EDUCATIONAL CHALLENGES Aims and Scope: Educational Challenges is a peer-reviewed academic journal publishing original research and review articles across all key areas of contemporary education (See more in Aims and Scope). Cluster: Human Capital Development, Social Sciences and Journalism. Subject Areas: A1 Educational Sciences; A2 Early Childhood Education; A3 Primary Education; A4 Secondary Education (by subject specializations); A5 Vocational Education (by specializations); A6 Special Education (by specializations). Journal Information: Frequency: Twice a year (April & October). Language: English. Official Status: This publication is included in the Register of Scientific Professional Publications of Ukraine (Category B) in accordance with Order No. 928 of the Ministry of Education and Science of Ukraine, dated 11 June 2026 (Annex 12); The registration of the online media entity: Decision No. 1804 by the National Council on Television and Radio Broadcasting of Ukraine, dated May 23, 2024. Media identifier: R40-05264. Identifiers: e-ISSN 2709-7986. DOI Prefix: 10.34142. Journal History: Founded: 1996. Former title: "Pedagogy and Psychology" [Pedahohika ta psykholohiia] (p-ISSN 2312-2471, e-ISSN 2313-2361). Archives: - Issues up to 2017: HERE & HERE - Issues from 2017 onwards: HERE The title changed to "Educational Challenges" in 2020. Founder and Publisher: H.S. Skovoroda Kharkiv National Pedagogical University. EDRPOU Code (Unified State Register of Enterprises and Organizations of Ukraine): 02125585; ROR ID: https://ror.org/00gjv5s24. Editorial Office: H.S. Skovoroda Kharkiv National Pedagogical University 29 Alchevskyh Str., Kharkiv, 61002, Ukraine. Phone: (097) 606-10-99 E-mail: educationalchallengesjournal@gmail.com Open Access and Copyright: Educational Challenges is an open-access journal providing immediate and free access to its content to support the global exchange of scientific knowledge (see more in Open-Access Statement). Full-text articles are available on the official website in the Archives (see more). The journal is published under the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0) by H.S. Skovoroda Kharkiv National Pedagogical University (Ukraine).
H.S. Skovoroda Kharkiv National University
Evaluating the discrepancy between intended and attained vocational skills in Tanzania: An analysis of effectiveness and alignment in Mara Region
Purpose. This study assesses the gap between intended and attained vocational skills in Folk Development Colleges in Tanzania's Mara region. Methodology. Adopting a pragmatist philosophy and employing a mixed-methods, analytical cross-sectional design, data were gathered from 465 participants, including students, graduates, tutors, and industry officials. This dual approach enabled a thorough evaluation of the vocational skills curriculum's effectiveness. Results. The results indicate a modest discrepancy of (38.28%) between intended and attained skills, while (61.72%) viewing effective implementation of vocational skills suggesting that FDCs are generally successful in equipping students with relevant vocational competencies. This success is linked to competency-based learning strategies that focus on practical training. The data also reveal variability in individual experiences, influenced by factors such as the quality of instruction, availability of resources, and relevance of the curriculum to students' career aspirations. Using a Likert scale, responses were categorized into two groups: those reflecting a discrepancy (ratings of 1-3) and those indicating alignment (ratings of 4-5). This framework provided a detailed understanding of the relationship between taught and acquired skills, emphasizing the complexities involved in curriculum implementation. Conclusions. Despite improvements in vocational training, discrepancies persist, revealing a disconnect between educational outcomes and labor market needs. The results advocate for policymakers to incorporate international best practices into national vocational education policies. This study offers valuable insights into the effectiveness of vocational education and underscores the need for responsive curriculum. development
Copyright (c) 2026 Frenk Josephat https://creativecommons.org/licenses/by-nc/4.0
Transforming the cognitive conditions of online learning in higher education
The current stage of higher education development is characterized by a deep digital transformation, accompanied by the active implementation of online and distance learning. The availability of information, the increase in the number of digital stimuli and multitasking significantly change the nature of the cognitive activity of higher education students, which significantly affects the cognitive conditions of the educational process, in particular, on concentration of attention, cognitive load, information processing and the ability to self-regulate educational activity. The growth of information noise, multitasking, the constant presence of digital distractions, and the use of artificial intelligence tools are shaping a new cognitive reality of learning that requires scientific understanding. Therefore, the task of higher education is to reorient the educational process from the transmission of knowledge to the development of students' cognitive competencies, in particular the skills of conscious thinking, concentration, information hygiene, and self-regulation in the digital educational environment. This problem becomes particularly important in conditions of long-term distance learning, which increases the cognitive load and the risks of superficial assimilation of educational material.
Copyright (c) 2026 Natalia Tverdokhliebova, Nataliіa Yevtushenko https://creativecommons.org/licenses/by-nc/4.0
Ensuring educational continuity under armed conflict: The underground university model in Ukraine
Russia’s prolonged full-scale war against Ukraine has triggered profound social and humanitarian crises, including the systematic degradation of the educational environment, which directly threatens the intellectual development and future prospects of Ukraine’s youth and makes timely, adaptive educational interventions critically necessary. The purpose of this research is to investigate how Ukrainian higher education institutions, specifically Yaroslav Mudryi National Law University, are adapting to the exigencies of ongoing armed conflict through the implementation of underground, shelter-based educational practices. Methodology. In order to examine the transformation of educational practices under conditions of armed conflict this research employed a mixed-methods case study, combining the empirical basis (for investigating the emergence of the “Underground University”), descriptive statistical methods (to identify trends in student participation and preferences across different modes of instruction) and qualitative thematic analysis (to identify recurring themes related to safety, accessibility, educational continuity, psycho-emotional well-being, and student engagement). Results. Over three years of full-scale war, Ukrainian higher education institutions have developed adaptive educational models shaped by regional security conditions. Instructional formats range from fully distance learning near active hostilities to blended and on-site delivery in safer areas. At Yaroslav Mudryi National Law University, underground facilities were converted into fully equipped bomb-shelter classrooms to ensure continuity and safety. Student choice data reveal fluctuating preferences between distance and blended learning, followed by renewed demand for on-site instruction. This shelter-based approach sustained educational quality, engagement, and psychological well-being under ongoing armed conflict. Conclusions. This study demonstrates that the Underground University model enables higher education institutions to sustain academic continuity, safety, and quality under armed conflict. By integrating underground learning spaces with blended pedagogies and experiential practices, Ukrainian universities foster resilience, psychological stability, and meaningful educational engagement, offering a sustainable model for higher education in crisis contexts.
Copyright (c) 2026 Liudmyla Holubnycha, Tetiana Shchokina, Tetiana Besarab, Tetiana Koshechkina https://creativecommons.org/licenses/by-nc/4.0
A collaborative approach for the development of prosocial behaviour for sustainable learning in rural ecologies
Purpose. Disruptive behaviour by learners in school is a longstanding global concern that adversely impacts not only teaching and learning, but the overall school culture. The situation is even worse in marginalised areas such as rural settings in developing countries. Research shows that it is more effective to foster prosocial behaviour than to punish disruptive learners. Our study aims to explore strategies to promote acceptable social behaviour amongst adolescent learners in a rural school in Zimbabwe in order to enhance sustainable learning. Sustainable learning refers to educational practices that contribute to an evolving, healthy learning ecosystem in which knowledge is co-created and shared in a community. Methodology. The qualitative study was underpinned by the Ubuntu philosophy as the theoretical framework. To conduct this study, we followed principles of Critical Emancipatory Research paradigm and the participatory research design. Data were generated by means of discussions and reflections with learners, teachers, and parents and were thematically analysed. Results. The findings show that collaboration among parents, teachers, learners, and school management promotes prosocial behaviour. Strategies to promote sustainable learning include engaging all stakeholders in clubs, tapping into learners’ curiosity and promoting good relationships between learners, teachers, and parents. Conclusions. We conclude that, while there is no ‘silver bullet’ to promote pro-social behaviour among learners in rural ecologies, it is more likely to occur when all stakeholders in school communities work together. Therefore, we argue that if teachers and parents work collaborative, they can reinforce learning positive behaviour and values which lead to improved understanding and learning retention.
Copyright (c) 2026 Prosper Lunga, Ncamisile P. Mthiyane, Lesley Wood https://creativecommons.org/licenses/by-nc/4.0
Safe learning environment as a theoretic concept and its practical embodiment in wartime Ukraine
Purpose. This study aims to explore different approaches to conceptualize a safe learning environment and its components from physical, psychological, ecological, and informational perspectives. The goal is to investigate institutional strategies and policies vectored to safe learning environment creation and to examine measures taken by the management of Sumy National Agrarian University (SNAU), Ukraine, to ensure the safety of students, academics and faculty amidst the martial law. The methodology covers a comprehensive set of theoretical and empirical methods, including the analysis of scientific sources regarding the essence of safe learning environment, its peculiarities in a peaceful period and during the martial law; systematization of SNAU policies and documents in the field of SLE creation, interviews with students, faculty, academia and educational stakeholders. The study described institutional strategies and measurements which were taken in the period from autumn semester 2022 to autumn semester 2025. Results. The research reveals theoretical aspects and practical approaches to the formation of a safe learning environment in compliance with the rights and norms of physical, psychological, informational, and ecological safety of participants in the educational process. The authors examined inputs, outputs and outcomes of different aspects of safe learning environment, and highlighted university policies and strategies regarding safe learning environment creation in Sumy National Agrarian University. Conclusions. The conclusion is that creation of SLE in the period of martial law requires a comprehensive approach that will include the following key components: organization and maintenance of security (physical, environmental, psychological, information) of the entire educational infrastructure; ensuring equal access to educational resources, since the conditions of military conflict quite often lead to overlapping access to educational resources, especially for those regions that have suffered the most from Russian aggression; implementation of psychological support and effective psychological and pedagogical interaction.
Copyright (c) 2026 Тетяна Фоменко, Марина Білоцерковець https://creativecommons.org/licenses/by-nc/4.0
Assessment of students awareness of glocal sustainability challenges in high schools
Sustainability education has become increasingly important in preparing young people to respond to interconnected global and local environmental challenges. Schools play a critical role in shaping students’ understanding of sustainable development and their capacity to act responsibly within their communities. Purpose. This study assessed high school students’ awareness of glocal sustainability challenges, focusing on their knowledge of sustainability concepts, principles, and issues as well as their ability to link global phenomena with local realities. Methodology. The research used a descriptive survey design involving 177 undergraduates from the University of Johannesburg, South Africa. Data were analyzed using descriptive statistics. Results. Results showed that students had a strong conceptual awareness of sustainability principles, including equal access to education, gender equality, human rights, biodiversity conservation, and responsible corporate behavior. Over 90% recognized the importance of education, peace, and environmental stewardship for sustainable development, and most were aware of global challenges such as climate change, waste management, and resource equity. However, the study found a gap between students’ theoretical knowledge and practical local action, particularly in areas like water conservation and disaster preparedness. Conclusion. The findings suggest that while students understand sustainability conceptually, their learning remains abstract. The study recommends more experiential, context-based learning, improved teacher training, and stronger school-community partnerships to better integrate global sustainability ideas with local practices
Copyright (c) 2026 Success Fasanmi, Sadi Seyama-Mokhaneli https://creativecommons.org/licenses/by-nc/4.0
Professional development of teachers of higher education institutions in the field of "Transport Logistics" and "Occupational Safety"
Purpose. The article is devoted to the problem of professional development of teachers in higher professional education institutions in the fields of "Transport logistics" and "Occupational safety". The relevance and necessity of developing professional competence among teachers, focused on specific requirements and challenges, is substantiated. Methodology. In the process of research, general scientific and pedagogical research methods were used: theoretical analysis (comparative, systemic, analytical-synthetic, inductive, deductive) to substantiate the above-mentioned problem. The basis for the implementation of the research goal is the use of such research methods as analysis (the main opportunities for professional development of teachers of labour protection and transport logistics in higher vocational education institutions are analyzed), the comparison method (ways of achieving professional development of teachers of the specified specialities in Ukraine and abroad, in particular in the European Union (EU)), generalization (it is determined how to overcome the shortcomings of advanced training for teachers of the two specialities in higher vocational education institutions). Results. The ways of achieving professional development of teachers in the fields of "Transport logistics" and "Occupational safety" in Ukraine and abroad, in particular in the countries of the European Union, are substantiated. The main shortcomings of the advanced training system of teachers of the specified specialities in Ukraine are identified and proposals are made to overcome them. The results obtained can be used to form the professional development of teachers in the specialities of "Transport logistics" and "Occupational safety" in higher educational institutions. Conclusions. As a result of this study, the main differences and common features between the two specialities. The main focus, format of the platforms and features of their study for teachers are determined. Recommendations are made on the choice of advanced training courses for the specified specialities. Different internship models are determined with consideration of the main characteristics that are relevant for each speciality taking into account their features. It is analyzed how the professional development of higher education teachers in the field of "transport logistics" and "occupational safety" is carried out, what are the features of the professional development of teachers in thesespecialitiesin Ukraine and abroad, in particular in the countries of the European Union. Interdisciplinary connections and techniques in teaching disciplines in thespecialitiesof "Transport logistics" and "Occupational safety" are substantiated, which will increase the effectiveness of their teaching.
Copyright (c) 2026 Mark Vaintraub https://creativecommons.org/licenses/by-nc/4.0
Teachers’ competence in using digital visualisation learning materials for teaching reading comprehension in primary schools: Case of Morogoro Municipality Council, Tanzania
Purpose. This study focused on assessing teachers’ pedagogical competence in using Digital Visualisation Learning (DVL) materials during Reading Comprehension instruction in primary schools. Specifically, the study seeks information on teachers’ knowledge and skills in integrating DVL materials into English language reading comprehension instruction in primary schools. The study also examines factors affecting the use of digital visualisation in classroom situations. Methodology. Anchored in the European Digital Competence Education Model, the study employed survey questionnaires, observations, and interviews as primary methods of data collection from respondents. The study adopted a mixed-methods approach within a case study research design, focusing on ten selected schools in Morogoro Municipality, Tanzania. One hundred and ten respondents were involved, including ten (10) primary school head teachers and one hundred (100) primary school English language teachers. Regression coefficients were used to analyse quantitative data, while qualitative data was analysed thematically. Results. The findings show that teachers had low competence in using DVL materials in teaching reading comprehension in primary schools. The low competence is caused by a negative attitude, and low self-efficacy, limited access to technological resources, inadequate professional training and a lack of institutional and government support. The lack of teachers’ competence indicates that in-service training is essential on bringing teachers' competence to improve teachers' competence in using digital visualisation in classrooms. Conclusion. The study concludes that the availability of proper digital teaching and learning resources and teachers’ positive attitude, should be prioritised to influence teachers’ knowledge and skills on using DVL materials in primary schools teaching and learning. It is recommended in this study that the government and private sectors should invest in education and provide financial support for teachers’ trainings about the use of digital tools in their everyday teaching and learning for global competitiveness. This study will further develop an intervention for upgrading teachers on how to integrate DVL materials in teaching English language subjects in Tanzania.
Copyright (c) 2026 Alpha Kavishe, Kulwa Matalu, Andwele Mwakasege https://creativecommons.org/licenses/by-nc/4.0
Modification dynamics of institutional changes in education: Axiological analysis of information and communication technologies
Purpose. The purpose of the article is to investigate the modification dynamics of institutional changes in education and to conduct an axiological analysis of the role of information and communication technologies in this process. Methodology. In order to study the scientific literature on the issue, we used a number of methods: analysis, synthesis, comparison, generalisation and systematisation. Content analysis of scientific publications in recent years has enabled us to identify current trends in global and national digitalisation and outline the problem area of the study. The empirical part of the study was implemented through a survey aimed at identifying the characteristics of institutional transformations caused by ICT integration and analysing their axiological impact on participants in the educational process. Results. The empirical data obtained during the study indicate that respondents have a predominantly positive perception of the functional role of ICT in modern educational processes. Thus, 42% of respondents believe that digital technologies contribute to strengthening the humanistic potential of pedagogical interaction. About 30% of respondents emphasise the emergence of new forms of communication and interaction, which indicates a transformation of the traditional structure of educational communication. At the same time, 12% of participants note a decrease in the level of personal contact, which indicates the presence of certain barriers in the humanitarian dimension of digitalisation, associated with the risk of reducing interpersonal relationships and the emotional component of pedagogical interaction. Conclusions. Analysis of the materials we have studied allows us to conclude that digital transformation initiates modifications in the institutional structure of education, covering both functional and axiological components. Informational and communicative technologies act as a catalyst for change, ensuring: the expansion of the information capabilities of the educational environment; the formation of new communication models; the increase of cognitive autonomy and digital competence of participants in the educational process; the innovative renewal of professional activity; the reorientation of the value priorities of education in accordance with the requirements of digital culture.
Copyright (c) 2026 Vasyl Fazan, Dmytro Danylevskyi, Artem Hrybeniuk, Denys Dmytrenko https://creativecommons.org/licenses/by-nc/4.0
University teacher creativity in the paradigm of digital transformation in education
Purpose. The purpose of the article is to substantiate theoretically the role of university teacher creativity in the paradigm of digital transformation of education and to identify the main directions of its manifestation in the modern education. Methodology. The methodological basis of the study is a comprehensive scientific and theoretical approach that combines the ideas of humanistic pedagogy, creativity theory, and competence-based and innovative approaches in education. In the work the methods of analysis, synthesis, generalisation and systematisation of scientific sources on the issues of teacher creativity, digital transformation of education and modern pedagogical practices were used. That made it possible to clarify the meaning of the concept ‘university teacher creativity,’ identify its structural components, and substantiate the role of a university teacher's creative potential as a key factor in improving the quality of education in the context of digital change. The use of qualitative analysis ensured the interpretation of changes in the professional activities of university teachers and allowed us to formulate results, conclusions about the importance of creativity as a strategic resource for the education modernisation. Result. As part of the research, the author-developed programme was designed for developing university teachers' creativity, aimed at forming creative thinking, an innovative style of pedagogical activity, and readiness for professional transformations in the context of education digitalisation. The university programme consists of eight thematic lessons that combine elements of communication practices, reflection, and educational design. Its content is focused on developing flexibility of thinking, improvisational skills, innovative methods, pedagogical expressiveness, and the ability to self-reflect. The particular attention is focused on reflective practices, which will allow university teachers to become aware of their own creative identity and professional changes. Due to this, university programme participants will be able to form individual trajectories of creative development, determine directions for further self-improvement, and define their own role as agents of innovation in educational environment. Conclusions. The study confirmed that university teacher creativity is an important factor in improving the quality of higher education in the context of digital transformation. It enables university teachers to respond flexibly to the challenges of the modern educational environment, introduce innovative teaching methods, create a motivational learning surrounding, and develop 21st-century competencies for students. An analysis of scientific sources has allowed us to define creativity as an integrative professional and personal characteristic that combines flexibility of thinking, improvisation, critical thinking, innovation, imagination, risk-taking, and the ability to reflect. It is the interaction of these components that ensures effective pedagogical activity in the modern educational environment. Thus, the development of university teacher creativity should be considered a strategic direction for education modernisation, contributing to the development of an innovative culture, improving the quality of education, and training competitive specialists for modern society.
Copyright (c) 2026 Serhii Lavrynenko, Anna Fastivets, Оlena Kolesnyk https://creativecommons.org/licenses/by-nc/4.0
Reading in the digital age: Opportunities of artificial intelligence in teaching German as a foreign language
Purpose. The article examines transformative approaches to teaching reading in German as a Foreign Language (Deutsch als Fremdsprache – DaF) in the context of the digitalization of education. It analyzes the use of AI and the LATILL platform (Level-Adequate Texts in Language Learning) for implementing differentiated reading instruction. The main focus is placed on the concepts of differentiation, individualization, and personalization of learning as key strategies for working in heterogeneous groups. Methodology. This research utilizes theoretical analysis to define differentiation and personalization, alongside PRISMA thematic synthesis and Biblioshiny bibliometric mapping to visualize research trends. Methodological application includes pedagogical modeling for group profiling and task planning, complemented by the case method to analyze CEFR-adapted texts. Results. Based on a bibliometric analysis of 129 publications in the Scopus database and a meta-analysis of seven empirical studies conducted in 2017–2024, the high effectiveness of differentiated instruction has been demonstrated, showing improvements in reading comprehension and grammar with a pooled mean difference of 2.92. The role of artificial intelligence and specialized digital platforms, particularly the LATILL platform, in automating the creation of level-appropriate texts corresponding to students’ knowledge according to the CEFR scale is analyzed. The methodology for creating a class profile to optimize the selection of learning resources is determined. The results of the study demonstrate that the use of AI allows the teacher to move from the role of a transmitter of knowledge to the role of a facilitator, providing each learner with relevant content and support. Cases of adapting materials “Berlin / Vienna” for different levels of language proficiency were demonstrated. Conclusions. The digital age demands replacing unified instruction with differentiated, individualized, and personalized pathways. Empirical data confirms that differentiated instruction significantly outperforms traditional methods, yielding a 2.92 pooled mean difference in language proficiency. Tools like LATILL and AI automate CEFR-aligned text creation, enabling teachers to shift from transmitters to facilitators. While differentiation and individualization adjust methods and pace, personalization allows students to co-create their learning experience based on personal interests. Ultimately, AI is a supportive resource that strengthens pedagogy.
Copyright (c) 2026 Tetiana Tonenchuk https://creativecommons.org/licenses/by-nc/4.0
Contemporary educational paradigms in shaping students' value orientations
Purpose. This study aims to conceptualize and systematize contemporary educational paradigms that contribute to the formation of value orientations among university students. It addresses the need to integrate humanistic, ethical, and sustainability-oriented competencies into higher education in the context of globalization, digital transformation, and socio-political instability in Ukraine. The research bridges global approaches such as Social and Emotional Learning (SEL), Global Citizenship Education (GCED), and Education for Sustainable Development (ESD) with their adaptation in Ukrainian higher education. Methodology. The study employs a theoretical and conceptual design based on analysis, synthesis, comparison, and systematization of scholarly literature (2022–2026). Interdisciplinary sources from pedagogy, psychology, philosophy, and cultural studies were selected according to relevance and academic rigor. The methodology integrates analytical-interpretative, comparative, systemic-structural, and hermeneutic approaches. No empirical data or statistical procedures were used; validity was ensured through theoretical triangulation. Results. Higher education shows a shift toward value-oriented paradigms integrating sustainability, ethics, and social responsibility. SEL, GCED, and ESD enhance empathy, resilience, and civic engagement. Student-centered and experiential learning strengthen motivation and value internalization, while digital technologies support ethical behavior and self-regulation. However, gaps remain between declared values and actual behavior, along with challenges in implementation, teacher preparedness, and assessment. Conclusions. Value orientations are a core component of student development and educational effectiveness. Integrating SEL, GCED, and ESD into a unified framework strengthens value-based education. Universities should adopt systemic strategies to embed ethical and sustainability values into curricula. Future research should focus on longitudinal and cross-cultural perspectives.
Copyright (c) 2026 Nataliia Sidash https://creativecommons.org/licenses/by-nc/4.0
Digital benchmarking tools for assessment in maritime English training
Purpose. The purpose of this study is to provide a theoretical justification and experimental verification of the effectiveness of using digital benchmarking tools in the assessment system of English-language training for future marine engineers (ship mechanics). The research focuses on improving the quality of assessment by integrating benchmarking principles with digital technologies and aligning evaluation practices with modern educational and professional requirements. Methodology. The research methodology is based on a combination of theoretical and empirical methods. Theoretical methods include analysis, synthesis, and generalisation of scientific and methodological literature on assessment, benchmarking, and digitalisation in education. Empirical methods involve pre- and post-testing to measure the level of English-language professional competence, questionnaires to identify cadets’ motivation and attitudes, pedagogical observation to monitor engagement and participation, and analysis of data obtained from the Moodle learning management system. The study was conducted among cadets of a maritime educational institution within a digitally supported learning environment, where benchmarking tools and formative assessment strategies, including self- and peer-assessment, were systematically implemented. Results. The findings demonstrate a positive dynamic in the development of cadets’ English-language professional competence following the implementation of digital benchmarking tools. The results indicate increased learning activity, improved academic performance, and higher levels of motivation. Additionally, cadets showed a better understanding of assessment criteria and greater ability to monitor their own progress. The integration of self-assessment and peer-assessment contributed to the development of reflective skills, critical thinking, and learner autonomy. Data from the LMS analytics confirmed consistent engagement with course activities and progressive improvement in performance indicators. Conclusions. The study confirms that digital benchmarking tools are an effective means of enhancing the quality of assessment in Maritime English training for future marine engineers. Their use ensures greater objectivity, transparency, and alignment of assessment with learning outcomes, while also supporting the development of cadets’ evaluative competence. The integration of digital technologies into assessment practices promotes a learner-centred approach and continuous feedback. Future research should focus on expanding the use of advanced digital and AI-based tools, as well as exploring adaptive assessment models and broader implementation across different educational contexts.
Copyright (c) 2026 Olena Kononova https://creativecommons.org/licenses/by-nc/4.0
The educational potential of emotional intelligence in shaping a culture of inclusive interaction among student youth
Purpose. The aim of the article is to investigate the pedagogical potential of emotional intelligence in fostering a culture of inclusive interaction among student youth. Methodology. A range of scientific methods was employed in the course of the research. In particular, the method of analysing and synthesising the scientific literature was used to examine contemporary theoretical approaches to the issue of emotional intelligence and its role in interpersonal interaction. The method of comparative analysis enabled the identification of the main scientific approaches to interpreting the concept of ‘emotional intelligence’ and establishing its significance in shaping a culture of inclusive interaction among students. To identify the pedagogical conditions for the development of emotional intelligence, the method of systematisation and generalisation of psychological and pedagogical research was used, which made it possible to identify the main components of students’ emotional competence and determine effective pedagogical methods for its development. The method of pedagogical modelling was also applied, which made it possible to outline the directions for the development of students’ emotional intelligence in the educational process, in particular through the use of interactive teaching methods, reflective practices and creating a favourable socio-psychological climate within the student community. Results: The results of this study suggest that students with more developed components of emotional intelligence (empathy, emotional self-regulation, emotional awareness) demonstrate a higher level of tolerance towards social diversity and a more positive attitude towards an inclusive educational environment. They find it easier to establish interpersonal relationships and show greater readiness to cooperate with and support fellow students who may have different educational needs or individual characteristics. We have developed and proposed the following formats for work: ‘Emotional Diary’, ‘Emotional Mirror’, ‘Difficult Conversation’, ‘University without Barriers’, ‘Week of Empathy’. Conclusions: Thus, emotional intelligence acts as an important factor in shaping a culture of inclusive interaction among students, as it promotes the development of empathy, tolerance and social responsibility in the process of interpersonal communication. Its pedagogical potential lies in fostering constructive interaction, and preparing students to collaborate with people who have different individual characteristics. The effective creating a culture of inclusive interaction requires a systematic approach, which involves integrating elements of emotional learning into the content of the educational process, using interactive teaching methods, training activities and reflective practices aimed at developing students’ emotional competence. Further research could focus on developing pedagogical approaches to fostering emotional intelligence among students within an inclusive educational environment.
Copyright (c) 2026 Maryna Grynova, Olha Hubar https://creativecommons.org/licenses/by-nc/4.0
Psychological boundaries and space sovereignty in the digital age: Intergenerational differences among generations X, Y, and Z
empirical analysis of personal psychological boundaries among representatives of Generations X, Y, and Z in the context of accelerating digital transformation. Drawing on frameworks from boundary psychology and generational theory, the study aimed to identify intergenerational differences in the characteristics of psychological boundaries, sovereignty of psychological space, and intolerance of uncertainty, as well as to examine the relationships among these constructs within each generational cohort. Methodology. The study involved 128 adult respondents from Ukraine, divided into three age groups in accordance with the generational approach: Generation X (n = 34; aged 40-60), Generation Y (n = 50; aged 25-39), and Generation Z (n = 44; aged 18–24). Data were collected online using E. Hartmann's Boundary Questionnaire, Psychological Space Sovereignty Measure, and the IUS-12 Intolerance of Uncertainty Scale. Statistical analyses included the Kruskal-Wallis test, Mann-Whitney U post hoc comparisons, and Spearman correlation coefficients. Results. The findings indicate that Generation X representatives exhibit higher psychological space sovereignty and "thicker" personal boundaries, whereas Generation Z demonstrates more permeable, flexible, and less integrated boundaries. Generation Y occupies an intermediate position. Statistically significant between-group differences were found for sovereignty of territory, sovereignty of personal possessions, and overall boundary thickness. Correlation analysis revealed distinct patterns of association between boundary characteristics and intolerance of uncertainty across generations: no significant correlation in Generation X, a negative association between uncertainty intolerance and habit sovereignty in Generation Y, and a positive correlation between thin boundaries and uncertainty intolerance in Generation Z. Overall intergenerational differences in uncertainty intolerance were less pronounced. Conclusions. The most marked intergenerational differences concern the sovereignty of psychological space and the overall thickness of personal boundaries, whereas differences in intolerance of uncertainty are comparatively weaker. The findings carry practical implications for the design of intergenerational interaction and support programs, particularly within digital environments.
Copyright (c) 2026 Вероніка Юрченко, Олексій Наливайко https://creativecommons.org/licenses/by-nc/4.0
Socialization of mentally impaired individuals: Personal social correctional program
Purpose. The article introduces a concept and a structural model of personal social correctional program for mentally impaired individuals with the purpose of making their social life as independent as possible. Method. The article dwells upon a complex of theoretical methods including analysis of scientific literature and the legal framework of Ukraine. It builds up the Program’s component structure, and creates social adaptation algorithm based on the International Classification of functioning, disability and health. Results. A model of an individual program of social and correctional development for persons with intellectual disabilities has been developed, comprising four interrelated components: diagnostics (transition from a deficit-based to a resource-based model), communication (implementation of alternative communication), household adaptation (development of self-care skills), and vocational training (pre-vocational training). The study identifies key features of psychological support for families across stages ranging from denial to acceptance, which constitutes a fundamental condition for the program’s effectiveness. Practical parent-oriented, autonomy-fostering exercises are integrated into the Program. The role of the territorial community in ensuring supported living services in accordance with current legislation of Ukraine has been substantiated. Conclusions. The article proves that effective integration of mentally impaired individuals is possible only in the condition of synergy between a science-based program, active family participation and the inclusive community. Personal social correctional development for mentally impaired individuals transforms the approach to disability from a medical to a social one. Further research might prioritize the transition from institutional care to community-based supported living model.
Copyright (c) 2026 Volodymyr Baltremus https://creativecommons.org/licenses/by-nc/4.0
Interactivity as a key element in distance English learning under martial law: A case study
Purpose. This study investigates how interactive technologies affect motivation, vocabulary acquisition, and the development of communicative skills in distance English language learning under the conditions of martial law in Ukraine. The relevance of this work stems from the rapid evolution of digital tools, an evolution that is reshaping traditional teaching models and creating a need for fresh approaches to activating students’ language performance in virtual settings, particularly when traditional classroom instruction is disrupted by war. Methodology. A four‑month study was carried out with 120 students at Admiral Makarov National University of Shipbuilding (NUS), whose English proficiency ranged from A2 to C1. A mixed‑methods design was adopted. Quantitative data came from pre‑ and post‑course surveys (using the LLMS and SALC scales) and from automatic activity logs in the learning management system. Qualitative data were gathered through semi‑structured interviews with 30 students. Motivation scores, self‑assessed language competence, interaction frequency, and vocabulary test results were compared between active and passive users of interactive tools. Results. A statistically significant increase was observed in motivation from 3.2 to 4.1 on a five‑point scale (p < 0.01) and in self‑assessed language competence, which rose from 2.8 to 3.9 (p < 0.05). Students who took an active part in synchronous sessions and asynchronous forums improved their vocabulary test scores by an average of 15% compared to their less active peers. The use of gamified tools such as Kahoot and Quizlet Live was associated with a 17% gain in vocabulary retention. At the same time, several challenges emerged, including technical difficulties reported by 27% of respondents, insufficient digital literacy (22%), and time zone coordination problems (18%). All of these problems were exacerbated by the ongoing war. Conclusions. Interactivity is more than a technical add‑on. It is an important pedagogical factor that encourages active learning and self‑development, even in crisis conditions. Platforms that blend synchronous and asynchronous forms of interaction can significantly raise student engagement, improve vocabulary retention, and support the growth of oral communication skills. It is advisable to incorporate interactive methods into distance English courses while taking into account the technical, cultural, and individual characteristics of students. Further research should explore adaptive systems based on artificial intelligence and examine the long‑term dynamics of learning outcomes.
Copyright (c) 2026 Світлана Кириченко https://creativecommons.org/licenses/by-nc/4.0
Work integrated learning and engineering education: Merging academic libraries into an ecosystem of support
Purpose. South African higher education institutions are increasingly under pressure to produce employable graduates. While technical skills are predominantly the focus in engineering education, transitioning to the workplace poses peculiar challenges. Soft skills commonly refer to a set of predetermined behaviors considered necessary in a professional work context. The latter is a subset of the affective domain in education, which encompasses the broader context in which transitioning from campus to the workplace occurs. The purpose of this study stems from a notable lack in the literature on considering the affective domain when planning workplace preparedness programs for South African engineering students. Methodology. Using Schlossberg’s Transition Theory as a framework, this study employed an interpretive literature review to examine South African engineering students’ transitioning to Work-Integrated Learning. The literature was analysed according to Schlossberg’s theoretical framework, comprising a perusal of situational contexts during a transition, personal strengths and characteristics, institutional support structures, and coping strategies employed by individuals. Results. The findings of the present study confirm that preparing engineering students for the WIL component should acknowledge the entire life transition process rather than relying on a generic list of “soft skills”. In responding to a current lack of context-specific student preparation initiatives in South Africa, this study explores the role of academic libraries in facilitating digital storytelling as an emerging narrative pedagogy. Conclusions. Work-Integrated Learning offers higher education institutions an opportunity to strengthen their reputations and success by showcasing students who have received sound industry preparation. A narrow conception of the affective domain in engineering education may disadvantage students and place an undue burden on industry mentors and relevant academic staff. Academic libraries are well-positioned to facilitate the contextualization of soft skills within the broader transition-to-workplace by enabling digital storytelling, while allowing engineering students to inform context-specific curricula for student preparation initiatives in South Africa.
Copyright (c) 2026 Karien du Bruyn https://creativecommons.org/licenses/by-nc/4.0
Local game-based instruction and literacy development among Tanzanian English learners: A pre-post correlational study
Purpose. This study examined the relationships between reading and writing skills and the predictive role of reading subskills in writing performance before and after a local games-based literacy intervention. The study focused on primary school pupils with low baseline literacy levels and adopted a post-method pedagogical perspective. Methodology. A quasi-experimental pre-test–post-test design involving two experimental schools and one control school was employed in the study. Pupils utilised a local games-based English instructions for five-months. Pre- and post-test data were analysed with Pearson correlations and multiple regression to examine reading–writing relationships and predictors of writing performance. Results. Prior to the intervention, reading and writing skills were highly interdependent across multiple subskills. After the intervention, a distinguished transformation emerged. The correlations between reading and writing measures weakened, while relationships within the writing domain strengthened. Moreover, the reading comprehension emerged as the sole significant predictor of all writing outcomes, with the variance explained by reading subskills decreasing substantially for letter writing (from 63.1% to 19.9%) and word writing (from 47.5% to 12.7%). In contrast, text writing remained strongly associated with reading comprehension. Conclusions. Local games-based instruction enhanced autonomy in foundational writing skills while maintaining the role of comprehension in complex tasks. The study supports culturally responsive, game-based pedagogies, aligned with post-method principles, as a way to transform reading–writing relationships in resource-limited contexts.
Copyright (c) 2026 Wilfred Madata, John Misana Biseko, & Jesse Julius Ndabakurane https://creativecommons.org/licenses/by-nc/4.0
Mentoring through one’s own inquiry: Exploratory action research of pre-service English teachers’ home reading
Purpose. Exploratory action research (EAR) is crucial for equipping pre-service teachers with the knowledge and skills they need for continuous professional development. The aim of this article is to outline how university teachers can develop their own EAR skills to become reflective practitioners and, in turn, mentor their mentees (pre-service teacher trainees and in-service schoolteachers) in conducting educational research. We believe that gaining field experience should include solving practice problems through exploration, intervention, and reflective analysis. Methodology. The methodology combines a critical reading of the action-research literature, reflection on our own teaching, and empirical study of our daily work as educators (lesson observation, surveys, and quantitative and qualitative essay analysis). The topic concerned the reluctance of a number of pre-service English teachers to engage in reading for pleasure. At H.S. Skovoroda Kharkiv National Pedagogical University, 88 Year 2–3 trainees consented to a questionnaire; 46 Year 2 students of that group also wrote a short essay; and one teaching group of 15 (drawn from the 46) was observed and took part in the intervention. Results. The project reshaped our understanding of how to support pleasure-based reading. Teachers should prioritise texts that match individual interests rather than one-size-fits-all assignments; help students build confidence by offering graded options and scaffolded support; and create space for students to choose modern genres. It is vital to develop academic reading skills separately from reading-for-pleasure routines so that students do not associate English solely with stress. Conclusions. The EAR cycle helped us, as teacher educators, better understand the benefits of action research and the challenges our students face at each phase of it. The experience will be invaluable for mentoring and scaffolding their research during teaching practice.
Copyright (c) 2026 Nataliia Tuchyna, Lada Krasovytska, Olena Chekhratova https://creativecommons.org/licenses/by-nc/4.0
Investigating influence of chatbot on student learning at one of the rural universities in South Africa
Purpose. The purpose of this research is to examine the impact of chatbot technology on students’ learning at Walter Sisulu University (WSU), South Africa. As artificial intelligence becomes increasingly integrated into higher education, chatbots have emerged as potential tools to support learning, improve engagement, and offer real-time academic assistance. Methodology. This study employed a mixed-methods approach, combining quantitative surveys distributed to undergraduate students with qualitative interviews conducted with both students and academic staff. Results. The findings indicate that chatbots enhance students’ learning by providing immediate responses to academic queries, promoting self-directed learning, and improving access to learning materials. However, challenges such as inconsistent internet access, limited digital literacy, and low awareness of available chatbot tools were identified as barriers to effective use. The study also revealed a general willingness among students to adopt chatbot-assisted learning if better support and training were provided. Conclusions. These results suggest that while chatbot technology holds promise for improving educational outcomes, successful implementation at WSU requires addressing infrastructural and support-related challenges. The findings provide valuable insights for university policymakers, educators, and developers aiming to optimize AI-driven tools for enhanced teaching and learning in under-resourced educational contexts.
Copyright (c) 2026 Munienge Mbodila, Omobayo Esan https://creativecommons.org/licenses/by-nc/4.0
Effectiveness of using mind maps in the learning process: Teachers' perspectives and students' assessments
Purpose. The study aims to analyze the experience of integrating mind mapping into the "Medical Biology" course for first-year medical students. The rationale is driven by the need to overcome the barriers of "clip thinking" in Generation Z and to transform traditional note-taking methods into active visual structuring tools to manage the increasing volume of medical information and improve preparation for the KROK-1 (an exam in general scientific disciplines, which is taken by applicants for medical and pharmaceutical education after studying the main fundamental disciplines) licensing examination. Methodology. A comprehensive study was conducted during the autumn semester of 2025 at Zaporizhzhia State Medical and Pharmaceutical University. The sample included 42 first-year medical students (31% of the specialty cohort). The educational intervention involved creating mind maps for key modules, including: "Molecular-cellular level of life organization", "Laws of heredity and variability", "Methods of studying human heredity. Hereditary diseases", using digital platforms (Canva, Miro, Coggle) or paper media. Data were collected through an anonymous Google Forms survey using a Likert scale and analyzed using descriptive statistics in Microsoft Excel. Results. Most students (92.9%) had little to no prior experience with mind mapping. 92.9% chose digital tools over paper, with Canva (50%) being the most popular platform. 95.2% of respondents confirmed that mind maps significantly improved material structuring, and 83.3% reported a better understanding of cause-and-effect relationships. 100% of students found the method beneficial for independent literature review. Key elements identified as most effective were "Keywords" (59.5%) and "Branches" (40.5%), while "Color" (9.5%) and "Central Image" (11.9%) were rated lower. Time investment for most students (54.8%) was 1–2 hours per map. 88.1% of participants rated mind mapping as more effective than traditional linear note taking. Conclusions. Mind mapping is a highly effective didactic tool that promotes active knowledge of construction and self-regulated learning in medical education. The preference for keywords and hierarchical branches reflects a pragmatic approach to learning, specifically tailored for identifying diagnostic markers in medical tests. To optimize the method, multimedia instructions for various digital platforms should be provided. Students' high motivation and request for cross-disciplinary integration suggest that mind mapping should be formally incorporated into the medical curriculum as a tool for synthesizing complex biological data.
Copyright (c) 2026 Havrylenko Kseniia, Alisa Popovych, Oleksandra Shemetenko, Tetiana Yemets https://creativecommons.org/licenses/by-nc/4.0
Reframing academic freedom in turbulent political contexts: African scholars’ perspectives from South Africa
Purpose. This study examines how turbulent political contexts shape academic freedom in selected African countries, as interpreted by foreign national academics from Africa working in South African higher education institutions. Framed by conflict theory and neo-institutionalism, the article investigates how governance instability, political interference, and executive dominance affect institutional autonomy and scholarly practice. Methodology. A qualitative interpretivist design was used. Semi-structured online interviews were conducted with eight academics from Nigeria, Zimbabwe, Uganda, and the Democratic Republic of Congo, employed across public and private higher education institutions in South Africa. The data were analysed through thematic analysis combining inductive and deductive coding processes. Results. Participants described academic freedom as encompassing freedom of expression, teaching, research, access to information, and academic mobility. The findings show that academic freedom is weakened by politicised appointments, compromised institutional autonomy, constrained teaching and research, surveillance, funding pressures, and weak constitutional protection. Participants further noted that universities may be reduced to instruments of state legitimation through curriculum control and the suppression of critical discourse. Conclusions. Academic freedom emerges not simply as an institutional norm but as an indicator of democratic institutional maturity. Safeguarding it requires stronger constitutional protection, transparent governance, depoliticised leadership, and educational cultures that value critical inquiry, accountability, and public dialogue. Sustainable academic freedom depends on a combination of enforceable legal guarantees, institutional integrity, and a broader democratic culture that supports independent scholarly thought.
Copyright (c) 2026 Alane Naidoo, Ilze Breedt https://creativecommons.org/licenses/by-nc/4.0
Enhancing future teachers’ communicative competence by integrating modern technologies into ‘English for Academic Purposes’ Courses
Purpose. This paper addresses the challenges of modern Ukrainian education in relation to the teaching of English for Academic Purposes, which focuses on developing language skills for future professional activities. This paper presents the results of a study investigating the pros and cons of using modern technologies to enhance the professional communicative competence of future teachers in higher education establishments in Ukraine. The article explores ways to improve the English-speaking communicative competence of future teachers using modern technologies. Methodology. To achieve our goal, we set out some objectives and carried out the research step by step. Firstly, we reviewed the scientific literature on the subject. Then, using the method of expert evaluation, we determined the key modern technologies for improving the English-speaking communicative competence of future teachers. Next, we conducted a pedagogical experiment to identify the most significant modern technologies for developing the English-speaking communication skills of students at a pedagogical university. Results. The results showed that the most effective methods were mobile-assisted learning (MAL), ChatGPT, and generative artificial intelligence (AI), and automated writing evaluation (AWE). Each of these methods influences language skills differently in undergraduates. Writing and reading were the most influenced. Listening and speaking skills improved less after the pedagogical experiment. Conclusions. The study conducted allows us to conclude that the aforementioned modern technologies could enhance undergraduates’ communicative competence in the English language while studying at educational institutions. They are a powerful means of developing not only language skills, but also critical thinking, academic writing, and argumentation. However, the results also show that there are some disadvantages and ethical complications to using modern technologies, including plagiarism, authorship, and transparency issues. Therefore, lecturers’ supervision is necessary, and teachers should use modern technologies properly.
Copyright (c) 2026 Iryna Pinchuk, Olha Miliutina, Olena Chaika https://creativecommons.org/licenses/by-nc/4.0