Pedagogical education: theory and practice. Psychology. Pedagogy
Issues: "Pedagogical education: theory and practice. Psychology. Pedagogy ”is a electronic scientific professional publication that allows readers to study scientific works on integrated research in the field of education. The journal publishes investigations of domestic and foreign scientists on current issues of pedagogy and psychology; results of professional, theoretical and experimental researches of psychological and pedagogical branches of educational direction of scientific knowledge and methodical maintenance of pedagogical process by results of author's scientific researches. The publication is aimed at disseminating research in the following areas: Pedagogical sciences: methodological bases of pedagogical education; history of domestic and foreign pedagogical thought; pedagogical comparative studies; social pedagogy; educational, pedagogical sciences; pre-school education; primary education; professional education. Psychological sciences: theoretical foundations of psychology; practice of psychological assistance. Addressed to all who are interested in the development of modern education and its impact on the socio-economic, spiritual and cultural development of society. Professionalism: scientific professional publication "Pedagogical education: theory and practice. Psychology. Pedagogy "is included in the list of scientific professional publications of Ukraine (Category" B "), which can publish the results of dissertations for the degree of Doctor of Science and Doctor of Philosophy (PhD) in the following specialties: 011 -" Educational, pedagogical sciences "; 012 - "Preschool education"; 013 - "Primary education"; 015 - "Professional education (by specializations)") (Approved by the order of the Ministry of Education and Science of Ukraine №886 from 02.07.2020). 053 - "Psychological sciences" (Approved by the order of the Ministry of Education and Science of Ukraine №1471 from 26.11.2020) Founder: Borys Grinchenko Kyiv Metropolitan University Borys Grinchenko Kyiv Metropolitan University was established on December 26, 2023 by the merger of Borys Grinchenko Kyiv University and Municipal Higher Education Institution “Kyiv Academy of Arts” and is their successor (based on the decision of the Kyiv City Council of 23.06.2022 No. 4754/4795). Indexed by: Google Scholar, Research Bible Index Copernicus , <a href="https://doaj.org/toc/2412-2009?source=%7B%22query%22%3A%7B%22bool%22%3A%7B%22must%22%3A%5B%7B%22terms%22%3A%7B%22index.issn.exact%22%3A%5B%222311-2409%22%2C%222412-2009%22%5D%7D%7D%5D%7D%7D%2C%22size%22%3A100%2C%22sort%22%3A%5B%7B%22created_date%22%3A%7B%22order%22%3A%22desc%22%7D%7D%5D%2C%22_source%22%3A%7B%7D%2C%22track_total_hits%22%3Atrue%7D" target="_blank" rel="noopener" data-saferedirecturl="https://www.google.com/url?q=https://doaj.org/toc/2412-2009?source%3D%257B%2522query%2522%253A%257B%2522bool%2522%253A%257B%2522must%2522%253A%255B%257B%2522terms%2522%253A%257B%2522index.issn.exact%2522%253A%255B%25222311-2409%2522%252C%25222412-2009%2522%255D%257D%257D%255D%257D%257D%252C%2522size%2522%253A100%252C%2522sort%2522%253A%255B%257B%2522created_date%2522%253A%257B%2522order%2522%253A%2522desc%2522%257D%257D%255D%252C%2522_source%2522%253A%257B%257D%252C%2522track_total_hits%2522%253Atrue%257D&source=gmail&ust=1687861101418000&usg=AOvVaw2x9OBaBrSPkkpPNXP-4B9B">DOAJ ISSN 2311-2409 (Print) ISSN 2412-2009 (Online) DOI: 10 .28925/2311-2409. Presented in the library catalog: Vernadsky National Library of Ukraine, Ukraine UDC 37 Certificate of State Registration of Electronic Scientific Publication media identifier – R40-04529, issued by the National Council for Television and Radio Broadcasting on May 30, 2024. (registration)
Київський столичний університет імені Бориса Грінченка
HIGHER SCHOOL PEDAGOGY: VECTORS OF RENEWAL
The multifunctionality of modern higher pedagogical education determines the necessity and expediency of updating its scientific substantiation, as well as the modernization of its scientific, didactic support, which is provided by higher school pedagogy (hereinafter referred to as PHE). The purpose of the article is a theoretical consideration of the current dimensions of PHE as a science and an academic discipline. The tasks are to determine the directions and tools for updating the educational process with PHE in a modern university. The article fixes general (hereinafter referred to as GC) and special (hereinafter referred to as SC) competencies (according to the relevant educational and scientific program), the formation of which is oriented towards PHE. Changes in the PHE methodology, which is based on the multi-approach integrity of classical and neoclassical scientific approaches to its comprehension, are analyzed. It was found that an essential feature of the higher education system is its interdisciplinary nature, which has changed the disciplinary autonomy of traditional education and contributes to the renewal of teaching on the principles of openness, nonlinearity, self-development of modern education, which are associated with the phenomena of fluctuation and bifurcation. The axiological dimension of the higher education system is revealed, which is associated with the formation and internalization of values associated with teaching activities at the university. The reflective orientations of the higher education system are highlighted, which are associated with the formation of reflective competence of education seekers. It is proved that the process of modern teaching of the higher education system involves updating its content and didactic support. The content of the higher education system is revealed, which has a clear structure and is presented by such topics as: trends, priorities and problems of modern higher education in Ukraine in the context of today’s challenges; professional competence of a modern university teacher; the essence and structure of the learning process; organizational forms and methods of teaching in higher education institutions. The directions of updating the didactic support of higher education institutions are revealed, which are associated with the use f contextual lectures, contextual business games, innovative digital services and tools.
Copyright (c) 2026 Pedagogical education: theory and practice. Psychology. Pedagogy
Comparative and descriptive analysis of the legislative regulation of the functioning of the education sector as a means of determining the orientation of pedagogical interaction with parents of primary school students.
The article deals with pedagogical interaction in the context of the results of a comparative and descriptive analysis of articles of the 1991 and 2017 editions of the Law of Ukraine "On Education". It has been established that the long genesis of the process of interaction between a teacher and parents of students is most accurately reflected by the terminological series (work of the school with the family – joint work – joint activity – cooperation – collaboration – pedagogical interaction), the constant list of participants in the process (teacher, students, parents of students) and the fluidity of legislation, which is the result of social changes. The results of a comparative and descriptive analysis of the articles of the Law of Ukraine "On Education" in the 1991 and 2017 editions revealed the impact of the current legislative regulation on the creation of a new professional situation in education, caused by the specification of the status of parents in the educational process, their role, and the expansion of rights and responsibilities regarding the education and development of the child. The orientation of pedagogical interaction with parents of primary education students is influenced by the legislative regulation of the right of parents: to choose not only an educational institution, but also the educational program, type and form of obtaining appropriate education by their children; to address educational issues not only to education management bodies, but also to educational institutions; to protect, in accordance with the law, both the legitimate interests and rights of children as primary education students. The orientation of pedagogical interaction should include timely informing parents about pedagogical, psychological, sociological, and medical activities, planned and/or unplanned research, examinations, and pedagogical experiments for obtaining permission from parents for their children to participate in these activities. It also provides for informing parents about the activities of the educational institution, the child's learning outcomes, the results of assessing the quality of education, the results of external (internal) monitoring of educational activities and the results monitoring of the child's intellectual difficulty, discussion effective methods of eliminating them, effective methods and methods of legal education of students, the development of general and special abilities, the beginnings of which are recorded by the teacher during the organization of various types of student activities, as well as the active involvement of parents of children with special educational needs in planning the learning process and supporting the implementation of the planned.
Higher education as a factor in the personal and professional development of a future specialist in the context of civilizational changes.
The article is devoted to understanding the role of higher education as a factor in the personal and professional development of future specialists under the conditions of civilizational changes, global uncertainty, and digital transformation. The authors view the higher education institution not only as an organization for professional training but also as a human-centered system in which the educational process is aimed at developing a holistic, autonomous, and ethically responsible personality. It is determined that the personal and professional development of students involves the interaction of their cognitive, emotional, and value dimensions, within which the individual gradually integrates knowledge, experience, and personal meanings into a holistic system of professional self-awareness. It is substantiated that effective personal and professional development is ensured by the educational environment of the higher education institution, which functions as an integrated system of interrelated conditions, resources, and interactions that provides not only professional training but also the formation of value positions, professional self-awareness, and life resilience in the context of modern civilizational challenges, implementing a polystructural educational function (in the unity of educational-professional, educational-socializing, and educational-cultural) and a personally developmental one. It is concluded that the human-centered model of higher education combines individual learning trajectories, academic freedom, mentoring, mental well-being, and the ethical use of digital technologies as means of supporting self-regulated learning and resilience. The research results prove that higher education is a strategic resource for shaping responsible and creative professionals capable of acting under conditions of rapid civilizational change, promoting social cohesion, and contributing to the sustainable development of society.
Analytical centers of universities as drivers of innovative development of the ecosystem of higher teacher education
The article examines the role of university analytical centers as key structural components of the ecosystem of higher teacher education and their potential to serve as drivers of innovative development. In the context of the transformation of the role of universities and the expansion of their third mission, the significance of institutions capable of integrating research, analytics, expertise, and educational policy design is increasing. The article substantiates the relevance of developing an ecosystem model of higher education in which analytical centers facilitate interaction among universities, communities, businesses, public institutions, and other stakeholders. Based on the analysis of national and international studies, the article generalizes existing approaches to the essence, typology, and functions of analytical centers and identifies gaps in the study of their role in implementing the third mission and modernizing higher teacher education. The article conceptualizes the university analytical center as a flexible structural unit of the university ecosystem that operates at the intersection of science, policy, and practice, performing specific functions – analysis, foresight, policy development, communication, and networking – that enable these centers to act as engines of innovation. A conceptualization of «drivers» of innovative development is proposed (radar, incubator, mediator, change agent), which allows analytical centers to translate educational needs into management decisions, support reform processes, and facilitate the implementation of new models of teacher training. It is argued that analytical centers can ensure the systemic nature of transformations through data integration, evidence-based decision-making, and the formation of sustainable inter-institutional partnerships.
Results of the exploratory stage of the study on the levels of rhythm perception development in young children during musical-rhythmic play activities
. The article examines the significance of music as a factor in the harmonious development of young children. The author analyzes scientific approaches to understanding the impact of music on the physical and emotional development of the child. It is determined that musical activities contribute to the formation of motor skills, coordination, rhythmicity, and overall motor development. Special attention is given to the emotional influence of music, which serves as a means of developing the sensory sphere, positive experiences, and social interaction. The article emphasizes that music stimulates cognitive activity, speech development, and the ability for self-expression. The role of musical-rhythmic games in the formation of rhythm perception and emotional sensitivity in children is highlighted. The author notes that early engagement in music fosters aesthetic needs and contributes to the development of personal qualities. Pedagogical conditions for the effective impact of music are analyzed, including the creation of a positive emotional environment and the use of various forms of musical activity. It is emphasized that educators should consider the individual characteristics of each child when organizing music lessons. Music is viewed not only as an art form but also as a means of comprehensive child development. The study underscores the unity of physical, emotional, and cognitive development through musical activity. The necessity of integrating music into the educational process of preschool institutions is substantiated. Analysis of data collected during observations of young children, as well as surveys of specialists and families, indicates that a significant number of children demonstrate an underdeveloped sense of rhythm. This situation justifies the need and feasibility of implementing a specially designed methodology aimed at developing rhythmic skills through music-based play activities. Thus, the results of the initial assessment clearly demonstrate the need for systematic work on the development of rhythm perception in young children.
Formation of professional motivation of university teachers in the modern context: psychological and pedagogical dimensions.
The formation of professional motivation among university teachers is a crucial factor in the effectiveness of the educational process, particularly in the context of reforms and social transformations. The aim of this article is to identify the psychological and pedagogical factors influencing the development of professional motivation in university teachers and to outline ways to support it under conditions of educational change. To achieve this aim, the study employed research methods such as theoretical analysis, systematisation, generalisation, comparative analysis of approaches, pedagogical observation, and elements of training activities. The theoretical basis of the study is the classical substantive and procedural theories of motivation, as well as modern concepts of intrinsic motivation. The article highlights current trends in the context of professional motivation and the factors that affect its formation. The results of implementing the professional-psychological training program “Formation of Professional Motivation of University Teachers in Modern Conditions: Psychological and Pedagogical Aspects,” which was piloted during the professional development of university teachers at Borys Grinchenko Kyiv Metropolitan University, are presented. The methods tested during the training (differentiation of motivational factors, SWOT analysis, reflective exercises) are described, and the impact of the training on the formation of conscious professional motivation, the development of intrinsic motives, and reflective attitudes toward one’s professional activity (both subjective and objective) is emphasised. Professional motivation of university teachers is formed through the interaction of internal (psychological) and external (pedagogical) factors. The psychological aspects of motivation are related to personal needs, while the pedagogical aspects are related to the organisation of the educational environment, interpersonal interaction, and managerial support. The developed approach has practical significance for the system of post-graduate pedagogical education.
Features of the activities of university-affiliated think tanks in Ukraine.
The relevance of the study is determined by the growing role of universities as centers of analytical and expert activity in the context of wartime challenges, digital transformation, and Ukraine’s integration into the European educational space. University analytical centers increasingly serve as platforms for the development of educational policy, public dialogue, and scientific consulting for public authorities, which highlights the need for a comprehensive assessment of their effectiveness. The purpose of the article is to evaluate the efficiency of the functioning of Ukrainian university analytical centers based on the analysis of their organizational and managerial, substantive and methodological, and communication and analytical characteristics. The objectives of the research include identifying the current state, distinctive features, and potential for the development of university analytics as a component of the higher education management system. In the course of the study, a criterial approach was developed and substantiated, encompassing three evaluation blocks: organizational, substantive-methodological, and communicative. To collect empirical data, content analysis of open sources, analytical products, and public materials of Ukrainian university analytical centers was applied. The activities of five leading centers were analyzed: the Anti-Corruption Research and Education Centre (ACREC), and the School for Policy Analysis of the National University of Kyiv-Mohyla Academy, the Carpathian Institute of Analytics of Vasyl Stefanyk Precarpathian National University, the Center of Social Research, and the Research of Fakes and Propaganda in Russian Science of Sumy State University. The results of the study show that most centers demonstrate a well-developed research agenda, active communication practices, and a strong orientation toward international integration. At the same time, certain centers face several challenges — the absence of normative regulation, a stable system for monitoring performance, and a shortage of financial and human resources. A clear trend was identified toward strengthening inter-university cooperation, expanding participation in international projects, and increasing the importance of analytical expertise in shaping public and educational policy. The study concludes that university analytics is a significant tool for improving the quality of higher education management, shaping a strategic vision for its development, and enhancing interaction between the academic community, society, and the state. Further advancement of this field requires targeted efforts toward the methodological, legal, and communicative strengthening of analytical centers within Ukrainian universities.
Communicative activity of younger schoolchildren in the reading process: theoretical aspects and potential of case technology in the development of oral interaction skills.
The article highlights the theoretical aspects of communicative activity of primary school pupils in the process of reading and outlines the potential of case technology as an effective means of developing oral interaction skills. It reveals the essence of basic concepts related to the development of oral speech, interpersonal communication, and educational interaction in primary school students, and clarifies the content of key characteristics that determine children's readiness for oral communication. The psychological and pedagogical prerequisites for the formation of communicative competence in younger schoolchildren are analyzed, in particular the influence of age characteristics, motivational factors, and the emotional and value environment on the ability to express oneself orally, engage in dialogical interaction, and cooperate productively. It is shown that reading lessons create unique opportunities for the development of speech activity, as they combine work with text, artistic images, plot information, and moral and ethical meanings, which contributes to emotional involvement and stimulates students' desire to express their own thoughts. Particular attention is paid to the methodological potential of case technology, which ensures problem-solving, practical orientation, and collective discussion of educational situations. It has been proven that the use of cases in primary school contributes to the formation of skills of reasoned expression, the ability to listen to the interlocutor, build productive dialogue, agree on positions, and jointly find solutions to educational or life problems. The feasibility of introducing case technology in reading lessons as a tool for stimulating cognitive activity, developing critical thinking, and creating favorable pedagogical conditions for improving the oral communication skills of younger students has been substantiated. The theoretical provisions presented define the conceptual basis for further practical research, the development of methodologies, and the systematic improvement of communicative training for students in primary school. The author's cases for grades 1–4 are proposed with methodological recommendations for teachers regarding their implementation.
Promoting self-expression in five-year-old children based on the Reggio Emilia approach
The article highlights the problem of creating optimal conditions for the personal development and self-realization of children, forming in them an active cognitive and creative attitude towards the natural and social environment, developing their ability to successfully navigate the diversity of objects and phenomena, and mastering effective methods of activity and thinking strategies through understanding their own self. It has been established that the problem of self-expression has always attracted the attention of researchers (philosophers, psychologists, cultural studies specialists), but remains relevant because it is provoked by changes in the model of domestic education. The source base of fundamental ideas, conceptual approaches (philosophical, psychological, environmental, activity-based), and basic definitions on the topic of self-expression of five-year-old children (self-expression, educational environment, pedagogical conditions) are highlighted. The concept of “self-expression of five-year-old children” is defined, taking into account the psychological characteristics of children of this age group, as a process of realizing the child's potential, which is predominantly individual and personal in nature and manifests itself in independent actions when choosing one's own activities and methods of action; in the willingness to gain one's own experience without fear of making mistakes; in showing initiative and independence in gaining their own experience during research and discoveries; in presenting their own experience in languages that are accessible to the child. The components of self-expression in five-year-old children are interaction with their environment, understanding themselves, and choosing activities. The Reggio Emilia approach is characterized as a system that promotes self-expression in five-year-old children, and the pedagogical conditions for its implementation in Ukrainian preschool educational institutions are described. Three criteria (activity, cognition, and emotional motivation) have been identified to assess the levels of self-expression, on the basis of which three levels have been distinguished: active level of self-expression (from Latin activum – activity) – the child independently chooses materials and activities, experiments, is not afraid of mistakes, actively expresses thoughts and emotions; potential (from Latin potentia – power) – the child acts with the support of an adult, sometimes initiates actions, but often imitates others, needs advance approval; latent (from Latin latentis – hidden) – the child is passive, avoids independent decisions, does not show initiative, has difficulty verbalizing feelings. The description and results of the diagnosis of levels, criteria, and indicators of self-expression in five-year-old children at the ascertaining and control stages of the pedagogical experiment are presented. Quantitative and qualitative results of testing pedagogical conditions that promote self-expression in five-year-old children are presented (providing appropriate methodological support for preschool teachers (conducting seminars, webinars, trainings); creation of a developmental subject-game environment (dynamic, varied, appropriate to the age characteristics of children); support for children's self-expression during various innovative forms of organizing the educational process in preschool education institutions). The author's program “I-Activation” has been verified. It is a methodological tool for implementing pedagogical conditions that promote self-expression in five-year-old children, concerning changes in the group environment and methods and techniques for interacting with children. It was developed based on the modification of the Reggio Emilia approach in preschool education institutions in Ukraine. The content of the author's program has been validated in three components, which together contributed to the self-expression of each child in the group: the obligation to conduct a project circle every day; constant changes in the environment based on prior research into children's interests; highlighting the mandatory format of interaction with children based on their choice of activities (two days a week without classes
Reflective approach to interaction and self-regulation as a means of supporting the mental health of participants in the educational process.
The article reveals the current issue of supporting mental health, in particular, the role of the reflective approach in the interaction and self-regulation of participants in the educational process in the context of transformations in society and education, in the conditions of instability and uncertainty that exist in Ukraine, against the background of educational losses and prolonged retraumatization. The purpose of the article is to theoretically highlight the phenomena of “mental health” and “reflection” and the practical implementation of the reflective approach in the life of participants in the educational process of higher education institutions. The author of the article sets himself the following tasks: to clarify the content of the definitions of “mental health” and “reflection”; to outline the psychological and pedagogical conditions for implementing the reflective approach in a higher education institution; to determine the means of the reflective approach to self-regulation and interaction of participants in the educational process. The article analyzes scientific research on the topic of mental health of the individual as a state of well-being in which a person can realize his own potential, overcome life stresses, work productively and fruitfully, and also contribute to the life of his community; the aspects and criteria of mental health are characterized. The meaning of the phenomenon of "reflection" as an important feature of the individual is revealed, which involves reflection on one's thoughts and mental experiences, self-observation, self-analysis and self-assessment; a thought process aimed at understanding, awareness of oneself, abilities, character, behavior, experience, feelings, states, relationships with others, one's own tasks and purpose. The psychological and pedagogical conditions for the successful implementation of the reflective approach in a preschool educational institution are determined and described: the creation of a reflective space that will ensure the integrity of the content, methods, techniques, forms and means of applying the reflective approach; implementation of the vector nature of reflection, continuity and gradual development of reflective skills, taking into account the specifics of the activities of participants in the educational process; awareness of the essence and relevance of reflection as a means of supporting mental health, gaining sustainable motivation for its implementation. The means of applying the reflective approach to support the mental health of all participants in the educational process are outlined. A number of reflective exercises are described, useful for self-regulation of the individual and appropriate for interaction with other people according to the following classifiers: reflection of mood and emotional state; reflection of activity, analysis of one's own actions; reflection aimed at self-affirmation; reflection aimed at developing empathy.
Modern methods and technologies of preschool education in the Federal Republic of Germany: innovative experience for Ukraine
The article provides a comprehensive analysis of innovative methods and technologies of preschool education in the Federal Republic of Germany in the context of their adaptation for modernization of the Ukrainian preschool education system under martial law and limited resources. Based on the study of contemporary German research, the specifics of using digital applications for assessment, the concept of «environment as the third teacher,» and features of educational-methodological support are revealed. The experience of implementing adaptive diagnostic tools that enable personalized assessment of early literacy in preschoolers is analyzed. The German model of creating educational-methodological complexes based on the principle of «open tasks» and sensory integration is studied. It is found that the German approach is characterized by the principle of cautious digitization, systematized educational-methodological support, and creation of inclusive educational environments. Strategic directions for phased implementation of German innovations in domestic preschool education are determined, taking into account national characteristics, economic capabilities, and contemporary challenges. The feasibility of adapting German experience to Ukrainian realities through creating resource-efficient models of educational process organization is substantiated
Modern trends in the training of masters in the field of education in the conditions of martial law
The article explores the contemporary trends in the training of master’s degree students in the field of education within the European Union and Ukraine under the conditions of martial law. It highlights the transformation of the higher education system caused by the challenges of war, globalization, and European integration processes. The purpose of the study is to identify and analyze current tendencies in the organization, content, and quality assurance of master’s training, as well as to outline the potential for adapting European experience to the Ukrainian educational context. Based on the analysis of international and national sources, the research emphasizes that European countries follow the key principles of the European Higher Education Area (EHEA), focusing on the competence-based approach, interdisciplinarity, practical orientation, digitalization of education, and internationalization of master’s programs. The study considers the reports of Eurydice (2022), ENQA (2015), OECD (2023), and UNESCO (2021), which underline the importance of aligning educational outcomes with the demands of the labor market, ensuring quality assurance at the master’s level, and promoting the social mission of higher education in the context of sustainable development. The Ukrainian experience is examined through the lens of ongoing reforms and the impact of martial law on educational processes. The study identifies the main directions of modernization in Ukraine: expansion of distance and blended learning, integration of digital tools, psychological support for students and educators, and strengthening of internal and external quality assurance systems. Legal and strategic frameworks such as the Law of Ukraine “On Higher Education” (2014), the Strategy for the Development of Higher Education in Ukraine 2022–2032, and the Concept of Higher Education Development 2021–2031 provide a solid foundation for aligning the national education system with European standards. The findings demonstrate that Ukraine’s system of master’s training, despite wartime challenges, is moving toward a European model based on academic freedom, institutional autonomy, and the formation of sustainable professional competences. The study concludes that adapting the best European practices can contribute to the strengthening of Ukraine’s higher education resilience, quality, and international competitiveness in the post-war recovery period.
Formation of rhythm perception in children in their third year of life within everyday activities of preschool education institutions
The article addresses the issue of the formation of rhythm perception in children in their third year of life as an essential component of their holistic psychophysical development. Rhythm perception is interpreted not only as a musical ability but as an integrative basis for movement coordination, emotional regulation, and a child’s readiness for joint activity with adults. The relevance of the study is determined by the established practice in preschool education institutions, where the organization of musical-rhythmic activities is predominantly assigned to music teachers and limited to specially organized classes. At the same time, musical-rhythmic exercises represent an accessible and pedagogically appropriate means of development for children in their third year of life and can be systematically implemented by educators within everyday educational interactions and routine moments. The study analyzes contemporary Ukrainian and international research that confirms the significance of musical-rhythmic activities for the development of rhythm perception in early childhood. It is demonstrated that the effectiveness of rhythm perception formation depends on regularity, emotional engagement, and the correspondence of musical-rhythmic exercises to children’s age-related capabilities. The main focus of the article is placed on substantiating a pedagogical frame for the formation of rhythm perception in children in their third year of life, which is conceptualized as a structured framework for educator–child pedagogical interaction. The proposed frame is oriented toward the integration of musical-rhythmic exercises into the everyday activities of educators and children in preschool education institutions. It does not imply rigid regulation of exercise content and allows for individual rhythmic expressions of the child. The article characterizes the features of implementing the pedagogical frame during routine moments and free play, outlines the principles of selecting musical accompaniment, and defines the role of the educator in supporting children’s rhythmic activity. The proposed approach has a practical orientation and can be applied in preschool education practice for the systematic formation of rhythm perception in children in their third year of life.
Developing speech skills in future media professionals: a complex approach.
The article examines the pedagogical foundations of developing speech skills in future media professionals, with a focus on teaching the courses Voice Training, Public Speaking, and on the practical application of vocal and speech techniques in audiovisual and audio projects. The study analyzes the Professional Standard “Journalist” (2025), the Higher Education Standards for specialty 061 Journalism and specialty 021 Audiovisual Arts and Production at the bachelor’s level, relevant curricula, professional competencies, and learning outcomes of educational programs in specialty 061 Journalism (the Journalism program of Borys Grinchenko Kyiv Metropolitan University; the Journalism and Social Communication program of Taras Shevchenko National University of Kyiv), as well as the Television Program Host program (specialty 021 Audiovisual Arts and Production, Borys Grinchenko Kyiv Metropolitan University). The article identifies the educational components essential for the development of speech skills. The research also reviews academic and practical studies on innovative pedagogical technologies in media training in higher education institutions, methodological recommendations, and sets of exercises for improving speech skills among future media professionals. Teaching Voice Training and Public Speaking, which develop oral communication skills, requires a comprehensive approach to contextual learning and the use of active teaching methods. The article outlines an integrated approach to forming proper diction, developing articulation, mastering breathing techniques, timbral flexibility, speech rhythm, as well as imagination and inner freedom as psychological conditions for natural pronunciation, which ensure professional quality of oral communication for future media practitioners. Methodological tools for integrating lexical and orthoepic practices into the training process are identified. Practical cases—students’ work in audiovisual and audio projects—are presented. These projects contribute to creating a professionally oriented learning environment and support the development of key professional competencies of future media specialists.
Pedagogical conditions for the formation of legal culture of future agricultural professionals.
In the article based on an analysis of scientific and methodological literature on the pedagogical conditions for the formation of the legal culture of future specialists, the article reveals the essence of the concept of ‘legal culture of higher education seekers’ and clarifies the criteria for its formation: motivational and value-based, cognitive and cognitive, activity-based and regulatory. The pedagogical conditions that will contribute to the formation of the legal culture of future specialists in the agricultural sector are identified and substantiated, and their effectiveness is verified through an experiment among students. The possibilities for the formation of students' legal culture while studying the humanities disciplines ‘Legal Protection of Agribusiness’ and ‘Starting Your Own Business’ are presented. The work also analyses the results of applying the identified pedagogical conditions for the formation of legal culture in future specialists and their impact on students during their studies. Methods and means are presented that make it possible to motivate students and contribute to the formation of their legal culture, raise the level of legal awareness, and use the knowledge gained in everyday life and in their future professional activities. In order to conduct an experiment on the formation of legal culture in future specialists, it was proposed that students of economic specialities take part in it while studying the discipline ‘Legal Protection of Agribusiness’. The experiment made it possible to conclude that future specialists have a low level of legal culture, which consists in a lack of understanding of what legal culture is, superficial knowledge of their rights and obligations, inadequate legal education, a lack of motivation to form and develop a legal culture, and a low level of application of legal knowledge in everyday life, which is associated with the low level of legal knowledge acquired in school. Only a small number of students demonstrated an understanding that the legal knowledge acquired at university, the practice of applying it in their future profession, and the motivation to develop a legal culture will enable them to become not only high-quality specialists, but also, first and foremost, conscious citizens. The study conducted confirms the relevance and promise of further research into the issues raised.
. Implementation of STEM Education in an Inclusive Primary School Classroom within the “Intellect of Ukraine” Program: A Teacher’s Experience
The relevance of implementing STEM education in primary school is increasing against the background of the challenges of modern society, which requires the development of children’s critical thinking, the ability to solve complex problems, and to apply knowledge from different fields of science in practice. This issue becomes especially important in an inclusive educational environment, where it is crucial to consider various cognitive and physical abilities of students. One of the most challenging topics for younger students to master is the structure of the atom, as it is based on abstract concepts and requires the development of spatial thinking and modelling skills. The aim of this study is to develop and test an original methodology for visualizing the structure of the atom for primary school students, including inclusive classes, through the use of the STEM approach. The article presents two educational games based on modelling chemical elements using coloured balls, Kinder Surprise capsules, cards, and other accessible materials. The game tasks help students to form an understanding of protons, neutrons, and electrons, ensure interdisciplinary integration of knowledge, and develop cooperation, logic, motor skills, and visual memory. The author’s methodology was successfully tested in an inclusive class under the “Intellect of Ukraine” program during the study of the integrated course “I Explore the World”. The practical component was implemented through modelling the atoms of Hydrogen, Helium, and Lithium with precise calculation of the number of particles and their placement in orbitals. The obtained results demonstrated an increase in students’ cognitive interest, improved understanding of the material, greater independence, and involvement of children with special educational needs in active learning activities. Participation in the All-Ukrainian festival “Science on Stage” allowed the developed methodology to be presented to a wider teaching community, receive professional expert evaluation, and confirm its innovativeness. The conclusions confirm that STEM games can be an effective tool both in the didactic aspect (mastering abstract concepts) and in the social aspect (involving children with special needs). Prospects for further research include expanding the methodological complex, creating integrated STEM lessons based on fairy-tale plots, developing recommendations for inclusive school teachers, and studying the impact of the methodology on the development of key competencies.
Software implementation of the Monte Carlo method in Maple as a tool for developing computational skills.
The article examines the didactic potential of using the Monte Carlo method within the Maple computer mathematics environment as a means of developing students’ computational skills. It is demonstrated that the software implementation of numerical integration through stochastic methods allows for the effective integration of the content of the courses Numerical Methods and Programming, promoting the development of interdisciplinary competencies, computational thinking, spatial imagination, and skills in critical error analysis. During the study, a laboratory task was implemented in which students performed the calculation of a double integral using the Monte Carlo method in two ways: by averaging the values of the function over the domain and through the geometric interpretation of the volume under the surface of the function. Both approaches were accompanied by process visualization, which contributed to a better understanding of the method’s essence and the algorithm’s structure. The use of Maple as a learning tool made it possible to minimize the complexity of algorithm implementation and focus students’ attention on the mathematical and logical content of the problem. The results of pedagogical observation revealed an increase in the substantiation level of students’ actions, an expansion of their ability to independently modify algorithms, and the formation of skills in evaluating the accuracy of results and conducting analytical support for numerical calculations. The proposed approach is scalable, adaptable to various levels of complexity, and applicable in the training of students in mathematics, engineering, and IT fields. The article also outlines prospects for further research related to the implementation of similar methods in environments such as Python and MATLAB, emphasizing algorithmic thinking and visually oriented learning.