ScienceRise: Pedagogical Education

Integrated vocational training of specialists under the EРP «Vocational Education (Crafts and Food Technologies)»

Valentyna Burak, Alyona Sorokina, Alexander Voloshyn — Fri, 29 May 2026 00:00:00 +0300

The article substantiates the features of vocational training of specialists through the integration of knowledge, skills, abilities, competencies in craft production and food technologies and pedagogy, psychology and methodology. Leading trends are associated with the introduction of innovative technologies to improve the quality, safety and competitiveness of products in the domestic and foreign markets; innovative processing of plant raw materials to create functional food products; the introduction of intelligent quality control systems, digital product labeling, online sales through electronic platforms; the implementation of bioengineering and functional food industry technologies. The analysis of psychological and pedagogical literature indicates the systematic use of digital technologies; modernization of educational programs for vocational training; differentiated and high-quality training of all levels of specialists; use of project learning technology and opportunities for advanced education.

The essence of integrated vocational training of specialists under the EPP "Vocational Education (Craft Production and Food Technologies)" is analyzed. Its uniqueness is proven, which is manifested in the training of specialists for the implementation of educational activities in the vocational training of technical specialists, qualified workers and employees of enterprises, institutions and organizations in the fields of education, agricultural production, product processing and food technologies, the formation of readiness for self-education and professional self-improvement throughout life.

Recommendations are proposed for the implementation of the specified EPP in a higher education institution, which include a number of reasoned provisions: ensuring the conceptual and methodological compliance of EPP with modern educational standards and labor market needs, implementing a practice-oriented mechanism for vocational training of education seekers, integrating digital technologies into the educational process of vocational training of specialists, developing the pedagogical component of training for teachers of vocational education, forming entrepreneurial and innovative competence of future specialists, implementing a system for ensuring the quality of education, developing international cooperation and academic mobility

Environmental education and digital pedagogy: an analysis of the regulatory framework

Svitlana Tolochko, Nataliia Bordіug — Fri, 29 May 2026 00:00:00 +0300

The article is devoted to the presentation of the results of the analysis and justification of the regulatory framework for environmental education and digital pedagogy, the need to integrate the potential of both branches for the formation of environmental competence, worldview, consciousness, and culture of education seekers.

The current state of development of the regulatory framework related to the organization and implementation of environmental education was analyzed, in particular, the Law of Ukraine "On Education", the Concept of Environmental Education of Ukraine, the Concept of National-Patriotic Education in the Education System of Ukraine, the National Program for the Education of Children and Students in Ukraine, the National Doctrine for the Development of Education of Ukraine, the Concept of the New Ukrainian School. The current regulatory documentation related to digital pedagogy was considered: the Laws of Ukraine "On Digital Content and Digital Services", "On the National Program of Informatization", the Resolution of the Cabinet of Ministers of Ukraine "On Approval of the Concept of the Development of Digital Competencies and Approval of the Action Plan for Its Implementation", "Some Issues of Digital Transformation".

The feasibility of implementing the capabilities of digital pedagogy in environmental education is substantiated on the basis of the analysis of documents and thesaurus relevant in the context of the research being carried out. The feasibility of using digital technologies (audio and visual in real time, using text messages, online text, audio and video chats, e-mail, communication and discussion forums, etc.) is confirmed. The impact on the development of digital content of education in general and environmental education in particular by augmented and virtual reality, artificial intelligence, robotics, media education, gamification, STEM / STEAM education is demonstrated.

Recommendations are proposed for the implementation of digital technologies in environmental education, in particular digital educational platforms ("All-Ukrainian School Online", "Action. Education for All", "EcoEducation", "Education for Life", "EcoSystem", "Ecoaction"). The possibility for students and teachers to use the information provided in free access on the specified platforms for writing scientific papers or implementing environmental projects has been confirmed

A model for developing the legal competence of vocational education teachers in vocational education institutions of the construction industry

Denys Natesa — Fri, 29 May 2026 00:00:00 +0300

The article is devoted to the presentation of the scientific activity results on the development and substantiation of the development model of the legal competence of teachers in vocational education institutions of the construction industry.

The current state of scientific development of the problem of modeling the development of teacher competence, in particular, the legal competence of teachers in vocational education institutions of the construction industry, is analyzed. Foreign models of organizing teacher training are considered, which, in particular, provide for the participation of socially responsible business in educational projects; taking into account the features of "greening technical and vocational education and training" in the model of pedagogical competence of a teacher of vocational education in the context of sustainable development; integration of the needs of the industry, attitudes and ICT and new knowledge, existing skills, abilities, practices, assessment and reflection; individually managed learning, study groups and trainings that meet the needs of teachers will improve their leadership and the effectiveness of educational activities.

Thesaurus of the problem of forming the value formation of a personality in an artistic and aesthetic educational environment is substantiated. The term development model of the legal competence of vocational training teachers in vocational education institutions of the construction industry is interpreted as a structurally integrated system that reflects the patterns, principles, content, stages and mechanisms of formation of professionally significant legal knowledge, skills and value orientations of teachers. It is aimed at ensuring the readiness of teachers for the effective use of legal norms in pedagogical activity, which includes methodological support of the educational process, creation of legal culture among students.

The author's vision of the development model of the legal competence of vocational training teachers in vocational education institutions of the construction industry is proposed. Its main components are defined as target-motivational, content-procedural and effective blocks, which are determined by the pedagogical conditions we have identified

Students’ challenges of writing science essays in English for Specific Purposes at tertiary level

Tetiana Pastushenko, Nataliia Lutkovska — Fri, 29 May 2026 00:00:00 +0300

Analyzing and summarizing information from different sources, comparing and contrasting ideas, interpreting and presenting results are routine job-related issues stipulating an integrated approach to the development of linguistic and specialism-related competences of majors in Biology used to describe scientific theories and models, discuss and evaluate experimental methods. These tasks are highly correlated with academic writing skills that, to a great extent, can be acquired by constructing academic specialism-related essays.

The objective of this paper is to identify and analyze the difficulties of majors in Biology in science essay writing in English at intermediate level and suggest successful strategies that can be employed to solve the problems arising.

The research was conducted within the framework of an ESP course for junior students. In order to visualize the challenges, 30 undergraduates were involved in writing 3 different types of science essays as a part of their formative assessment. At the next stage of the research, these papers were subjected to qualitative and quantitative analyses.

The complexities experienced by undergraduates are divided into: 1) defining the relevant essay type and composing parts of the essay; 2) lingual instruments of arranging ideas. The findings of this research indicate that the appropriate communicative strategy employed by students when identifying the essay type essentially contributes to crafting relevant content. Constructing an effective introduction and ensuring text cohesion, followed by building a successful conclusion and making relevant references to the data and visuals, epitomize the highest level of difficulties in writing science essays in English for Specific Purposes

Cognitive-reflective component of research competence of future higher education institution teachers

Oleksandr Grytsan — Fri, 29 May 2026 00:00:00 +0300

The article examines the problem of forming research competence of future teachers of higher education institutions in the context of socio-cultural and educational challenges.

The relevance of the outlined issues is due to the need for a thorough study of the influence of cognitive and reflective processes on the development of key and professional competencies of future teachers of higher education institutions, their cognitive styles, ways of thinking on the processes of intensification of the acquisition of knowledge, skills, and abilities during learning and teaching in the conditions of digitalization of technologies and society, and the organization of scientific and research work. The typology of views and approaches to the nature and essence of the cognitive-reflective component in the structure of research competence of future teachers of higher education institutions is considered. The essence, component composition and features of the formation of the cognitive-reflective component of research competence for training a new generation of teachers of higher education institutions with a high level of research culture and critical thinking are analyzed. The cognitive and metacognitive skills, reflective abilities of a future teacher of a higher education institution, necessary for the organization and conduct of scientific and research activities, are described. It is substantiated that the quality and result of scientific and research activities directly correlate with the cognitive styles of the individual as individual ways of collecting, organizing, processing, systematizing, categorizing, and interpreting information using various research strategies. Cognitive flexibility is defined as one of the basic competencies of a future specialist, an integral component of his professional competence

Challenges facing female leaders in public general education schools in the Republic of Yemen: an analytical study

Eman Ahmed Mohammed Abdulatef Alshameri, Masyitoh Chusnan M. Ag, Saiful Bahri — Fri, 29 May 2026 00:00:00 +0300

This study aimed to identify, from the perspectives of the female principals and vice-principals themselves, the difficulties they face in public general education schools within the Capital Secretariat of Sana'a. The research problem emanated from the researchers’ own observations pertaining to the challenges impacting the female leaders in executing their leadership roles. In addition, there is an absence of research in the context of Yemen. The authors utilized the descriptive analytical method and constructed a questionnaire, founded on pertinent educational literature and previous studies. The sample comprised 236 female principal and vice principal of public education schools in the districts of Ma'een and As-Saba'in of the Capital Secretariat, Sana'a. In the analysis of data, the authors relied on the measure of central tendency (arithmetic mean) and the measure of dispersion (standard deviation). The mean for the challenges faced by female leaders was 3.14, thus, the challenges were moderate. The authors also highlight the female leaders' high self-confidence. This is evident in the statement “I possess the necessary competence to overcome leadership challenges in the work environment” as this statement was ranked first. On the contrary The authors state that the challenges were mainly attributed to unavailability of financial resources, minimal backing from the supervisory bodies and absence of the institutions' concern about female leaders

A comparative analysis of professionally oriented opinion-sharing dialogue and discussion in teaching English to future power engineers

Mariana Shevchenko — Fri, 29 May 2026 00:00:00 +0300

The article presents the results of a thorough theoretical and methodological study devoted to the functional and structural differentiation between two key types of professional spoken interaction: professionally oriented opinion-sharing dialogue and professionally oriented discussion. The methodological need to implement professionally oriented opinion-sharing dialogue training in English for Specific Purposes (ESP) lessons for third-year undergraduate students in power engineering specialities is substantiated by the transition to the study of highly specialised disciplines and the need to prepare future professionals for international engineering cooperation in the energy sector. The work proposes a systematic comparison between professionally oriented opinion-sharing dialogue and professionally oriented discussion based on 20 parameters that cover functional, structural, psychological, and ethical aspects of professional oral communication. Attention is also paid to the features of implementing these types of dialogue in distance and blended learning formats, which have become popular in modern higher education institutions worldwide. It has been identified that professionally oriented opinion-sharing dialogue is a fundamental cognitive tool for the collaborative development of innovative technologies and engineering projects, modernisation of power systems, and coordination of technical work within a globalised professional environment. A comparative analysis of the parameters proposed in the present article reveals that professionally oriented opinion-sharing dialogue is a flexible, cooperative interaction characterised by spontaneous exchange, indirect disagreement, and the pursuit of shared consensus without requiring a facilitator. Conversely, professionally oriented discussion is a strictly regulated, competitive debate necessitating a facilitator, prepared argumentation, and rigid turn-taking to establish the superiority of a single perspective. The results of the study enable ESP lecturers to more accurately differentiate methodological tools and create exercises that meet the real demands of the modern energy industry. It has been proven that incorporating such approaches contributes to the holistic development of professional foreign-language (English) communicative competence in students at technical faculties. The paper’s practical value lies in the possibility of using the developed criteria to create innovative educational materials (potentially) based on authentic videos in English, i.e. thematically relevant movies and programmes, to develop the professional English spoken interaction skills of the mentioned students. This will enable the educational process to closely mirror the real conditions of international professional communication, thereby enhancing the readiness of future power engineers to solve professional tasks

Content-analysis of educational and work programs on the military psychology discipline in higher educational institutions of Ukraine in the 21st century

Yaroslav Pylypchuk — Fri, 29 May 2026 00:00:00 +0300

This article is devoted to the content analysis of educational and work programs on the discipline «Military Psychology» in higher educational institutions of Ukraine in the 21st century. Military education has gone through several stages in its development. Before the Russian invasion of Eastern Ukraine (ATO), curricula and work programs were informational support for peacetime. The Russian invasion of Eastern Ukraine led to the occupation of part of the Donbass territory. The experience of this conflict was taken into account by Ukrainian researchers in the second half of the 10s of the 21st century. The practical experience of Ukrainian military educators and military psychologists, as well as the work of foreign educators, was involved. A number of curricula and work programs, as well as syllabi, were developed. The full-scale Russian invasion of Ukraine led to a new stage in the study of military psychology and military pedagogy. This conflict is high-tech, since UAVs are used. At the moment, the best program is the work program developed by O. Shevyakov in 2023 at the Dnipro University of Internal Affairs.

The experience of the Russian-Ukrainian war, in the author's opinion, will allow for a qualitative breakthrough in the field of military psychology and military pedagogy. The curricula will be enriched with the practical experience of military psychologists who participated in a high-intensity conflict. It is worth noting that the Russian-Ukrainian war is the largest conflict since World War II. Another of its features is its high technological content, in particular the use of drones. It is worth noting that the more technological the war, the greater its impact on the psyche of its participants. Military psychologists will have experience working with a wide range of psychogenic disorders in war veterans

Features of the coordination skills of school children of senior grades who do judo

Stanislav Shmelov — Fri, 29 May 2026 00:00:00 +0300

This article examines the characteristics of the coordination abilities of judokas with varying levels of athletic proficiency when performing the Romberg test using computerised stabilography. The relevance of the study lies in the need to identify modern and innovative methods for assessing the functional condition, balance maintenance system and postural stability of senior school pupils and high-level athletes, which are key components of coordination fitness in judo. The aim of the study is to identify differences in coordination indicators between highly skilled athletes and 10th–11th-grade schoolchildren who practice judo at a beginner level.

The study involved 63 male school pupils in the older age group and 14 highly skilled athletes. The computerised stabilography method was used to assess balance. The following parameters were examined: MO(x), MO(y), Q(x), Q(y), R, V, OD, LX, LY, КФР and the balance coefficient, which was demonstrated as the position of the center of pressure, the amplitude and speed of oscillations, the length of the trajectory of movement and the overall efficiency of the balance maintenance mechanisms.

The article identified differences between the groups across all the specified indicators. Thus, during the experiment, highly skilled athletes demonstrated smaller variations in the amplitude of the center of pressure, lower rates of movement, and better balance maintenance compared to schoolchildren at a beginner level in judo. The results of the study indicate more effective functioning of the balance maintenance system and a higher level of coordination in skilled judo athletes. The model of stabilographic indicators developed can be used as a guideline for monitoring the functional condition of judo athletes, assessing their ability to maintain balance and coordination, and, in general, improving the teaching and training process in judo

Digital educational platforms as a means of preparing future primary school teachers for the organization of distance learning

Oryna Knysh — Fri, 29 May 2026 00:00:00 +0300

The article presents a theoretical substantiation of the impact and promising role of digital educational platforms in the preparation of pre-service teachers for organizing distance learning in the context of educational digitalization. The relevance of the study is driven by the need to update approaches to professional training due to the transformation of the teacher's role, shifting from a mere transmitter of knowledge to a mentor, tutor, and facilitator who assists students in defining their own educational trajectory, as well as changing models of interaction among participants in the educational process.

A theoretical analysis of approaches by domestic and foreign scholars toward the concept of "digitalization of education" has been conducted. The study identifies the primary groups of challenges (regulatory, legal, and social) faced by educators when implementing distance learning in primary schools. It is emphasized that for effective interaction with primary school children, a teacher must possess not only technical knowledge and skills in working with educational platforms but also provide psychological support to families and actively interact with parents.

The research is based on an analysis of scientific sources, the regulatory framework, and practical experience in using digital educational platforms. The didactic possibilities of synchronous and asynchronous learning forms are outlined. It has been established that educators must expediently combine these forms within the educational process for primary school students. The study analyzes platforms and services that form the basis of synchronous (Zoom, Google Meet) and asynchronous interaction (Blackboard, Google Classroom, Canvas, Edmodo), as well as integrated digital ecosystems (Google Workspace for Education, Microsoft 365 Education).

It is concluded that the use of digital educational platforms during the training of pre-service teachers models the conditions of professional activity in primary schools, significantly increasing their level of practical readiness to organize a digital environment for primary students in distance learning conditions

Ethical risks of AI-based adaptive e-learning systems and a conceptual model for their minimization in higher education

Nazar Hryshchuk — Fri, 29 May 2026 00:00:00 +0300

This article looks at ethical risks that arise when AI-based adaptive e-learning systems are used in higher education. These tools are usually discussed in terms of better individualization of learning. That is true to an extent, their use is still not neutral. Alongside clear benefits, less visible issues start to appear. Some are familiar, for example protection of personal data, algorithmic bias. Others are harder to pin down: a gradual shift in teacher autonomy, changes in how teachers and students interact, and a growing dependence on automated decisions. Taken together, these changes affect not only the technical side of education, but also how learning is organized. The discussion draws on international frameworks, including the UNESCO Recommendation on the Ethics of Artificial Intelligence and the General Data Protection Regulation (GDPR), as well as recent work in digital pedagogy. In this context, the notion of an “ethical risk of an adaptive e-learning system” is revisited and organized into four groups: risks related to protection of personal data and security, algorithmic bias, reduced autonomy of participants, and educational inequality.

The study combines several approaches: theoretical analysis, comparison of international practices, and conceptual modeling. The resulting model is not meant to be universal. Rather, it is a framework that can be adjusted to a specific institutional context, it includes four stages: an ethical audit, pedagogical adjustment of algorithms and content, development of digital-ethical competence, and current monitoring with feedback. One difficulty, as it seems, is not the lack of tools but the way they are used. Technical, pedagogical, and legal approaches often remain separate. Because of this, outcomes depend heavily on context, including how national strategies for changes driven by digital technologies in education are interpreted in practice.

The results may be useful for universities developing internal AI policies, designing courses in digital ethics, and building adaptive e-learning environments