https://educationalchallenges.org.ua/index.php/education_challenges/issue/feed
Educational Challenges
2023-10-27T00:00:00+03:00
Ilona Kostikova
ilonakostikova@gmail.com
Open Journal Systems
<h2 style="direction: ltr;">EDUCATIONAL CHALLENGES</h2> <div id="content"> <div id="journalDescription"> <p><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="http://educationalchallenges.org.ua/index.php/education_challenges/aims-and-scope">Aims and Scope</a>.<br /></em><strong><span lang="EN-US">• Author Fees: </span></strong><em><span lang="EN-US">There are no fees for submitting and publishing articles to the journal during martial law in Ukraine for all authors. After the end of martial law in Ukraine, there will be some article processing charges (APC).<br /></span></em><strong>• Frequency</strong>: <em>twice a year (April & October).<br /></em><strong>• Language: </strong><em><span lang="EN-US">English.<br /></span></em><strong>• </strong>The edition is included in the<em> List of Scientific Professional Publications of Ukraine (category B / категорія Б)</em> based on the <em><a href="https://mon.gov.ua/ua/npa/pro-zatverdzhennya-rishen-atestacijnoyi-kolegiyi-ministerstva-vid-30-listopada-2021-roku">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 /><strong>***</strong><br />The Journal was founded in 1996<em>.<br /></em>The previous title <em>"<a href="http://journals.hnpu.edu.ua/index.php/pedagogy">Pedagogy and Psychology</a>"</em> [Pedahohika ta psykholohiia].<br />ISSN <a style="background-color: #ffffff;" href="http://portal.issn.org/resource/ISSN/2312-2471" target="blank_">2312-2471</a> (Print), ISSN <a style="background-color: #ffffff;" href="http://portal.issn.org/resource/ISSN/2313-2361" target="blank_">2313-2361</a> (Online).<br />Archives of issues up to 2017 are <a style="background-color: #ffffff;" href="http://www.irbis-nbuv.gov.ua/cgi-bin/irbis_nbuv/cgiirbis_64.exe?Z21ID=&I21DBN=UJRN&P21DBN=UJRN&S21STN=1&S21REF=10&S21FMT=juu_all&C21COM=S&S21CNR=20&S21P01=0&S21P02=0&S21P03=PREF=&S21COLORTERMS=0&S21STR=znpkhnpu_ped" target="_blank" rel="noopener">HERE</a> & <a style="background-color: #ffffff;" href="http://oaji.net/journal-archive-issues.html?number=1054" target="_blank" rel="noopener">HERE</a>.<br />The archive of issues after 2017 is <a style="background-color: #ffffff;" href="http://journals.hnpu.edu.ua/index.php/pedagogy/issue/archive" 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="https://portal.issn.org/resource/ISSN-L/2709-7986">2709-7986</a>).<br /><strong>• </strong>Founder & Publisher: <em><a href="http://hnpu.edu.ua/" target="_blank" rel="noopener">H.S. Skovoroda Kharkiv National Pedagogical University</a>.</em><strong><br /></strong><strong>***<br /></strong><strong><a href="http://educationalchallenges.org.ua/index.php/education_challenges/open-access">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="http://educationalchallenges.org.ua/index.php/education_challenges/issue/archive" target="_blank" rel="noopener">Archives</a> (<a style="background-color: #ffffff;" href="http://educationalchallenges.org.ua/index.php/education_challenges/open-access">see more</a>).</p> <p><a style="background-color: #ffffff;" href="https://creativecommons.org/licenses/by-nc/4.0/" rel="license"><img src="http://i.creativecommons.org/l/by-nc/4.0/88x31.png" alt="Creative Commons License" /></a>Published by the <a style="background-color: #ffffff;" href="http://hnpu.edu.ua/uk" target="_blank" rel="noopener">H.S. Skovoroda Kharkiv National Pedagogical University</a> (Ukraine) under <a style="background-color: #ffffff;" href="https://creativecommons.org/licenses/by-nc/4.0/" rel="license">Creative Commons Attribution-NonCommercial 4.0 International License</a>. </p> </div> </div>
https://educationalchallenges.org.ua/index.php/education_challenges/article/view/202
Misconceptions Towards Department of Education Advisory: A Challenge in the Philippine Education System
2023-07-20T09:13:48+03:00
Mark Gabriel Aguilar
markgabrielaguilar@gmail.com
Hasibul Islam
hasibulislamshanto143@gmail.com
<p><em>To ensure teachers can provide quality education, it is essential to continuously enhance their knowledge and skills through professional development opportunities, including seminars and training programs. However, ensuring that teachers only attend quality professional development events is critical to preventing incompetence and promoting actual learning. In the Philippines, the Department of Education (DepEd) provides information about professional development opportunities through DepEd Advisories. Unfortunately, many educators misconstrue these as endorsements for events, publications, and other opportunities, although it is just information dissemination, leading to their vulnerability to predatory practices and the exploitation of the document. Issuance of a DepEd Advisory does not necessarily assure the legitimacy of an event or opportunity, and because of this, educators may invest in activities that are not beneficial to their students or careers. </em></p> <p><em>The<strong> purpose </strong>of this study is to shed more light on this problem; the study has aimed to determine the knowledge and attitudes of Filipino educators towards DepEd Advisories and provide recommendations to address the misconceptions. It is crucial to correct these misconceptions and ensure that teachers can access quality professional development opportunities to provide the best education possible. </em></p> <p><strong><em>Methodology.</em></strong><em> The researchers’ employed descriptive research design and a quantitative research approach, involving 200 Filipino educators in various specializations who were randomly selected nationwide. A questionnaire was used as a data gathering tool, while to analyze and interpret data collected, frequencies, percentages, mean scores, T-Test, Analysis of Variance (ANOVA), and Pearson R were computed.</em></p> <p><strong><em>Results.</em></strong><em> The results highlight the lack of understanding among educators regarding DepEd Advisories. Data indicate that teachers often rely on the presence of DepEd Advisories when deciding to participate in professional development opportunities, considering the document as indicator of legitimacy and quality. However, this reliance exposes teachers to potential risks, as they may fall victim to predatory practices, including fraudulent research conferences, contentious awarding ceremonies, and fake publication opportunities, with the researchers’ observation that DepEd Advisories are also getting issued to questionable events or activities. </em></p> <p><strong><em>Conclusion.</em></strong><em> This research provides information towards the low level of knowledge among educators regarding DepEd Advisories and the misconceptions they hold about its issuance and purpose, which serves as a basis for policy planning and development to ensure that teachers are not deceived and will only access quality learning and development opportunities in the future. </em></p>
2023-10-27T00:00:00+03:00
Copyright (c) 2023 Mark Gabriel Wagan AGUILAR, & Hasibul ISLAM
https://educationalchallenges.org.ua/index.php/education_challenges/article/view/196
Improving Students’ Speaking Ability through Morning English Program Extracurricular Activities in Indonesia
2023-06-04T05:37:33+03:00
Mohammad Isya Anshori
isanshoridigital@gmail.com
<p><em>This study <strong>aim</strong> </em><em>was to</em> <em>describe the activities of the Morning English Program (MEP) and their impact on improving students</em><em>’</em><em> speaking skills. </em></p> <p><em>This study use</em><em>d</em> <em>a qualitative descriptive research <strong>method</strong>. To collect the data, the researchers of the administered questionnaire were divided into two groups: an English teacher in Indonesia at SMK Bhakti Mulia Pare and 44 of</em> <em>1</em><em>the </em><em>11<sup>th</sup></em> <em>grade</em><em> students who became members of the MEP. Then, the researcher interviewed five students and one teacher to expand the information received. Data analysis carried out w</em><em>as</em><em> collecting data, displaying data, and drawing conclusions. The reliability of the study data was checked through data triangulation. </em></p> <p><em>The <strong>results </strong></em><em>of1</em><em>this study </em><em>identified</em> <em>the MEP activities consisted of </em><em>speaking</em><em>, reading aloud, telling stories and group discussions. Following the implementation of these activities, students' speaking skills which include grammatical accuracy, pronunciation skills, vocabulary mastery, </em><em>fluency</em><em>, and the ability to organize concepts </em><em>while</em> <em>speaking. In addition, students experience</em><em>d</em><em> low</em><em>er</em><em> anxiety and </em><em>increased</em><em> interest in learning English. This positive impact </em><em>enhances </em><em>the teacher's role in</em><em> using</em><em> appropriate teaching methods and creating a positive learning environment. </em></p> <p><strong><em>Conclusion.</em></strong> <em>Henceforth, this study </em><em>illustrates</em> <em>the importance of planning before implementing an English program and adopting similar activities to improve students' speaking skills.</em></p>
2023-10-27T00:00:00+03:00
Copyright (c) 2023 © Mohammad Isya ANSHORI
https://educationalchallenges.org.ua/index.php/education_challenges/article/view/208
European Union Strategies Extrapolation for Boosting Students’ Media Literacy in Ukrainian Higher Education
2023-10-23T02:29:00+03:00
Marina Bilotserkovets
mbelotserkovets@yahoo.com
Tatiana Fomenko
taniafomenko75@gmail.com
Yuliia Lushchyk
YuliyaLushchyk@bigmir.net
<p><strong><em>Purpose. </em></strong><em>The paper deals with the realization </em><em>of Erasmus+ Jean Monnet Module project that contributes to the strengthening of the role of media literacy among citizens. The aim of the article is to regard practical aspects of media literacy and critical thinking development for higher education (HE) institution’ students in the context of foreign language learning, considering European and Ukrainian experiences.</em></p> <p><strong><em>Methodology</em></strong><em> of</em><em> the study involved analysing and generalizing scientific sources to uncover the main issues under investigation; collecting and summarizing valuable points from scholars’ contributions worldwide, intercultural communication observations and descriptions.</em></p> <p><strong><em>Results.</em></strong><em> The project “European Union (EU) strategies extrapolation for boosting students’ media literacy in Ukrainian HE”, initiated in SNAU with the support of Jean Monnet Foundation within the EU Erasmus+ Program, is targeted at popularizing the main directions of EU policy in the field of media education. While reviewing the European discourse on media literacy it was found that the key strategies in British media education are media authorship, ownership and control, ways of achieving the effect of influence and encoding information of media texts, etc. Finnish media education’s overall goal is enabling students’ analysis of the present and the desired future, and decision making to move towards the desired future. Media education in France is largely determined by semiology, discourse analysis, film analysis, promoting citizens’ participation in the public life, a critical approach to advertising and active resistance to its influence. Austrian and German media education focuses on the control over media with potentially harmful or dangerous content and the development of responsible communication culture. Integrating media literacy into foreign language training is revealed to be essential as it can introduce real-world topics and scenarios relevant to students. The compilers of the training course syllabus considered important European documents on media literacy and language education selecting topics, establishing learning objectives, defining learning outcomes, and setting evaluation criteria.</em></p> <p><strong><em>Conclusions:</em></strong><em> The results of this study suggest that media literacy skills should be a compulsory subject in all branches of educational faculties and developed throughout life. The training course should be based on advanced innovations and achievements in this field, considering European and Ukrainian experiences.</em></p>
2023-10-27T00:00:00+03:00
Copyright (c) 2023 Marina BILOTSERKOVETS, Tatiana FOMENKO, & Yuliia LUSHCHYK
https://educationalchallenges.org.ua/index.php/education_challenges/article/view/209
The Development of Thinking Skills in English as a Second Language Methodology Classroom
2023-10-23T02:36:30+03:00
Alla Gembaruk
a.gembaruk@udpu.edu.ua
<p><em>This article focuses on an important aspect of modern education – the development of thinking skills. The <strong>purpose</strong> of this article is to outline the way thinking skills are developed in English as a Second Language (ESL) Methodology. The research was undertaken at Pavlo Tychyna Uman State Pedagogical University.</em></p> <p><em>The <strong>methodology</strong></em><em> is based on a review of academic literature, analyses of core Curriculum and ESL Methodology course books, and a generalization of our own ESL Methodology teaching experience.</em></p> <p><strong><em>Results.</em></strong> <em>The notion of thinking skills is revealed and their role for language learning is emphasized in the article.</em><em> It is concluded that the development of thinking skills greatly depends on the quality of instruction, hence the requirement to enhance the ability of preservice teachers to develop thinking skills in their learners. To understand </em><em>students’ readiness to develop thinking skills in their learners the PRESETT Curriculum on Methodology (Bachelor’s Level) and ESL Methodology coursebooks were thoroughly studied in terms of the aspects relevant to this research. The general overview of the core Curriculum in terms of the suggested modules, units and learning outcomes proved that the development of higher-order thinking skills is one of its main objectives. </em></p> <p><em>According to the core Curriculum</em> <em>thinking skills are developed through a range of teaching approaches, among them task-based learning, the use of case studies, simulations, group projects and problem solving. Such modes of teaching and learning promote high level interaction as well as the high level of thinking skills development. The analysis of the ESL Methodology coursebooks provides much more detailed overview of the activities practiced during the sessions, thus giving additional support for the research</em><em>. It is proposed that competencies can be improved by means of HOT skills activities in the ESL Methodology classes.</em></p> <p><strong><em>Conclusions.</em></strong> <em>The research findings have enriched our understanding of thinking skills and highlighted the importance of their development in preservice teachers so that they are able to develop thinking skills in their future leaners. Taken together, the research results suggest that both thinking skills and life skills, such as communication, teamwork, critical thinking, problem-solving, information literacy, creativity, etc., are focused on in both the PRESETT Curriculum on Methodology and in the ESL Methodology coursebooks.</em></p>
2023-10-27T00:00:00+03:00
Copyright (c) 2023 Alla GEMBARUK
https://educationalchallenges.org.ua/index.php/education_challenges/article/view/210
Designing the Classic Teaching Session for Architectural Student via New BOPPPS Model with the Spirit “S” or Seventh Seal
2023-10-23T02:40:35+03:00
Ravindra Gunerathne
sanjeeva23@hotmail.com
Faiz Marikar
faiz@kdu.ac.lk
<p><strong><em>Purpose</em></strong><em> is to analyze BOPPPS as a model for participatory learning and development (PLD) activities for architectural students. </em></p> <p><strong><em>Methodology. </em></strong><em>The methods of analysis, classification, and descriptions are used. </em></p> <p><strong><em>Results.</em></strong><em> BOPPPS model consists of the following components: Bridge-in: An opening session to introduce the topic, participants, and objectives of the PLD activity. Objectives: Defining the specific goals and outcomes that the PLD activity aims to achieve. Post-test: An evaluation tool used to assess participants' knowledge and understanding of the topic prior to the PLD activity. Participatory Learning: A process where participants actively engage in learning activities, such as group discussions, role-plays, and hands-on exercises, to acquire new knowledge and skills. Post-assessment: An evaluation tool used to assess participants' knowledge and understanding of the topic after the PLD activity. Summary: A closing session where the facilitator summarizes the key takeaways from the PLD activity and highlights areas for further improvement or follow-up. The BOPPPS model is designed to ensure that PLD activities are well-structured, participatory, and effective in promoting learning and development. By incorporating evaluation tools such as pre- and post-tests, the model allows organizers to measure the impact of the PLD activity and assess its effectiveness. The addition of the "S for Spirit" in the BOPPPS model emphasizes the importance of designing PLD activities with the spirit, or the essence and guiding principle, of the project. This means that the PLD activity is not only structured and evaluated effectively, but also aligns with the purpose, values, and vision of the project. Designing with the spirit can add a more meaningful and personal touch to the PLD activity, creating a more impactful learning experience for participants. </em></p> <p><strong><em>Conclusions.</em></strong><em> The updated BOPPPS model could include one more component Spirit (S). They are as followings: Bridge-in, Objectives, Post-test, Participatory Learning, Post-assessment, Summary, and definitely Spirit (S) – the guiding principle and essence of the project that shapes the PLD activity.</em></p>
2023-10-27T00:00:00+03:00
Copyright (c) 2023 Ravindra GUNERATHNE, & Faiz MARIKAR
https://educationalchallenges.org.ua/index.php/education_challenges/article/view/205
Examining English Language Instructors’ Practice of Reflective Teaching Components in Ethiopia
2023-09-06T20:46:44+03:00
Nigatu Habtamu
negatuhabitamu@gmail.com
Badima Belay
badima.belay@aau.edu.et
<p><em>Reflective teaching, which has attracted attention globally as an integral component of teacher pedagogy, is still a difficult concept to understand. Probably, because it is attainable only when the practitioners are committed to practice it, seeing it as the best opportunity for their professional development through critical thinking about their teaching.</em></p> <p><em>The <strong>aim</strong> of this study is to examine the opportunities for English language instructors to engage in the practice of reflective teaching. </em></p> <p><em>Adopting convergent descriptive case study <strong>method</strong>, the study was conducted utilizing both qualitative and quantitative data sources. The </em><em>quantitative</em> <em>data were collected through the administraton of a </em><em>questionnaire. It was </em><em>adopted from a Reflective English Language Teaching Inventory developed by Akbari et</em> <em>al </em><em>for</em><em> forty-one </em><em>English language instructors</em><em> taken through comprehensive sampling in Ethiopia from Wachemo University</em><em>. </em><em>The qualitative data was collected using interviews and reflective journal writing from four instructors taken through convenience sampling among the surveyed instructors on the basis of their willingness to participate. The interview data was transcribed and analyzed applying various stages of coding, employing software called Open Code 4. The journal entry data was analyzed using content analysis method. The quantitative data was analyzed using descriptive statistics applying SPSS version 24. </em></p> <p><em>The <strong>results</strong> revealed that the instructors engaged in the cognitive, practical, affective and meta-cognitive reflections to a greater extent. The findings of the study further demonstrated that although the instructors are relatively good at practicing the four domains of reflection, they rarely engage in critical reflective construct.</em></p>
2023-10-27T00:00:00+03:00
Copyright (c) 2023 Nigatu HABTAMU, & Badima BELAY
https://educationalchallenges.org.ua/index.php/education_challenges/article/view/211
Development of European Educational Policy: Legal Foundations
2023-10-23T02:46:32+03:00
Liudmyla Holubnycha
golubnichaya11@gmail.com
Tetiana Besarab
besarabtp73@gmail.com
Olena Moshynska
moshaelena1@ukr.net
<p><em>The manuscript is devoted to European educational policy through the prism of legal regulations as their influence is very significant for the development of educational system especially at the tertiary level. </em></p> <p><em>The <strong>purpose</strong> is to study peculiarities of the shaping and development of European educational policies within the realm of higher education, where legal and pedagogical sciences intersect. The tasks are: to find out what place educational sector takes in Europe and why; to reveal the most significant legal documents in the sphere of education and follow the path of development of European policy development in the higher education domain by drawing insights from these documents; to determine the value of legal documents in the sphere of education for the development of European educational policy, based on their essence. </em></p> <p><em>The research <strong>methods</strong> used are analysis and syntheses of European legal documents related to the higher education field aimed at collecting the materials for researching the problem both from a legal and pedagogical position and for drawing the conclusion. </em></p> <p><em>The <strong>results</strong> revealed that the beginning of the European countries’ cooperation in educational sphere (1970s) led to the development of a common educational strategy. Enhanced collaboration in higher education across various tiers evolved significantly following the recognition of the pivotal role played by skilled human resources in driving economic and social progress, a realization that first emerged in 1985. This recognition led to the endorsement of several significant agreements, including the Single European Act in 1987, the Magna Charta Universitatum in 1988, and the Memorandum of Higher Education in the European Community in 1991. The most important EU Treaties concerned the educational sector as well that led to the signing the Bologna Declaration, the establishment of the European Higher Education Area, and the regular meetings of the European Ministers of Education. Education has become the basis for shaping European community and the core for economic stability. </em></p> <p><em>The <strong>conclusion</strong> is that European statesmen consider the educational sector to be the key one because it is the basis of economic, social and human development; the EU Higher Educational Policy has gone from the auxiliary industry in the context of shaping the internal market (1950s) to one of the priority sectors that is developing in response to the demands of society.</em></p>
2023-10-27T00:00:00+03:00
Copyright (c) 2023 Liudmyla HOLUBNYCHA, Tetiana BESARAB, & Olena Moshynska
https://educationalchallenges.org.ua/index.php/education_challenges/article/view/212
Creation of WebQuests for Cultural Education and Refugee Integration in Germany: On the Example of Cologne
2023-10-23T02:52:24+03:00
Oleksii Nalyvaiko
nalyvaiko@karazin.ua
Olena Ronzhes
womanineurope@gmail.com
<p><strong><em>Purpose</em></strong><em>. </em><em>This research aims to determine the methodology of creating and conducting web quests for people who have left their homes and settled in another country (especially emigrants and refugees). The study includes a clear definition of the sequence of creation and implementation of web quests for families who emigrated to Germany.</em></p> <p><strong><em>Methodology</em></strong><strong><em>.</em></strong> <em>The research was conducted in the format of a single case study with a description of the creation of a specific web quest for a seed audience of emigrants and refugees. The methodology presented in the study included a description of the process, principles and means necessary for the organizer and other interested parties in case of reproduction of this web quest for a similar audience and in similar conditions.</em></p> <p><strong><em>Results</em></strong><strong><em>.</em></strong><em> The main results presented in the study include a clear algorithm for conducting the WebQuest “Family creative and educational quest in Cologne”, aimed at cultural adaptation and education in the field of history and iconic places of Cologne; </em><em>«</em><em>excursion program</em><em>»</em><em>; communication between different generations of families; a simple divergent task, proposed at each station of the WebQuest to creatively reinterpret the received excursion information; increasing the level of digital literacy.</em></p> <p><em>The article provides recommendations for increasing the effectiveness of WebQuest in the context of cultural adaptation of refugees and emigrants living in Germany.</em></p> <p><strong><em>Conclusions</em></strong><strong><em>.</em></strong><em> It was determined that creating and conducting WebQuests is a complex and time-consuming process, the goal of which is to maximize interactivity and involvement of participants. Therefore, the creators of such a digital product need to consider a number of features of the participants and digital tools used in the process. </em></p> <p><em>The format of web quests allows people to involve their whole family with the process, which significantly increases their cohesion in a new place and enables integration and adaption with not solely individual family members, but the whole family, which expands the level of awareness of the culture and history of their new home.</em></p>
2023-10-27T00:00:00+03:00
Copyright (c) 2023 Oleksii NALYVAIKO, & Olena RONZHES
https://educationalchallenges.org.ua/index.php/education_challenges/article/view/204
The Relationship among School Mindfulness, Classroom Anxiety, and High School Student Life Satisfaction
2023-08-12T14:33:40+03:00
Husna Riaz
riazhusna38@gmail.com
Yumna Ali
yumnaaali123@gmail.com
<p><strong><em>Purpose</em></strong><strong><em>.</em></strong><em> The study aims to improve student life throughout the school years by exploring the use of mindfulness-based instruction to reduce classroom anxiety. Many school systems in Asia do not use mindful based instruction at primary, secondary and high school education. Emphasis on academic achievement as measured in terms of grade scoring and competitive exam results is high, and leads to significant stress on students. It is believed that mindfulness coaching could help reduce overall stress levels in</em> <em>high school students.</em></p> <p><strong><em>Methodology.</em></strong><em> The study is a correlational design in which convenience sampling was used. It aims to measure school mindfulness </em><em>by Hoy (2004), classroom anxiety by Richmond (2001), and high school student life satisfaction by Heubener (1991) for a sample of 80 high school students drawn from the private school system of Pakistan.</em></p> <p><strong><em>Results.</em></strong><em> The study reported moderate to weak positive correlations between the three constructs. It was found that there was a significant link between school mindfulness, student life satisfaction, and classroom anxiety. The study reported that age and gender have no significant impact on school mindfulness, student life satisfaction and classroom anxiety. </em></p> <p><strong><em>Conclusions.</em></strong><em> The study indicates the development of mindfulness-based training at the school level to improve student life satisfaction. The study indicates the possibility of Western mindfulness instruction courses being implemented in the Eastern traditional school system. School mindfulness can help students to meaningfully grow in their academic careers. It further can enhance their coping and stress handling techniques as they proceed into higher education. The study will pave way for the implementation of school mindfulness programs and workshops to be delivered by mindfulness certified instructors and counselors, which is at present a rarity in traditional academic system.</em></p>
2023-10-27T00:00:00+03:00
Copyright (c) 2023 Husna RIAZ, & Yumna ALI
https://educationalchallenges.org.ua/index.php/education_challenges/article/view/213
Professional Development Program for Civil Servants for Creation a Safe Educational Environment under Martial Law
2023-10-23T02:57:00+03:00
Iryna Trubavina
trubavina@gmail.com
Oleksandr Cherednychenko
Ch.a.u@ukr.net
Kirill Nedria
k.nedrya@gmail.com
Nadiia Oliinyk
oliinyk@tdmu.edu.ua
<p><em>The relevance of the article is determined by the need to train education managers – civil servants and officials of local self-government bodies – to work and manage the educational system in war conditions.</em></p> <p><em>The <strong>purpose</strong> of the article is </em><em>a</em><em> justification and development of </em><em>a </em><em>short-term professional development program f</em><em>or</em><em> civil servants and officials of local self-government bodies regarding safety in education, creation of a safe educational environment.</em></p> <p><em>The </em><em>research</em> <strong><em>methodology</em></strong><em> of the article is a complex of scientific approaches that determined the content, methods and form of training: competence-based, axiological, systemic, risk-oriented approaches, public administration approach; approach </em><em>for </em><em>human rights</em><em>. </em><em>Research methods</em> <em>included analysis of theoretical sources, </em><em>synthesis, modeling, oral interviews of educators, generalization of experience, </em><em>and </em><em>observation. Scientific novelty</em><em> is</em><em> substantiated </em><em>by the </em><em>content of the program and selection of approach</em><em>es</em> <em>to</em> <em>learning.</em> <em>Practical significance is</em><em> the development of a training program for civil servants and officials of local self-government bodies. </em></p> <p><em>The <strong>results </strong>of the study are the content, forms and methods of teaching to solve the education problems under martial law in Ukraine, looking specifically atthe example of the Kharkiv region. The new problems of the education organization under the martial law were identified: technical, psychological problems of children and other participants during the educational process, material problems of educational institutions and families, which are necessary to resolve for effective educational process, lack of safety culture among the population, etcetera. </em></p> <p><em>The <strong>conclusion</strong> is that the proposed program answers many questions, especially, for the Kharkiv region and Ukraine. Prospects for further research are expansion of the program’s content, taking into account the best foreign and Ukrainian experience.</em></p>
2023-10-27T00:00:00+03:00
Copyright (c) 2023 Iryna TRUBAVINA, Oleksandr CHEREDNYCHENKO, Kirill NEDRIA, & Nadiia OLIINYK
https://educationalchallenges.org.ua/index.php/education_challenges/article/view/214
Risk Factors Affecting Health of Modern Specialists in Vocational and Psychological Training
2023-10-23T03:04:59+03:00
Natalia Tverdokhliebova
natatv@ukr.net
Nataliіa Yevtushenko
natalya0899@ukr.net
<p><em>The health of people in Ukraine has become particularly relevant in recent years, as Ukrainian society is exposed to unprecedented external threats, such as the war with Russia, that negatively affect plans, goals and quality of life, and the increases psychological tensions that lead to the deterioration of people's physical, mental and social health. This also applies eqully to participants in the educational environment.</em></p> <p><em>Today, in light of the military actions in Ukraine, it is necessary in higher educational institutions to address new and non-standard tasks challenge students’ health and their personal resources in the process of education.</em></p> <p><em>A complex combination of new and unpredictable challenges and risks resulting from challenges to the socio-political situation in the country such as the Covid pandemic, the war with Russia, and the growing presence of digital technologies in the educational space, actualizes the deployment of a series of studies about risk factors affecting students’ health.</em></p> <p><em>The<strong> purpose </strong>of this article is to study the particular risk factors affecting the health status of today’s students distinctive in order to help develop a better system of protective measures to prevent morbidity in the process of their education.</em></p> <p><em>The<strong> methodology </strong>in this article is based on the fundamental methodological principles of consistency and interdisciplinary approach and includes the use of a collection of general scientific (explanation, comparison, classification, generalization, systematization) and empirical (observation, conversation, description, analysis, experiment) methods. Based upon these, we have formulated a set of practical recommendations for providing appropriate conditions for maintaining students’ health in modern learning conditions.</em></p> <p><em>Within the framework of our study, the following <strong>results</strong> were achieved: the views of scientists on the definition of factors affecting the level of youth health were summarized; the risk factors influencing the health indicators of students are considered; the results of a study about the prevalence of diseases among students in a special medical group from the National Technical University "Kharkiv Polytechnic Institute" are given, the recommendations are formulated for the prevention of morbidity among students in higher educational institutions in the process of vocational training in war conditions.</em></p> <p><em>The<strong> conclusions </strong>allow us to state that in order to preserve the health of modern specialists in current conditions, it is necessary to identify the main groups of risk factors, understand the mechanisms of their action to a specialist and apply timely appropriate measures and techniques to prevent them, depending on the current situation.</em></p>
2023-10-27T00:00:00+03:00
Copyright (c) 2023 Natalia TVERDOKHLIEBOVA, & Nataliіa YEVTUSHENKO