Scientific journal of the Khortytsk National Academy

UDC 37.034 (09) THE FORMATION AND DEVELOPMENT OF THE IDEA OF FORMING THE MORAL AND ETHICAL CULTURE OF THE TEACHER IN THE PEDAGOGICAL THOUGHT OF UKRAINE (XI - XX CENTURIES)

Vasyl Zhukov — Thu, 12 Jun 2025 00:00:00 +0300

The article analyses the stages of formation and development of the idea of moral and ethical culture of teachers in the Ukrainian pedagogical thought from the eleventh to the nineteenth century.

It is established that in the eleventh century the state concept of education was proposed, which was based on the principles of Christian morality (love for one's neighbour, brotherhood between the rich and the poor, the need for obedience to those in power).

It has been established that in the XI-XIV centuries, the tasks facing teachers in general and the requirements for their moral and ethical qualities in particular were formulated. At this stage of society's development, teachers were required to provide strict, ascetic education of the younger generation, aimed at developing children's patience and ability to refuse the joys of life.

It is established that in the fifteenth to eighteenth centuries, the formation of the teacher's moral and ethical culture took place at the Lviv Brotherhood School, the Kyiv-Mohyla Academy, the Ostroh School-Academy, and the Kyiv Collegium. It was during this period that these issues became national in nature.

It has been established that a significant contribution to the further development of the idea of moral and ethical culture of the teacher was made by well-known educators of this period − H. Skovoroda, F. Prokopovych,

Kozachynskyi, O. Konyskyi, L. Zyzanii, P. Mohyla and others. For example, H. Skovoroda urged teachers to engage in self-education, love their work and children, be critical of their actions, have a perfect voice, and be an example for students and other people.

Feofan Prokopovych offered a special ethics course for teachers and students. The main goal of this course was to teach teachers to behave properly and do good deeds. M. Kozachynskyi defined a list of virtues that a cultural teacher should possess: prudence, justice, moderation, courage, and defending one's own opinion. G. Konyszynski defined the peculiarities of the teacher's behaviour and moral qualities. These qualities included a sense of responsibility for one's actions, freedom of choice, moral behaviour, and the ability to perform moral acts.

It has been established that since the nineteenth century, the issue of forming a teacher's moral and ethical culture has been considered in teacher seminaries and pedagogical institutes.

UDC 37.014:005.6 MONITORING THE QUALITY OF EDUCATION IN THE CONTEXT OF MODERN SCIENTIFIC DISCOURSE

Liubomyra Iliichuk — Thu, 12 Jun 2025 00:00:00 +0300

The article is devoted to the analysis of the concept of «monitoring the quality of education» in the context of modern scientific discourse, aiming to clarify its essence, content, and rationale for application in pedagogical science and practice. The study is driven by Ukraine’s aspiration for European integration and the recognition of quality education as a crucial factor in the socio-economic development of the state, which underscores the need for effective mechanisms to assess and enhance the educational system. The purpose of the article is to systematize approaches to defining monitoring the quality of education and to develop an original interpretation of this concept. The research methods employed enabled an assessment of the current state of the studied issue, a comparison of scientific concepts, and the formation of a holistic understanding of the essence of the monitoring the quality of education phenomenon. The analysis of scholarly works has demonstrated that monitoring encompasses the collection, processing, and analysis of data on the state of education, forecasting its development, and the formulation of managerial decisions. The objects of monitoring include educational systems at various levels, learning outcomes, characteristics of process participants, resources, and organizational aspects. It has been established that monitoring serves as a system for evaluating the compliance of education with standards and stakeholders’ needs.

The research findings reveal the multifaceted nature of approaches to monitoring the quality of education, which have been systematized into the following categories: informational-statistical, prognostic-productive, managerial, systemic, and technological. The primary outcome of the study is the author’s definition of monitoring the quality of education as a systematic, comprehensive, and continuous process of observation, data collection, analysis, and interpretation regarding the state of the educational system and the identification of trends in education quality development at the national, regional, and institutional levels. This process is aimed at evaluating the compliance of educational services and outcomes with legislative requirements, established standards, and the needs of stakeholders and society. The conclusions emphasize the integrative role of monitoring as both a diagnostic tool and a means of strategically improving the education system in the context of Ukraine’s European integration.

UDC 37:004.946.5:316.772.5-049.5 CYBERSECURITY IN THE DIGITAL EDUCATIONAL SPACE

Marianna Shvardak — Thu, 12 Jun 2025 00:00:00 +0300

The article deals with the problem of ensuring cybersecurity. The purpose of the article is to analyze cybersecurity threats in the digital educational space in order to determine effective strategies for its protection using a comprehensive approach. The essence and purpose of cybersecurity in the digital educational space are determined. Cybersecurity in the digital educational space is defined as a set of measures aimed at protecting information, technologies and users who interact in the online education environment. The main goal of ensuring cybersecurity is to protect the confidentiality, integrity and availability of data. The types of cybersecurity are outlined (network security, data security, cloud security, end device security, social engineering and cyber hygiene, protection against DDoS attacks, cryptographic protection, legal aspect of cybersecurity). An analysis of the main cyber threats was conducted: unauthorized access to educational platforms, phishing and social engineering, personal data leakage, cyberbullying, viruses and malware, DDoS attacks on educational services, software

vulnerabilities. The essence of each threat was revealed, possible consequences and practical advice on preventing a cyber threat were outlined. Protection strategies in the digital educational space were identified. In particular: developing a cybersecurity policy, protecting accounts and access, teaching digital literacy and cyber hygiene, data encryption and secure storage of information, regular software updates, monitoring and responding to cyber threats, protecting against malware, countering cyberbullying and social engineering, protecting educational platforms from DDoS attacks, backing up important data. The comprehensive implementation of these strategies will help to significantly increase the level of security of the digital educational space and protect all its participants from cyber threats. Ensuring cybersecurity in the digital educational space is a necessary condition for the stable functioning of educational institutions and the protection of all participants in the educational process. A comprehensive approach to solving this problem will minimize risks and ensure the safe use of digital technologies in education.

UDC 37.018.46:373.5-057.17 THE SIGNIFICANCE OF CASE STUDY FOR THE FORMATION OF THE ABILITY TO PERFORM SELF-ASSESSMENT OF EDUCATIONAL ACTIVITIES IN HEADS OF GENERAL SECONDARY EDUCATION INSTITUTIONS

Nataliia Shevchenko — Thu, 12 Jun 2025 00:00:00 +0300

The scientific article presents the experience of using cases to organize training groups of heads of secondary education institutions for conducting self-assessment of the educational and managerial activities of the institution.

Analysis of research and experimental work using the case method during informal training of heads of secondary education institutions (n=357), aimed at forming and developing their ability to conduct self-assessment of educational and managerial processes of the institution, allows us to draw the following conclusions: 1. Training of heads of educational institutions, organized through work with cases, encouraged them to active creative activity and contributed to the formation of free professional communication, reflexivity, and in general - to achieving the specified goal of the working group - the formation of the ability of heads of secondary education institutions to conduct self-assessment of educational and managerial activities of the institution. 2. The use of the case method allowed to balance the theoretical knowledge obtained by managers during advanced training with the practical skills acquired during professional communication in working groups. 3. The combination of the possibilities of formal and informal education allowed to implement a competency-based approach during adult education.

The use of the case method allowed to find a balance between theory and practice, giving preference to the practical aspect. It is shown that an equally important advantage of the case method is free communication between group members, which allows to relieve work tension and ensure the exchange of ideas when searching for management solutions. The conditions that cases must meet to implement the research goal – the formation of practical skills and the ability to apply a systematic approach to self-assessment of the institution's activities in general secondary education institutions are described; the results of a survey of managers of general secondary education institutions are presented. The possibilities of informal education in the context of the concept of lifelong learning are analyzed.

UDC 004.4(075.8):378 OPTIMIZATION OF EDUCATIONAL INTERACTION IN THE TRAINING OF FUTURE PRIMARY TEACHERS IN HIGHER EDUCATION INSTITUTIONS USING CLOUD TECHNOLOGIES

Iryna Antonenko, Bohdan Korneliuk , Iryna Lapshyna, Svitlana Lupinovych — Thu, 12 Jun 2025 00:00:00 +0300

The article attempts to classify cloud technologies according to their didactic value in the educational process. The second criterion for classification is the typology of educational problems that these technologies are aimed at solving.

Today, cloud technologies are among the most widespread tools in higher education. They have many advantages over other computer technologies and provide teachers with significant opportunities for organising the learning process. At the same time, like any other technology, they are not always equally effective in supporting different types of educational activities. In certain cases, cloud technologies can have a destructive impact on the educational process. Sometimes their use causes significant damage to the interaction between the teacher and students, as well as to the level of competence of students majoring in 013 ‘Primary Education’.

Teachers of higher education institutions try to maintain a high level of their own information competence, but they cannot always foresee the risks that accompany the use of certain technologies. The article identifies the most effective cloud technologies for various disciplines of the speciality 013 ‘Primary Education’. In addition, the potential risks that teachers may face when using these technologies are outlined, and methods of their compensation are proposed.

UDK 378:373.3.091.12.011.3-051 ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS OF PROFESSIONAL TRAINING OF FUTURE PRIMARY TEACHERS IN THE USE OF INFORMATION TECHNOLOGIES

Ivan Vasylykiv — Fri, 13 Jun 2025 00:00:00 +0300

The scientific article defines and characterizes the organizational and pedagogical conditions of professional training of future primary school teachers as a set of objective opportunities for integrating content, form, methods and means in the information environment, which ensures the achievement of educational goals and learning outcomes. Under organizational and pedagogical conditions, one should consider a holistic system of interrelated factors and methods of organizing the educational process, aimed at ensuring high-quality professional training in the conditions of information transformation.
Such conditions include material and technical support, methodological and content modernization of educational content, digital infrastructure, management mechanisms, motivational environment and support for the self-development of future teachers. The complex of organizational and pedagogical conditions that ensure the effectiveness of preparing students to use information technologies includes: (1) the creation of a digital educational environment in higher education institutions with access to modern technical equipment and electronic resources; (2) the formation of positive motivation for the active use of

information technologies in professional activities; (3) organization of practical experience in the use of IT during pedagogical practice using interactive services and digital platforms; (3) stimulation of independent educational and scientific activities of future teachers through participation in trainings, seminars, webinars and conferences. The novelty of our research lies in combining organizational, motivational, practice-oriented and content components into a single system of organizational and pedagogical conditions of training. We believe that further research is needed to determine general and partial teaching methods, as well as the principles of training future primary school teachers for the implementation of information technologies.

UDC 378.4.014.5:305 IMPLEMENTATION OF GENDER MAINSTREAMING IN THE UNIVERSITY ENVIRONMENT: THE GENDER EDUCATION CENTER’S EXPERIENCE

Oleksandr Ivanytskyi, Tetyana Holovanova, Olga Ponomarenko — Fri, 13 Jun 2025 00:00:00 +0300

The scientific review article analyzes the experience of the Faculty of Social Pedagogy and Psychology of Zaporizhzhia National University in fostering a culture of gender equality within the university environment. The establishment of the Gender Education Center represents a response by academic activists to socio-political trends taking place in society. The authors consider the university’s gender action plan as a tool for transforming education in accordance with the principles of an inclusive and safe environment, as well as violence prevention, especially under martial law conditions. The article describes the activities of the Gender Education Center, including its participation in the All-Ukrainian network, collaboration with women’s non-governmental organizations, and implementation of educational and research initiatives. Emphasis is placed on the significance of UN Security Council Resolution 1325 «Women, Peace and Security» in shaping local strategies. The article outlines challenges in developing a gender action plan, particularly the issue of methodology, and identifies gender issues faced by a university located in a frontline zone.

The study showed that the creation of the Center for Gender Education on the basis of Zaporizhzhia National University is an example of an institutional mechanism for integrating a gender approach into the university environment. The Center's activities are carried out within the current regulatory framework, which strengthens its legitimacy as a tool for gender planning. The head of the center works on a voluntary basis. Students and teachers join the center's work on a voluntary basis. One of the key areas of the center's work is the integration of gender issues into educational programs, which corresponds to the principles of gender-sensitive education. Significant forms of implementation of the Center's educational initiatives include holding gender forums, round tables, scientific and methodological seminars, and preparing scientific publications. The prospects for the Center for Gender Education are in the further development of the institutional mechanism for integrating gender issues into the university environment through project activities.

UDC 378.1:004:640.4 DEVELOPMENT OF PROFESSIONAL COMPETENCIES IN TOURISM: PEDAGOGICAL ASPECTS OF USING DIGITAL AND INFORMATION TECHNOLOGIES IN THE ORGANIZATION OF HOSPITALITY AND RESTAURANT MANAGEMENT

Oleksandr Kovalenko, Anna Novikova — Fri, 13 Jun 2025 00:00:00 +0300

The article addresses the issues of digitalization in tourism education in the context of modern challenges and trends in the development of industry. The key aspects of the implementation of digital technologies in the educational process are analyzed, as well as their impact on the training of tourism sector specialists and the possibilities of using digital platforms to improve education quality. Special attention is given to innovative teaching methods such as virtual and augmented reality, adaptive learning, and online courses. The key advantages of digitalizing education to form competitive specialists capable of effectively working in the context of the digital transformation of the tourism business are identified.

The aim of this paper is to analyze and justify modern pedagogical approaches to the formation of professional competencies in future specialists in the tourism field, particularly in the hospitality and restaurant industries, with an emphasis on integrating digital and information technologies into the educational process. This research examines the main teaching methods that contribute to the development of digital literacy and professional skills in future tourism specialists.

The paper emphasizes that the digitalization of the educational process is of great importance for the formation of competitive specialists in the tourism industry, as it allows the integration of cutting-edge technologies into the educational process and prepares students to work in the context of digital transformation. Important aspects include the development of soft skills, intercultural communication, and environmental responsibility. In this context, attention is also drawn to the development of personalized educational pathways and blended learning, which gives students the opportunity to study material at their own pace, combining traditional lectures with online resources.

The study also highlights the need for further research in the field of digitalization of the tourism business and the adaptation of educational programs to the modern requirements of the industry. The development of digital tools in the educational process will ensure that students acquire the necessary skills to work in an innovative and rapidly changing market, which is crucial for ensuring their competitiveness.

The authors note that the integration of digital and information technologies into the professional training of future tourism specialists is an essential condition for improving the quality of education and equipping graduates with the competencies necessary for successful work in the conditions of the digital transformation of the hospitality and tourism industry.

UDC 378.147:376.011.3-051]:[001. RESEARCH ACTIVITY AS A MEANS OF FORMING SOCIAL SKILLS OF FUTURE SPECIALISTS IN SPECIAL EDUCATION

Svitlana Mykhalska, Oleksii Pomyrlianu — Fri, 13 Jun 2025 00:00:00 +0300

The modern labor market requires higher education specialists to possess not only professional but also social skills, as they are a prerequisite for full mastery of the specialty and integration into the professional environment. This is also relevant for special education specialists, who in their activities must form life competencies in students with special educational needs. The implementation of such tasks directly depends on the formation of social skills among SEN teachers that underlie the management of their own resources, positive communication, control of emotional and volitional state, behavior, etc. The development of social skills among higher education students is ensured by various ways and means, one of which is research activity. It contributes to the formation of such important life skills in future SEN teachers as the following ones: planning activities; independence; self-development; meeting deadlines; defending one's own interests and judgment; teamwork; partnership; communication; quick search for information; responsibility, etc. A study of higher education future specialists’ in special education understanding of the significance of social skills for their profession and the place of research activity in it showed that respondents understand its role for their own development and professional growth. However, respondents still separate research from educational activities, do not fully understand their relationship and the integration of the research component into the educational process. The conditions for implementing the possibilities of research activities in the formation of social skills of future SEN teachers have been determined, in particular: the orientation of research activities on soft skills, which are necessary for a special education specialist for his/her own development and the formation of life competencies of children with special educational needs, in particular; the correspondence of its content to the research and creative activities of special education specialists; the integration of the research component into the educational process; the formation of positive motivation of higher education students for cross-disciplinary research activities; taking into account the scientific and pedagogical interests of higher education students and the level of development of their social skills in order to form an individual educational and scientific trajectory; modernization of the forms of organization of research activities of higher education students with an emphasis on activity, independence and practice-orientation.

UDC 159.944:377.011.3-051]-047.3 RESEARCH OF THE FEATURES OF PROFESSIONAL BURNOUT OF TEACHERS OF PROFESSIONAL (VOCATIONAL AND TECHNICAL) EDUCATION INSTITUTIONS AND WAYS OF ITS PREVENTION

Ilya Pakhomov, Taisa Kyrychok — Sun, 21 Sep 2025 08:58:09 +0300

The scientific article, based on empirical data, identifies the features of professional burnout among teachers of professional (vocational and technical) education institutions. Analysis of data obtained during the application of certain diagnostic methods (methodology for diagnosing levels and phases of emotional burnout (author V. Boiko), methodology for diagnosing levels of professional burnout
(author K. Maslach adapted by N. Vodopianova, E. Starchenkova), methodology for determining mental burnout (author O. Rukavshnikova)) confirms the dominance of an average level of professional burnout in the majority of teachers; the presence of a significant group (approximately a third) with high indicators that require psychological assistance; gender differences in the structure of symptoms
(women are more prone to emotional exhaustion, men are more prone to depersonalization and inadequate emotional response); the dependence of the intensity of burnout at work experience,
with peak indicators in the group of 11–15 years. It has been determined that to prevent professional burnout, it is advisable to implement systemic prevention programs that include emotional resilience

training, workload optimization, development of emotional self-regulation skills, and increased motivational support in the team.

Prevention of professional burnout of pedagogical workers of vocational education requires a comprehensive organization of work, covering both educational and informational as well as psychological and practical components, focused on strengthening the personal resources of teachers, optimizing the conditions of their activities and increasing professional motivation. To prevent professional burnout, it is advisable to implement systemic prevention programs that include emotional resilience training, workload optimization, development of emotional self-regulation skills and increasing motivational support in the team.

UDC 316.426-049.3-057.87:355.01+ GROUPS SOCIAL SUPPORT OF STUDENTS BEFORE AND DURING COMPLICATED CONDITIONS (PANDEMIC COVID-19, MARITAL STATE IN UKRAINE).

Volodymyr Starosta — Fri, 13 Jun 2025 00:00:00 +0300

The article aims to identify and compare students’ views on their sources/groups of social support (family, friends, fellow students, senior students, academic mentor, academic teachers, dean’s office, social networks, professional psychologist, self-support) before and during in complicated conditions (pandemic OF Covid-19, martial state in Ukraine). The author included 4069 respondents in the anonymous online survey Google Forms during 2019-2024, including: 788 students during 2019, 3281 students during 2020-2024; used IBM SPSS Statistics 23 for statistical analyses. The comparison before and at the beginning of complicated conditions shows an increase in the total number of social support groups with a high and medium level (main values on a five-point scale): from four in 2019, – family (M=4,02), friends (M=3,89), fellow students (M=3,27), self-support (M=3,26); to seven groups in 2020, – family (M=3,72), senior students (M=2,46), social networks (M=2,51), academic teachers (M=2,76), friends (M=3,35), fellow students (M=3,36), self-support (M=3,86). It is shown that there are statistically significant differences (t-test; p≤0,05) in the increase in support during the transition from 2019 to 2020 in the case of fellow students, senior students, academic mentor, academic teachers, dean's office, social networks, and self-support. The author found that in complicated conditions (2020-2024), social support for students from a larger number of groups/sources (the total number of groups with high and medium levels of support) is received by master's students (9) compared to bachelor's students (7), women (7) compared to men (5), part-time students (9) compared to full-time (7), students of pedagogical specialties (9) compared to other specialties (6), students of the 2024 survey (9) compared to previous years 2020-2023 (6). The study shows that according to individual characteristics of the respondents (educational level, gender, form of study, specialty) family and self-support belong to the highest level of support; friends, fellow students, academic teachers, social networks have medium level of support; other groups demonstrate low and
medium level of support. A trend of increasing support from social networks and professional psychologist was identified.

UDC 378.091.12.011.3-051:811.111 ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS FOR PREPARING FUTURE ENGLISH TEACHERS TO OVERCOME STUDENTS’ EMOTIONAL-VOLITIONAL BARRIERS IN THE PROCESS OF PARTNERSHIP INTERACTION

Volodymyr Tatarin, Iryna Glazkova — Fri, 13 Jun 2025 00:00:00 +0300

The aim of the scientific article is to substantiate the organizational and pedagogical conditions for developing the competence of future English teachers in overcoming students’ emotional and volitional barriers in the process of partnership interaction. The study identifies five structural-functional components of this competence: motivational, cognitive, activity-practical, analytical-reflective, and personal. Three key conditions for its formation are characterized: the creation of a partnership environment, the practice-oriented activity of the instructor, and the involvement of students in analytical and reflective practices. A system of interactive professional tasks (didactic, methodological, practical, and integrative) is proposed to facilitate the integration of theory and practice. The proposed model has scientific and methodological significance and requires further validation in institutions of higher pedagogical education.

UDC 376-056.263 CURRENT ASPECTS OF PROVIDING BARRIER-FREE EDUCATIONAL ENVIRONMENT FOR CHILDREN WITH COCHLEAR IMPLANTS

Valentina Zhuk , Mykola Suprun — Fri, 13 Jun 2025 00:00:00 +0300

The purpose of the article is to identify and systematize relevant aspects of providing barrier-free educational environment for children with cochlear implants.

Research methods: theoretical analysis of the regulatory and legal field and scientific and methodological sources on the research issues, systematization of current aspects of ensuring a barrier-free educational environment for children with cochlear implants.

Results. The scientific understanding of the essence of the concept of "educational environment" and its components in the context of the auditory and speech development of children with cochlear implant systems is analyzed. The role of barrier-free space in meeting the special educational needs of children with cochlear implants is indicated. Environmental factors influencing the auditory and speech development of children with cochlear implants are identified and their effect on the micro- and macro-levels is revealed. The staged nature of the implementation of the environmental approach in the education of children with hearing impairments is noted, which is reflected in the tendency of scientific explorations to move from the theoretical to the practical plane and the shift of emphasis from pedagogical influence aimed at overcoming the secondary consequences of hearing impairment to the creation of internal and external prerequisites for their occurrence, taking into account the current, foreseeable needs of a child by his or her broad and immediate social environment.

Conclusions. The educational environment in a broad sense is both objective (physical arrangement) and social (attitudes, beliefs, values). One of the main characteristics of an educational environment conducive to the development of children with hearing impairments is its barrier-free nature. Cochlear implantation can be considered one of the modern effective means of ensuring social and communicative barrier-freeness for people with hearing impairments. Creating a barrier-free educational environment for children with cochlear implants involves regulatory support, a system of services for timely diagnosis of disorders, hearing aids, early assistance to the child and his/her family, variability and flexibility of the educational route in its institutional, technological, content, socio-communicative and speech-language components with support adequate to individual needs in the form of universal design, additional technical means that provide acoustic, informational, communicative accessibility, adaptations, modifications, etc.

UDC 376.016-053.4-056.36:502/504 APPLICATION OF THE "GOOD START" METHOD ELEMENTS IN THE FORMATION OF ENVIRONMENTAL CONCEPTS IN PRESCHOOL CHILDREN WITH INTELLECTUAL DISABILITIES

Viktoriia Kovalenko, Inna Lytvyn — Fri, 13 Jun 2025 00:00:00 +0300

The article examines the technology of applying elements of the "Good Start" method (M. Bogdanowicz) in the process of forming environmental concepts in preschool children with intellectual disabilities. It has been proven that developing environmental concepts is a crucial stage in a preschooler's personality development, as it ensures awareness of fundamental relationships between objects and phenomena in the surrounding reality, establishes a foundation for ecological thinking, social adaptation, and the development of moral and ethical norms.

The purpose of the article is to study the application technology of the "Good Start" method elements (M. Bogdanowicz) in the process of forming environmental concepts in preschoolers with intellectual disabilities, justify the pedagogical conditions for its implementation, and present practical aspects of using this method through lesson plans within the educational area "Child in the Natural Environment."

The research methods included theoretical analysis, generalization, and systematization, the comparative method; the modeling method and the pedagogical design method.

The article highlights theoretical sensory, activity-based, and environmental approaches to forming natural science concepts in children during lessons within the educational line "Child in the Natural Environment." It also presents theoretical principles regarding the corrective orientation of education and upbringing of children with intellectual disabilities, its impact on development and socialization processes, and the pedagogical conditions for implementing the "Good Start" method in the educational process.

It has been established that lessons conducted using the "Good Start" method follow a fixed structure consisting of three stages. In the first stage, the teacher and child perform a series of preparatory exercises to develop spatial orientation and acquire the ability to organize movements sequentially. In the second stage, the teacher engages the child in motor, auditory-motor, and visual-auditory-motor exercises. In the third stage, the teacher encourages the child to perform relaxation exercises (massage, breathing exercises) and vocal-rhythmic exercises.

The article presents a detailed lesson plan on introducing preschoolers with intellectual disabilities to the environment using elements of the "Good Start" method by M. Bogdanowicz within the educational area "Child in the Natural Environment."

UDC 376-053.5-056.34:616.896 CORRECTION OF PROGNOSTIC FUNCTIONS OF IMAGINATION OF PRIMARY SCHOOL STUDENTS WITH AUTISM SPECTRUM DISORDERS

Diana Borovets, Svitlana Myronova — Fri, 13 Jun 2025 00:00:00 +0300

The purpose of the article is to shed light on the approaches of the developing and main content of the special program for correcting the predictive functions of primary-school-aged children’s with autism spectrum disorders imagination. The methodological basis of the research is based on the use of experimental methods. Сurrent educational correctional and developmental programs for children with intellectual disabilities and autism spectrum disorders were also used. The scientific novelty of the article lies in the development of the program content for the correctionof development primary-school-aged schoolchildren’s with autism spectrum disorders prognostic functions. This program aimed at close ties beetwen prognostic functions and other mental processes, in particular, thinking.The predictive function of imagination is fundamental for ensuring planning of own acts and successful socialization of pupils with autism spectrum disorders. The results of the theoretical analysis and ascertaining experiment has proved the need to include the following directions in the program content: formation of mental operations; formation of time representations; formation of the ability to establish the sequence of events and cause-and-effect relationships; formation of an internal action plan. The content of the program, methods, rules and conditions of working with children is described in the article.The condition for the effective formation of the primary-school-aged children’s with autism spectrum disorders necessary functions and skills is a comprehensive approach. Prognostic functions correction of their imagination involves not only influencing these abilities, but also the development of logical thinking and mental operations, between which a close relationship is traced. Correctional activities should be carried out not only on individual lessons, but also developed through specific correctional and developmental goals as a component of the educational process.

UDC 378.147-056.26 ТHE ESSENCE OF THE CONCEPT «INCLUSIVE EDUCATIONAL SPAC OF A HIGHER EDUCATION INSTITUTION»

Lyudmila Nikolenko — Fri, 13 Jun 2025 00:00:00 +0300

The article provides a comprehensive analysis of the concept of inclusive educational space of a higher education institution as an important element of the educational system that facilitates the inclusion of persons with special educational needs in higher education.

The study also covers the definition of the category ‘higher education student with special educational needs’, which includes a wide range of people who face learning difficulties for various reasons: biological, socio-economic, psychological, cultural and other. The author analyses different approaches to the categorisation of special educational needs and considers the existing variations in their aggregates in the scientific literature and regulatory documents.

The main differences between the traditional and inclusive educational space, their structural components and functional features are investigated. It is determined that an inclusive educational space involves a combination of physical, organisational, pedagogical and communicative components that ensure

comfortable learning, social interaction and professional development of students with special educational needs.

The methodological basis of the study was a content analysis of the scientific concepts of ‘educational space’ and ‘inclusive educational space’. It has been found that inclusive educational space is considered by pedagogical science and educational practice as an integral system; a separate educational cluster; socio-pedagogical environment; a specific object of pedagogical influence; a form of social being; a special pedagogical reality; a constant of the entire social policy of the state.

The author defines the inclusive educational space of a higher education institution as a holistic structured institutional space that provides equal access to quality higher education and the necessary support to all students, regardless of their physical, cognitive or social characteristics, and meets the conditions for academic, social, personal self-development and professional growth of all participants in the educational process.

It is emphasised that the inclusive educational space of higher education institutions is an important factor in the realisation of the right to education of persons with SEN and ensures their competitiveness in the labour market. It is not only an educational but also a social space where students' identity is constructed and their academic, professional and social competences are formed.

УДК 316.4.063.3-054.73(=161.2):3 RESEARCH FINDINGS ON THE CHARACTERISTICS OF SOCIOCULTURAL INTEGRATION OF UKRAINIAN REFUGEES INTO THE SOCIAL ENVIRONMENT OF GERMANY (2022-2023)

Tetiana Zhytnik — Fri, 13 Jun 2025 00:00:00 +0300

The scientific article presents the results of the research project within the framework of the implementation of the Hamburg program for scientists who are in dangerous living conditions, Science Bridge for Ukraine (duration 01.12.22 – 30.09.23) (hereinafter the Project). The purpose of the article is to investigate the civic activism of refugees from Ukraine in Germany as the main factor in their and their children’s successful integration into the foreign-language social environment. Research methods: quantitative and qualitative research: online survey (the questionnaire contains several blocks, a series of questions allowing to study the demographic characteristics of the respondent group, to determine the sociocultural factors of successful integration of refugee children from Ukraine).

One of the important conditions of adaptation is the conscious activity of forced migrants, which involves continuous exchange with the new social environment, the host community. Such activity is possible only under the condition of awareness of oneself as a subject of such a process, the desire to become a part of the host community, albeit temporarily.

UDC 316.42:[364-787.2:314.151.3- SOCIAL SUPPORT FOR INTERNALLY DISPLACED PERSONS UNDER MARTIAL LAW: THE CONTEXT OF BUILDING AN INCLUSIVE SOCIETY

Iryna Kushchenko, Anastasia Bazylenko, Olena Bulakh — Sun, 21 Sep 2025 11:59:44 +0300

The article examines the features of social support for internally displaced persons in Ukraine under martial law, in particular, using the example of the territorial community of the village of Mohiliv, Dnipro district. With the beginning of the full-scale aggression of the Russian Federation in 2022, the number of internally displaced persons has increased significantly, which has caused new challenges for the social protection system. The current state of the legislative framework, scientific approaches to social support, as well as empirical data obtained by surveying 984 people with the status of internally displaced persons are analyzed.

The conducted study has shown that providing social support to internally displaced persons (IDPs) under martial law is a complex and multifaceted process that requires a systemic approach and cross-sectoral cooperation. The results indicate that despite the implementation of state policies, a significant number of IDPs continue to face difficulties in meeting their basic needs, such as housing, employment, access to education,

healthcare, and social services. Particularly vulnerable groups include the elderly, people with disabilities, children, and single parents.

For working-age IDPs, the main barriers to integration remain financial instability, unemployment, a mismatch between their professional skills and the demands of the local labour market, as well as the psychological impact of displacement. Social services have demonstrated some positive outcomes; however, their capacities do not always meet the actual scale of IDPs’ needs.

Therefore, the support system for IDPs requires rethinking based on the principles of inclusion, sustainable development, and interagency coordination. It is essential to address not only material needs but also the need for psychological adaptation, strengthening social ties, and ensuring long-term integration.

UDC 364-787.2:314.151.3-054.73]: SOCIAL SUPPORT OF INTERNALLY DISPLACED PERSONS THROUGH PROJECT ACTIVITIES OF NON-GOVERNMENTAL ORGANIZATIONS

Tеtiana Spirina, Anastasiia Kotelevets, Alina Dulia — Tue, 24 Jun 2025 00:00:00 +0300

The article examines the role of project-based activities of non-governmental organizations (NGOs) in providing social support to internally displaced persons (IDPs) in Ukraine. The key areas of social assistance, including housing, medical, legal, psychological, and educational support for IDPs, are analyzed. The specific features of the project-based approach in NGO activities are identified, and the effectiveness of implemented projects is assessed.

Given the increasing role of civil society initiatives in ensuring comprehensive support for IDPs, particular attention is paid to the analysis of three NGOs: the NGO «IDPs of Ukraine», the Charity Organization «East SOS» and the Charity Fund «HelpGroup». The specificity of their projects aimed at social adaptation, legal and psychological assistance, employment, social integration, and humanitarian support is examined.

The NGO «IDPs of Ukraine» establishes support hubs for IDPs, providing humanitarian, legal, psychological, and educational assistance while also promoting legislative initiatives to expand social guarantees for displaced persons. The Charity Organization «East SOS» delivers humanitarian aid, conducts evacuation efforts, and documents war crimes, combining social support with advocacy activities. The Charity Fund «HelpGroup» focuses on medical and psychological support for IDPs, funding treatment and medication, as well as implementing rehabilitation programs and volunteer initiatives.

It has been established that the effectiveness of project-based activities largely depends on clearly defined objectives, consideration of actual IDP needs, efficient resource utilization, and the establishment of partnerships.

Thus, the research findings outline prospects for further improvement of NGOs' project-based activities in supporting IDPs, which may serve as a foundation for the development of more effective social programs and integration strategies for displaced persons in host communities.