Запрошуємо до репозитарію відкритого доступу Сумського державного педагогічного університету (eSSPUIR)!
eSSPUIR - Електронний інституційний репозитарій Сумського державного педагогічного університету
ISSN 2522-1531
eSSPUIR – електронний архів наукових та освітніх матеріалів СДПУ, що забезпечує накопичення, систематизацію, зберігання інтелектуальних продуктів наукового, освітнього та методичного призначення, створених університетськими спільнотами Сумського державного педагогічного університету, та забезпечує довготривалий, постійний і надійний безкоштовний відкритий доступ до них засобами Інтернет-сервісів, поширення цих матеріалів у середовищі світового науково-освітнього товариства.
Кількість документів: 18251. Останнє оновлення: 11.11.2026.
Для створення, накопичення й редагування власних колекцій звертайтеся до
адміністратора архіву.
Рейтингова мережа репозитаріїв
Репозитарій СДПУ (eSSPUIR) у вітчизняних та міжнародних реєстрах, наукометричних БД та харвастерах
Фонди
Виберіть фонд, щоб переглянути його зібрання.
Нові надходження
Становлення системи професійної орієнтації осіб з особливими освітніми потребами в умовах розвитку інклюзивної освіти в Україні та країнах ЄС
(СумДПУ, 2026) Petrychenko Larysa; Петриченко Лариса
The article provides a historical and pedagogical analysis of the formation of the vocational guidance system for persons with special educational needs in the context of the development of inclusive education in Ukraine and the European Union. The article reveals changes in approaches to the professional future of this category of persons during the twentieth and early twenty-first centuries. It outlines the transition from a special education model focused on the correction of impairments to an inclusive paradigm grounded in the recognition of a person’s right to education, professional self-determination, social participation, and support for an individual's educational and professional trajectory. It is substantiated that vocational guidance for persons with special educational needs cannot be considered merely as the provision of information about professions or as the final stage of schooling. It functions as a systemic mechanism for transition from education to vocational training, higher education, employment, and independent adult life. The article compares Ukrainian and European experiences in the development of inclusive education and identifies common trends and differences determined by historical traditions of special education, regulatory and legal changes, the level of institutional support, and the nature of interaction between education and the labor market. As a result of summarizing Ukrainian and European experience, the key contradictions in the formation of this system are identified, including barriers to access, insufficient continuity between education and employment, stereotyping of professional choices, and the need for individualized career support. The practical significance of the study lies in substantiating the need to shift from a model of vocational selection based on limitations to one of professional self-determination that takes into account interests, abilities, functional capabilities, environmental accessibility, family support, the involvement of specialists, and real employment prospects. The article outlines directions for further improvement of the vocational guidance system in Ukraine, taking into account European experience.
Організаційні моделі інтеграції шахів у систему початкової освіти: зарубіжний досвід
(СумДПУ, 2026) Polulikh Bohdan; Полуліх Богдан
This article provides a comprehensive analysis of international experience integrating chess into primary education and identifies the characteristics of organizational models for integrating chess into the educational process. The study examines the implementation of chess education programs in Armenia, the United Kingdom, Spain, Poland, Hungary, and the United States. The main forms of chess integration are described: inclusion in the curriculum as a separate subject, use as elective courses, extracurricular programs, and integrated learning. The role of state educational authorities, chess federations, civic organizations, and educational institutions in creating favorable conditions for the effective implementation of such programs is analyzed. The results of recent scientific research on the impact of chess activities on the development of logical, spatial, and strategic thinking, attention, memory, and the ability to plan, predict, and solve problems are summarized. It has been established that the effectiveness of using chess in the educational process depends on the systematic implementation, the availability of methodological support, teacher training, and regular classes. A comparative analysis of organizational models for integrating chess into primary education was conducted, which made it possible to systematize international experience in terms of the level of government regulation, the nature of interaction between educational and chess institutions, and approaches to organizing learning activities. This approach lays the groundwork for identifying the most appropriate approaches for implementing chess-based educational practices in the national primary education system. It has been determined that the most promising models are those in which chess is viewed not only as a means of teaching the game itself but also as a pedagogical tool for fostering universal modes of thinking, developing students' independence, and promoting cross-curricular connections. The potential for adapting positive international experience to develop the logical-mathematical competence of primary school students within the framework of the New Ukrainian School has been substantiated.
Роль методів розвитку критичного мислення у формуванні правової компетентності школярів
(СумДПУ, 2026) Starzhets Volodymyr; Старжець Володимир; Levder Andrii; Левдер Андрій
The article explores the theoretical and practical possibilities of methods for developing critical thinking in law lessons as one of the key factors in the formation of school students' legal competence. The relevance of the problem in the context of the competency approach, the reform of the Ukrainian education system, and the need to prepare students for conscious participation in public life is substantiated. Scientific approaches to determining the essence of critical thinking and its role in the process of forming school students' legal competence are analyzed. It is emphasized that the use of technology for developing critical thinking contributes to the formation of school students' ability to analyze legal information, assess its reliability, express their own position in a reasoned manner, make well-founded decisions, and apply legal knowledge in real-life situations. Particular attention is paid to determining the most effective methods and forms of developing critical thinking in law lessons. Practical recommendations are offered to improve the development of school students' legal competence through methods that develop critical thinking, and attention is focused on the need to create a problem-oriented educational environment and to introduce modern pedagogical technologies into the process of teaching law. It has been established that the development of critical thinking is an important condition for the formation of school students' legal competence, contributing to their ability to analyze legal information, argue for their own positions, and make well-founded decisions. In the process of developing critical thinking in law lessons, the most effective methods are interactive teaching methods (discussions, situational analysis, role-playing games, and work with legal sources), which activate students' cognitive activity. Their systematic application creates methodological prerequisites for increasing legal competence and preparing schoolchildren for conscious participation in public life.
Дослідження пріоритетних характеристик професійної самоорганізації викладача ЗВО в контексті розвитку корпоративної культури
(СумДПУ, 2026) Тернавска Татьяна; Ternavska Tatiana
The article examines the significance of contemporary realities and challenges that impose new demands on the personality of higher education faculty members. It is noted that a university lecturer acts as an intermediary between socio-economic needs and state requirements—focused on training future professionals for Ukraine’s post-war reconstruction—and the shaping of the self-awareness and national culture of modern society. The article emphasizes that the lecturer's capacity for self-organization is a key factor in overcoming the challenges of the current academic landscape, a quality that takes on particular importance in developing a culture of academic governance. An analytical synthesis of approaches to understanding the self-organization of higher education faculty within the context of corporate culture has been conducted; empirical data regarding the key characteristics of faculty professional self-organization, considering the specific features of corporate culture, have been analyzed. The professional self-organization of a higher education faculty member is conceptualized as a process of cultivating internal motivation, discipline, and the refinement of professional personal attributes—a process accompanied by self-awareness, focus, goal-orientation, and professional competence; the mobilization of all intellectual resources and their practical application within the educational environment; the establishment of fundamental principles of ethics and integrity in organizational communication; and the articulation of a shared vision and its realization through the lens of a specific academic community's corporate culture. The study employed the expert assessment method to identify the priority characteristics of professional self-organization, utilizing a custom-designed questionnaire, interviews, and a survey of expert respondents. Based on the analysis of empirical data, the priority characteristics of professional self-organization were identified as follows: "professional competencies," "awareness of set goals," "intrinsic motivation," "professional development," and "self-realization." The findings can be used to further develop indicators and assessment methodologies to track the dynamics of components of a higher education lecturer's professional self-organization as it develops and is actualized.
Методичні підходи до розвитку інформаційно-цифрової компетентності майбутніх учителів інформатики у процесі вивчення технологій розробки вебзастосунків
(СумДПУ, 2026) Tkachuk Halyna; Ткачук Галина
Information and digital competence of future computer science teachers is an essential component of their professional training. It is manifested in the ability to use digital technologies effectively, critically, safely, and responsibly to solve professional tasks, create digital resources, and organize the educational process. The issue of developing this competence has become particularly relevant amid the digital transformation of society and education, the widespread adoption of distance and blended learning, and the growing role of web technologies in educational environments. Under these conditions, there is a need to identify and substantiate effective methodological approaches for developing the information and digital competence of future computer science teachers during the study of professional disciplines. The paper analyzes scientific research and regulatory documents concerning the essence and structure of information and digital competence. The content of the concept of «information and digital competence» is clarified, and its place within the system of professional training of future computer science teachers is determined. Based on an analysis of both national and international experience, methodological approaches to developing information and digital competence in the study of web application development technologies are identified and substantiated. These approaches include the competence-based approach, project-productive approach, integrative (interdisciplinary) approach, constructive-reflective approach, and collaborative-communicative approach. The specific features of implementing each approach in the professional training of future computer science teachers are described. The study demonstrates that learning web application development technologies creates favorable conditions for the comprehensive development of information and digital competence by integrating programming, project-based activities, digital communication, interdisciplinary integration, and the creation of original digital products. The practical significance of the research lies in the potential to apply the proposed methodological approaches to implementing educational components in the professional training of future computer science teachers.