ScienceRise: Pedagogical Education

Self-educational competence as a key component of future bachelors' training in an open information educational environment

2025-05-28T19:48:33+03:00

In the era of educational transformations, caused by digitalization, globalization and the need to ensure continuous personal and professional development, a modern specialist must not only possess professional knowledge, but also be able to independently acquire new knowledge and skills, adapt to new challenges, critically interpret information, generate innovative solutions. In this regard, the formation of self-educational competence as the ability to organize a personal educational process throughout life is of key importance.

The relevance of the topic is also due to the rapid development of an open information educational environment, which creates new conditions and opportunities for students' self-learning. Within this environment, students can freely choose sources of knowledge, platforms, pace of learning and forms of self-control, which transforms traditional approaches to higher education and requires a new pedagogical paradigm, focused on the development of the individual as an active subject of educational activity.

The modern stage of development of higher education is characterized by the growth of the role of the open information educational environment, which provides new opportunities for individualization and personalization of learning. In these conditions, the formation of self-educational competence of future bachelors is of particular importance, which allows them to effectively organize their own educational trajectory, independently acquire knowledge, critically interpret information, and adapt to changing conditions of professional activity. At the same time, educational practices are not yet sufficiently adapted to the systematic development of this competence, which necessitates the need for theoretical understanding and methodological support of the process of its formation in the context of the open information educational environment.

The article reveals the essence of self-educational competence as an important component of the professional training of future bachelors in the context of the digitalization of education and the growing importance of the open information educational environment. Based on a thorough analysis of scientific research, the content of the concept of "self-educational competence" is analyzed, its key aspects, functions, and potential for implementing the concept of lifelong learning are characterized.

It is substantiated that the development of self-educational competence of future bachelors is a necessary prerequisite for their professional mobility, readiness for self-development and effective self-organization in the conditions of an open educational space

Digital tools in the management activities of general secondary education institutions

2025-05-28T19:32:01+03:00

In the current context of societal development, the digitalization of educational processes is undergoing rapid transformations. The aim of this article is to analyze the possibilities of integrating digital tools into the management activities of general secondary education institutions. The study uses theoretical developments from Ukrainian and foreign researchers, the analysis of regulatory documents, as well as a practical review of digital platforms and systems that can be used in the management of general secondary education institutions. The article outlines the main tasks for the educational institution and its leaders in creating a digital educational environment. Based on the analysis of scientific works by researchers, the following actions are suggested to adapt to the digitalization of education. The article provides examples of automated systems for monitoring educational quality, platforms for distance learning, feedback tools, and data analytics. Special attention is given to digital services for improving the qualifications of pedagogical staff and organizing internal electronic document circulation. The necessity of maintaining the institution's website is also emphasized, with examples of website builders provided. Successful digital transformation in the management activities of a general secondary education institution requires a systematic approach, the creation of a digital development strategy for the institution, the use of proven digital platforms, the enhancement of digital competence among all participants in the educational process, and ensuring information security. The inclusiveness, flexibility, and effectiveness of digital tools will contribute to the improvement of the quality of education and management processes. The introduction of digital technologies should be accompanied by continuous assessment of their effectiveness and adaptation to the specific needs of the educational institution

The influence of emotional states on the educational experience of international students

2025-05-28T15:26:09+03:00

This article explores the impact of emotional states on the learning process of international students who find themselves in a new cultural and educational environment.

It examines a range of key emotional experiences that accompany their adaptation – from the initial days of arrival to their eventual integration into the academic community. Particular attention is paid to how these emotional states affect their academic performance, motivation to learn, ability to socially integrate, and overall psychological well-being.

Based on an analysis of the collected research data, the article presents specific, practice-oriented recommendations, addressed to educators, university administrators, and international students themselves. These recommendations aim to provide adequate emotional support and optimize the overall learning process by taking emotional factors into account.

The article also analyzes the negative aspects of emotional states, such as elevated stress levels, anxiety, depression, feelings of loneliness, and low self-esteem. It demonstrates how these negative emotions hinder cognitive processes, particularly attention, memory efficiency, and intrinsic motivation for learning.

Furthermore, the study highlights the positive influence of emotions on the learning process. Emotional states, such as high motivation, genuine enthusiasm for learning, psychological resilience in overcoming difficulties, and openness to new experiences, are explored. These positive emotions are shown to foster deeper comprehension of academic material, the development of critical thinking, and successful social integration into the new academic and cultural environment.

Practical recommendations are provided for international students on increasing awareness of their emotional responses, seeking support when facing challenges, and managing stress effectively

Methodology of training students in psychological and pedagogical support of children with sen in the conditions of inclusion

2025-06-02T15:11:15+03:00

The article is devoted to the development and implementation of methodological approaches for training future specialists who will provide psycho-pedagogical support to children with psychophysical developmental disorders in inclusive education settings. The authors base their research on modern theoretical principles of inclusive pedagogy that take into account the specific developmental characteristics of children with special educational needs, and they emphasize the necessity of integrating practical skills with theoretical knowledge. An important component of the study is the analysis of current pedagogical technologies and methods, particularly the use of interactive teaching forms, differentiated educational programs, and multidisciplinary collaboration among specialists working with children with special educational needs.

The paper highlights the formation of core competencies in students, which are essential for organizing effective support for children with psychophysical developmental disorders. In particular, it elucidates the methodological foundations that ensure the harmonization of theoretical knowledge and practical abilities in the field of psycho-pedagogical support. Moreover, the role of integrating modern information technologies and adaptive tools in creating a favorable learning environment both within educational institutions and in the context of working with a child’s family is examined.

The most pressing issues in the preparation of future specialists include an insufficient level of practical skills, the fragmented implementation of innovative technologies, and a lack of a systematic approach to developing individualized corrective programs. The proposed methodology, based on the integration of pedagogical, psychological, and technological components, is designed to provide comprehensive support to children with psychophysical developmental disorders, which is a decisive factor for their successful social adaptation and participation in inclusive education.

The practical significance of the study lies in the development of a universal approach to specialist training that will contribute to enhancing the quality of psycho-pedagogical support for children, ensuring their adaptation within the general education environment, and implementing the principles of inclusive education at the national level

Burnout syndrome among higher education instructors as a consequence of distance learning

2025-06-06T16:17:22+03:00

The article examines the issue of burnout syndrome among higher education instructors in the context of distance learning. With the transition to online teaching during the COVID-19 pandemic and the martial law in Ukraine, many educators faced increased levels of stress and emotional exhaustion. The aim of the study is to identify the main factors contributing to the development of burnout syndrome among higher education instructors during distance learning and to develop recommendations for its prevention. The article analyzes current scientific approaches to defining and measuring professional burnout, particularly the methods of C. Maslach and S. Jackson. The impact of distance learning on the emotional state of instructors is considered, including difficulties in establishing emotional contact with students, increased workload due to the need to master new technologies and adapt teaching materials to the online format. Based on a survey using the MBI-ES, 65% of the respondents demonstrated high levels of emotional exhaustion, 45% reported loss of motivation, and 53% indicated a lack of psychological recovery. Symptoms included chronic fatigue, insomnia, irritability, apathy, and detachment from students. Burnout levels were especially high among lecturers with less than five years of experience in distance education and those who lacked administrative support. The main contributing factors were identified as work overload, social isolation, and insufficient technical support. Depersonalization reached 53%, negatively affecting educational quality and student engagement. Only 20% of the respondents maintained or improved their professional efficiency during online teaching. Moreover, 75% reported the absence of psychological support or professional development programs. Special attention is given to the analysis of studies indicating high levels of emotional exhaustion and depersonalization among instructors working remotely. A set of measures is proposed for the prevention and overcoming of burnout syndrome, including the organization of psychological support, professional development, and the implementation of flexible work schedules. The importance of creating a favorable working environment and support from educational institution administrations to maintain the mental health of instructors in the context of distance learning is emphasized. The article also identifies promising directions for further research, including the development of early diagnostic indicators of burnout, ongoing analysis of educational systems in different countries, and assessment of the role of institutional leadership in reducing stress among educators. The scope of the study is limited by the selection of respondents, its focus on only one phase of the pandemic, and the regional characteristics of the Ukrainian public education system, which calls for caution when generalizing the results

Experience of implementing the basic principles of the bologna process in the training of specialists in clinical laboratory diagnostics

2025-06-10T15:08:27+03:00

The education system in any country is an important link in public life. Ukraine, as an independent state, has long been on a course for European integration. However, its entry into the scientific and educational international space forces it to modernize the education system in the light of modern requirements. This is a necessary condition for fully joining the Bologna process. The implementation of the medical education system in modern conditions, the possibilities for its reform, the problems, caused by the need to improve the quality of training of graduates of medical institutions of higher education, persistently require new effective approaches to setting up and organizing the educational process. Undoubtedly, the rapid progress of medical and pedagogical science necessitates the search and implementation of new effective technologies in the system of obtaining knowledge. The introduction of innovative technologies with elements of interactivity can ensure the proper training of a specialist doctor in accordance with existing medical standards. The use of modern technologies based on the Bologna process in the educational process when training specialists in clinical laboratory diagnostics creates new opportunities for implementing the didactic principles of individualization and differentiation of learning, has a positive effect on the development of cognitive activity of students, their creative activity, the level of consciousness, and implements the conditions for the transition from training to self-education. The effectiveness of the use of pedagogical technologies in the educational process has been confirmed by research works by many authors. Today, a comprehensive theoretical development of the problem of using modern pedagogical technologies in the professional training of a specialist in postgraduate education is gaining particular urgency and significance. Modern technologies in education are considered as a means, by which a new educational paradigm of the formation of the integrity of the educational process can be implemented. The use of modern innovative technologies is one of the most promising areas of development of higher education, which contribute to greater individualization of the educational process, intensification of training, formation and self-actualization of the personality of specialists in clinical laboratory diagnostics. The technology of developing critical thinking is the foundation for mastering new types of professional activity. The subject of any innovative technology is the specific interactions of students and teachers in various types of activity, organized on the basis of precise systematization, algorithmization, structuring and standardization of methods and techniques of teaching with the use of technical means. Thus, the implementation of modern technologies contributes to the fact that in the student's activity there is a transformation of the transition from learning as a function of memorization-reproduction to learning as an intensive intellectual activity