Educational Dimension is a Diamond Open Access peer-reviewed journal focused on the research on education, learning and training, and applications of theories and philosophies used in the sciences of learning and adjacent sciences. The Educational Dimension occupies contributions in all aspects of learning theories, learning technologies and tools, paradigms and models. The main problematic field of the journal is the current and future issues of modern pedagogical science: psychological and pedagogical, philosophical, and socio-cultural aspects of education, learning and training, modern theories, technologies and teaching aids, the emergence of which is determined by globalization, integration processes, social transformations, humanitarian and scientific and technological development. There is an urgent general need for principled changes in postclassic education elicited by current theories, models, tools, services, networks and communications. Educational Dimension welcomes research papers, systematic reviews, and meta-analyses that include clear research questions, a framework of analysis, and conclusions that reflect the paper's aims. Educational Dimension will no longer be published by ACNS. As of January 1st, 2026, this journal will be published by Kryvyi Rih State Pedagogical University.
Design education in Ukraine: competency development and European integration in artistic-project training of future design professionals
Design education occupies a distinctive position at the intersection of artistic creativity and technical proficiency, presenting unique challenges for competency-based curriculum development. As Ukraine continues its integration into the European Higher Education Area following its 2005 accession to the Bologna Process, design education programs face the imperative of aligning national standards with European competency frameworks while preserving the distinctive pedagogical traditions of artistic-project training. The Ukrainian higher education standard B2 Design establishes competency requirements for design professionals, yet the theoretical foundations connecting these requirements to European frameworks and effective pedagogical approaches remain underdeveloped. This theoretical paper examines the conceptual foundations of design education competency development within the context of Ukrainian European integration. It addresses three interrelated questions: (1) How do the competency structures embedded in Ukraine's B2 Design standard correspond to European qualification frameworks and international design education models? (2) What pedagogical approaches offer the strongest theoretical grounding for developing artistic-project competencies in design students? (3) What conceptual considerations emerge from analysing European integration challenges and opportunities for Ukrainian design education? The study employs a theoretical analysis approach, synthesising international scholarship on design education, competency-based learning, and European higher education policy. Through a systematic analysis of the Ukrainian B2 Design standard and a comparative examination of European competency frameworks, the paper develops an integrative conceptual model for understanding the development of design education competencies. The analysis draws on reflective practice theory, constructive alignment principles, and design cognition research to establish theoretical foundations for enhancing the curriculum. The analysis reveals three principal insights. First, while the Ukrainian design standard demonstrates structural alignment with the European Qualifications Framework's tripartite categorisation of knowledge, skills, and competence, significant gaps exist in articulating design-specific competencies related to critical reflection, interdisciplinary collaboration, and sustainable design practices. Second, studio-based and project-based pedagogical approaches, when grounded in reflective practice theory, provide robust frameworks for developing the integrated competencies required for professional design practice. Third, European integration presents both challenges - including resource constraints, faculty development needs, and assessment harmonisation - and opportunities for curriculum innovation, international collaboration, and enhanced graduate mobility. The paper contributes a theoretically grounded framework for understanding competency development in design education within the European integration context. It proposes that effective design education reform requires simultaneous attention to three interconnected dimensions: alignment with international competency frameworks, adoption of pedagogically sound approaches to artistic-project training, and strategic engagement with European integration mechanisms. The framework offers implications for design educators, curriculum developers, and policymakers in Ukraine and other countries navigating similar integration trajectories. Future research directions include empirical validation of the proposed model and comparative studies across post-Soviet design education systems.
Copyright (c) 2025 Oleksandr O. Musiienko https://creativecommons.org/licenses/by/4.0
Investigating Business English vocabulary learning strategies employed by 2nd-year students of Annaba Higher School of Management Sciences
This study aimed to unpack Business English vocabulary learning strategies, the effect of non-mastery of vocabulary learning strategies on the four language skills, and the difficulties encountered in learning Business English vocabulary among 2nd-year students of Annaba Higher School of Management Sciences. Forty (40) students responded to the Google Forms questionnaire. Adopting a Friedman test to compare the frequency of use of cognitive and meta-cognitive strategies such as extensive reading, memorisation, note taking, dictionary use, speaking aloud and listening to media. The analysis revealed a statistically significant difference in usage frequency (χ2 = 16.37, p = 0.022). Descriptive SPSS analysis revealed that the non-mastery of Business English vocabulary affected the participants' four language skills: speaking, writing, listening and reading. SPSS Pearson correlation analysis revealed a very weak positive correlation (r = 0.131) between two variables: the effect of non-mastery of Business English vocabulary on speaking skill and the effect of mastery of Business English vocabulary on reading skill. Cochran's Q test revealed significant statistical results (Q = 25.98, p < 0.001) regarding the difficulties participants encountered when learning Business English vocabulary, such as understanding Business English terms, spelling, and pronouncing new terms. The study suggests that teachers should identify students' preferred Business English vocabulary learning strategies to guide them in using those strategies efficiently for enhancing their English language mastery and communication proficiency.
Copyright (c) 2025 Fethi Guerid https://creativecommons.org/licenses/by/4.0
Contrastive analysis of a literary text as a method of teaching translation
The article deals with the peculiarities of using contrastive analysis of a literary text as a method of teaching translation. It has been established that the methodology of teaching contrastive translation is aimed at the formation of contrastive competence, an essential component of translation competence, which involves the formation of autolinguodidactic skills of contrastive analysis of language and speech material and the application of the obtained results while translating texts. There have been defined and the educational objectives of applying contrastive analysis of a literary text in translation practice classes (to teach the linguistic interpretation of a particular text and style; to analyse the translation by its comparing with the original text; to determine (find) the background vocabulary and symbolic words in the text; to carry out the elimination of lacunas of non-equivalent vocabulary; to interpret the text within the entire work of the author, literary movement or national literature; to integrate the theoretical basics of contrastive analysis of the source and target texts into translation activities). The authors have developed methodological recommendations for the use of contrastive analysis while translating literary texts for educational purposes, as well as a scheme (procedure) for conducting a contrastive analysis of the source and target texts. Applying the contrastive analysis of the literary text as a method of teaching translation allows us to combine the formation of students’ linguistic, speech, communicative, and translation competencies into one educational process, that is, to train a competent philologist-translator.
Copyright (c) 2025 Olga Kanevska, Kateryna Hostra, Nataliia Zakharova, Mykola Dudnikov https://creativecommons.org/licenses/by/4.0
Mechanisms for comparing and harmonising qualifications in vocational education in the context of European integration
This systematic conceptual review examines mechanisms for comparing and harmonising qualifications in vocational education within the context of European integration, with particular attention to Ukraine's post-war recovery and integration trajectory. Drawing on analysis of scholarly literature (2021-2025), foundational research, and European regulatory instruments, the study develops a four-category classification of harmonisation mechanisms: framework mechanisms (European Qualifications Framework, National Qualifications Frameworks), instrumental mechanisms (Europass, ECVET, ESCO, digital credentials), procedural mechanisms (recognition procedures, ENIC-NARIC networks), and methodological approaches (learning outcomes analysis, stakeholder consultation). The analysis identifies three European harmonisation models - the general recognition system, automatic recognition for sectoral professions, and temporary mobility provisions - and documents persistent barriers to effective qualification recognition, including structural differences in qualification architectures, procedural complexity, and employer scepticism toward foreign credentials. Theoretical interpretation through neo-institutional, human capital, policy transfer, and varieties of capitalism perspectives reveals that framework-level alignment, while necessary, is insufficient for meaningful harmonisation; substantive implementation requires attention to institutional context, stakeholder engagement, and labour market realities. For Ukraine, the findings indicate that effective integration requires prioritising sectoral alignment in strategic domains, investing in recognition infrastructure, and maintaining contextual sensitivity in adapting European frameworks. The study contributes to scholarship by providing a systematic mechanism classification, demonstrating the value of theoretical integration, engaging critically with qualification framework debates, and offering evidence-based recommendations for countries navigating post-conflict qualification system integration.
Copyright (c) 2025 Larysa Petrenko https://creativecommons.org/licenses/by/4.0
Application of modern digital tools in the organisation of scientific and pedagogical research
The article addresses the problem of applying modern digital tools in the organisation of scientific and pedagogical research. The purpose of the study is to substantiate the possibilities of using contemporary digital instruments at the main stages of the research process and to systematise their functional potential for theoretical analysis, empirical data collection, processing, interpretation and dissemination of results. It is established that the evolution of research instrumentation proceeds from the use of information and communication technologies to computer-based tools and further to integrated digital environments that transform the organisation of research activity. It is demonstrated that each stage of scientific and pedagogical research necessitates specific digital support tailored to its methodological tasks: conceptualisation and work with sources at the theoretical stage, automated data collection and processing at the empirical stage, and analytical generalisation and dissemination of results at the final stage. The specific features of scientific and pedagogical research, related to the complexity, openness, and dynamism of its objects, are identified, which necessitate methodological validity, reliability of measurements, and careful interpretation of results. It is demonstrated that digital platforms, online research tools, statistical software, cloud services and artificial intelligence systems enhance the efficiency of research procedures while simultaneously generating new methodological challenges. It is concluded that the effectiveness of digital tools in scientific and pedagogical research depends on their integration into a coherent methodological framework, which ensures both technological efficiency and the scientific validity of research outcomes.
Copyright (c) 2025 Olena O. Lavrentieva https://creativecommons.org/licenses/by/4.0
Overview of Agile frameworks in Computer Science education
This paper explores the application of Agile frameworks in education to enhance the learning process. The lack of a generalized approach to Agile in education prompted an analysis and comparison of various frameworks, including Scrum, eduScrum, Agile Learning Loops (ALL), and other Scrum-based approaches. The Agile Manifesto was also reinterpreted for educational settings. The review highlights the differences and similarities among these frameworks in terms of their suitability for education, support for classic increments, project-based approach, documentation, technological stack, and role distribution. The analysis concludes that while Agile is increasingly used in education, there is no standardized methodology. The reviewed frameworks offer valuable insights, but their implementation requires experimentation and adaptation to individual educational contexts.
Copyright (c) 2023 Pavlo V. Zahorodko https://creativecommons.org/licenses/by/4.0
Online lecture strategies for quality training of future primary school teachers
The purpose of the study is to determine the features of online lectures, essential characteristics and possibilities of implementing strategies for their implementation in the training of future primary school teachers. The research was conducted with students of the first (bachelor's) and second (master's) levels of higher education in the speciality 013 Primary education of one of the state universities of Ukraine. For its implementation, the analysis of literature was carried out in the direction of scientific research, which made it possible to determine the conceptual apparatus and theoretical basis of this study. Based on this, strategies for quality training of future primary school teachers were determined. What found practical implementation in the construction of the structure of the online lecture, which will contribute to its effective conduct. Based on the generalization of practical experience for each of the structural parts of the online lecture, means, tools and techniques that promote active interaction, student involvement and reflection have been selected and organized. We see prospects for further research on this topic: in the development and improvement of existing strategies and structures of online lectures for effective training of future primary school teachers; in the study of the impact of online lectures on academic achievement and motivation of students; in the development and implementation of new technologies and tools to improve the quality of online lectures. The results of the study can be used by scientists, teachers of higher education institutions, academic leaders and managers to ensure high-quality and effective training of future primary school teachers in the online environment.
training of future primary school teachers
Copyright (c) 2023 Olha O. Vasko, Oksana S. Bilier https://creativecommons.org/licenses/by/4.0
Adaptive learning concept selection: a bibliometric review of scholarly literature from 2011 to 2019
The article describes the bibliometric analysis of scientific literature on adaptive learning in social sciences. With the selected documents, a cluster analysis was carried out according to the co-occurrence of keywords. As a result, the keywords were divided into five clusters, including ones associated with computer-aided instruction, engineering education, basic didactic principles, and individualized learning. The most interrelated keywords, primary keywords, and the chronological limits of the research were also determined from 2011 to 2019.
Copyright (c) 2023 Liliia O. Fadieieva https://creativecommons.org/licenses/by/4.0
A teenager's psychological potential actualizing model in the children's health and recreation facility developmental environment
The article is devoted to an empirical study of the intersubjective interaction nature influence in the children's health and recreation facility developmental environment on the individual's psychological potential manifestation specifics in adolescence. The teenager's psychological potential actualizing model was developed and tested based on the research. The aim of the study is to research the development and implementation specifics of the teenager's psychological potential actualization model in temporary developmental environment children's groups. The adolescents' psychological potential specific manifestations structural characteristics study was conducted in 2017-2022. 2022 teenagers participated in the experiment on a voluntary basis and anonymously. Methods. The study has a longitudinal cyclical nature. Quantitative assessment methods were used: sociometric survey (J. Moreno) and emotional intelligence assessment (N. Hall); and qualitative assessment: a stories-narratives "My Potential" hermeneutic study. Theoretical analysis methods, scientific material synthesis and systematization according to the research aim, obtained results quantitative and qualitative assessment comparative methods were also used. Results. The study showed actualizing the adolescent's psychological potential introducing effectiveness technology into the children's health and recreation facility developmental environment. The intersubjective interaction developmental environment is organized to increase the emotional intelligence level, improve the individual's social status in the group, which activates the adolescent's psychological potential components development (motivational, behavioural, emotional and value), according to the development social situation and through the leading activities implementation. Conclusions. The adolescent's psychological potential actualization model application has been developed and substantiated. Forms and methods of developmental work with teenagers according to the competence approach are outlined. There are significant results in the adolescent's psychological potential increasing indicators regarding the components direction.
teenagers' life spheres (emotional, motivational, behavioural, interpersonal communication, physical condition)
teenagers' motivational potential in educational activities
Copyright (c) 2023 Tetyana I. Svatenkova, Oleksandr V. Svatenkov https://creativecommons.org/licenses/by/4.0
An overview of Maritime English teaching and its principles, with a focus on practical applications and best practices online
The paper is devoted to using innovative technologies in the professional training of future ship engineers. It highlights the need for tutors to make lessons interesting and exciting and to create a situation where every cadet can be active. The research emphasises that the main target of maritime education today is not just to accumulate knowledge and skills but to prepare cadets as independent subjects of educational activity who can learn and upgrade their knowledge. The article describes the benefits of digital technologies for online maritime education and training, including various videoconference services. It also discusses the psychological theory of learning based on the psychology of human relationships, which is crucial to interactive learning technologies. The paper concludes by describing various technologies for information visualisation, such as cloud technologies and gamification, and recommends tools like Mentimeter, Aha Slides, and Poll Everywhere for collaborative work and knowledge exchange. The research also suggests that using whiteboard resources during Maritime English lessons can serve cadets as a visual platform for displaying essential Maritime English vocabulary, supporting interactive discussions, conducting simulated exercises and role-playing scenarios.
Copyright (c) 2023 Alona Yurzhenko, Olena Diahyleva, Olena Kononova https://creativecommons.org/licenses/by/4.0
Principles and tools of designing effective e-simulators for primary school students
This paper examines the use of e-simulators as an effective tool for developing study skills in young learners in primary school. The advantages of e-simulators are discussed, including providing variable and unique tasks, immediate assessment, adjustable difficulty, and elements of competition and gaming. The paper outlines fundamental principles for designing effective educational e-simulators, such as generating interest, providing visual appeal and positive emotional background, encouraging critical thinking, allowing learner control, utilising personal devices, providing assistance and verifying results. Examples of e-simulators created by teachers-in-training using standard software tools like Microsoft Office and specialised design environments are provided. The capabilities of well-designed e-simulators can help ensure successful knowledge and skill acquisition by primary school students. Teachers can use the design principles and tools discussed to create customised e-simulators tailored to the needs of their students and lessons.
Copyright (c) 2024 Nadiia V. Olefirenko, Vira M. Andriievska, Nataliia O. Ponomarova, Olena O. Gulich, Lyudmila P. Ostapenko https://creativecommons.org/licenses/by/4.0
Mobility in socio-educational and technical systems: an integrative model for the information society
This study aims to elucidate the state of research on mobility within socio-educational and technical systems through a comprehensive analysis of primary sources. The methodology employed includes the examination of primary sources, followed by their generalization and systematization, culminating in the synthesis of models. The findings are threefold: Firstly, we trace the evolution of the concept of mobility through scientific literature spanning the 19th to 21st centuries. Secondly, we offer interpretations of various types of mobility within socio-pedagogical and technical discourses. Lastly, we propose an integrative model of mobility tailored for the information society. Our research contributes to the field by providing a theoretical grounding for the interrelation of different types of mobility within socio-pedagogical and technical systems. The practical significance of this study lies in its introduction of new sources on the topic of mobility into scientific discourse.
Copyright (c) 2023 Mykola I. Striuk, Andrii M. Striuk, Serhiy O. Semerikov https://creativecommons.org/licenses/by/4.0
MOOCs: an insider’s perspective on a novel educational method with historical, organizational, participatory, and evaluative aspects
This research investigates the role and conditions for the utilization of Massive Open Online Courses (MOOCs) in the modern educational system. The study aims to identify the evolutionary stages in the development of MOOCs, highlight the tools employed in their organization, determine the roles of the learning participants within MOOCs, and analyze the outcomes of implementing MOOCs. The research focuses on the development and proliferation of MOOCs in both global and domestic educational practices. The subject of investigation encompasses the conditions for using MOOCs in worldwide and national educational contexts. The research methodology includes analyzing regulatory acts, government programs, scientific publications, articles, monographs, and materials from scientific conferences and seminars. The findings explore the history of MOOC creation and dissemination, tracing the evolutionary transition from open content to open learning processes. The concept of a "personal learning environment" is examined, highlighting the social services involved in its formation. Practical achievements, experimental evidence, and statistical data on organizing the learning process within open distance courses are analyzed. The main conclusions and recommendations emphasize that MOOCs represent a new and underexplored method of education, incorporating novel approaches and social services that are constantly evolving. Successful implementation requires addressing key issues such as selecting and evaluating open content, assisting students in organizing activities with open content, and more. Additionally, broader questions arise, including the suitability of certain subjects for open distance courses, the integration of MOOCs into traditional teaching approaches, and the necessary pedagogical skills for conducting open distance courses.
Copyright (c) 2023 Vladimir N. Kukharenko https://creativecommons.org/licenses/by/4.0
A methodological framework for using cloud-based mobile mathematical environments in higher education
This research aims to develop a methodology for utilizing cloud-based technologies in the teaching of higher mathematics. The study tasks involve identifying the features of mobile mathematical environments as tools for cloud-based technologies, developing a mobile mathematical environment specifically designed to support mathematics learning for students in economic disciplines, and formulating a methodology for employing the mobile mathematical environment. The research focuses on the process of teaching higher mathematics to students in economic disciplines. The subject of investigation encompasses the use of cloud-based learning technologies in the teaching of higher mathematics. The research methods employed include studying, summarizing, and systematizing scientific, methodological, and psycho-pedagogical literature; analyzing current educational standards and curricula; conducting targeted pedagogical observations, testing, and surveys; and analyzing the experience of using cloud-based learning technologies in the teaching of higher mathematics. The findings analyze the main features of mobile mathematical environments as tools for cloud-based technologies. The ``Higher Mathematics'' mobile mathematical environment, designed to support the learning of higher mathematics for students in economic disciplines, is examined. Elements of the methodology for utilizing the ``Higher Mathematics'' mobile mathematical environment in the teaching of higher mathematics are identified. The study identifies instructional formats through which the implementation of the ``Higher Mathematics'' mobile mathematical environment occurs in the teaching of higher mathematics. The main conclusions and recommendations emphasize that the use of the ``Higher Mathematics'' mobile mathematical environment in the teaching of higher mathematics enables students to master the necessary educational material and contributes to the development of cognitive activity, the formation of independent work skills, and the consolidation and systematization of knowledge.
Copyright (c) 2023 Kateryna I. Slovak https://creativecommons.org/licenses/by/4.0
Assessing the effectiveness of research and academic staff's scientific activity: definition of criteria and indicators
This paper highlights the crucial need to establish clear criteria and indicators for assessing the effectiveness of the scientific activity of research and academic staff. By carefully examining different dimensions of research activity, this study identifies and describes a comprehensive set of criteria and relevant indicators. These include involvement in project competitions (preparation, participation, and student engagement), scholarly publication outputs (journals, conferences, monographs, and student mentoring), scientometric measures (indexing and citations), altmetric considerations (digital repositories, online presence, and social media impact), expert contributions (peer review, committee participation, editorial roles, and conference organization), and representative scholarly achievements (dissertation defense, academic and honorary titles, awards, supervision, international engagement, and language skills). It is emphasized that these identified criteria can be categorized into publication and dissemination, exploitation, and impact on the academic community. By using this comprehensive framework, educational institutions can effectively assess the quality, impact, and contribution of the activities of research and academic staff, thereby promoting research excellence and educational progress.
Copyright (c) 2023 Serhiy O. Semerikov, Oleg M. Spirin, Tetiana A. Vakaliuk, Iryna S. Mintii, Svitlana M. Ivanova, Oleksandr M. Shymon https://creativecommons.org/licenses/by/4.0
Improving blended learning in higher technical education institutions with mobile and cloud-based ICTs
This research aims to refine the model of blended learning in higher technical education institutions using cloud-based information and communication technologies (ICTs). The study objectives include determining the role of cloud technologies among contemporary ICTs, analyzing the utilization of cloud technologies in traditional, online, and blended learning, and augmenting the blended learning model with mobile and cloud technologies. The research focuses on the implementation of ICTs in the higher education system of Ukraine. The subject of investigation encompasses the use of cloud technologies and other ICT learning tools in traditional, online, and blended learning. The research methods employed involve analyzing educational programs, monographs, dissertations, articles, conference materials, and online resources. Additionally, targeted pedagogical observations, interviews with educators and students, and analysis of teachers' practical experiences are conducted. The findings emphasize that among various ICTs available for instructional purposes, cloud technologies stand out as facilitators of harmonious integration between the components of traditional education and technology-mediated learning. A promising approach to organizing the learning process, referred to as blended learning, involves the integration of traditional, distance, electronic, mobile, and cloud technologies. The study explores the model of blended learning in higher mathematics education for students in technical institutions, leveraging innovative ICTs. The primary conclusions and recommendations highlight the prevailing trend of transitioning towards blended learning in higher education and the need for further development of cloud technologies in instructional settings. Cloud technologies are particularly valuable for fostering student autonomy, enabling distance learning, and facilitating collaborative research, thereby supporting ongoing monitoring of learning outcomes and timely adjustments to optimize learning experiences.
information and communication technologies
Copyright (c) 2023 Natalya V. Rashevska, Nataliia M. Kiianovska https://creativecommons.org/licenses/by/4.0
Historical and pedagogical aspects of foreign language education in Ukraine
The article is devoted to considering historical and pedagogical aspects of the development of foreign language education in Ukraine, starting from ancient times and up to our time. The definition and analysis of “foreign language education” as a multifaceted phenomenon, which includes several processes: cognition, development, education and training, is provided. Foreign language education is linguistic and cultural education, the result of which should be a plurilingual personality. It is noted that foreign languages were studied in our country even before the adoption of Christianity. For centuries, education and all other socio-political processes were taken care of by the church; therefore, Church Slavonic and Greek languages were studied in schools due to their confessional status. Various educational institutions (“fraternal schools”, “multilingual”, “German”, and “Latin” schools) were opened, in which teaching in foreign languages was widespread. Latin has always held a high status not only as a foreign language but also as a language of instruction in many disciplines. It turns out that domestic foreign language education has been implemented for many years depending on the language policy of the ruling power structures in one or another territory of our country. This affected the main trends and challenges that made it necessary to focus on preserving one’s language and culture. The development of new economic and social processes influenced the departure from “dead languages” to studying “living” ones, which had specific practical significance. It was revealed that the opening of three universities, Kharkiv, Kyiv and Novorossiysk, which taught both classical languages (Latin and ancient Greek) and new ones (French, German, Italian, Polish and English), was a breakthrough in the development of foreign language teaching in higher education. It has been established that after the declaration of independence of Ukraine in 1991, foreign language education developed under the influence of important state documents of Ukraine regarding the study of foreign languages by citizens and the All-European recommendations on language education: study, teaching, evaluation. Therefore, the changes that are taking place force us to rethink the previous experience and integrate new progressive ideas into the educational process in accordance with the strategy for the development of foreign language education in our country.
schools teaching different foreign languages
Copyright (c) 2023 Tetiana M. Mishenina https://creativecommons.org/licenses/by/4.0
Exploring the landscape of STEM education and personnel training: a comprehensive systematic review
This article focuses on the generalization of foreign experiences in implementing STEM education and places particular emphasis on the areas of professional training for future teachers of STEM disciplines. By conducting bibliometric analyses of sources from Scopus (93 sources) and Web of Science (42 sources) scientometric databases, four clusters were identified using VOSviewer: 1) STEM education and training; 2) teacher training and primary education; 3) surveys on STEM education; and 4) e-learning and computational thinking in the training of future teachers of STEM disciplines. The research results demonstrate the importance and relevance of STEM education in various fields, and the leading role of the cluster "STEM education and training" has been determined based on the number and strength of links within the network of keyword links of sources on professional training of future STEM teachers. The discussion of the research findings highlights views on the prospects for STEM development in different countries. It is determined that: a) the professional training and social status of teachers are strategically important links in STEM education; b) teachers of "traditional" STEM disciplines (mathematics and natural sciences) require an increased level of knowledge in the field of information technology, particularly through the integration of programming as a component of STEM education; and c) social virtual reality platforms, hyperrealistic modeling, virtual laboratories, educational robotics, augmented, and mixed reality technologies are recommended to increase the motivation of pupils and students to study STEM disciplines.
Concept of development of science and mathematics education (STEM education)
Copyright (c) 2023 Mykhailo M. Mintii https://creativecommons.org/licenses/by/4.0
Blended learning for teacher training: benefits, challenges, and recommendations
This study examines how blended learning (BL) was used for teacher training and retraining during and after the COVID-19 pandemic, based on a systematic analysis of 27 scientific sources from the Scopus database. BL is a flexible and personalized mode of learning that combines face-to-face, synchronous, and asynchronous distance learning methods, as well as various ICT tools and pedagogical technologies. The study identifies the main approaches, benefits, and challenges of BL implementation in teacher education. It reveals that BL can enhance teachers’ access to resources, communication, interaction, collaboration, reflection, and creativity. However, it also requires reliable technology, technical support, and adequate training for both teachers and students.
Copyright (c) 2023 Iryna S. Mintii https://creativecommons.org/licenses/by/4.0
Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools
This article has been retracted. Please see: Retraction of published article due to the author’s proposal - 3 June 2024 In the article the possibilities and classification of ICTs and tools that can be used in organizing students’ independent study activities of higher education institutions has been explored. It is determined the students’ independent study activities is individual, group, collective activity and is implemented within the process of education under the condition of no pedagogy’s direct involvement. It complies with the requirements of the curriculum and syllabus and is aimed at students’ acquisition of some social experiences in line with the learning objectives of vocational training. The analysis of the latest information and technological approaches to the organization of students’ independent study activities made it possible to determine the means of realization of the leading forms of organization for this activity (independent and research work, lectures, consultations and non- formal education), to characterize and classify the ICTs and tools that support presentation of teaching materials, electronic communication, mastering of learning material, monitoring of students’ learning and cognitive activity, such as ones that serve for the sake of development and support of automated training courses, systems of remote virtual education with elements of artificial intelligence, which implement the principle of adaptive management of learning and the organization of students’ independent study activities. The paper provides the insight into the essence of the conducted investigation on the assesses of the effectiveness of ICTs and tools in the process of organizing students’ independent study activities.
Copyright (c) 2019 Olena O. Lavrentieva, Lina M. Rybalko, Oleh O. Tsys, Aleksandr D. Uchitel https://creativecommons.org/licenses/by/4.0
Integrative content and language learning: a systematic review of methodologies for enhancing foreign language competence through history education in secondary schools
This systematic review examines methodologies for enhancing foreign language competence of secondary school students through integrative content and language approaches, with specific focus on history education. Drawing on Content and Language Integrated Learning (CLIL) theoretical frameworks and empirical research, we synthesize evidence on the effectiveness of integrating history content with language acquisition. The review followed PRISMA guidelines, analyzing 218 studies published between 2000-2025 that met inclusion criteria. Results reveal that successful integration hinges on four key dimensions: pedagogical approaches, language scaffolding, authentic materials integration, and assessment methodologies. The review identifies considerable evidence for positive impacts on receptive skills, vocabulary acquisition, and motivation, while highlighting the mixed effects on content knowledge acquisition and productive language skills. Based on the synthesis, we propose a novel Integrated History-Language Acquisition Framework (IHLAF) that conceptualizes the dynamic relationship between content knowledge, language competence, cognitive development, and cultural awareness. This framework contributes to the theoretical understanding of integrated learning while providing practical implications for curriculum design, teacher education, and educational policy. We discuss limitations in current implementation practices and propose future research directions to address challenges in balanced assessment, teacher preparation, and differentiated instruction.
Content and Language Integrated Learning (CLIL)
Copyright (c) 2025 Vita A. Hamaniuk, Iryna A. Selyshcheva, Olena V. Hladka https://creativecommons.org/licenses/by/4.0
A linguistic and didactic resource in the formation of mathematical competence of secondary school students when studying the syntax of the Ukrainian language (on the material of syntactic derivatives)
This study explores the development of mathematical competence in secondary school students through the study of Ukrainian language syntax, focusing on syntactic derivatives. The theoretical framework integrates competence, activity, functional-stylistic, and cognitive approaches to studying syntax. Constructional and compositional analyses were used to examine types of algebraic phrases, sentences, and word problems. Results indicate that understanding syntactic features and derivational processes can enhance students' mathematical skills, problem-solving abilities, and communication. Pedagogical implications include using authentic tasks, encouraging verbalization of thinking, and providing linguistic support. This research highlights the interdependence of language and mathematical learning, offering strategies to improve conceptual understanding and performance in mathematics education.
Copyright (c) 2025 Tetiana M. Mishenina, Svitlana E. Trubacheva https://creativecommons.org/licenses/by/4.0
Pedagogical professionalism and its implication in educational accountability
This study intended to explore pedagogical professionalism and its implications for educational accountability. This was a qualitative study employing an exploratory case study design, and it involved two (2) educational officials, 10 headteachers, six (6) school committee members, and 90 classroom teachers, with 108 participants in total. Data was collected through interviews, Focus Group Discussions (FGDs), open-ended questionnaires, and documentary review and was analysed through tables, frequencies, percentages, and semantic analysis. The findings indicate that teachers stood against being accountable to the school committees, as its members constituted people outside the teaching profession. The findings also indicate that teachers preferred to be supervised by headteachers, School Quality (SQ) assurers, and Ward Education Officers (WEOs) as they belong to the same profession. However, it was found that these professionals concentrated on checking the schemes of work, lesson plans, subject logbooks, and pupils' exercise books without helping the teacher in the classroom, which could have been the added value from professional expertise. It is argued that if teachers are to be accountable and improve pupils' learning, headteachers, SQ assurers, and WEOs have to help them in the classroom, and outsiders from the profession may be consulted if they are to facilitate the environment from which teachers as professionals can be accountable for pupils' learning.
Copyright (c) 2025 Rose Ephraim Matete https://creativecommons.org/licenses/by/4.0
Improving the quality of higher technological education by overcoming educational losses
The study explores the urgent problem of educational losses in Ukraine's higher technological education system caused by the COVID-19 pandemic and the full-scale Russian invasion. These crises have disrupted academic continuity, hindered practical training, and adversely affected student performance across technological disciplines. The study is based on empirical data from the National University of Life and Environmental Sciences of Ukraine. It analyses trends in student expulsion rates, grade point averages, and academic debts over five years. The findings reveal a systemic decline in academic outcomes and emphasise the compounding impact of external disruptions and internal organisational deficiencies. To address these challenges, the article proposes a multifaceted strategy combining adaptive curriculum planning, integrating blended learning models, digital transformation, individualised academic support, and psychological services. Special attention is given to diagnostic monitoring and developing personalised educational trajectories. The proposed solutions aim not only to mitigate current losses but also to build institutional resilience and ensure the quality of education in times of crisis. The study contributes to the ongoing discourse on educational recovery and provides practical insights for academic institutions operating under extreme conditions.
Copyright (c) 2025 Oksana Zazymko, Larysa Klikh, Volodymyr Nazarenko https://creativecommons.org/licenses/by/4.0
Civic education of a soldier in the Polish national army during the struggle for independence (1794-1864)
The army is one of the oldest state institutions. Its existence is an inseparable attribute of the state organisation. The army's strength and combat efficiency played a significant role in deciding the state's fate. Poland's geopolitical location meant that the state depended on strong, trained and well-equipped armed forces. The army is a highly formalised institution with its internal regulations. Its strength and combat efficiency, alongside many other factors (e.g. equipment, command, communications), largely depend on the upbringing of soldiers, their high morale, exceptional courage and bravery, physical condition, discipline, self-control, and perseverance. Therefore, military education is an integral part of the functioning and development of the army and its successes in the theatre of war. The process of education in the military takes place in specific conditions. These include, among others, barracks for soldiers, basing the daily agenda on regulations and orders, the existence of a service hierarchy, and living in a collective. The existence of these properties means that military education greatly influences the psyche and personality of soldiers. For this reason, high demands are placed on military education.
Copyright (c) 2025 Andrew Marian Cwer https://creativecommons.org/licenses/by/4.0
Exploring the impact of in-service teacher education on the professional development of elementary teachers: a case study of Odisha
The present study explores the professional development of elementary teachers in Odisha, considering the role of in-service teacher education (ISTE) programs. It identifies the challenges and opportunities of teaching in rural and tribal areas where educational disparities exist. Concepts like experiential and transformative learning have been considered the foundation for enhancing teaching practice. The research focuses on national initiatives under Sarva Sikhya Abhiyan and National Education Policy 2020, which have shaped the structure and effectiveness of teacher education programs. Government reports, such as the Odisha School Education Programme Authority's Annual Report and the Economic Survey of Odisha, reveal efforts to improve education in the state, especially for underserved communities. The study uses global perspectives from organisations such as UNESCO to emphasise the need for inclusive education and continuous professional development. Reviewing these sources, the study recommends strengthening ISTE programs in Odisha to enhance teacher efficacy and student learning outcomes.
Copyright (c) 2025 Pranati Palai, Gouranga Charan Nanda https://creativecommons.org/licenses/by/4.0
Developing digital competence in computer science education: an integrated framework for theory-driven pedagogical innovation
The rapid evolution of digital technologies has fundamentally transformed the landscape of computer science education, creating unprecedented opportunities and significant challenges for developing comprehensive digital competence among learners. This study presents an integrated theoretical framework for fostering digital competence in computer science students within higher education institutions, bridging the gap between established pedagogical theories and emerging digital literacy requirements. We developed and validated a multidimensional approach to digital competence development based on synthesising international frameworks, including DigComp 2.2, DigCompEdu, and insights from global implementations. Our experimental research involved 25 undergraduate computer science students divided into control and experimental groups, with the latter experiencing specifically designed pedagogical interventions integrating motivation enhancement strategies and innovative teaching technologies. The study employed a comprehensive methodological framework evaluating digital competence across three key dimensions: cognitive-educational, information-search, and security-value. Statistical analysis using Pearson's chi-squared test revealed significant improvements in all dimensions for the experimental group, with the empirical χ2 value (239.896) substantially exceeding the critical value (5.991) at p < 0.05. The findings demonstrate that traditional educational methods alone are insufficient for developing the complex digital competencies required in contemporary computer science practice. Our integrated framework, which balances theoretical knowledge with practical application in authentic contexts, proved significantly more effective. This research contributes to the global discourse on digital education transformation by providing actionable insights for curriculum development, faculty training, and institutional policy. The proposed framework offers a scalable model for enhancing digital competence development that can be adapted across diverse educational contexts, addressing the critical need for preparing computer science graduates who can navigate and shape the rapidly evolving digital landscape.
Copyright (c) 2025 Yuliia V. Yechkalo, Viktoriia V. Tkachuk, Serhiy O. Semerikov, Svitlana M. Khotskina, Oksana M. Markova, Andrii S. Kravets https://creativecommons.org/licenses/by/4.0
Peer support among student teachers through close social bonds
This study explores the impact of peer support on 471 student teachers during the practicum phase, particularly how such support can influence their motivation and self-efficacy. Questionnaires were distributed to student teachers in Schleswig-Holstein, Germany, with all measures based on established scales. The survey was validated for internal consistency, resulting in a high response rate. Data were analysed using structural equation modelling, demonstrating an acceptable fit for the proposed model. The results indicate that motivation to become a teacher is the strongest predictor of peer support; altruistic motivation has a weaker correlation. Additionally, teacher self-efficacy during various practicum phases is positively associated with peer support, whereas perceived disciplinary issues in the classroom negatively impact instructional self-efficacy. These findings highlight the need for structured peer support systems in teacher education to enhance student teachers' experiences and for further research into the dynamics of peer relationships in educational settings.
Copyright (c) 2025 Knut-Andreas Abben Christophersen, Eyvind Elstad, Corinna Geppert, Astrid Schmidt, Are Turmo https://creativecommons.org/licenses/by/4.0
Educational innovation and resilience in crisis: a critical review of ICHTML 2025
The International Conference on History, Theory and Methodology of Learning (ICHTML 2025), convened on May 13, 2025, under extraordinary circumstances of ongoing military conflict and post-pandemic recovery, provided unprecedented insights into educational resilience and innovation during compound crises. This comprehensive review analyses five conference papers spanning diverse contexts - from AI integration under martial law in Ukraine's Kherson region to historical analysis of 19th-century Polish military education, from distance athletic training innovations to in-service teacher development in India's Odisha state. Through systematic thematic analysis incorporating conference transcripts and supporting literature, this review identifies convergent themes including crisis as a catalyst for innovation, technology ambivalence, multi-level resilience mechanisms, and the centrality of teacher professional development. The analysis reveals how educational communities navigate extreme disruption through creative adaptation rather than predetermined protocols, with successful innovations emerging from the intersection of necessity, human agency, and institutional flexibility. Critical examination exposes significant gaps, including limited longitudinal data, theoretical fragmentation, and insufficient attention to equity impacts. The review advances theoretical understanding of educational resilience as a multi-level, emergent phenomenon distinct from individual psychological resilience, while proposing practical frameworks for institutional adaptation, policy development, and pedagogical innovation. The conference's documentation of real-time educational transformation under extreme conditions contributes valuable empirical evidence while highlighting urgent research priorities, including longitudinal studies of innovation sustainability, comparative analysis across crisis types, and development of crisis-specific pedagogical theory. These findings have profound implications for educational systems worldwide facing intensifying disruptions from climate change, technological transformation, and geopolitical instability.
Copyright (c) 2025 Vita A. Hamaniuk, Serhiy O. Semerikov, Yaroslav V. Shramko https://creativecommons.org/licenses/by/4.0
Influence of sociocultural factors on the reading habits and well-being of postgraduate students
This study examines how personal reading preferences, abilities, and cultural influences shape the reading habits and well-being of postgraduate students in a Nigerian tertiary institution. Using a descriptive survey design, data was collected from 310 students through questionnaires. Findings reveal that personal preferences strongly influence reading format choices, with 50.3\% of respondents agreeing and 24.9\% strongly agreeing (mean = 3.85, SD = 0.99). In contrast, peer and societal pressures have a weaker influence (mean = 2.37 and 2.42, respectively). Students exhibit high proficiency in using both digital (mean = 3.86, SD = 0.90) and physical reading materials (mean = 3.91, SD = 0.88), but they face greater challenges with digital platforms (mean = 2.58, SD = 1.16) compared to physical materials (mean = 2.31, SD = 1.07). Environmental factors significantly impact reading choices (mean = 3.27, SD = 1.05), while cultural influences elicit mixed responses (mean = 2.86, SD = 1.11). Religion emerges as a strong motivator for reading habits (mean = 3.77, SD = 1.06). Regression analysis establishes a significant association between individual factors and reading habits and well-being (R = 0.465, p = 0.000). Key predictors include personal preference (β = 0.069, p = 0.001), physical reading due to upbringing (β = 0.070, p = 0.000), and belief in the benefits of digital platforms (β = 0.070, p = 0.001). Based on these insights, the study recommends that universities and libraries develop bibliotherapy programs that prioritize personal preferences and provide diverse reading materials. Acknowledging the limitation of self-reported data, future research could incorporate objective measures such as digital reading logs to enhance accuracy and depth.
Copyright (c) 2025 Williams E. Nwagwu, Francisca Uloaku Maxwell https://creativecommons.org/licenses/by/4.0