Educational Challenges

Modernization of education in post-war Ukraine: Digitalization and implementation of best global reform practices

Olena Palchuk — Mon, 29 Sep 2025 00:00:00 +0300

The purpose of this article is to explore the role of education in Ukraine’s post-war recovery and its transition to a knowledge-based economy.

Methodology. This article employs a mixed-methods approach, combining qualitative and quantitative research techniques to analyze the role of education in Ukraine’s post-war recovery and its integration into the global knowledge economy. A comparative analysis approach to examine how successful educational initiatives in Canada and Britain can be adapted to Ukraine. This involves the use of statistical analysis – using economic and educational data to measure the long-term impact of education on income inequality and economic growth; expert interviews – gathering insights from educators, policymakers, and researchers on innovative teaching methods and accessibility improvements; and survey research – collecting data on educational access and digital learning experiences among displaced populations and vulnerable communities in Ukraine.

Results. The study highlights the role of education as a key driver of economic growth and post-war recovery in Ukraine. It demonstrates the importance of integrating mindfulness practices into schools and developing the national digital learning platform. It also shows that education must be ensured for all social groups, including marginalized communities and populations affected by the war.

Conclusions. Education is a fundamental pillar of Ukraine’s post-war recovery and long-term economic resilience. International experience proves that investments in modern teaching methodologies, digitalization, and mindfulness-based practices contribute to improved learning outcomes, mental health, and workforce readiness. The development of a national digital education platform would significantly increase accessibility, particularly for displaced populations and marginalized communities.

Microlearning: Experience of teaching at a Chinese university

Mon, 29 Sep 2025 00:00:00 +0300

Purpose. Responding to the demands of an increasingly digitized and knowledge-driven era, microlearning has become a crucial educational methodology, facilitating adaptable and accessible learning experiences.

The purpose of this article is to share the experience of implementing different technologies to design and deliver microlearning content to the students at Shangqiu Normal University (China) to demonstrate how microlearning can be used effectively in the classroom at tertiary level.

Methodology. The study employed a mixed-methods approach, combining a theoretical analysis (analysis, synthesis, comparison) of literature on microlearning and pedagogical practices with empirical data gathered through direct observation and structured discussions to understand the implementation and impact of microlearning on Chinese university students.

Results. In response to the temporal constraints of a ‘Teaching Methods of English’ course at Shangqiu Normal University, microlearning was implemented, utilizing short, interactive video lectures and modularized traditional materials. Interactive elements and assessments were integrated to activate prior knowledge, proving effective for Chinese students, who were motivated by incentives to actively participate. WeChat facilitated ubiquitous access to micro-lectures, and gamification enhanced engagement. To mitigate knowledge fragmentation, microlearning was combined with traditional methods. Technical support ensured seamless implementation. Future developments in AI and gamification promise to further enhance the efficacy of microlearning.

Conclusions. This article demonstrates the effective implementation of microlearning at a Chinese university, utilizing diverse technologies to enhance student engagement and knowledge retention. Recommendations include integrating micro-lectures, leveraging mobile platforms, and incorporating gamification, while addressing cultural reticence and ensuring technical support. Future research should explore longitudinal impacts and AI integration.

Utilisation of online resources and learning outcomes of undergraduates in Nigerian universities

Success Ayodeji Fasanmi — Mon, 29 Sep 2025 00:00:00 +0300

The integration of online learning resources in higher education has profoundly reshaped the educational landscape and the learning outcomes of undergraduates in universities.

Purpose. This study examined the utilization of online resources and learning outcomes of undergraduates in Nigerian universities. The study hinges on the connectivism theory. Connectivism theory is considered relevant particularly in the digital age, where technology plays a crucial role in connecting learners to vast amounts of information.

Methodology. The study adopted a descriptive survey research design. Obafemi Awolowo University (OAU), which is adjudged to be the leading ICT university in Nigeria, was purposively selected for the study with a sample size of 600 students using a simple random sampling technique. Data was collected using questionnaires, and gathered data were analyzed using descriptive and inferential statistics.

Results. The results showed that online resources were seen as valuable tools for improving learning experiences. It further showed that the influence of online resources on academic performance and learning outcomes could vary among individuals, and may depend on factors such as the quality of resources, individual learning styles, and access to technology. The hypothesis tested indicates strong statistical evidence that online resource utilization had a significant influence on the learning outcomes of undergraduates in the study area.

Conclusion. The need for educational institutions to improve the accessibility and quality of online resources for their students. The need for policies on the use of online resources to ensure that students use these resources responsibly, and productively was equally recommended.

Use of fractals in vocational education

Mark Vaintraub — Mon, 29 Sep 2025 00:00:00 +0300

The purpose of the article is to substantiate the possibilities of using fractals in vocational training for higher education students.

Methodology. In the research process, general scientific and pedagogical research methods were used: theoretical analysis, synthesis, classification, systematization, generalization, systematicity, survey and modelling.

Results. A model for using fractals to design the educational process in a higher education institution has been developed. It has been substantiated how fractals act in the components of this model. It has also been substantiated on the basis of the specialties of labour protection and transport logistics, that for the design and structuring of the educational process it is necessary that the competencies developed are consolidated in the following bachelor's or master's courses with additional competencies in accordance with the Standard of Higher Education of Ukraine, the educational program for preparing applicants, specialization, and work program. Patterns, as well as fractals, can be used to identify recurring concepts in various disciplines, simplifying learning. During the implementation of fractals in the educational process for vocational higher professional education students, it was confirmed that fractals, as well as recurring patterns, were rationally used in the design of training modules, in assessing the individual trajectory of a student during professional training, as well as in the study of complex systems, which helped to structure the educational process.

Conclusions. During the fractal use in the vocational professional training for higher education students, it was confirmed that fractals, as well as repeating patterns, were rationally used in research, in the design of training modules, as well as in the study of complex systems, which helped to structure the educational process. The result of the developed model allows us to provide higher-quality and safer education in difficult conditions, in particular in the fields of transport, professional and technological education.

Caught in the loop: Faculty narratives on challenges with institutional research committees

Frida Mafuri Kotsokoane, Solly Matshonisa Seeletse — Mon, 29 Sep 2025 00:00:00 +0300

Purpose: This study addresses critical inefficiencies in higher education institutions’ [HEI’s] research committee processes such as delays, poor communication, and outdated workflows that hinder productivity and cause faculty frustration. It aims to propose solutions like digitalization and improved monitoring to enhance Institutional Review Boards [IRB] effectiveness and research outcomes.

Methodology: A narrative inquiry approach was used in this qualitative study, which stretched from 2021 to 2024. It used semi-structured interviews with ten faculty members to explore their lived experiences with research committee processes at a Gauteng HEI.

Results: The study exposed critical issues that include delays in feedback, poor communication, opaque processes, lack of researcher support, sudden postponements, slow certificate renewals, inadequate monitoring, and structural inefficiencies linked to office separation and lack of digitalization.

Conclusion: The study recommendations include implementing turnaround times, improving communication and transparency, digitalizing processes, enhancing researcher support, formalizing meeting schedules, introducing continuous monitoring, clarifying office roles, and nurturing cross-institutional collaboration to improve committee efficiency and researcher experience.

Exploring teaching strategies to enhance ICT skills in visually impaired learners: Implications for inclusive education

Pule Serero, Gawie Schlebusch — Mon, 29 Sep 2025 00:00:00 +0300

Purpose. The growing demand for inclusive education has led to the widespread use of information communication technologies as essential tools for supporting visually impaired learners in full-service schools. This paper explores teachers’ strategies to improve information communication technology skills development of visually impaired learners.

Methodology. Using a qualitative case study design within an interpretive framework, the study collected data through focus group interviews, observations, and document analysis. Purposive sampling was used to identify suitable teachers, resulting in four focus groups, each with five teachers (20 in total). The data were analysed thematically to uncover key trends and insights.

Results. The findings of this study highlight the importance of information communication technology skills in supporting the development of such skills for visually impaired learners within a full-service school. While teachers demonstrate a positive attitude towards utilising information communication technologies, challenges remain in effectively enhancing the skills of visually impaired learners due to limited resources, insufficient training, and inconsistent implementation of such information communication technology strategies.

Conclusions. The study recommends acquiring a diverse range of relevant and accessible information and communication technology resources, along with professional development opportunities for teachers. This strategy would enable full-service schools to foster a more inclusive and effective learning environment for visually impaired learners, equipping them with the necessary tools and support to fully engage with educational content and develop essential information and communication technology skills.

Entrepreneurial pedagogics: Start-up education models in Israel and China

Michael Girel — Mon, 29 Sep 2025 00:00:00 +0300

In response to the evolving demands of a knowledge-based global economy, both Israel and China have embraced entrepreneurial education as a cornerstone of national competitiveness and youth empowerment. Despite this shared strategic focus, their models of start-up education diverge significantly in philosophy, structure, and implementation.

This article aims to conduct a comparative analysis of Israeli and Chinese start-up education systems, identifying their respective strengths, limitations, and opportunities for mutual enrichment. The study seeks to understand how different socio-cultural and policy environments influence entrepreneurial pedagogics and educational practice. To achieve this, the research applies a multi-method qualitative approach.

Key methodologies include comparative education analysis, case studies of institutions and incubators, document and policy review, as well as the author’s first-hand professional experience in Israel-China technology transfer. Informal interviews with educators and policy-makers from both countries, along with SWOT elements, enrich the study’s analytical depth.

Results: The findings reveal that Israel’s model (grounded in grassroots innovation, risk-tolerant culture, and informal mentorship) is characterised by early experiential learning and decentralised structures. In contrast, China’s top-down approach features institutionalised entrepreneurship education, centralised policy execution, and integration with national development goals. Both systems demonstrate effectiveness in fostering entrepreneurial mindsets and skills, but they also face distinct challenges: Israel with inclusivity and scalability, and China with fostering creativity and genuine risk-taking.

The article concludes by advocating for a blended pedagogical model that leverages Israel’s cultural adaptability and China’s strategic capacity for scale. Such a model could serve as a valuable reference for emerging economies seeking to construct resilient, inclusive, and innovation-driven educational systems. Entrepreneurial education, as demonstrated in this study, is not merely a response to labor market shifts: it is a transformative framework capable of aligning education with the aspirations of 21st-century societies.

Artificial intelligence in shaping professional vocabulary skills of students in non-language majors

Alisa Mykolaichuk, Maryna Babych — Mon, 29 Sep 2025 00:00:00 +0300

Purpose/Aim: This study examines how artificial intelligence (AI) tools can be integrated into English for Specific Purposes (ESP) instruction to support the development of professional lexical competence in students of non-language majors, including psychology, journalism, automotive engineering, and finance. It responds to the need for personalized and context-driven language learning in a digitalized professional environment.

Methodology: A qualitative, descriptive study was conducted using a multi-case design. Four ESP courses from two Ukrainian higher education institutions were selected, each representing a different professional domain. Data collection involved classroom observations, analysis of teaching materials, and written feedback from 208 students and 2 instructors. A cross-case analysis was performed to identify AI tools used, including ChatGPT, Gemini, DeepL, Grammarly, Diffit.me, YouGlish, MagicSchool.ai, Anki, Quizlet, Duolingo, Quillbot, and RemNote, AI-based glossaries and simulations, as well as to evaluate students’ responses to them.

Results: AI-supported activities were associated with improved vocabulary retention, more accurate use of domain-specific terms, and increased learner motivation. Students demonstrated increased confidence in using professional vocabulary during role-plays, discussions, and written assignments. Educators emphasized the value of clear instructional support and opportunities for reflective application. Reflections revealed both the benefits of AI-driven personalization and concerns about overreliance. Implementation varied by field: simulations were widely used in automotive ESP, while conversational agents and writing assistants were more prominent in psychological and journalistic contexts.

Conclusions: AI tools can enhance vocabulary acquisition and learner autonomy when embedded in meaningful, pedagogically guided tasks. The instructor’s role remains essential in selecting appropriate tools, contextualizing content, and promoting critical engagement. The study suggests the importance of ethical integration, domain-specific customization, and further empirical research on AI in ESP teaching.

The use of artificial intelligence in the individualization of student learning in higher technical educational institutions

Natalia Tverdokhliebova, Nataliіa Yevtushenko — Mon, 29 Sep 2025 00:00:00 +0300

The purpose of this article is to analyze the educational potential of artificial intelligence (AI) in the context of personalized learning, identify the opportunities and advantages of using AI tools for effective integration into the structure of higher technical education, and identify possible limitations and risks associated with this process.

The methodological basis of the research is interdisciplinary approaches that include methods of theoretical analysis of scientific sources, digital trends, comparative analysis of adaptive educational platforms (Knewton, Smart Sparrow, ALEKS), as well as empirical analysis and generalization of the experience of implementing AI tools at the National Technical University "Kharkiv Polytechnic Institute".

As part of our research, the following results were achieved: the advantages of AI in individualizing higher education were identified, including adaptive platforms, virtual tutors, chatbots, and generative models that support personalized learning, reflection, metacognition, soft skills, and engagement. Risks were also noted: ethical issues, reduced live interaction, teachers’ low digital readiness, digital inequality, reliance on private companies, technical barriers, and insufficient regulation. Practical applications include shaping individual learning trajectories, monitoring progress, supporting microlearning, solving applied tasks with AI assistants, and adapting materials to learners’ needs. Recommendations for phased AI integration involve institutional strategies, infrastructure audits, teacher training, regulatory updates, ethical codes, and interdisciplinary collaboration.

The conclusions emphasize that the effective implementation of artificial intelligence in individualized learning in higher technical education is possible only if technological solutions are combined with a humanistic approach, digital culture is developed in the academic environment, and technical, pedagogical, and ethical readiness of participants in the educational process is ensured. In the context of individualized learning, AI may not replace, but rather strengthen, pedagogy, provided that it is humanistically oriented.

The use of the Callan method in maritime English teaching

Alona Yurzhenko, Olena Kononova, Olena Diahyleva — Mon, 29 Sep 2025 00:00:00 +0300

The purpose of this article is to analyse the use of the Callan method in teaching Maritime English to today’s future ship engineers, in the context of e-learning. Our hypothesis is that online classes can successfully be used to implement the Callan Method in Maritime English for both teaching and learning.

Methodology. This study employed a quasi-experimental pedagogical research design to evaluate the effectiveness of an online learning approach in Maritime English training at the Kherson State Maritime Academy (KhSMA). A mixed-methods approach was used, combining quantitative analysis of test results and oral competence assessments with qualitative insights from teacher observations. The course implemented the Callan Method to develop all four language skills – listening, reading, writing, and speaking – and interactive online activities formed part of the learning process. Cadets’ oral communicative competence was assessed through programmed online speaking tasks conducted via video conferencing tools. Teacher feedback and analysis of cadet participation in online discussions, quizzes, and speaking activities were used to provide a comprehensive evaluation of the outcomes of this online-only learning model.

Results: The pedagogical experiment at KSMA showed that group 211ap, which used the Callan Method for Maritime English, achieved significantly higher results in comparison to the control group (212ap). In 211ap, none of the cadets were deemed to have reached a ‘satisfactory’ level only, whilst the number of those who achieved a ‘very good’ or ‘excellent’ level increased, including 11 cadets who were deemed ‘excellent’. Previous to this experiment, none of the cadets had reached this level of competence. The control group, who were taught using traditional methods, were also found to have improved, but to a lesser degree: seven additional cadets reached a ‘good’ or ‘very good’ level, whilst one cadet was deemed ‘excellent’. Overall, the findings confirm the Callan Method’s effectiveness in enhancing communicative competence in Maritime English for future ship engineers.

Conclusions: Maritime English is essential for the professional development of future seafarers, and in particular, for marine engineers. The Callan Method has proven effective in providing a greater number of opportunities for speaking practice than traditional approaches, particularly with regard to SMCP and simulated radio communication. It promotes rapid speaking and automates language structures and marine terms, making it highly suitable for ship engineers. However, it was also found to have some disadvantages, such as limiting learners’ creativity. Low level of motivation amongst cadets learning maritime English was also a noted tendency, as a result of the format of the exercises themselves. Notwithstanding levels of motivation, these same exercises were also noted to be of great help in learning maritime English. Future research could explore its application for training ship navigators and electrical engineers.

Sociocultural approach to learning to speak English

Yana Levchenko — Mon, 29 Sep 2025 00:00:00 +0300

Purpose/Aim. This study investigates how sociocultural factors influence the process of learning to speak, with a focus on the interaction between learners and their social environments. The rationale stems from the need to understand language acquisition as a socially situated activity rather than a purely individual cognitive process. The paper also examines the impact of cultural identity, motivation, and community participation on language learning outcomes It is emphasized that the integration of the sociocultural component contributes to the development of interpersonal communication skills, understanding the norms and values of native speakers, and also increases motivation to learn a foreign language. Drawing on the sociocultural theories, the study highlights how communication in authentic settings, peer interaction, and scaffolding contribute to developing speaking skills in learners of English. Social speech, private speech, and inner speech are discussed as developmental stages in the internalization process, where learners move from guided conversation to self‑regulated use of English. The findings suggest that integrating sociocultural principles into English language teaching can enhance learners’ communicative competence and foster more meaningful engagement with the language.

Methodology. The research employed a qualitative case study approach involving students in multilingual urban settings. Data were collected through non-participant observation, audio recordings of interactions, and semi-structured interviews with educators and students. Discourse analysis and thematic coding were used to analyze the interactions and identify recurring patterns of language learning.

Results. Students’ speech development was significantly influenced by peer interactions and participation in culturally meaningful activities. Instances of guided participation and collaborative dialogue were more frequent in environments with structured routines and high adult involvement. Variability was noted in language output based on the students’ cultural backgrounds and their roles in the group.

Conclusions. The findings support the sociocultural theory that speech development is mediated through social interaction and cultural tools. Learning to speak is not only a cognitive task but also a relational and contextual one. Future research should examine the role of digital tools and transnational cultural practices in shaping early language experiences.

Sports infrastructure in Ukraine during war and post-war reconstruction: Analysis, challenges, and modernisation mechanisms

Ihor Hrynchenko, Iryna Sobko, Vitalii Kyrpenko, Serhii Palevych — Mon, 29 Sep 2025 00:00:00 +0300

Purpose. This study aims to develop viable strategies for the revival and modernisation of Ukraine’s sports infrastructure in the context of post-war reconstruction.

Methodology. A large amount of data was processed using methods of systematisation, comparative analysis and synthesis, including scientific publications, analytical reports (notably from the Kyiv School of Economics and the Ministry of Youth and Sports of Ukraine), as well as regulatory and legal documents. A comparative analysis of quantitative data on damage caused and qualitative assessments of systemic problems was conducted. Additionally, the results of expert studies conducted using the Delphi method were considered, enabling the identification of critical needs and priority areas for industry development.

Results. It was established that large-scale military aggression caused extensive destruction of the Ukrainian sports infrastructure, resulting in consequences that extend beyond material losses. The analysis shows that the war exacerbated and intensified systemic shortcomings that existed long before February 2022, particularly uneven development, an outdated material and technical base, and a lack of clear state policy. The loss of infrastructure has led to a decline in physical activity, the depletion of human resources and the mass migration of athletes and coaches. It has been demonstrated that rebuilding outdated facilities alone is insufficient and will only perpetuate existing issues.

Conclusions. A true revival of the sports industry requires a fundamental transformation that includes systemic reforms, the diversification of funding sources (through international aid, public–private partnerships, and private investment), and innovative approaches. This includes creating multifunctional, energy-efficient and inclusive facilities that meet society’s modern needs. Investment in sport should be viewed as a strategic, long-term investment in human capital, psychological rehabilitation, and the restoration of national spirit.

Implementing a participatory approach to the educational activities of students at higher education institutions

Vasyl Zhukov — Mon, 29 Sep 2025 00:00:00 +0300

Purpose. The purpose of this paper is to analyze ways of implementing a participatory approach to the educational activities of students at higher education institutions.

Methodology. This paper used a mixed methodology of scientific research, including analysis, systematization and generalization, which enabled the author to study the specifics of implementing a participatory approach to educational activities at higher education institutions.

Results. An analysis of scientific and pedagogical literature reveals that the concept of an individual’s active position in socially significant activities was proposed by A. S. Makarenko as early as the 1920s. This idea was further developed by philosophers who regarded ‘participation’ as an individual’s drive to form part of a large social community. Elements of participation have also been used in workforce management as a way to increase employee satisfaction; the concept later evolved into the theory of participatory leadership.

In a large number of pedagogical studies, participation is defined as a process of cooperation between participants in solving important educational tasks, discussing certain problems and situations, and making joint decisions based on pedagogical interaction. Pedagogical interaction between participants in the educational process is based on regulations and legal frameworks aimed at practice-oriented training, which ensure the maximum inclusion of students in socially significant activities that foster feelings and emotions, that is, by applying a participatory approach.

A widely held specialist viewpoint is that a participatory approach takes into account the opinion of every student to solve particular socially significant problems, with the aim of creating favorable conditions to improve cooperation. In higher education institutions, special attention is paid to preparing students for partnership activities and self-determination that allow them to integrate their life and professional values.

Involving students in making management decisions and implementing them contributes to the faster achievement of socially significant goals by individuals, fosters mutual respect among participants in the educational process and promotes innovative ideas, as well encouraging the process of lifelong learning.

Conclusions. The implementation of a participatory approach to the educational activities of students at higher education institutions involves the content, as well as the principles, forms and methods of teaching students and the introduction of certain forms of final control.

Internationalization of higher education institutions as one of the pedagogical conditions for the development of foreign language communicative culture of students

Valentyna Malyk — Mon, 29 Sep 2025 00:00:00 +0300

The article explores the importance of foreign language proficiency as a key factor in the internationalization of higher education. It examines the concept of “condition” from various perspectives, highlighting pedagogical conditions as a combination of content, methods, and resources that support educational goals. The role of foreign language communicative culture is emphasized as essential for university internationalization. The study also demonstrates that internationalization offers multiple benefits at different levels – including faculty, students, research, and academic programs.

Purpose: The objective of the study is to analyze the current level of students’ foreign language communicative culture due to its importance as an effective pedagogical condition on the path to the internationalization of higher education.

Methodology: The methodology covers a comprehensive set of theoretical and empirical research methods, including the analysis of scientific sources, regulatory documents, pedagogical observation, description, classification and systematization. The study was related to full-time students at Vinnytsia National Agrarian University.

Results: The content of a foreign language communicative culture covers social, linguistic, regional, psychological and pedagogical aspects. Therefore, to form a foreign language communicative culture of an individual, it is necessary to gradually develop deep, systematic knowledge of a foreign language, assimilate universal human values and form appropriate behavioral algorithms.

Conclusions: The use of a foreign language as a means of intercultural communication is a key factor in the formation of a foreign language communicative culture in the university. This approach contributes not only to the development of speech skills, but also ensures the cultivation of tolerance, an understanding of cultural differences and effective interaction in a globalized society. It also helps in the process of internationalization of universities.

Digitalisation of education and cognitive load: Neurophysiological challenges for higher education institutions in the 21st century

Vasyl Fazan, Tetiana Fazan, Vitaliy Fazan, Dmytro Danylevskyi — Mon, 29 Sep 2025 00:00:00 +0300

The purpose of the article is to analyse the impact of the digital transformation of education on the cognitive load of students of higher education institutions, taking into account neurophysiological factors.

Methodology. The study used general scientific methods (analysis, synthesis, comparison, generalisation, systematisation) to study the scientific literature on the issue. The methodological basis is an interdisciplinary approach that combines pedagogical experience, neuropsychology, and cognitive ergonomics. The empirical part of the study contains the results of a survey of 50 students from V.G. Korolenko Poltava National Pedagogical University, Ukraine. We also used comparative analysis, structural methods and modelling of the integration of Cyber-Human Systems technologies into the educational process.

Results. The analysis of the survey results shows that the vast majority of respondents consider the digital learning format to be a factor in increasing cognitive and psycho-emotional stress. This way, 80% of participants noted its increase compared to traditional forms, which correlates with the findings of neuropsychological studies on the negative impact of multichannel information delivery and high content dynamics on attention span and brain performance. At the same time, 76% of respondents acknowledged the positive impact of digital learning on the development of creativity and critical thinking, which is explained by the possibility of using interactive platforms, project work, and problem-based research tasks. The most effective strategies for reducing cognitive load are the use of interactive methods (41%) and a rational balance between work and rest (32%). Reducing the duration of classes (15%) and psychological support of teachers (12%) are considered as secondary, but no less important measures.

Conclusions. We have found based on the theoretical analysis and empirical results of the study that the process of digitalisation of education in higher education institutions is accompanied by significant neurophysiological challenges associated with an increase in the cognitive load on higher education students. The identified trends make it possible to understand the need for a rational, systematic approach to determining the volume, structure, and pace of the educational material, taking into account the recommendations of modern cognitive psychology and neurophysiology. Only under the specified conditions it is possible to create an effective and safe educational space for students.

Improving the innovative receptivity of teachers in the conditions of digitalization in the educational environment

Iryna Pinchuk, Anatolii Pashko, Kyrylo Ponomarenko — Wed, 15 Oct 2025 00:00:00 +0300

Purpose. The challenges of modern education that this article deals with are the peculiarities of innovative receptivity of modern teachers in Ukraine. The aim of this research is to explore how to improve the innovative receptivity of Ukrainian teachers.

Methodology. In order to achieve this goal, first, the meaning of the concept ‘innovative receptivity’ was defined, and the components of teachers’ innovative receptivity were identified. Then, the key components of the concept were determined by the method of expert evaluation. Subsequently, a survey was conducted among teachers.

Results. The results showed that the most important components are technological proficiency, openness to change, a supportive environment and reflective practice. After applying a number of methods for improving innovative receptivity and surveying teachers, the most effective tools and recommendations for their use were determined.

The present study research also highlights the importance of ongoing professional development in fostering innovation readiness. Incorporating technology into teacher training programmes enables teachers to experience its benefits firsthand. We utilised online platforms to demonstrate the tools and resources available for use in their own classrooms. It is very important to ensure access to resources.

To improve receptiveness to innovation, teachers should be provided clear guidelines and support materials. Video tutorials on the use of specific technologies can be invaluable for teachers who need quick assistance or are studying independently.

Conclusions. Our work has led us to conclude that it is important to develop the innovative receptivity of Ukrainian teachers. It can be a valuable quality for improving teaching competence and developing the level of professionalism.

A systematic review of the impact of emerging technologies in shaping technical and vocational education and training students’ learning styles

Jonathan Olanrewaju Fatokun, Mishack Thiza Gumbo — Sat, 18 Oct 2025 00:00:00 +0300

The rapid advancement of emerging technologies is fundamentally reshaping Technical and Vocational Education and Training (TVET), driving a transformation in both pedagogical practices and student learning styles.

Purpose. This review critically examines the impact of technologies such as Artificial Intelligence (AI), Virtual Reality (VR), Augmented Reality (AR), the Internet of Things (IoT), and digital learning platforms on TVET.

Methodology. The study adopted the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) systematic review approach to review relevant articles that explore how emerging technologies facilitate learning in TVET colleges. A literature search was conducted within bibliographic databases to track relevant articles on emerging technologies, TVET, and learning styles. 43 articles that met the final eligibility criteria were subjected to deep review, which yielded the results presented in the study.

Results. The study reveals that the integration of these tools enhances hands-on, interactive, and personalized learning experiences, catering to diverse learner preferences and equipping graduates with essential digital skills for the modern workforce. While the adaptation of teaching strategies to individual learning styles remains debated, evidence supports the use of multimodal, technology-enhanced approaches to foster inclusivity and improve educational outcomes.

Conclusion. The review identifies gaps between student learning preferences and the evolving technological landscape, offering recommendations for bridging these divides and for the successful integration of emerging technologies in TVET. Ultimately, this study underscores the necessity for ongoing research and strategic implementation to ensure that TVET remains responsive to both learner diversity and industry demands in the 21st century.

Exploring skills-related challenges faced by educators in the implementation of inclusive teaching and learning: A case study of the Thabo Mofutsanyana District

Solomon Makola, Mkhumbulo Ndlovu, Lerata Jan Makate — Tue, 28 Oct 2025 00:00:00 +0200

Purpose. The study aimed to explore skills-related challenges faced by educators in inclusive education environments in South Africa, focusing on the Thabo Mofutsanyana District.

Methodology. Grounded on qualitative methods, data were collected through semi-structured interviews with principals, educators who are School-based Support Team (SBST) committee members, district officials who are part of the District-Based Support Team (DBST) and Chairpersons of School Governing Bodies (SGBs), alongside document analysis of policies such as the Education White Paper 6 (EWP6).

Results. The findings revealed that educators encounter challenges in supporting learners with special education needs (LSEN) due to inadequate training, resources, and skills, particularly in operating gadgets like braille machines and use of sign language in communication.

Discussion. Professional training workshops, co-teaching models, and Professional Learning Communities (PLCs) were identified as solutions to build educators' capacity. These mechanisms enable collaborative learning, improve teaching strategies, and promote inclusivity by addressing diverse learner needs.

Conclusion. The study concluded to underscore the importance of equipping educators with practical skills and adequate resources to create a conducive teaching and learning, inclusive classroom environment.

Empathy and tolerance as determinants of the formation of a culture of interaction among future teachers in the context of inclusive education: The search for innovative practices

Maryna Grynova, Olha Hubar — Thu, 30 Oct 2025 00:00:00 +0200

Purpose. The purpose of the article is to theoretically substantiate the role of empathy and tolerance as key determinants in shaping the culture of professional interaction among future teachers in the context of inclusive education, as well as to develop innovative practices aimed at developing these personal qualities in students of higher education institutions of pedagogy.

Methodology. The research methodology is conceptually based on both theoretical and empirical levels. At the theoretical level, we used methods of analysis, synthesis, systematisation, comparison and generalisation. At the same time, the modelling method allowed us to develop the author’s model of empathy and tolerance formation in students of pedagogical specialities, which structurally consists of seven consecutive levels. At the empirical level, we used methods of pedagogical observation and interviews with students majoring in pedagogy, which allowed us to identify the characteristics of their value-semantic orientations and their level of readiness for inclusive interaction.

Results. The results of the study show that innovative forms of developing social and emotional competencies enable more effective formation of a culture of interaction by ensuring comprehensive development of cognitive, emotional and value components. We have determined that the formats analysed are effective when students not only ‘know’ but also ‘feel’ the experience of others. The unique value of art therapy is precisely the emotional involvement in the feelings of another person. We have developed and proposed the following formats of work: ‘The Mask of the Other’, ‘Colours of Empathy’, ‘My Space of Tolerance’, ‘Music of Emotions’, ‘Map of Tolerance’ and ‘Tree of Interaction.’

Conclusions. Based on the results of the study, we have grounds to draw the following conclusions: studying empathy and tolerance as determinants of the formation of a culture of interaction opens up broad opportunities for finding innovative practices and creating new pedagogical strategies aimed at developing a humanistically oriented educational space. It is precisely such approaches that will allow future educators not only to adapt to the conditions of inclusion, but also to actively shape a culture of mutual understanding, cooperation and mutual support in society. At the same time, the challenge for educational institutions remains the systematic implementation of the practices we have identified, which must be actively integrated into curricula and have appropriate scientific and methodological support.

Further research should be aimed at developing modular training programmes for students that combine theoretical learning with the practical implementation of art therapy technologies focused on developing empathy and tolerance in an inclusive environment.

At the same time, it is important to emphasise that further development of research in this area requires a comprehensive understanding of empathy and tolerance as key competencies of a 21st-century teacher. They should become not only a component of individual professional style, but also defining characteristics of an educational culture that ensures the integration of humanistic values into the practice of inclusive education. This opens up prospects for the formation of a new pedagogical paradigm focused on personal development, mutual understanding and social unity.

Opportunities for using artificial intelligence in teaching first-year medical students

Alisa Popovych, Olena Aliyeva — Thu, 30 Oct 2025 00:00:00 +0200

Introduction. The introduction of innovative technologies into the educational process can modernise the higher education system and open up new opportunities for student learning. One of these technologies is artificial intelligence (AI), which is actively integrated into the teaching of multiple disciplines and necessary for the acquisition of many professional skills.

Purpose. The purpose of our research is to analyze the attitudes of first-year medical students towards AI and to assess the scope of AI in the study of Medical Biology.

Methodology. A comprehensive analysis of the use of various forms and methods of artificial intelligence was conducted, based on Office 365 Microsoft Teams software. A survey method was used, in which 150 first-year university students specializing in medicine, pediatrics and dentistry responded to the questions. To process the data obtained, the following methods of summarizing and processing the results of experimental studies were used: statistical, graphical and tabular.

Results & Discussion. A survey of these students showed that the majority of them, (around 80%), use a number of AI methods in their studies. Half of them stated that they believe this new technology will have a positive impact on their learning outcomes. Students believe that AI has the potential to become ubiquitous for every higher education student when preparing for class. The level of AI use depends mainly on the complexity of the topic, time constraints, amount of information and automation of routine tasks. In some cases, students use AI when the material is not presented sufficiently clearly, which is determined by the quality of their education. Popular AI tools among students included ChatGPT (90%), Grammarly (50%), Murf, Synthesia (30%), Midjourney (20%), Bing AI, Bard AI (15%) and Speechify (10%).

According to student questionnaires, in their 1st year, AI is most useful in natural sciences that require explanations and visualization, but less effective in humanities and ethics courses. An assessment of the scope of AI in the study of different topics within the discipline of Medical Biology (total 100%) was as follows: Cell division – 20%, Genetics – 30%, Molecular biology – 25%, Evolution – 15%, Ecology – 10%.

Conclusions. There are many benefits to incorporating AI into teaching methods for first-year students. Various AI algorithms for adapting educational material to the student’s level of knowledge stimulate the more active participation of students in the educational process, increase motivation and promote an interest in learning. Notwithstanding, the use of AI as a tool, it cannot replace the role of teacher altogether.

The universal competencies of a doctor can only be fully formed when students gain meaningful experience in activities that take place in the real world of human communication.

Game-based practices as a tool for developing language competence: The case of Persona 5: The Phantom X

Victor Akimov, Oleksii Nalyvaiko — Fri, 31 Oct 2025 00:00:00 +0200

Purpose. The study explores the pedagogical potential of Persona 5: The Phantom X (P5X) a Chinese narrative-based video game as a tool for developing linguistic and communicative competence in learners of Chinese as a foreign language. It aims to analyze how game-based interaction, supported by paratexts (i.e., auxiliary game-related materials such as wikis, forums, guides, and fan-produced resources that help players interpret, navigate, and extend the game world) and digital tools, enhances vocabulary retention, pragmatic fluency, and motivation for language learning.

Methodology. The research used a mixed-methods experimental pilot design with a small cohort (N=4) of Ukrainian students learning Chinese. Over three weeks, participants engaged in daily gameplay (~1.5 hours/day), supplemented by paratextual tasks (e.g., Chinese wikis, forums) and language support tools (Translumo, Reverso Context, AnkiDroid). Data were collected through semi-structured interviews, a lexical-grammatical test, personalized writing prompts, and field notes on in-game interactions. Qualitative and quantitative results were analyzed to evaluate language gains and motivational outcomes.

Results. Participants demonstrated improvements in lexical knowledge, contextual comprehension, and motivation to use Chinese actively. The game environment offered authentic dialogues, subtitles, and multimodal cues that fostered attention to form and meaning (“noticing”), supporting incidental vocabulary acquisition. Players reported reduced anxiety and higher autonomy, using game-based reflection and paratexts to reinforce learning. Minor linguistic errors were observed, but overall engagement and vocabulary retention improved, confirming the feasibility of game-based learning for linguistic competence development.

Conclusions. The study confirms that structured engagement with Persona 5: The Phantom X can effectively support language competence development through immersive, interactive, and motivationally rich experiences. Integrating paratextual materials and self-regulated digital tools enhances comprehension and long-term retention. Although limited by small sample size and lack of control group, the findings support the educational integration of digital role-playing games as complementary tools in second language acquisition. Future research should involve larger samples, comparative designs, and pedagogically structured integration of gaming practices into formal learning contexts.

Investigating the efficiency of student teachers’ self-recorded microlesson videos for initial teacher education at a university of technology in South Africa

Paseka Mollo — Fri, 31 Oct 2025 00:00:00 +0200

Many teacher training institutions now use micro-lessons to help student teachers develop specific competencies. These structured lessons allow future educators to practice their skills before entering real classrooms. Video-recorded micro-lessons have proven particularly effective in enhancing pedagogical abilities.

Purpose. This research paper investigates the effectiveness of self-recorded micro-lesson videos in equipping prospective teachers for the challenges of actual classroom settings. The research gathers insights from student teachers' reflective experiences, grounding its framework in Reflective Practice Theory. This model emphasises critical reflection on one's teaching practices to foster growth and development.

Methodology. This qualitative study involved 20 second-year Bachelor of Education students from the University of Technology, who were selected through purposive sampling to ensure a group rich in relevant experiences. Data collection was conducted through systematic observations and focus group interviews, which provided a multifaceted understanding of the participants' experiences. These insights were analyzed using the Systematic Text Condensation (STC) method, allowing for a thorough examination of the students’ reflections and experiences.

Results. Findings from the study illuminated the significant role that self-recorded micro-lesson videos play in enhancing student teachers’ reflective practices and lesson planning capabilities. By reviewing their recorded lessons, these student teachers could objectively evaluate their teaching performance and discern recurring patterns in their teaching strategies over time. This iterative viewing process not only allowed them to focus on specific teaching elements from classroom management to learner engagement but also fostered a deeper insight into student teachers' perceptions of their teaching methods.

Conclusion. As a result, this reflective approach not only empowers student teachers to refine their skills continually but also contributes to a comprehensive understanding of their teaching practices, ultimately enhancing their overall effectiveness as educators. The findings of this research carry important implications for teacher education programs, emphasizing that the integration of self-recorded micro-lesson videos could substantially enhance the professional development opportunities available to pre-service teachers, preparing them more effectively for their future careers in education.

Challenges of art and pedagogical education in China

Anna Kotova — Fri, 31 Oct 2025 00:00:00 +0200

Introduction. Art and pedagogical education in China has become a strategic priority in the context of rapid socio-cultural and technological changes. National policies emphasise the role of aesthetic education in shaping personality, creativity, and cultural identity, yet numerous systemic difficulties remain.

Aim. The aim of this article is to identify and analyse the key challenges that hinder the effective development of art and pedagogical education in contemporary China.

Methodology. To address the research aim, this study employed a set of methods commonly used in general and comparative pedagogy. These included analytical and synthetic approaches, historical-pedagogical analysis, comparative methodology, and the interpretation of official policy documents and scholarly literature.

Results. An analysis of scholarly literature and policy documents revealed one of the major problems to be a tension between preserving traditional forms of art education and introducing modern innovative practices. While dance, music, and visual arts have strong cultural roots, the integration of digital technologies, new liberal arts concepts, and global educational trends often create methodological uncertainties. Another significant challenge lies in the policy–practice gap: although government programmes set ambitious goals for comprehensive aesthetic development, in practice, art subjects are often marginalised in favour of exam-oriented disciplines, especially in secondary education.

Teacher training was identified as a particularly weak link. Studies demonstrate that future art educators receive insufficient methodological preparation, contend with a lack of professional versatility, and have limited opportunities for continuous development. Teachers face difficulties in adapting to diversified curricula, while higher education institutions still struggle to update pedagogical models in line with contemporary needs. At the same time, attempts to incorporate local cultural traditions, such as opera and folk art, enrich curricula but risk causing fissures without a coherent methodological basis. Additional problems include unequal access to resources between urban and rural schools and the need to balance globalisation with the preservation of national identity.

Conclusions. The conclusions confirm that the sustainable reform of art and pedagogical education in China would require a coordinated effort in curriculum design, the professionalization of teaching, the integration of technology and a careful balance of innovation with tradition. This study thus contributes to an understanding of the systemic barriers that need to be overcome to ensure the effectiveness and cultural relevance of art education in the modern era.

South African schools: A landscape of digital disparities in an era of ubiquitous technology

Alane Naidoo — Fri, 31 Oct 2025 00:00:00 +0200

Purpose. This study examines digital disparities in South African schools in an era of pervasive digital technology. It critically explores the challenges schools encounter in reducing these inequalities. Twenty-five years into the 21st century, we observe an exponential increase in technological use across all aspects of life, including education. However, simultaneously, the digital gaps within schools appear to be widening. Digital learning should offer opportunities for everyone, not just a select few. Nonetheless, a global digital divide persists. In South Africa, this digital divide is even more significant. The country has some of the highest levels of digital inequality worldwide. For example, only 20% of schools have internet connections to enhance teaching and learning.

Methodology. This study employed a qualitative research design grounded in the theory of critical digital pedagogy. The target population consisted of academic practitioners (teachers, Heads of Departments, Deputy Principals, and Principals) working in independent and public schools in Gauteng Province, South Africa. Non-probability sampling was utilised, and a sample size of 120 participants achieved the intended results. Data were collected through online surveys. The data obtained were analysed using content analysis.

Results. Many South African schools still face digital disparities in this era of widespread technology due to a lack of funding, inadequate infrastructure for digitisation, high data costs, poor departmental support, and ineffective teacher training.

Conclusion. A multi-faceted approach is essential to tackling the digital disparities among South African schools. This approach involves prioritising public-private partnerships for broadband development in under-resourced schools, engaging communities to address socio-criminal issues, enhancing access to digital tools through targeted funding, and advancing digital literacy.

Teachers’ perception and practice of assessing speaking skills in EFL classrooms: A case study at Wollo University, Ethiopia

Ayalew Yimer, Taye Regassa — Fri, 31 Oct 2025 00:00:00 +0200

Introduction. This study investigates the perceptions and classroom practices of English as a Foreign Language (EFL) instructors at Wollo University, Ethiopia, regarding the assessment of speaking skills.

Purpose. The purpose of the research is twofold: to evaluate the alignment between instructors’ theoretical beliefs about speaking assessment and their actual practices, and to identify systemic and pedagogical barriers that undermine effective oral proficiency evaluation.

Methodology. Adopting a mixed-methods methodology, the study collected data from 20 instructors and 25 students through structured questionnaires, non-participant classroom observations, and in-depth interviews. Quantitative data were analyzed using descriptive and correlational statistics, while qualitative responses were thematically coded.

Results. The results demonstrate that while instructors universally emphasize the importance of speaking assessments for developing communicative competence, their implementation is largely restricted to logistically manageable methods such as group discussions (used by 90% of instructors) and oral presentations (75%). In contrast, more nuanced techniquessuch as role-plays (20%) and individualized interviews (15%) were rare due to reported constraints. Key challenges included time limitations (85% of instructors), large class sizes (80%), inadequate training in assessment design (70%), and limited institutional support for formative feedback. A weak but significant positive correlation (r = 0.135, p <0.05) between instructors’ perceptions and practices underscores the gap between intent and action.

Conclusion. The conclusions advocate for institutional interventions, including mandatory teacher training programs on alternative assessment models (e.g., digital portfolios, peer assessments), policy reforms to reduce class sizes, and the integration of automated tools. By bridging this gap, the study argues, universities can better align assessment practices with pedagogical goals, ultimately enhancing students’ oral proficiency in EFL contexts.