ScienceRise: Pedagogical Education
https://journals.uran.ua/sr_edu
<p style="font-weight: 400;">"<em>ScienceRise: Pedagogical Education</em>" is a peer-reviewed scientific journal that publishes original research on lifelong learning.</p> <p style="font-weight: 400;">The issues investigated in scientific publications cover the following areas:</p> <p style="font-weight: 400;">- adult education,<br />- professional education,<br />- primary education,<br />- special education.</p> <p style="font-weight: 400;">The purpose of such publications is to bring to a wide range of scientists and practitioners in the field of education modern developments aimed at implementation in educational processes to increase their effectiveness. In particular:</p> <p style="font-weight: 400;">- in the direction of adult education – the formation of new skills and competencies in them for adaptation to the requirements of the labor market, which are rapidly changing due to information and technological transformations in society,</p> <p style="font-weight: 400;">- in the direction of professional education – formation of students' adaptation capabilities to the modern requirements of employers,</p> <p style="font-weight: 400;">- in the direction of primary education – correct orientation of students according to their abilities,</p> <p style="font-weight: 400;">- in the direction of special education – creation of the most comfortable adaptation of people with disabilities in physical development to society.</p> <p style="font-weight: 400;">All the mentioned topics covered by the concept of continuous education can also be considered through the paradigm of distance learning.</p> <p style="font-weight: 400;">The journal is published 4 times a year and has a worldwide distribution scope, without limiting the authors on any basis.</p> <p><a href="https://portal.issn.org/resource/ISSN/2519-4976ISSN">ISSN 2519-4976 </a> (print), <a href="https://portal.issn.org/resource/ISSN/2519-4984">ISSN 2519-4984 </a>(on-line) <br /><br />Drawing up the items of the publication ethics policy of the journal «ScienceRise: Pedagogical Education» Editors followed the recommendations of Committee on Publication Ethics <a href="http://publicationethics.org/">(COPE)</a>.</p>TECHNOLOGY CENTER PC®en-USScienceRise: Pedagogical Education2519-4976<p>Our journal abides by the Creative Commons CC BY copyright rights and permissions for open access journals.</p> <p>Authors, who are published in this journal, agree to the following conditions:</p> <p>1. The authors reserve the right to authorship of the work and pass the first publication right of this work to the journal under the terms of a Creative Commons CC BY, which allows others to freely distribute the published research with the obligatory reference to the authors of the original work and the first publication of the work in this journal.</p> <p> 2. The authors have the right to conclude separate supplement agreements that relate to non-exclusive work distribution in the form in which it has been published by the journal (for example, to upload the work to the online storage of the journal or publish it as part of a monograph), provided that the reference to the first publication of the work in this journal is included.</p>Specialized internet resources in the professional training of future teachers of music art
https://journals.uran.ua/sr_edu/article/view/313876
<p>The article provides an overview of the use of specialized Internet resources in music-pedagogical education for the professional training of future music teachers in Ukraine and China. In Ukraine, higher education institutions utilize a wide range of specialized Internet resources, with a preference for non-commercial ones. These resources are effectively integrated into the educational process, used for teaching professional and methodical disciplines, facilitating educational and research work, and encouraging independent creativity among students. Digital and specialized Internet resources are recognized as a key aspect of modernizing the educational process in all higher musical and pedagogical institutions. However, challenges, such as the absence of Ukrainian localization in popular projects and inadequate technical support in educational institutions, complicate the use of these resources. Additionally, using Internet resources with artificial intelligence is in the early testing and active discussion stage in Ukraine. In China, alongside international Internet resources (limited due to national requirements), a wide range of localized or adapted Internet resources is utilized in music-pedagogical education. These specialized Internet resources are primarily used in teaching special educational disciplines of the professional training cycle. The systematic use of artificial intelligence in musical and pedagogical education in China is particularly noteworthy. The technological advantages of using specialized Internet resources in the training of future music teachers have been established, including accessibility and cross-platform compatibility, real-time updates, less need for device resources, deployment speed and scalability, instant access and ease of use, saving memory on the user's device, simplicity in support, and security. These advantages have implications for the methodological features of their use in music and pedagogical education, which require further research</p>Li HaijuanNataliia Ponomarova
Copyright (c) 2024 Nataliia Ponomarova, Li Haijuan
http://creativecommons.org/licenses/by/4.0
2024-11-262024-11-2641110.15587/2519-4984.2024.313876Results of the implementation of the model of scientific and methodological system of training future primary school teachers to organize a safety-oriented educational environment under conditions of risks
https://journals.uran.ua/sr_edu/article/view/315485
<p>The article is devoted to the problem of professional training of future primary school teachers to organize a safety-oriented educational environment under conditions of risks in the context of reforming the educational system in Ukraine and taking into account global changes in all the spheres of human life, challenges, risks, and threats. The purpose of the article is to highlight the results of the experimental testing of the implementation of a model of a scientific and methodological system for the professional training of future primary school teachers to organize a safety-oriented educational environment under conditions of risks, which is due to the need to ensure quality primary education without endangering the life and health of all participants in the educational process, taking into account modern educational risks and threats. The implementation of the model involved updating psychological and pedagogical approaches, content, and theoretical and methodological substantiation of the professional training of future primary school teachers for this type of activity. The result of the model implementation is the formation of the readiness of future primary school teachers to organize a safety-oriented educational environment under conditions of risks. The diagnostic tools for experimental verification of the results of the model implementation are determined. The effectiveness of the implementation of the model of the scientific and methodological system of professional training of future primary school teachers for the organization of a safety-oriented educational environment under conditions of risks, which is presented in the results of the pedagogical experiment and is reflected in a statistically significant decrease in the proportion of future teachers with a low level of readiness to organize a safety-oriented educational environment under conditions of risks compared to the ascertaining stage of the study against the background of a significant increase in the proportion of future teachers with high and middle levels of readiness to organize a safety-oriented educational environment under conditions of risks, is proved.</p>Nataliia NaumenkoMaryna Nessonova
Copyright (c) 2024 Nataliia Naumenko, Maryna Nessonova
http://creativecommons.org/licenses/by/4.0
2024-11-212024-11-21122110.15587/2519-4984.2024.315485Social-emotional learning in foreign language classes at higher education institutions: from theory to practice
https://journals.uran.ua/sr_edu/article/view/311511
<p>This article explores the theoretical and practical aspects of integrating Social-Emotional Learning (SEL) into Foreign Language classes, emphasizing its benefits over traditional teaching methods, particularly in the context of the ongoing military aggression of russia against Ukraine. SEL fosters a supportive environment where students can express themselves, make choices, and develop essential life skills, with a focus on mental health – an especially critical factor during times of uncertainty. Foreign Language instruction offers a unique opportunity to gradually introduce SEL as it can be easily incorporated into the curriculum. Through SEL, students learn to understand and empathize with others, regardless of cultural or social backgrounds, thereby enhancing their interpersonal skills.</p> <p>The integration of SEL in Foreign Language education helps students build and maintain positive relationships, resolve conflicts, and make constructive decisions. It also plays a crucial role in helping first-year students adapt to the new environment at university. At the tertiary level, SEL exposure supports the development of key competencies, such as self-awareness, self-management, responsible decision-making, social awareness, and relationship-building.</p> <p>In this study, we selected and adapted a range of SEL activities for use in Foreign Language classes. These activities encourage students to identify their emotions, attitudes, and values, while reflecting on how these influence their behavior. Techniques, such as breathing exercises, meditation, goal-setting, and time management, are introduced to help students regulate their emotions, manage stress, control impulses, and stay motivated. Group discussions, collaborative projects, and teamwork are recommended to further improve social awareness, decision-making, and relationship-building skills</p>Liudmyla HerasymenkoSvitlana Muravska
Copyright (c) 2024 Liudmyla Herasymenko, Svitlana Muravska
http://creativecommons.org/licenses/by/4.0
2024-11-262024-11-26222810.15587/2519-4984.2024.311511