ScienceRise: Pedagogical Education

Learning platforms as a means of developing mathematical competence in high school students

Valentyn Ryndiuk — Thu, 26 Feb 2026 00:00:00 +0200

The article presents the results of a theoretical study of the pedagogical potential of educational platforms in the formation of mathematical competence of high school students. During the study, it was found that interactive visualization, dynamic modeling, adaptability of the learning environment, diagnostic testing and personalization of learning trajectories are key pedagogical capabilities of educational platforms that potentially contribute to the development of competence skills, and also create conditions for the effective use of the platform. The main of these conditions are the active direction of educational tasks, the problem-oriented nature of activity, the combination of individual and group work, the introduction of digital tools into the structure of the lesson and the actual methodological training of the teacher. During the work, the directions of the most appropriate application of educational platforms in teaching mathematics were determined, in particular, the organization of research activities, solving applied problems and supporting students' thinking and reflection. The scientific novelty of the study lies in the organization of the pedagogical potential of educational platforms in the context of the formation of mathematical competence of high school students, as well as in the theoretical substantiation of the conditions for their effective use. The results can serve as a basis for further empirical research and the development of methodological recommendations on the use of digital platforms in high school mathematics education

The use of visual models as a universal language of learning in international groups

Tetiana Voiitik, Tetiana Kopeykina — Thu, 26 Feb 2026 00:00:00 +0200

This paper investigates the potential of visual modeling as an effective means of overcoming language barriers and enhancing intercultural communication in the education of international students. It is argued that mathematical visualization constitutes a universal instructional method that facilitates the comprehension of physical processes and supports the learning of higher mathematics, physics, and technical disciplines. Graphical and dynamic models are shown to serve as essential cognitive supports that enable students to assimilate complex physical and mathematical concepts irrespective of their level of proficiency in the language of instruction.

The relevance of this issue remains particularly pronounced in higher education institutions working with international student cohorts. Instructors frequently encounter communication challenges arising from students’ insufficient command of the Ukrainian language as well as from disparities in their prior mathematical preparation. Within this context, the article examines the didactic potential of visual modeling as an instructional approach for teaching international students.

Emphasis is placed on the role of mathematical visualization – including tables, graphs, diagrams, vector representations, and dynamic geometric model – as a universal language of instruction that reduces the cognitive load imposed by language barriers. This reduction facilitates understanding and contributes to the improvement of teaching and learning processes in physical, mathematical, and technical disciplines. Teaching experience in international student groups demonstrates that the systematic use of visual models significantly decreases the time required to explain new material and enhances students’ success in problem-solving during practical classes. This effect is attributed to the fact that students rely on visual representations and conceptual understanding rather than on literal translation of problem statements.

Visual mathematical models represent a powerful tool for pedagogical adaptation in an international educational environment. They function as a “communication bridge,” enabling students to concentrate on the conceptual content of the subject rather than on linguistic difficulties. The integration of visual models into the educational process contributes to the creation of conditions necessary for the acquisition of robust and sustainable knowledge essential for the professional development of future specialists

Interactive applications as a means of effective teaching in higher education institutions in Ukraine

Valentyna Slipchuk, Halyna Yuzkiv, Nataliia Marchenko — Thu, 26 Feb 2026 00:00:00 +0200

The article is focused on the pressing issue of using interactive applications as effective teaching tools in Ukrainian higher education institutions. It highlights that using interactive applications, specifically interactive digital platforms, in the modern educational process ensures the best possible combination of theoretical information and its practical application. The authors analyzed the advantages and disadvantages of using interactive applications and their integration into interactive learning and concluded that a characteristic feature of modern higher education in Ukraine is the use of interactive digital platforms, such as Baamboozle, Wordwall, LearningApps.org, and Genially. It was determined that the use of various digital applications helps teachers develop interesting lessons that are usually aimed at solving several tasks: gamification of learning, consolidation of the material studied, and assessment of learning outcomes. The universal educational tool Genially was analyzed, whose interactive capabilities help make learning in Ukrainian higher education institutions more productive, motivating, and modern. The use of interactive applications provides teachers in higher education institutions with tools for analytics and assessment, as well as the ability to adapt content to different formats (course, practical class, seminar, independent study). The main advantages of using digital applications have been identified, namely time savings, accessibility and flexibility, interactivity and personalization, and objectivity. At the same time, the authors emphasize that the use of interactive applications in the educational process in higher education institutions in Ukraine should be organically combined with traditional teaching. With this in mind, teachers should carefully consider the order, in which traditional methods and interactive applications are used, without overusing the latter, as this can lead to a decrease in motivation

Humanitarian training as a resource of professional effectiveness of a future manager

Viktoriya Parkhomenko, Galyna Cherusheva — Thu, 26 Feb 2026 00:00:00 +0200

Social-psychological and sociocultural approaches are necessary for understanding the individual and serve as the moral and ethical foundation of spiritual values. This necessitates a fundamental review of approaches to training management personnel. The development of the personal potential of future specialists is becoming particularly relevant.

The success of a modern manager depends, on the one hand, on mastering the basics of business, and on the other, on a solid worldview, strategic thinking, and awareness of contemporary social realities. Therefore, professional training should aim to shape specialists’ socio-cultural and economic views and deepen their understanding of patterns of human psychological behavior. In professional activity, the psychological factor often becomes dominant.

The advantages of managerial activity are the manager's ability to systematically analyze and think creatively in the decision-making process in non-standard situations, finding effective ways to solve practical problems, readiness for business communication to ensure partnership relationships, etc.

The analysis of the content of professional training of managerial personnel allowed us to draw conclusions that a significant influential factor in the formation of readiness for managerial activity are the educational components of the EPP "Management of Foreign Economic Activity" of a socio-humanitarian orientation, which form the basis of the cognitive component.

The article substantiates the relevance of humanitarian knowledge for developing integral competence (IC), namely the ability to solve complex practical tasks and problems characterized by complexity and uncertainty in management through the application of theories and methods from the social and behavioral sciences, as well as through the development of personal qualities. The main approaches to studying professional orientation and moral and ethical values of future specialists are identified. Based on an experimental study, a criteria-based analysis was conducted, levels of social and humanitarian training as a component of professional readiness were determined, and diagnostic tools and methods of mathematical statistics were applied to analyze the obtained data

Features of academic and professional training of master of laws students at universities in Great Britain

Olga Marchenko — Thu, 26 Feb 2026 00:00:00 +0200

The article examines the key features of academic and professional training of Master of Laws (LL.M.) students at universities in Great Britain from historical, methodological, organizational, content-related, and procedural perspectives. It is established that the formation of the fundamental principles of legal education in Great Britain is linked to the emergence of the Anglo-Saxon legal system in the twelfth century, which was based on the activities of royal courts, legal customs, and statutes, as well as to the establishment of the first universities in Oxford and Cambridge that developed from monastic law schools. The two-tier system of legal education originated in England in the seventeenth century, when universities, upon completion of a defined educational program, awarded bachelor’s and master’s degrees, with master’s-level training being broader in content and extending over an additional three years. Alongside the study of Roman and canon law at classical universities, opportunities for the practical acquisition of English common law were provided through training at the Inns of Court. It is shown that in the nineteenth century, the division between university-based legal education, aimed at implementing the ideals of classical education, and the practical training in common law at the Inns of Court gradually lost its significance. Over time, the distinction between classical education and practical legal training became blurred, which was reflected in the development and legislative consolidation of a unified model of higher legal education. The training of legal professionals for various branches of legal services (barristers, solicitors, etc.) has undergone changes in both content and organizational structure in the context of Brexit. At present, academic and professional training of Master of Laws students in universities in the United Kingdom is implemented on the basis of student-centred and competency-based methodological approaches. From an organizational perspective, such training is characterized by its intensity; in terms of content, – by variability, interdisciplinarity, and alignment with the demands of the legal services market; and from a research perspective, – by a focus on developing analytical and research skills of Master of Laws (LL.M.) students, alongside the formation of key legal and applied competencies across various fields of law

Adult lifelong learning in public administration in Ukraine: a pedagogical perspective from a crisis-affected context

Inesa Kostenko — Thu, 26 Feb 2026 00:00:00 +0200

The article examines lifelong learning of civil servants in Ukraine in the context of a prolonged crisis caused by a full-scale war. This issue is studied from a pedagogical perspective, with a focus on andragogy in general and on the policies of EU countries. Lifelong learning is defined not only as organisational requirements but also as a structured pedagogical process that can foster students' development in conditions of crisis, stress, rapid change, and instability.

In the course of the research, it was established that lifelong learning among civil servants is mostly studied through the prism of the effectiveness of administration and human resources management, while the pedagogical mechanisms of this direction remain poorly formulated. This is confirmed by analyses of OECD and UNESCO documents and reports, which reveal an acute gap in the operationalisation of lifelong learning in wartime.

Using analytical and comparative methods, the study systematises pedagogical approaches relevant to civil servants, including andragogic principles, self-directed and experiential learning, and digital learning environments. The results of the study show that effective lifelong learning in a crisis requires updated, pedagogically sound educational designs that integrate student awareness, experiential learning, mental resilience, and the development of interdisciplinary competencies, alongside non-standardised learning models.

This will strengthen lifelong pedagogical learning in public administration affected by the crisis, help develop curricula aligned with relevant competencies, and support short-cycle on-the-job training formats for professional development in Ukraine

The genesis of European standards for history teaching: an analysis of the 1980s regulatory framework of international organizations

Leonid Shalashnyi — Thu, 26 Feb 2026 00:00:00 +0200

The article is devoted to the comprehensive study of the transformation of historical education in the European context during the 1980s and early 1990s. The transition of history teaching from an ideological tool of political influence to a fundamental instrument for fostering democratic values, multiculturalism, and tolerance among the youth was analyzed. In the course of the research, emphasis was placed on the pivotal role of supranational organizations, such as the Council of Europe and the European Communities (later the European Union), in shaping the modern pedagogical landscape. A retrospective analysis of foundational documents was conducted, including Recommendation No. R (83) 4 and Recommendation No. R (85) 7, which laid the groundwork for the "European dimension" in education. It was proven that these international regulations were not merely reactive to geopolitical shifts but acted as visionary frameworks that anticipated the integration of Eastern European nations into the common democratic fold even before the official collapse of the socialist bloc. The process of anthropologization of history, where the national narrative is perceived through the lens of migration, cultural exchange, and minority rights, was examined within the context of promoting multiperspectivity. Furthermore, the influence of these early regulatory standards on the establishment of professional networks like EUROCLIO and their subsequent impact on teacher training methodologies was explored. The core principles established over thirty years ago were identified as the cornerstone of modern European educational policy, significantly influencing contemporary educational reforms in Ukraine and ensuring the continuity of democratic traditions in history teaching