficiency and cultural awareness); exam boosters focused on practicing a particular exam task type; monthly webinars; quizzes and games. The resulting experimental data showed the significant progress in students' performance in both linguistic and intercultural competences, and specifically in use of English tasks. The final assessment in all English language practical skills, including the competence in intercultural communication, confirmed considerable advance of the all-language competences. </em></p> <p><strong><em>Conclusion.</em></strong><em> The effectiveness of applying different unconventional extra-class activities is proven. They are followed by weekly online analysis. The most helpful of them for learning process are exam boosters, monthly webinars, quizzes and games. Using the visualisation techniques, influencing students' emotions and feelings, the abovementioned online course “English Fastpass” facilitates efficient acquisition and better memorizing along with the ability to use the knowledge in the appropriate tasks, which in the long run will help successful intercultural communication. Judging by the comments made by the students they would find such methods of teaching extremely encouraging and stimulating.</em></p> Ilona Kostikova, Svitlana Miasoiedova Copyright (c) 2022 Ilona Kostikova, Svitlana Miasoiedova Sun, 23 Oct 2022 00:00:00 +0300 Digital Resources as a Way to Increase the Motivation of Economic Specialties Students in Studies of Mathematics <p><strong><em>The purpose </em></strong><em>of the work is to analyze the technical, methodical and psychological aspects of digitalization in education and, in particular, the methods of ensuring the effectiveness of independent work of students in the conditions of e-learning. The main attention is paid to the problem of the influence of interactive educational technologies on the formation of external and internal motivation of students of economic specialties to study mathematical disciplines.</em></p> <p><strong><em>Methodology</em></strong><strong><em>.</em></strong><em> In the conditions of e-learning continuous monitoring of the success of students in mastering mathematical methods and their application to solve economic problems was carried out. The success of each student in performing each type of work separately, as well as his overall rating among other students in the group, were determined. These results were supplemented by the results of the students' questionnaire regarding their own attitude towards interactive technologies as a tool aimed at forming motivation for learning. </em></p> <p><em><strong>Results.</strong> The virtual environment for e-learning was built using Moodle LMS and contained learning digital resources of various levels of interactivity, including electronic multimedia publications. This helped to fully meet the needs of the distance educational process. To form the student's external motivation, the authors used an electronic journal in which the types of current tasks, points for their completion, the student's rating for each type of tasks, as well as for all types of tasks in general, are defined. To support internal motivation, interactive learning elements were developed and implemented. The effectiveness of the use of digital resources was confirmed during the monitoring of students' success and by the results of the survey of the participants of the experiment. </em></p> <p><strong><em>Conclusions</em></strong><strong><em>.</em></strong><em> A significant advantage of the use of interactive components in the educational process should be considered the creation of conditions for a better understanding of theoretical material and using mathematical apparatus for solving real economic problems. The use of multi-level digital resources gives the student the opportunity to build an individual educational environment that increases internal motivation to study.</em></p> Irina Lebedeva, Larisa Norik, Stepan Lebedev Copyright (c) 2022 Irina Lebedeva, Larisa Norik, Stepan Lebedev Sun, 23 Oct 2022 00:00:00 +0300 Concept Content and Structure of Self-Educational Competence of School Students in the Modern Educational Space <p><strong><em>Purpose </em></strong><em>is to characterize the self-educational competence of the individual as a </em><em>key </em><em>one in the modern educational space </em><em>and to </em><em>reveal</em><em> the essence and distinguish the structural components of the self-educational competence of school students.</em></p> <p><strong><em>Methodology.</em></strong> <em>T</em><em>he study used </em><em>the </em><em>terminological analysis – provides the development of the concepts of competence approach, competence, self-educational competence;&nbsp; a general scientific method that facilitated the analysis </em><em>and </em><em>systematization of scientific and methodological literature </em><em>(regarding </em><em>study of the concept of the competence approach </em><em>and </em><em>&nbsp;approaches to determining the self-educational competence of an individual</em><em>),&nbsp; </em><em>comparison </em><em>(</em><em>studying the components of self-educational competence</em><em>)</em><em>; comparative method – was the basis for comparing the interpretation of the essence of the self-education of students.</em></p> <p><strong><em>Results. </em></strong><em>In the course of the study, such concepts as "competence approach", "competence", "self-educational competence" were analyzed as key. Approaches to the interpretation of self-educational competence of schoolchildren (activity, personal and integrative) are highlighted and summarized. Views on the understanding of the structure of self-educational competence of schoolchildren are systematized and compared. A refined definition of the self-educational competence of schoolchildren based on the integrative approach is proposed. The conducted analysis of psychological and pedagogical research provides grounds for delineating </em><em>t</em><em>he components of self-educational competence of schoolchildren are considered.</em></p> <p><strong><em>Conclusions. </em></strong><em>T</em><em>he self-educational competence of a student of a general secondary education institution is understood as the personality’s integrated quality, which is determined in a certain way by systematized knowledge, self-educational abilities, and skills; focus on life-long learning, motives, and aspiration for self-educational activities; formed self-control skills and reflection, self-evaluation of educational activities. </em><em>The </em><em>components </em><em>of </em><em>the structure of the school student’s self-educational competence </em><em>are: </em><em>motivational-value, substantive-procedural, and control-reflective. </em></p> Iryna Maistriuk, Nataliia Ponomarova Copyright (c) 2022 Iryna Maistriuk, Nataliia Ponomarova Sun, 23 Oct 2022 00:00:00 +0300 The Technological Basis of Training Future Teachers of Agricultural Disciplines in Higher Education Institutions: Pedagogical Experience of Great Britain <p><em>The article </em><strong><em>aims</em></strong><em> to develop a comprehensive pedagogical model for training future teachers of agrarian disciplines in the context of implementing a three-level pedagogical technology for educational process management (EPM). The pedagogical experience of Great Britain is under review, which can be used to improve the technological process of forming the professional competence of teaching specialists.</em></p> <p><em>The research </em><strong><em>methodology</em></strong><em> was determined by a set of methodological approaches (system, activity, competence, technological, personal development) and was based on a pedagogical experiment that included ascertaining, formative and control stages.</em></p> <p><strong><em>Results</em></strong><em>. The theoretical and methodological foundations of the introduction into the educational environment of the three-level pedagogical technology of educational process management in the conditions of training future teachers of agricultural disciplines in higher education institutions are analysed. An applied model of educational process management for the training of future teachers of agricultural disciplines is proposed on the example of the first (bachelor) level of education in the conditions of introducing a SMART-educational communicative environment.</em></p> <p><em>The structure of the readiness of future teachers of agricultural disciplines for professional activity (motivational-cognitive, practical-active, creative-developmental levels) is determined.</em></p> <p><em>The technological stages of the process of professional training of future teachers of agricultural disciplines in institutions of higher education in the context of the pedagogical experience of Great Britain (motivational-orientational, planning, cognitive-transformative, control-analytical, regulatory-developmental) are considered. The didactic methods, forms and means of the proposed pedagogical technology for managing the educational process are substantiated.</em></p> <p><strong><em>Conclusions</em></strong><em>. The results of the experimental work demonstrate a significant increase in the quality indicators of the professional training of future teachers of agricultural disciplines in higher education institutions (motivation, creative activity, productivity) in the conditions of the implementation of the three-level pedagogical technology of the EPM.</em></p> <p><em>The implementation of a three-level pedagogical technology in the educational process management system allows for boosting students’ creative activity, increasing the level of their internal motivation, and deepening the level of independence and individualisation of learning, which eventually is determined by a high level of readiness for professional pedagogical activity.</em></p> Viktor Nagayev, Tetiana Gerliand Copyright (c) 2022 Viktor Nagayev, Tetiana Gerliand Sun, 23 Oct 2022 00:00:00 +0300 Distance Learning in Higher Education: The Experience of the Covid-19 Pandemic and War in Ukraine <p><em>Distance learning has become one of the most popular educational trends of the 21st century, and the COVID-19 pandemic and war in Ukraine has only accelerated the process of its integration into the education sector. </em></p> <p><em>The <strong>purpose</strong> of our work is to study the influence of the online learning format on the adaptation and academic success of students, as well as to search for promising analogues. </em></p> <p><em>The <strong>methodology</strong>. In addition to a comprehensive theoretical analysis, which included a comparison of different approaches and research, we used the method of interviewing respondents, which involved 200 first-year students from 6 Ukrainian higher education institutions (H.S. Skovoroda Kharkiv National Pedagogical University, Taras Shevchenko National University of Kyiv, V. N. Karazin Kharkiv National University, National Technical University of Ukraine Kyiv Polytechnic Institute, State Biotechnology University, Kharkiv National University of Radio Electronics). The survey was conducted online using the Google Forms platform in the period from December 19 to 26, 2021, the calculation and visualization of the received data were performed using Microsoft Office tools. Fisher's statistical test (online-tool) was used to establish differences between the indicators of academic success of the respondents of the two groups.</em></p> <p><strong><em>Results</em></strong><em>. We decided to compare the academic success of students who study online with students included in the blended learning system. Thus, only 8% of the respondents who took the course in an online format received a mark of 5 at the end of the academic semester, while almost a quarter (25%) of the students of the second group who took the course in blended learning received the highest score. We also asked respondents to evaluate the process of their own adaptation to new conditions (distance and blended learning). The results of the survey showed that the adaptation process proceeds much easier in the conditions of the blended learning or Flipped Classroom blended learning model, while the adaptation of respondents to the online format had a number of problems. </em></p> <p><strong><em>Conclusion</em></strong><em>. Online learning has a high potential, which is difficult to realize due to the high demands on technical support, communication problems in an unfamiliar space, and the lack of social presence of participants in the educational process. Blended learning, as a combination of full-time and distance learning, can offset the shortcomings of online learning and realize its potential. The next step in our research will be to compare the performance of another learning models.</em></p> Yaroslav Opanasenko, Viktoriia Novikova Copyright (c) 2022 Yaroslav Opanasenko, Viktoriia Novikova Sun, 23 Oct 2022 00:00:00 +0300 Peculiarities of Pedagogical Internship Organization for Future Specialists of Foreign Philology in Blended Learning <p><em>The competitiveness of the professional training of future philologists depends on the opportunities for professional realization, due to the formation of specific competencies, one of which is the competency of teaching activities. The specified factor encourages the creation of students’ conditions to obtain opportunities for professional realization in the practical activity of a teacher in secondary education.</em></p> <p><em>The conditions of a prolonged pandemic require the correction of the implementation of any type of educational activity by transferring it to the mode of distance learning which causes the need for students’ special training for pedagogical activities in the conditions of the mixed and distance mode in work of a secondary education.</em></p> <p><em>The <strong>purpose</strong> of the article is to analyze the features of pedagogical internship organization for students of foreign philology in a mixed form of education.</em></p> <p><em>The <strong>methodology</strong> is the analysis of scientific approaches to the definition the concepts "pedagogical practice of future philologists", "distance learning", "information and communication technologies (ICT)"; results’ presentation in the organization of pedagogical practice for philology students; determination of effective means for implementing the practical activities of an English language teacher in the conditions of distance learning which is based on the results of the pedagogical practice for philology students.</em></p> <p><strong><em>Results</em></strong><em>. The pedagogical practice of philology students is aimed at forming the practical skills necessary for teaching a foreign language, in particular in all types of speech activity: speaking, reading, writing, listening. The formation of students' abilities to take into account the peculiarities of the presentation of educational information and the practice of specific foreign language skills for learners in the conditions of distance learning acquires importance.</em></p> <p><em>The analysis of the options of several platforms for the implementation of distance learning of a foreign language revealed the greatest effectiveness of the ZOOM program which was confirmed among other things by its selection as a common platform for training by basic colleges in O.M. Beketov National University of Urban Economy in Kharkiv (Ukraine). </em></p> <p><em>According to the results of pedagogical practice in the distance learning mode of the basic colleges, the need to correct the program of practices and the content of psychological and pedagogical disciplines and the methodology of teaching a foreign language, taking into account the characteristics of the teacher's activity in the conditions of the distance mode of work with the study group, was determined. </em></p> <p><em>In <strong>conclusion</strong> it should sum up that it is important to focus students on a clear distribution of time for the implementation of all types of speaking activities in a foreign language for students in the classroom and the reflection of these tools at specific stages of a lesson, taking into account the time of assessment and reflection.</em></p> Oksana Rezvan, Alla Krokhmal Copyright (c) 2022 Oksana Rezvan, Alla Krokhmal Sun, 23 Oct 2022 00:00:00 +0300 Results of Digital Competence Development for Philology Students within Blended Learning <p><em>The relevance of the problem is due to dynamic changes in digital society. The study <strong>aims</strong> to determine and compare the levels of digital competence development for future philologists-teachers before and after studying the module “Digital Training Tools”. </em></p> <p><em>The research <strong>methodology</strong> provided consideration of the target, content and procedural aspects of digital competence development for future philologists within limits of competence, activity and technological approaches. The methods of comparative analysis of scientific publications and documents on the topic, practical survey methods using Google forms, analysis of received empirical data, generalization of scientific and pedagogical workers’ experience at Ukrainian</em> <em>Language</em> <em>and Literature</em> <em>Faculty</em> <em>named</em> <em>after</em> <em>H</em><em>.&nbsp;</em><em>F</em><em>.&nbsp;</em><em>Kvitka</em><em>-</em><em>Osnovianenko, who ensure the implementation of educational programs in the specialty </em><em>«Philology»</em><em>.</em></p> <p><em>The comparison is conducted with the help of pedagogical methods and appropriate extracurricular activities. It has been found out that the majority of philology students (90 students) of Bachelor Degree qualification in the program subject area «Philology» at the Ukrainian Language and Literature Faculty named after H.&nbsp;F.&nbsp;Kvitka-Osnovianenko and the Faculty of Foreign Philology are at the average level of digital competence development before studying the module “Digital Training Tools”. </em></p> <p><em>The <strong>results </strong>of the study have shown that the number of students at the average level of communication and interaction in the digital society has decreased, it is completely absent at the basic level, and it has increased at the high level. The obtained and compared results after studying the module and conducting extracurricular activities are provided: the number of students at the high level of computer literacy has increased by 17% and the number of those ones at the average level has decreased by 15%. The statistics on the levels of information literacy and ability to work with digital data are given. The results indicate the effectiveness of the offered module and activities. </em></p> <p><strong><em>Conclusions.</em></strong><em> The basics for the digital competence development are defined. They are motivation and awareness of the digital competence necessity by all students in different subjects; availability of technical tools and free digital content with the native-language interface. The prospects for further research are outlined.</em></p> Tetiana Sobchenko, Viktoriia Vorozhbit-Horbatiuk Copyright (c) 2022 Tetiana Sobchenko, Viktoriia Vorozhbit-Horbatiuk Sun, 23 Oct 2022 00:00:00 +0300 Justification of the Educators’ New Professional Functions under the Conditions of Martial Law <p><em>The</em> <em>article</em> <em>is</em> <em>devoted</em> <em>to</em> <em>actual</em> <em>problem</em> <em>of</em> <em>today's</em> <em>pedagogical</em> <em>theory: the</em> <em>new</em> <em>functions</em> <em>of</em> <em>educators</em> <em>in</em> <em>the</em> <em>conditions</em> <em>of</em> <em>martial</em> <em>law. Based</em> <em>on a reviewof</em> <em>foreign</em> <em>and</em><em> native </em><em>sources, the</em> <em>generalization</em> <em>of</em> <em>experience</em> <em>in</em> <em>Ukraine</em> <em>and</em> <em>beyond, the</em> <em>authors</em> <em>achieve</em> <em>the</em><em> purpose. The <strong>purpose </strong>is to </em><em>defin</em><em>e </em><em>the</em> <em>new</em> <em>functions</em> <em>of</em> <em>educators</em> <em>in</em> <em>the</em> <em>conditions</em> <em>of</em> <em>martial</em> <em>law</em> <em>and</em><em> to </em><em>fill</em><em> in </em><em>the</em> <em>existing</em> <em>ones</em> <em>with</em> <em>new</em> <em>content. The</em> <em>research</em> <em>is</em> <em>based</em> <em>on</em> <em>competence, activity, environmental, socio-pedagogical, safety</em> <em>approaches.</em></p> <p><strong><em>Methodology</em></strong><strong><em>. </em></strong><em>The research is based on competence, activity, environmental, socio-pedagogical, safety scientific approaches. Research methods are: theoretical analysis of sources, generalization, observation, conversations, establishment of cause and effect relationships. The materials of the research were domestic and foreign works on education methodology, safety in education, our experience of teaching at teacher training programs.</em></p> <p><strong><em>Results</em></strong><em>. </em><em>W</em><em>e observe</em> <em>an</em> <em>increase</em> <em>in</em> <em>the</em> <em>functions</em> <em>of</em> <em>educators</em> <em>under</em> <em>martial</em> <em>law. It</em> <em>is</em> <em>logical</em> <em>to</em> <em>add</em> <em>to</em> <em>the</em> <em>traditional</em> <em>functions</em> <em>of</em> <em>the</em> <em>school</em><em> principal</em><em>:</em> <em>security</em> <em>function, organization</em> <em>of</em> <em>social</em> <em>support</em> <em>and</em> <em>assistance; social</em> <em>adaptation; personnel</em> <em>management</em> <em>and</em> <em>implementation</em> <em>of a sustainable</em> <em>personnel</em> <em>policy</em> <em>in</em> <em>institution</em> <em>of</em> <em>general</em> <em>secondary</em> <em>education; preventive</em> <em>function, the</em> <em>function</em> <em>of</em> <em>cohesion</em> <em>an</em> <em>dunity</em> <em>of</em> <em>the</em> <em>school</em> <em>team</em> <em>and</em> <em>the</em> <em>population</em> <em>in</em> <em>the</em> <em>community; national-patriotic; organizational; financial</em> <em>management</em> <em>in</em> <em>institution</em> <em>of</em> <em>general</em> <em>secondary</em> <em>education; informative.</em> <em>Teachers</em> <em>in</em> <em>the</em> <em>conditions</em> <em>of</em> <em>martial</em> <em>law</em> <em>were</em> <em>also</em> <em>faced</em> <em>with</em> <em>the</em> <em>need</em> <em>to</em> <em>perform</em> <em>the</em> <em>following</em> <em>new</em> <em>functions: socio-pedagogical (helping</em> <em>children</em> <em>to</em> <em>solve</em> <em>problems</em> <em>of</em> <em>socialization</em> <em>in</em> <em>conditions</em> <em>of</em> <em>martial</em> <em>law, family</em> <em>distance); social</em> <em>adaptation</em> <em>and</em> <em>integration</em> <em>of</em> <em>families</em> <em>with</em> <em>children</em> <em>in</em> <em>the</em> <em>conditions</em> <em>of</em> <em>the</em> <em>host</em> <em>community; social</em> <em>prevention</em> <em>of</em> <em>negative</em> <em>phenomena</em> <em>in</em> <em>the</em> <em>educational</em> <em>environment; information</em> <em>about</em> <em>resources</em> <em>to</em> <em>help</em> <em>in</em> <em>the</em> <em>community; social</em> <em>support</em> <em>and</em> <em>assistance</em> <em>to</em> <em>families</em> <em>with</em> <em>children</em> <em>in</em> <em>the</em> <em>conditions</em> <em>of</em> <em>an</em> <em>educational</em> <em>institution</em><em> –</em><em> a temporary</em> <em>shelter</em> <em>for</em> <em>families; pre-medicalcare; promotion</em> <em>of</em> <em>national</em> <em>security</em> <em>through</em> <em>increased</em> <em>attention</em> <em>to</em> <em>national-patriotic</em> <em>education.</em></p> <p><strong><em>Conclusions</em></strong><em>. </em><em>Our </em><em>research</em> <em>shows</em><em> that</em><em> all</em> <em>teaching</em> <em>staff</em> <em>of</em> <em>educational</em> <em>institutions</em> <em>and</em> <em>their</em><em> principals </em><em>in</em> <em>the</em> <em>conditions</em> <em>of</em> <em>martial</em> <em>law</em> <em>begins</em> <em>to</em> <em>perform</em> <em>additional</em> <em>functions</em> <em>and</em> <em>new</em> <em>tasks</em> <em>due</em> <em>to</em> <em>the</em> <em>peculiarities</em> <em>of</em> <em>the</em> <em>martial</em> <em>law</em> <em>in</em> <em>education</em> <em>and</em> <em>new</em> <em>threats</em> <em>to</em> <em>children</em> <em>and</em> <em>all</em> <em>other</em> <em>participants</em><em> of </em><em>the</em> <em>educational</em> <em>process, requirements</em> <em>to</em> <em>ensure</em> <em>national</em> <em>security. </em><em>It </em><em>requires</em> <em>updating</em><em> t</em><em>he</em> <em>list</em> <em>and</em> <em>expanding</em> <em>the</em> <em>content</em> <em>of</em> <em>educators</em><em>’ </em><em>functions under</em> <em>martial</em> <em>law. That</em> <em>is</em> <em>why</em> <em>these</em> <em>questions</em> <em>should</em> <em>be</em> <em>included</em> <em>in</em> <em>the</em> <em>professional</em> <em>standards</em> <em>of</em> <em>the</em><em> principal </em><em>and</em> <em>the</em> <em>teacher</em> <em>of</em> <em>the</em> <em>institution</em> <em>of</em> <em>general</em> <em>secondary</em> <em>education, in</em> <em>educational</em> <em>programs</em> <em>of</em> <em>various</em> <em>levels, which</em> <em>will</em> <em>be</em> <em>the</em> <em>prospects</em> <em>of</em> <em>our</em> <em>further</em> <em>research</em><em>.</em></p> Iryna Trubavina, Oleksandr Cherednychenko, Nadiia Oliinyk, Kirill Nedria Copyright (c) 2022 Iryna Trubavina, Oleksandr Cherednychenko, Nadiia Oliinyk, Kirill Nedria Sun, 23 Oct 2022 00:00:00 +0300 Developing Research Competence of Pre-Service EFL Teachers <p><em>Action research has become an integral part of a teaching practitioner’s professional activity improving the quality of teaching and contributing to innovations in the educational system. To be able to conduct action research efficiently, a graduate from a teacher training university should not only realize the significance of action research for their personal and professional development but also be equipped with the necessary methods and techniques and have an enquiry stance. </em></p> <p><em>The <strong>purpose </strong>of the article is to highlight the features of the process of developing students' research competence while their studying for a Bachelor’s and Master’s degree at the Department of Foreign Philology of H.S. Skovoroda Kharkiv National Pedagogical University. The described model appeared as a result of the implementation of the new national curriculum in methods of teaching English as a foreign language. </em></p> <p><em>The <strong>methodology </strong>of the study involves both a critical analysis of the models of action research currently employed in teacher education and empirical methods investigating our own daily activities as educators (observation and the participants’ structured interviews). Structured interviews of 20 student teachers were taped, transcribed and analysed by the research educators engaged in the study. </em></p> <p><strong><em>Results.</em></strong> <em>The authors described the principles and stages of developing students’ research competence at the Department of Foreign Philology of H.S. Skovoroda Kharkiv National Pedagogical University. The results of the structured interviews prove the significant role of action research in teacher education. In the course of their training, the students gradually become aware of the challenges of action research, ways to overcome them and the relevance of it for teachers’ professional and personal growth. </em></p> <p><strong><em>Conclusions.</em></strong><em> The suggested system of developing pre-service teachers’ research competence proved its obvious benefits for educating reflective practitioners able to become agents of change.</em></p> Nataliia Tuchyna, Ihor Kamynin Copyright (c) 2022 Nataliia Tuchyna, Ihor Kamynin Sun, 23 Oct 2022 00:00:00 +0300 Ensuring Psychological Safety to Develop Students’ Risk-Based Thinking of the Specialty "Civil Security" <p><em>Ukrainian society is exposed to external threats from the war with Russia, which negatively affects the plans, goals and quality of life, increases psychological tension and leads to a deterioration in the mental and social health of the population. This also applies to participants in the educational environment.</em></p> <p><em>The relevance of studying the state, experience, psychological and social capabilities of modern students is growing during the conduct of hostilities in Ukraine. Hence, the issue of psychological safety in the interaction of participants in the educational environment in distance and mixed forms of education becomes a priority.</em></p> <p><em>The process of forming risk-oriented thinking of students of a technical educational institution provides for training in understanding the phenomenon of risk-based thinking in the unity of three incarnations: a person himself determines what is acceptable for him, taking into account possible negative consequences, the presence of moral attitudes to preserve the life and health of people of social values of development social relations that exclude danger.</em></p> <p><em>The</em><strong><em> purpose </em></strong><em>of this article is to study the features of ensuring psychological security in conditions of uncertainty during the war in order to form risk-oriented thinking of students of higher educational institutions of a technical profile.</em></p> <p><em>The</em><strong><em> methodology </em></strong><em>on which this article relies includes empirical methods (observation, conversation, dialogue) that are used in full-time and distance learning, and theoretical methods (analysis, synthesis, generalization, explanation, classification). Based on them, we formulate practical recommendations for providing psychological safety measures for the effective formation of risk-oriented thinking of students in modern learning conditions.</em></p> <p><em>Within the framework of our study, the following<strong> results </strong>were achieved: the stages of educational and educational work in the educational process, pedagogical techniques through which the formation of risk-oriented thinking among students takes place; the conditions under which the psychological security of the student's personality will be ensured are formulated, the indicators of the success of the strategies for the psychological security of students of higher educational institutions in war conditions are identified.</em></p> <p><em>The article presents the concept of risk-based thinking of students, which provides for the ability to prevent actions to eliminate potential inconsistencies in technosphere safety, analyze all identified inconsistencies, and also take actions to prevent the recurrence of risk.</em></p> <p><em>The</em><strong><em> conclusions </em></strong><em>allow us to state that for the development of risk-oriented thinking, personal potential and abilities, it is important for a person to be in a safe and stable environment. A safe environment around the personality is the most important condition for its development</em><strong><em>.</em></strong><em> The Institute of Education is a psychological and pedagogical environment where specially organized conditions are developed for the development of a personality, included in the spatial, subject and social environment, the essence of which is a set of communicative actions and relationships between participants in the educational process</em><em>.</em></p> Nataliіa Yevtushenko, Natalia Tverdokhliebova, Iryna Mezentseva Copyright (c) 2022 Nataliіa Yevtushenko, Natalia Tverdokhliebova, Iryna Mezentseva Sun, 23 Oct 2022 00:00:00 +0300