Освіта. Інноватика. Практика

Постійне посилання зібрання

https://repository.sspu.edu.ua/handle/123456789/12503

Переглянути

Зараз показуємо 1 - 20 з 421

Advancing Ukrainian Phd Education Through the Integration of European Scientific Values: Key Principles and Practices
(СумДПУ імені А. С. Макаренка, 2025) Semenoh Olena Mykolaivna; Kapranov Yan Vasylovych; Семеног Олена Миколаївна; Капранов Ян Васильович
This article examines the integration of European scientific values into the training of Doctor of Philosophy (Ph.D.) students in Ukraine, a process that has become particularly relevant in the context of European integration and wartime challenges. It argues that academic integrity, interdisciplinarity, open science, the development of transversal competences, and social responsibility constitute the core of the modern European model of doctoral education, as reflected in the European Higher Education Area (EHEA) and the European Research Area (ERA). The study focuses on the educational-scientific program of Educational and Pedagogical Sciences and the course “Ethics of Scientific Inquiry: Philosophical and Linguistic Aspects” at Sumy State Pedagogical University. A mixed-methodology approach was employed, combining theoretical methods (analysis of European policy frameworks, EUA-CDE reports, and scholarly publications) with empirical methods (observation of the doctoral process, roundtables, and semi-structured interviews with PhD students, supervisors, and program guarantors). The findings indicate that Ukrainian doctoral programs are progressively converging with European standards by embedding academic culture, adopting digital tools and open science practices, reinforcing ethical norms, and developing socially relevant competences. Particular attention is given to the resilience of Ukrainian PhD education under wartime conditions, which reflects a new culture of shared responsibility and adaptability. The article concludes that the integration of European values is not only a precondition for modernizing Ukrainian doctoral education but also a significant contribution to the development of the broader European scientific and educational space.
Authentic Text as a Means of Developing Sociocultural Competence in the Process of Professional Training (Using English as an Example)
(СумДПУ імені А. С. Макаренка, 2025) Raikhel Anna; Feltsan Inna; Райхель Анна; Фельцан Інна
This article examines the crucial role of authentic texts in fostering sociocultural competence within the framework of English for Specific Purposes (ESP). In an era marked by intensified globalization and intercultural collaboration, linguistic proficiency alone is insufficient for effective communication in professional and academic domains. Rather, success increasingly hinges on learners’ ability to navigate the cultural norms, communicative conventions, and implicit meanings embedded within real-world discourse. The paper posits that the intentional integration of authentic materials, including but not limited to professional reports, technical documentation, academic publications, corporate correspondence, audiovisual media, and industry-specific communications, provides an indispensable bridge between abstract linguistic instruction and the practical demands of professional communication. Drawing on established theories of communicative and sociocultural competence, the study delineates the core components of sociocultural awareness relevant to ESP learners: pragmatic adaptability, intercultural sensitivity, discourse conventions, and the ability to interpret context-dependent meanings. The pedagogical rationale for authentic text use is examined in depth, emphasizing how such materials promote contextualized language learning, expose students to discipline-specific register and genre, foster higher-order thinking skills, and stimulate learner autonomy and motivation. Building on this theoretical foundation, the article presents a set of practical strategies for selecting, adapting, and integrating authentic texts into ESP curricula, taking into account disciplinary variation, learner proficiency levels, and instructional goals. Special attention is given to scaffolding techniques, task-based learning models, and the use of digital tools to support accessibility and engagement. The discussion also addresses potential pedagogical and logistical challenges, such as lexical density, cultural opacity, and time constraints for both instructors and learners. In response, the article offers evidence-based solutions, including the use of graded materials, cross-cultural pre-task discussions, and collaborative learner-led exploration of industry-relevant sources. The practical contribution of this study lies in the implementation of two complementary dimensions, Learner-Generated Materials for Social Impact and Learner-Generated Materials for Professional Simulation, as a means of fostering sociocultural competence through authentic materials in ESP instruction. The first dimension engages students in interdisciplinary projects rooted in Ukraine’s current socio-political context and the UN Sustainable Development Goals, resulting in podcasts, posters, brochures, or infographics created using digital tools such as Padlet and Canva. The second dimension focuses on students’ professional growth, involving the production of authentic documents such as CVs, cover letters, lesson plans, and annotated translations that reflect real-world professional scenarios. These two strands combine authentic genre-based input with task-based, collaborative output, cultivating functional language skills, intercultural reflection, and students’ emerging professional identities. Ultimately, the article argues that a holistic and strategic approach to incorporating authentic materials is not a supplementary enhancement but a foundational necessity in ESP instruction. Such an approach ensures that learners are not only equipped with the linguistic skills required for professional communication but are also prepared to operate with intercultural competence, critical awareness, and communicative agility in diverse and dynamic global environments. By anchoring language learning in authentic, culturally rich discourse, ESP educators can better prepare learners to meet the evolving demands of their professional fields with both fluency and appropriateness.
ChatGPT як інструмент оптимізації самостійної роботи та розвитку цифрової компетентності здобувачів освіти
(СумДПУ ім. А. С. Макаренка, 2025) Єфременко Андрій; Yefremenko Andrii; Полторацька Ганна; Poltoratska Hanna; Насонкіна Олена; Nasonkina Olena; Марченков Михайло; Marchenkov Mykhailo; Алексєнко Яна; Aleksienko Yana
Поява потужних цифрових засобів масового вжитку сприяє переосмисленню форм організації навчального процесу майбутніх спеціалістів. Існують побоювання щодо фальсифікації навчання через широке застосування студентами великих мовних моделей. Мета – дослідити потенційні можливості застосування Генеративного попередньо навченого перетворювача (ChatGPT) у освітньому процесі вищої школи. Методологія. Для вирішення дослідницького питання було застосовано релевантні методи педагогічного дослідження теоретичної спрямованості. Результати. Встановлено, що ChatGPT є новітньою великою мовою моделлю, яка дозволяє вести багатораундовий діалог людською мовою. Функції даного інструмента передбачають його використання у освітньому процесі в якості підкажчика або консультанта, включаючи креативне оброблення та переклад текстів, а також перевірку правопису. ChatGPT дозволяє: оптимізувати процес підготовки та презентації навчальних матеріалів; проводити підготовку до тестування; здійснювати контроль виконаних робіт студентами. Обговорення. Проведене дослідження продовжує поточну дискусію щодо доцільності впровадження ChatGPT у освітній процес як інноваційної технології роботи з текстом. Встановлено, що існують перестороги щодо застосування цього інструменту студентами, через можливі порушення доброчесності; зниження ініціативності та мотивації у навчанні. Зазначено, що сучасна версія ChatGPT, зважаючи на встановлені переваги, може з успіхом керовано використовуватися педагогами та студентами для оптимізації роботи з текстами та дослідницькими даними, особливо для їх узагальнення, критичного осмислення та презентації. В цілому, застосування ChatGPT в освіті може стати передумовою модифікації цифрової та комунікативної компетентності, які формуються та розвиваються у процесі навчання та професійної діяльності. Висновки. Проведене дослідження узагальнює можливі переваги, які ChatGPT здатен привнести у освітній процес. Даний інструмент активно використовується як студентами, так і педагогами. Означені переваги ChatGPT можна розглядати в контексті застосування інших великих мовних моделей. Подальше їх використання в освіті на різних рівнях буде посилюватися, а алгоритми їх роботи змінюватися. Отримані результати надають можливість їх використання у практичній діяльності та подальших теоретико-практичних дослідженнях можливостей ChatGPT для освіти. Подальші дослідження будуть спрямовані на розробку рекомендацій щодо використання ChatGPT у організації самостійної роботи здобувачів освіти.
Cosmetic Aesthetology as the Necessity of Modern Life
(СумДПУ імені А. С. Макаренка, 2018) Авраменко Надія; Костирко Діана; Avramenko Nadiia; Kostyrko Diana
У статті розкрито елементи теорії, логіки та понятійного апарату сучасної косметології. Проаналізовано назви основних напрямів косметології та їхні дефініції. Розглянуто особливості застосування різних методик в сучасній естетичної косметології, представлено механізми впливу факторів і їх сумісність і схеми проведення різних процедур
Diagnostic System for Assessing Foreign Language Competence of Future Master’s Students in Economics
(СумДПУ імені А. С. Макаренка, 2025) Aleksakhina Tetiana; Алексахіна Тетяна
The article presents the results of a study aimed at developing and substantiating a diagnostic system for assessing the foreign language competence of future master’s students in economics. The study is based on the principles of the competence-based approach and the concept of integrative language education, which views foreign language training as a process of developing a holistic ability to communicate effectively in professional and intercultural contexts. From this perspective, foreign language competence is considered not only as the mastery of grammatical structures and vocabulary, but also as a multidimensional phenomenon that combines cognitive, communicative, social, and reflective dimensions. The purpose of this research was to develop a system of criteria and indicators that comprehensively reflect the level of foreign language competence among learners. The study demonstrates that the proposed model ensures the complexity and multidimensionality of measuring foreign language competence, as it enables the assessment of not only language accuracy and lexical range but also the ability for communicative interaction, intercultural adaptation, task-oriented performance, the production of coherent and genre-appropriate texts, and the implementation of reflective self-analysis. It is demonstrated that the diagnostic system serves not only as a measurement tool but also as a developmental instrument, aiming to shape an autonomous and culturally sensitive foreign language user. The scientific novelty lies in substantiating a comprehensive diagnostic model that integrates various dimensions of foreign language training and addresses the needs of economics specialties. The practical value lies in the possibility of applying the developed system to enhance educational programs, refine the learning process, and establish more objective assessment mechanisms in higher education.
Digital Tools in Foreign Language Teaching
(СумДПУ імені А. С. Макаренка, 2019) Юніна Ольга; Yunina Olha
The article considers the opportunity of practical use of digital tools in foreign language teaching and learning in educational institutions of different types. The primary task of language education today is improving the quality of education. The use of digital tools in foreign language teaching is of particular importance. Practice has shown that language learning software have many advantages over traditional teaching methods. Language learning software and other digital tools contribute to the individualization and intensification of training, increase cognitive activity, motivation and broaden horizons, create conditions for self-study activities. Information and communication technologies allow students to set their own learning rhythm, which is a basic indicator of motivation. Some researchers think that students can work at their own pace and in accordance with their needs through such digital tools. Foreign language teaching outside the language environment significantly reduces the motivation to master the language. Digital tools are one of the main means of increasing motivation. In language classrooms digital tools help solve a number of didactic tasks: to form reading skills, using the materials of the global network; to improve writing skills; to upgrade students’ vocabulary; to form sustainable motivation to learn a foreign language. Digital tools include educational websites, programs for editing audio and video materials, platforms for cooperating and sharing information and resources. Language learning software programs provide the introduction of educational material, the simulation of communication situations, game tasks, control and assessment. Digital tools organize students’ self-study activities and manage them, especially in the process of training with language and speech material. This determines the nature of the exercises and teaching methods used. Digital tools in foreign language teaching provide an opportunity to enthuse students.
Enhancing ELS Students’ Language Proficiency Through Spaced Repetition
(СумДПУ ім. А. С. Макаренка, 2024) Kriukova Yelyzaveta; Крюкова Єлизавета; Yamshynska Nataliia; Ямшинська Наталія; Kutsenok Neonila; Куценок Неоніла; Meleshko Inna; Мелешко Інна
In language learning, the method of spaced repetition has gained significant importance. It is undoubtedly a learning technique that can greatly enhance students' vocabulary and grammar acquisition. Spaced repetition allows to improve students' long-term retention of the language content they study enhancing language learning through active engagement, repetition, and visual aids. The effectiveness of spaced repetition as a method of improving English language acquisition was investigated by the authors of the paper. The participants of the research were students at the National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute." The experiment involved 76 students, who were divided into two groups: an experimental group and a control group. The experimental group applied spaced repetition to their vocabulary and grammar learning, while the control group continued their studies according to the traditional syllabus without the use of spaced repetition. To assess the impact of spaced repetition, both groups took the same test before and after the experiment. The pre-test served to establish a baseline measurement of each student's vocabulary and grammar proficiency, allowing for a direct comparison of progress made during the study. The post-test, conducted at the end of the experiment, aimed to evaluate the effectiveness of the spaced repetition method by measuring any improvements in language skills. Data was collected through a combination of online surveys and a Likert scale questionnaire. The results demonstrated that the majority of students in the experimental group, who consistently used spaced repetition, reported significant improvements in their language skills, as evidenced by higher scores on the postexperiment test. In contrast, the control group showed less pronounced progress, highlighting the added value of spaced repetition in language learning. The findings underline the versatility and effectiveness of spaced repetition, especially when integrated into the daily learning process. This method not only proved its effectiveness for memorization but also enhanced the practical application of language skills, leading to more confident and accurate communication in English. Additionally, students in the experimental group reported positive impacts on their motivation and time management, further supporting the potential of spaced repetition as a powerful tool for language education across various linguistic fields.
Exploring Ecological Responsibility Education Through Fundamental, Intermediate and Academic Perspectives
(СумДПУ імені А. С. Макаренка, 2025) Bartosh Olena; Бартош Олена
Ecological responsibility education represents a transformative approach that addresses the urgent challenges of our time while fostering a deep awareness of the necessity for environmental stewardship. Its content and objectives emphasize motivation, interdisciplinary connections, and actions at both local and global levels. By encouraging collective ecological behaviors and promoting sustainable lifestyles, we can inspire responsible conduct at every stage of education. This approach not only responds to the pressing ecological issues but also empowers individuals of all ages with the knowledge and skills needed to develop ecological responsibility and become active advocates for ecological sustainability. The article aims to introduce the principles of ecological responsibility education through foundational, intermediate, and academic perspectives. Research methods applied: analysis and synthesis of scientific literature (to clarify the key concepts of the study), systematization (to identify existing scientific approaches to solving the problem under consideration), and theoretical generalization (to formulate conclusions). Ecological responsibility education is comprehensive, encompassing a broad spectrum of topics, including natural resources, social dynamics, cultural influences, religious considerations, economic factors, and technological advancements. Its interdisciplinary nature allows it to connect and integrate various fields and disciplines, making it a powerful catalyst for transformative change. Ecological responsibility education equips future professionals with essential skills that not only enhance productivity but also promote the conservation and maintenance of our natural environment. This education can be implemented through various approaches and often manifests in individual and voluntary efforts to improve environmental quality. Ultimately, environmental education plays a vital role in raising awareness about ecological issues and in protecting our invaluable natural resources and ecosystems.
Eсоlogical and Mathematical Modeling Tools Usage in Natural Sciences Teachers Training
(СумДПУ імені А. С. Макаренка, 2019) Степанюк Алла Василівна; Stepaniuk Alla Vasylivna; Гуменюк Галина; Humeniuk Halyna; Гарматій Наталія; Harmatii Nataliia; Грубінко Василь Васильович; Hrubinko Vasyl Vasylovych
The article deals with the the state of applying the modelling method in training future Natural Sciences teachers. The peculiarities of modelling and forecasting as methods of teaching and research activity in training future Natural Sciences teachers (Biology, Ecology, Chemistry, Natural Sciences) are explored. The expediency of their application as means of introduction into the educational process the principle of "learning through research", which ensures the organization of educational process on the basis of research activities and the involvement of students in scientific work is substantiated. Examples of using ecological and mathematical modelling tools in the organization of education and scientific work of postgraduate students in the field of 014 Secondary Education, Biology, Natural Sciences, 101 Ecology and Rational Use of Natural Environment are provided. Modelling the state and forecasting the development of hydroecosystems by means of fuzzy sets on the basis of input and output parameters, presented both quantitatively and qualitatively, are highlighted. Forecasting the development of ecosystems is realised based on the theory of stochastic processes and the theory of chains by Markov tools usage. The method of developing students' competence to use ecological-mathematical modeling is offered. It involves a combination of students' academic and research activities, their classroom and independent work. A list of the disciplines in which it is expedient to familiarize students with the indicated method is singled out. The mentioned methodology enables integration of biological, ecological and mathematical disciplines and information technologies in the complex study of natural processes. It stimulated the development of master students’ ability to integrate the perception (vision) of environmental problems, the formation of strategic research skills.
Improving Female Students’ Physical Fitness Through Volleyball Training: A Quantitative and Qualitative Analysis of the Implementation of an Experimental Model
(СумДПУ імені А. С. Макаренка, 2025) Vlasenko Anton Petrovych; Власенко Антон Петрович
The study focuses on the rationale and experimental verification of the effectiveness of a differentiated training model aimed at improving the physical fitness of female students in pedagogical specializations through volleyball training. The relevance of the research is determined by the need to enhance the physical fitness of university students under conditions of declining overall physical activity and limited opportunities for the individualization of the educational and training process in higher education institutions. The theoretical foundation of the study lies in modern concepts of individualization, progression, and variability of training load, which take into account the initial level of physical fitness and the individual characteristics of the students. A total of 101 female students participated in the research. At the ascertaining stage, the homogeneity of the samples was confirmed based on the main indicators. During the formative stage, the experimental group (EG) implemented the differentiated training model, which involved dividing the students into subgroups according to their physical quality profiles and making targeted adjustments to tasks and loads. The effectiveness of the model was evaluated using a set of quantitative and qualitative indicators. The results show that the EG demonstrated statistically significant improvements in all tests (p < 0.001), with medium to large effect sizes (Cohen’s d = 0.56–1.21). The qualitative analysis confirmed an increase in motivation, a higher level of engagement, improved team interaction, and enhanced self-assessment among EG students. These findings are consistent with previous research confirming the importance of individualizing the training process in university sports and demonstrate the potential of the differentiated training model as an effective tool for the comprehensive development of both the physical and psychological components of future teachers’ preparedness. The model can be recommended for implementation in physical education programs at higher education institutions, with further adaptation for different categories of students and integration of digital monitoring tools.
Lifelong Learning in the Context of European Vector of Pedagogical Science
(СумДПУ імені А. С. Макаренка, 2022) Білоцерківець Ірина; Bilotserkivets Iryna
Глобалізаційні та інтеграційні тенденції, світові освітні процеси, які поширюються у соціумі та висувають нові вимоги до педагогічної науки і практики, зорієнтовують освітню спільноту на стрижневі концептуальні ідеї, принципи та підходи, характерні для європейської освіти. На основі аналізу української і міжнародної документації в галузі освіти, освіти упродовж життя, постійного навчання, освіти дорослих (Меморандум щодо освіти упродовж життя, Копенгагенська декларація, Болонська декларація, Міжнародна стандартна класифікація освіти, інші законодавчі акти та документи), аналізу та вивчення здобутків академіків НАПН України та зарубіжних науковців із тематики дослідження, авторкою здійснено спробу представити різні погляди на тлумачення сучасного наукового терміна «освіта упродовж життя» та пов’язаних із ним понять; розкрито основні положення, в яких відображені необхідні вимоги сучасності до поширення певних освітніх явищ і тенденцій, зокрема «безперервної освіти», «освіти дорослих», та інше. Стисло представлено функції освітньої діяльності для кращого розуміння її значущості за нинішніх умов; розкрито роль і значення освіти упродовж життя для особистісного і професійного розвитку особистості. Актуальність представленого аналітичного дослідження зумовлена також тим, що основою глобалізованого світу стає «суспільство знань», в якому провідну роль починає відігравати інформація, володіння нею та знаннями, які підвищуватимуть конкурентоспроможність як окремих індивідуумів, так і країн, нададуть можливість дати ефективну відповідь на актуальні виклики сучасності. Реформування освітньої галузі та її модернізація дали змогу визначити нові напрями освітньої науки, нові підходи у психології та педагогіці, посилили дослідницький потенціал, збагатили науковий понятійний апарат досліджень у царині освіти, тому авторка вважала за доцільне детальніше розглянути новітні терміни, що увійшли у понятійне поле едукаційної науки, глибше розкрити їхній зміст, розкрити та актуалізувати потребу упровадження тих явищ і процесів, що їх позначають
Maple як інструмент візуалізації та аналізу графів у курсі дискретної математики у процесі професійної підготовки майбутніх учителів математики
(СумДПУ імені А. С. Макаренка, 2025) Шишенко Інна Володимирівна; Лукашова Тетяна Дмитрівна; Пипка Олександр; Shyshenko Inna Volodymyrivna; Lukashova Tetiana Dmytrivna; Pypka Oleksandr
Дискретна математика займає особливе місце в навчанні майбутніх учителів математики. У педагогічному контексті важливо, щоб майбутні вчителі математики володіли навичками їх візуалізації та аналізу, що дає змогу глибше усвідомити суть дискретних структур та механізмів їх функціонування. Візуалізація у вигляді графів є центральним інструментом для представлення дискретних структур у Maple. Система підтримує побудову графів як об'єктів, що складаються з вузлів і ребер, які можуть бути орієнтованими або неорієнтованими відповідно до навчальних завдань. Це дає змогу не просто показати структуру, а й провести її детальний аналіз. Однією з ключових переваг Maple є можливість створення інтерактивної та динамічної візуалізації графів. Система підтримує зміну параметрів графа в реальному часі та демонструє відображення цих змін, що дає студентам розуміння про внутрішню взаємодію в структурі. Використання анімації сприяє наочності під час демонстрації алгоритмів роботи з графіками, таких як обходи в ширину чи глибину, циклів пошуку або розв'язання завдань маршрутизації. Це дає змогу створювати експериментальні навчальні модулі, де студенти можуть проводити дослідження, перевіряти гіпотези та спостерігати за поведінкою математичних структур у динамічному режимі. Такий підхід активізує творчий потенціал та стимулює глибше засвоєння матеріалу. Поряд з побудовою Maple забезпечує розвинений аналітичний інструментарій для дослідження структурних характеристик графів. Використання системи дозволяє обчислювати різноманітні параметри, такі як степені вершин, довжини шляхів та визначення циклів, що є основними показниками в теорії графів. Система також підтримує ідентифікацію специфічних типів підграфів, наприклад, дерев або покриттів, що є корисним у навчанні дискретній математиці та її прикладних аспектах. Особливо у важливим є застосування функцій для пошуку оптимальних маршрутів, мінімальних покриттів та інших задач оптимізації, що дозволяє розглядати не тільки статичні, а й прикладні аспекти дослідження графів. Ці можливості є фундаментальними для формування практичних навичок, важливих у професії вчителя математики.
Means of Forming the Competence of the Person in Information Society in the Process of Studying Physics
(СумДПУ імені А. С. Макаренка, 2019) Шабля Василь; Shablia Vasyl
In the article from the position of realization of the competence approach to studying the problem of formation of the key competences necessary for each modern person for his life in the process of studying physics is considered. Proposed means of forming key Competences of students on the example of an integrated "tractor" lesson on the topic "Thermal machines. The principle of operation of heat machines. Cycle of heat machines. EFFICIENCY of heat machines. Tractor Engines".
Methodological Foundations for the Development of Economics Bachelor Professional Competence Based on Stem Education
(СумДПУ імені А. С. Макаренка, 2025) Wen Zhang; Вень Чжан
The development of future economic professional competence in STEM education is based on the synthesis of various (pedagogical, psychological, and technological) approaches aimed at forming comprehensive knowledge, practical skills, and innovative thinking. Modern approaches to the training of bachelors require significant changes, as they must meet the requirements of the labor market and technological trends. Therefore, STEM education can become the basis for modernizing the training of bachelors in economics, in which competency-based, activity-based, and interdisciplinary approaches will allow students to develop the knowledge and skills necessary for the successful performance of professional tasks. The article substantiates that the competence approach is a step required in response to the challenges of the digital age, as it develops the ability to work in the conditions of the fourth industrial revolution to develop an innovative economy. It is shown that the activity approach, combined with the principles of STEM education, creates a powerful mechanism for forming professional competence of future bachelors of economics. It allows not only the effective transfer of knowledge but also the formation of practical skills, professional thinking, and the ability to continuously improve, which can become drivers of innovative economic development. It has been proved that the interdisciplinary approach allows training specialists of a new type who have not only deep economic knowledge but also the ability to apply the tools of exact sciences and technologies to analyze and solve complex professional problems. The results of implementing this approach will contribute to the training of competitive specialists who can become drivers of the innovative development of society. By using such approaches, universities can not only improve the educational experience for their students but also promote the development of a skilled workforce capable of navigating the intricacies of the global economy.
Pedagogical Conditions for the Implementation of Motor Activity of Children with Special Educational Needs in Hybrid Learning
(СумДПУ імені А. С. Макаренка, 2025) Kurivskyi Yaroslav; Курівський Ярослав
The article deals with the issue of health protection of children with special educational needs in the context of the implementation of a hybrid learning format. It has been determined that the basis for ensuring an adequate level of the physical and psychological condition of children with special educational needs is specially organized motor activity. The purpose of this study is to identify the pedagogical conditions for the implementation of motor activity for children with special educational needs in hybrid learning. Research methods: theoretical analysis, systematization, comparison, generalization, methodological, and specialized literature. It is investigated that as pedagogical conditions it is advisable to consider those that ensure the formation and effectiveness of the developmental process of motor activity of children with special educational needs, are their organic component, provide the appropriate formation of forms, methods, means of implementing the process of motor activity of children with special educational needs in the process of hybrid learning and can significantly increase the effectiveness of their motor activity to achieve certain goals and implement tasks that will contribute to the preservation and improvement of The pedagogical conditions for the practical implementation of motor activity of children with special educational needs in the format of hybrid learning are presented as a system for the implementation of a holistic educational process that ensures the effectiveness of its organization in achieving the goals. The pedagogical conditions of motor activity for children with special educational needs in hybrid learning are highlighted: basic, corrective, variable, qualifying, and formative. The pedagogical conditions for the implementation of motor activity of children with special educational needs in the format of hybrid learning are substantiated: in terms of optimality in any pedagogical situation and positioned as a catalyst for significant changes in achieving the effectiveness of motor activity of children with special educational needs in hybrid learning. It has been established that the organizational and methodological support of each pedagogical condition primarily involves meeting the special educational needs of children in full motor activity.
Promising Areas of the Physical Culture Masters’ Training in Ukraine and Poland
(СумДПУ імені А. С. Макаренка, 2025) Yaqin Chen; Яцинь Чень
Training specialists in physical culture and sports is an essential element of state policy to develop a healthy society and achieve high sports results. In the context of active European integration processes, a comparative analysis of the systems for training sports professionals in Ukraine and neighboring European countries, in particular Poland, is of specific relevance. This review highlights the current state of training of masters of sports in both countries, identifies standard and distinctive features, and outlines promising directions for developing such training in the context of European integration and modern challenges. The need to modernize the educational process in physical culture and sports by modern requirements and standards has been proven. The need to develop a model for innovative professional training for masters of physical culture and sports based on strategic partnerships between the state, public sports organizations, science, education, and business has been substantiated. It has been revealed that the promising areas of training for masters of sports in Ukraine and Poland are the introduction of dual education, which allows combining theoretical training with practical training; integration of digital technologies, in particular, the use of online platforms and mobile applications; strengthening the practical component of learning and deepening interactive teaching methods; development of international cooperation and exchange of experience, activation of academic mobility; adaptation of training programs to the needs of the labor market and international standards. For Ukraine, the transition from an extensive sports development model to an innovative one is especially relevant, along with the formation of fundamentally new economic foundations and the search for organizational and legal forms of functioning in physical culture and sports.
Reliance on Artificial Intelligence in Chinese Vocational Undergraduate Theses
(СумДПУ імені А. С. Макаренка, 2025) Licong Zhang; Pryshliak Oksana; Melnyk Diana; Koshivka Liudmyla; Ліцун Чжан; Пришляк Оксана; Мельник Діана; Кошівка Людмила
This study investigates the extent to which vocational undergraduate students in China rely on artificial intelligence (AI) in the process of writing graduation theses, a topic that has gained heightened relevance following the 2025 policy statement by the Chinese Ministry of Education that vocational undergraduates are generally not required to produce such theses. Drawing on comprehensive survey data from MYCOS – a nationally recognized higher education research and consulting organization with a respondent pool of 3,145 teachers and students from diverse institutions, the research analyzes both the prevalence and the patterns of AI-assisted writing, as well as the educational community’s attitudes toward its use. The findings reveal that nearly half of the surveyed teachers (50%) and students (46%) support the cancellation of undergraduate theses, primarily due to their perceived misalignment with vocational training objectives and their often-unsatisfactory quality. Teachers in ordinary undergraduate institutions express stronger support for cancellation than those in elite “Double First-Class” universities, reflecting differing institutional priorities. The study also explores the methods used by educators to detect AI-generated content. The most common strategies include checking for logical and stylistic consistency (64%), oral questioning to verify familiarity with the material (51%), and the use of specialized AI detection tools (41%). However, the accuracy of these tools remains limited, with documented cases of both false positives and undetected AI-polished content. To address the changing educational landscape, the research examines preferred alternatives to traditional theses. Practical projects such as product design, innovation transformation, and entrepreneurial initiatives- emerge as the most favored option (75% of students, 69% of teachers), followed by course-based research reports and vocational skill certifications. In light of these findings, the paper proposes a multi-dimensional framework for responsible AI integration into academic writing. This includes establishing age- and level-specific usage guidelines, embedding critical thinking and verification skills into curricula, and diversifying assessment models to emphasize the reasoning process rather than final outputs alone. Ultimately, the results highlight the need for adaptive, diversified evaluation systems that align with both the evolving capabilities of AI and the labor market’s demand for graduates who combine creative, analytical, and practical competencies.
Steam Education and Music: a Comparative Analysis of Practices
(СумДПУ ім. А. С. Макаренка, 2024) Semenikhina Olena Volodymyrivna; Семеніхіна Олена Володимирівна; Yurchenko Artem Oleksandrovych; Юрченко Артем Олександрович; Ostroha Mariia Mykhailivna; Острога Марія Михайлівна; Shamonia Volodymyr Hryhorovych; Шамоня Володимир Григорович
STEM education is becoming more and more relevant today due to society's demand for developing critical thinking and creativity in young people. Such education combines science, technology, engineering, art, and mathematics, contributing to developing innovative solutions in education. Studying music within the framework of STEAM is no exception. Music stimulates spatial thinking and helps to learn other disciplines through interdisciplinary connections. A comparative analysis of successful STEM implementation practices allows us to identify effective methods, adapt them to local conditions, and improve educational programs based on evidence-based approaches. The article raises the problem of enhancing music education by identifying the best educational practices of STEM education and music. A comparative analysis of scientific results identifies similarities and differences in approaches to integrating music into STEAM education in different countries. What is detected is an emphasis on interdisciplinary learning that promotes critical thinking and creativity. Countries with arts education programs, like Finland and Canada, demonstrate higher student engagement and achievement. Regions where the arts are not a priority, such as parts of the United States, need help in student achievement. The cultural context significantly impacts music integration; countries with solid musical traditions often view music as a fundamental aspect of education that enriches the learning experience. Several strategies are recommended to enhance STEAM education through music. Educators should develop interdisciplinary lesson plans that combine music with math and science concepts, using project-based learning to create engaging experiences. In addition, educational institutions should adopt supportive policies that prioritize the arts alongside STEM disciplines and provide professional development opportunities for teachers. Collaborative efforts between arts and STEM teachers can facilitate sharing resources and innovative teaching strategies, enriching the educational experience.
STEM освіта як ефективний напрям реалізації ключових положень концепції нової української школи
(СумДПУ імені А. С. Макаренка, 2024) Дрокіна Аліна; Drokina Alina
У даній роботі здійснено аналіз STEM-освіти як ефективного напряму реалізації ключових положень Концепції Нової української школи. Перед сучасною сферою освіти постає завдання розвитку і виховання всебічно розвиненої, освіченої, інноваційної особистості згідно з Концепцією реалізації державної політики у сфері реформування загальної середньої освіти «Нова українська школа». Природничо-математична освіта має стати одним з пріоритетів розвитку сфери вітчизняної освіти, забезпечуючи унікальні можливості для підготовки здобувачів освіти до успішного майбутнього в епоху швидких змін і технологічного прогресу. Адже саме STEM-освіта створює унікальні можливості для розвитку та підготовки майбутніх STEMфахівців (фахівці біо-, нанотехнологій, ІТ-спеціалісти та ін.), які зможуть здійснити значний внесок у розвиток українського суспільства. STEM-освіта виступає ефективним напрямом реалізації ключових положень Концепції Нової української школи. Зосереджуючись на інтеграції предметів природничо-математичного циклу та розвитку компетентностей здобувачів освіти у галузі природничих наук, технологій, інженерії та математики, STEM-освіта забезпечує створення ефективних умов для сучасної та якісної освіти. На основі ґрунтовного аналізу науково-педагогічних джерел з’ясовано, що STEM-освіта є невіддільною частиною Концепції Нової української школи, адже спрямована не лише на здобуття знань, умінь та навичок, а й на одержання ключових компетентностей. Багато вітчизняних вчених сходяться в думці у тому, що інтеграція та дослідницько-проєктна діяльність є провідними принципами STEM-освіти, які співзвучно переплітаються з орієнтирами НУШ. Визначено, що упровадження STEMзаходів у освітній процес Нової української школи сприятиме розвитку здобувачів освіти у багатьох аспектах: підвищення пізнавального інтересу до STEM, ефективне залучення до дослідницької діяльності, освіченість в сфері ІКТ, уміння їх використовувати, розвиток критичного та інноваційного мислення, формування комунікативних навичок, стимулювання творчості тощо. Важливо підкреслити і те, що STEM-навчання має потужний потенціал для розвитку не лише знань, але й різноманітних навичок, якостей та цінностей здобувачів освіти.
Thesaurus of the Problem of Training Future Educators to Organize Innovative Activities of Preschool Children
(СумДПУ імені А. С. Макаренка, 2025) Butenko Vita Hryhorivna; Бутенко Віта Григорівна
The article conducts a terminological analysis of the key concepts of the study ("innovation", "educational innovation", "innovative educational process", "innovative pedagogical activity") and forms a thesaurus of the problem of training future educators to organize innovative activities of preschool children. Two scientific approaches to the interpretation of the concept of "innovation" are considered – procedural-modification and result-methodological, their features and significance for education are highlighted. Attention is paid to the distinction between the concepts of "novation" and "innovation", which allows avoiding terminological confusion in pedagogical discourse. The approaches of domestic and foreign researchers to determining the essence of educational innovations are analyzed, their role as a factor in the modernization of the education system is emphasized. It is established that educational innovations act as a driver of the transformation of the education system in conditions of constant change, contributing to the formation of a new quality of teaching and upbringing that meets the needs of modern society. It is determined that the innovative educational process is a multi-level and integrated system that covers all aspects of educational activity – from the personal initiative of an individual teacher to large-scale reforms in the field of education – and is aimed at dynamically updating the content, forms and technologies of education in accordance with the requirements of modern society and the achievements of scientific and technological progress. At the same time, innovative pedagogical activity is interpreted as a purposeful, scientifically motivated and creative activity of a teacher, which involves the search, development, implementation and adaptation of the latest ideas, methods, pedagogical technologies and forms of organization of the educational process. It is noted that future educators’ readiness to organize innovative activities is an important component of their professional competence and implies acquiring the appropriate knowledge, skills and attitudes towards innovative activities.

Переглянути

Перегляд Освіта. Інноватика. Практика за Назва

Результатів на сторінці

Налаштування сортування