HUMANITARIAN STUDIES: HISTORY AND PEDAGOGY

EVOLUTION OF FIRE PROTECTION IN CHERNIVTSI DURING THE INTERWAR PERIOD: INSTITUTIONAL CHANGES, TECHNICAL DEVELOPMENT AND THE ROLE OF VOLUNTARY SOCIETIES

Serhii BABCHUK — 2026-01-29

The article examines the development of fire protection in Chernivtsi during the period of Romanian administration (1918–1939) in the context of the transition from the Austrian model of public voluntary societies to a centralized militarized system. The study analyses the organizational, technical, and social changes that occurred within the municipal fire service, including the process of militarization, technical modernization, and the introduction of alarm and signalling systems. Particular attention is paid to the role of voluntary fire societies such as Sich and Arcașul in preserving continuity of earlier traditions. A comparative analysis with the Austrian period demonstrates that the Romanian administration transformed the fire service into an element of state control while preserving certain structural components inherited from the previous system. Based on archival materials, the article reveals the financial, organizational, and personnel aspects of the functioning of the Chernivtsi fire brigade.

INNOVATIVE TRANSFORMATION OF MUSEUMS IN UKRAINE AMIDST CHAIIENGES: A SINTHESIS OF THEORY AND PRACTICE

Yulia BODNARCHUK — 2026-01-29

This article explores pathways for the systemic recovery and innovative development of museum institutions in Ukraine amidst the challenges of martial law and European integration. Based on a critical analysis of the scholarly contributions of both domestic and international researchers, a three-phase hybrid model, A.R.G. (Adapt, Recover, Grow), is proposed. This model integrates theories of change management, the social function of museums, and digital transformation with specific action plans to address local challenges. The proposed approach transforms current obstacles into opportunities for creating the museum of the future.

The study attempts to formulate a framework for the systemic recovery of museum institutions by applying contemporary requirements, cutting-edge technologies, and the needs of Ukrainian society. The research is grounded in the scholarly work of both Ukrainian and foreign experts in the field of innovative prospects for museum institutions as cultural entities.

The article outlines innovative perspectives from scholars on effective museum management systems, whose research is based on international practices for preserving global heritage within museums. It also examines the substantial scholarly legacy of Ukrainian museum researchers, which provides a solid foundation for building the future museum. Their advantage lies in analytical work that covers practically the entire spectrum of museum activities: issues of preserving and utilizing Ukraine's cultural heritage, methods for organizing work with cultural monuments, museums, and other cultural institutions.

Research already conducted in Ukraine and abroad can serve as a foundation for creating a new concept of an effective museum institution in the spheres of culture, education, and leisure. Systematizing global experience and adopting a creative approach in the face of modern societal challenges and needs provides a significant impetus for Ukrainian museologists in creating the museum of the future. Utilizing new technologies enables the development of an advanced information and communication structure today. This encompasses not only the computerization and informatization of museums but also a system of continuously active communication channels and information exchange within the nation and through global network alliances and partnerships.

UKRAINIAN EMIGRATION TO GREAT BRITAIN IN THE LATE 19TH AND FIRST HALF OF THE 20TH CENTURY: THE SOCIAL DIMENSION

Andriy GRUBINKO — 2026-01-29

The article presents the results of research into the history of Ukrainian emigration to Great Britain in the late 19th and early 20th centuries. Among the wide range of issues surrounding the history of Ukrainian emigration and the diaspora in Western European countries, the question of the social structure of emigrants, particularly their labour dimension, stands out. This issue is important in view of the need for a thorough analysis of the problems of adaptation of Ukrainians in a new social and economic environment. The purpose of the article is to study the social composition of representatives of Ukrainian emigration to Great Britain in the second half of the 20th century and early 21st century in terms of their labour status and employment problems. The study found that the leading contingent among the Ukrainian diaspora were precisely those who came from rural areas. However, the Second World War shifted the focus. The majority of Ukrainian emigrants were prisoners of war and internees, who were later joined by their families. Due to their social and economic background and the policies of local authorities, they were mainly sent to do unskilled agricultural work in the remote regions of the country. However, most Ukrainians soon moved to large cities (London, Manchester, etc.), where they worked in factories and plants. This was facilitated both by the dominance of the poorly educated immigrant population and by state policy. In the absence of encouragement from the British government, some immigrants still sought to obtain higher education and were rewarded with positions in skilled professions. Despite the significant percentage of Ukrainians staying in the United Kingdom on a temporary basis, by the middle of the 20th century, their stay in this country had generally become permanent, and the development of the community movement demonstrated their desire to establish themselves in the local society while preserving their national identity.

The situation of Ukrainians in Great Britain at the end of the 19th and in the first half of the 20th century essentially echoes the similar situation in subsequent stages of Ukrainian emigration and is relevant to the present day.

TRAINING OF MEDICAL PROFESSIONALS IN THE TERRITORY OF THE GENERAL DISTRICT OF «VOLYN-PODILLIA» UNDER NAZI OCCUPATION

Vitalina DANYLCHUK — 2026-01-29

The aim of the study is to analyse the issue of training specialists with medical education in the «Volyn-Podillia» General District during the Nazi occupation. The research methodology consists of general scientific and special historical methods. The work is based on the principles of historicism, scientific objectivity, and a problem-chronological approach. The scientific novelty lies in the fact that, based on archival documents and press publications of that period, a comprehensive study was conducted at the regional level of the main problems of training specialists with medical education in the general district of «Volyn-Podillia» under Nazi occupation. Conclusions. It has been established that the training of specialists with medical education began in the region in the autumn of 1941. The organisation of training for medical personnel in the Volyn-Podillia General District was carried out mainly in secondary specialised educational institutions and through short-term professional courses. The most well-known were the «School of Midwives» and the «School of Pharmacists» in Rivne, which gradually attracted a significant number of young people. In addition, training courses for dental technicians, medical and epidemic nurses, pharmacists, nurses, disinfectors, etc. were organised in various settlements of the district. The educational programmes were adapted to the requirements of the time in the fields of education and healthcare and included both general education and professionally oriented disciplines. An important component was practical training at medical institutions. Most of the lecturers had higher education. The teaching of narrow-profile, specialised subjects was entrusted to doctors. In the difficult conditions of the time, the functioning of these institutions was marked by numerous difficulties related to material, technical, financial, economic and other problems. It has been proven that the activities of medical vocational schools and courses were under the control of the occupying authorities.

MILITARY-PATRIOTIC POTENTIAL OF THE OSTROZKY PRINCES’ HERITAGE IN THE CONTEXT OF THE RUSSIAN-UKRAINIAN WAR

Viktoriia DOBROVOLSKA — 2026-01-29

The article examines the military-patriotic potential of the heritage of the Ostrozky princes in the context of the contemporary Russian–Ukrainian war. The problem statement is обусловлена not only by the need to ensure the state’s defense capability, but also by the strengthening of the spiritual and value-based foundations of Ukrainian society, the formation of a resilient national identity, and the development of military-patriotic education. The topic gains particular relevance under the conditions of hybrid warfare, where, alongside armed confrontation, informational, cultural, and symbolic means of influence are actively employed, emphasizing the significance of historical heritage as a source of legitimization of the contemporary struggle and national consolidation.

The focus of the study is on the activities of Princes Kostiantyn Ivanovych and Vasyl-Kostiantyn Ostrozky in the fifteenth–seventeenth centuries, which combined defensive, political, and cultural-educational functions. An analysis of historical sources and contemporary research reveals that their military organization, strategic thinking, and defensive practices formed a complex of patriotic potential that contributed to the protection of Ukrainian lands, the formation of moral values, and the consolidation of society. A significant place in the article is devoted to the cultural and educational heritage of the dynasty, particularly the activities of the Ostroh Academy, founded by Prince Vasyl-Kostiantyn Ostrozky, which ensured the preservation of the Orthodox tradition, the development of national self-awareness, and the foundations of moral and patriotic education.

Special attention is paid to the actualization of the Ostrozky heritage in modern military-patriotic practices, in particular in the activities of the 30th Separate Mechanized Brigade named after Prince Kostiantyn Ostrozky. The study explores the historical prerequisites for the formation of the unit and its participation in key operations of the Russian–Ukrainian war, including the defense of Kyiv, the Kharkiv counteroffensive, the battles for Sievierodonetsk, the liberation of Izium, and the prolonged fighting for Bakhmut. The analysis of the brigade’s combat achievements, symbolism, and patriotic-educational practices demonstrates how historical heritage is transformed into a modern military-patriotic discourse, contributing to the formation of moral and psychological resilience of servicemen and the consolidation of society.

The article outlines the potential of the heritage of the Ostrozky princes as a source of national identity, moral education, and symbolic reinforcement of the state’s defense capability. The combination of historical traditions, cultural and educational heritage, and contemporary military-patriotic practices creates an effective mechanism for strengthening patriotism, combat morale, and societal resilience in the face of the current challenges of the Russian–Ukrainian war.

THE ROLE OF THE DIPLOMATIC MISSIONS OF THE UKRAINIAN PEOPLE'S REPUBLIC IN THE STRUGGLE FOR INTERNATIONAL RECOGNITION OF STATEHOOD

Іhor DATSKIV — 2026-01-29

This article examines the role of the diplomatic missions of the Ukrainian People's Republic (UPR) in the process of gaining and consolidating international recognition of its statehood amid the complex political circumstances of the early 20th century. The author analyzes the main directions of activity of Ukrainian diplomats, their efforts to establish contacts with leading European countries, as well as the challenges they faced due to the instability of the domestic political situation and external geopolitical conditions.

Attention is given to the organization of the UPR’s diplomatic service, specifically the formation of its structure, the status of its missions, and the key tasks set by Ukrainian ambassadors and consuls. The article separately explores the UPR’s relations with the Central Powers and efforts to expand its network of diplomatic institutions, as well as initiatives to establish contacts with the Entente countries. It also highlights the specifics of legal regulation concerning Ukrainian citizenship and diplomatic status within the context of international law at that time.

The author emphasizes that despite limited resources and challenging political conditions, the diplomatic missions of the UPR played a key role in shaping a positive image of the newly established Ukrainian state on the international stage. They served not only as channels of official communication but also as platforms for negotiations, protecting the interests of Ukrainians abroad, and seeking support from the global community. The article concludes by highlighting the importance of further research into the history of Ukrainian diplomacy within the context of state-building processes and international relations of the early 20th century.

NATIONAL QUESTION IN POLISH LEGISLATION IN THE FIELD OF JUSTICE, 1921–1925

Roman ZVARYCH — 2026-01-29

The article examines the state policy of the Second Polish Republic toward national minorities in 1918–1926, its conceptual foundations, and its practical manifestations in the context of the establishment of parliamentary democracy. It is determined that the orientation of the ethnopolitical course was influenced not only by the number and role of ethnic groups in social and economic life but also by the political doctrines of the leading parties–the National Democrats, headed by R. Dmowski and J. Popławski, and the camp of J. Piłsudski. It was found that the National Democratic concept of “incorporation” envisaged the assimilation of Ukrainians and Belarusians and the restriction of the political and economic positions of the German minority, while the Piłsudski camp proposed a program of “federation” that granted cultural and political autonomy. Despite the proclaimed democratic principles, the strategic direction of the state remained the Polonization of the non-Polish population, which was often combined with disregard for constitutional provisions.

Using the example of Eastern Galicia, the article demonstrates the contradiction between the declared democratic principles and the actual practice of state authorities. These measures provoked protests, fostered the radicalization of the movement, and contributed to the growth of anti-state organizations, in particular the UVO (Ukrainian Military Organization). At the same time, a differentiated approach of the Polish authorities is traced: from partial concessions to the Germans in Silesia to systemic restrictions on Ukrainians and Belarusians in the eastern territories.

The purpose is to highlight the legislative regulation of the national question in the Second Polish Republic in the field of justice in 1921–1925. Scientific novelty. For the first time, the national question in Polish legislation in the field of justice during 1921–1925 is examined. The peculiarities of the regulatory and legal framework for ensuring the rights and interests of national minorities in the judicial proceedings of the Second Polish Republic in 1921–1925 are revealed. A list of Polish legislative acts that determined the legal status of national minorities in the field of justice during the selected period is identified. Main results. The state policy of the Second Polish Commonwealth towards national minorities in the interwar period was contradictory and inconsistent, shaped both by the historical ambitions of the Polish elites and the influence of the ideological programs of the leading political forces ‑ the National Democrats and the Piłsudskiites. Although in the field of justice the constitutional provisions ensured the principle of judicial independence, the rule of law, and the protection of citizens’ rights, these principles were not fully implemented for representatives of non-Polish ethnic groups. Systemic discrimination against Ukrainian judges, «purges» of the judicial corps, and disregard for legal guarantees testified to the dominance of national-political interests over democratic values.

SOURCES OF RESEARCH IN THE HISTORY OF NATIONALIST ORGANIZATIONS OF THE UKRAINIAN DIASPORA (MID-1940s – EARLY 1990s)

Svitlana KOSTYLIEVA — 2026-01-29

The article is devoted to the analysis of the source base for the study of the history of nationalist organizations of the Ukrainian diaspora (mid-1940s - early 1990s), determining its structure and information potential. The author suggests a systematization of sources by origin and a division into three large groups: 1) sources created by Ukrainian nationalist organizations; 2) sources of the Ukrainian diaspora (non-nationalist); 3) documents of Soviet state bodies.

It is noted that it is important to use archival materials of the Central State Archive of Public Associations and Ukrainian Studies, the Branch State Archive of the Security Service of Ukraine and the Archive of the Organization of Ukrainian Nationalists of the Ukrainian Information Service in London in combination with periodicals, published sources and electronic information resources for a thorough and reliable reconstruction of the structure of the nationalist movement outside Ukraine, the study of its ideological foundations and main areas of activity. It draws our attention to the need of critical analysis of sources, taking into account the subjectivity of their content, which is associated with a certain worldview paradigm and ideological confrontations in which the creators of historical sources were. To avoid a one-sided interpretation of historical facts, the researcher should compare information from three sources: from nationalist organizations, from other associations of the Ukrainian diaspora with which they interacted, and from the Soviet authorities with which they were in opposition.

It is emphasized that the fundamental sources for the study are the official program documents of nationalist organizations, which were issued by them as a result of the activities of the governing bodies. The documents set out the ideological foundations of the nationalist movement, outline the main goals of the organizations’ activities and methods of their implementation.

The significant potential of periodicals as sources for the study of nationalist organizations is emphasized. Publications allow filling in the information gaps that have arisen due to the unevenness of documentary sources. Periodicals provide an opportunity to study in more detail such aspects of the history of nationalist organizations as publishing activities, commemorative practices, political actions and the transformation of ideology.

TERNOPIL REGIONAL COMMUNAL INSTITUTE OF POSTGRADUATE PEDAGOGICAL EDUCATION/ INSTITUTE FOR THE IMPROVEMENT OF TEACHERS' QUALIFICATIONS, THROUGH THE PRISM OF LEADERS (1940s – MID-1970s)

Iryna NEDOSHYTKO — 2026-01-29

Based on an analysis of archival sources and publicly available sources from the period between the 1940s and the mid-1970s, this study analyzes the chronological framework of changes in the institution's leadership. Their biographies, material and living conditions, financing of scientific and teaching staff, as well as interaction with other postgraduate education institutions are examined. The research methodology is based on the comprehensive application of general scientific methods (analysis, comparison, synthesis, generalization) and special historical methods, in particular historical-systemic and chronological methods. The scientific novelty of the study lies in the fact that there is no complete and comprehensive study on the management of the institute in the scientific literature today, or it is only partial. The particular value of such a study lies in the opportunity to comprehensively study the cyclical nature of changes in the leadership of postgraduate pedagogical education in the Ternopil region in the context of Ukraine as a whole. The article reveals the phased nature of the change of leaders, describes the period of the institute's functioning without a director and its consequences. An analysis of the social, financial, and legal conditions for regulating the issue of the institution's leadership is provided.The process of close cooperation with the regional department of public education is described, and the location of the institute and the geography of teacher training courses are traced. The article touches upon the issue of regulatory and legal regulation of the appointment of directors of postgraduate education institutions, etc. An analysis of the administrative, organizational, methodological, and pedagogical activities of the heads of the institute for teacher training/postgraduate pedagogical education is made through the prism of historical dimension.

DIGITAL MAPS (GOOGLE MAPS, STORYMAPJS) IN THE TRAINING OF FUTURE HISTORY TEACHERS: OPPORTUNITIES FOR THE DEVELOPMENT OF SPATIAL COMPETENCE

Ivan RUDYANIN — 2026-01-29

The article is devoted to the study of the potential of using digital maps, in particular Google Maps and StoryMapJS, in the process of training future history teachers. The main attention is focused on the capabilities of these tools for the development of spatial competence of education seekers as one of the key professional qualities of a modern teacher.

The purpose of the study is to analyze the theoretical and methodological principles of using modern digital cartographic services, in particular Google Maps and StoryMapJS, in the professional training of teachers and to determine their potential for the targeted development of spatial competence of education seekers.

It is substantiated that the active use of digital maps not only deepens knowledge about historical space, but also develops the skills of spatial thinking, critical analysis of sources, interpretation of geospatial data and digital literacy, which are necessary for the effective work of a history teacher in the conditions of a modern educational environment. Scientific works on visualization, electronic educational resources and cartographic training were analyzed, and the need for a comprehensive study of the integration of these digital tools was identified.

It is established that Google Maps (in particular, My Maps) is an indispensable tool for deep spatial analysis, landscape comparison and the creation of thematic layers, which contributes to the development of critical thinking about the geographical aspect of history. The StoryMapJS service is highlighted as a key tool for narrative cartography, which allows integrating multimedia content and creating exciting linear historical stories closely tied to geographical points, forming practical didactic skills. The implementation of an intensive practical module focused on project work (creation of a digital educational product) using the specified tools is proposed. Examples of project tasks on the history of Ukraine are given to develop spatial competence of education seekers. A multi-component approach to assessment is justified, which takes into account scientific reliability, methodological value, technical quality and individual contribution of each student.

The findings confirm that the integrated use of Google Maps and StoryMapJS provides a systematic approach, increases cartographic literacy, and significantly enhances the motivation of future teachers, preparing them to create a modern interactive educational environment. Further research is needed to develop systematic methods for objectively measuring the growth of spatial competence.

CONFRONTATION BETWEEN THE PARTICIPANTS OF THE UKRAINIAN LIBERATION MOVEMENT AND THE STATE AND REPRESSIVE-SECURITY AGENCIES OF THE USSR IN 1945: PERSPECTIVES OF CONTEMPORARY SCHOLARS

Vasyl UKHACH — 2026-01-29

The purpose of this article is to provide a comprehensive analysis of how contemporary Ukrainian historiography studies the armed confrontation between the participants of the Ukrainian national liberation movement and the state as well as punitive-repressive agencies of the communist Soviet regime in 1945. The research methodology is based on the principles of historicism, scientificness, objectivity, and systemic analysis. The use of methods of analysis and synthesis, along with generalization, made it possible to summarize the scholarly contributions of modern Ukrainian historians in exploring the confrontation between the actors of the Ukrainian liberation movement and the Soviet totalitarian regime together with its punitive-repressive institutions. Scientific novelty. On the base of recent historical research, the article analyzes the theoretical and methodological approaches to the study of the stated topic and generalizes the scholarly achievements in assessing the armed struggle of the Organization of Ukrainian Nationalists (Bandera faction, OUN(B)) and the Ukrainian Insurgent Army (UIA) against the administrative and security institutions of the communist regime in 1945. Over the past 20-25 years, Ukrainian historical scholarship has made significant progress in studying the complex issues of armed confrontation between the state and repressive-security structures of the USSR and the participants of the Ukrainian independence movement. In this uncompromising struggle, both sides employed an almost unlimited range of methods and forms of warfare. Ukrainian scholars generally concur that, in its attempts to suppress the resistance of the nationalist underground and the insurgent army units, the communist regime resorted to a wide range of “sophisticated” methods, while cynically violating human rights and existing legislation, and applying unjustified terror and repression against the civilian population of Western Ukraine. Communist propaganda sowed ideological stereotypes that divided Ukrainian society for decades to come.

At the same time, despite the broadening of research themes, there remains a lack of comprehensive, historical-analytical, and interdisciplinary studies employing innovative methodological tools. Such works are essential for producing an objective and qualitatively new assessment of the national liberation struggle in the postwar period - an issue of particular importance in the context of contemporary state commemoration policy.

MYTHOPOETICS OF THE CHRISTIAN NAME

Mykhailo YURIY — 2026-01-29

The article deals with the mythopoetics of the Christian name, which is associated with the sacred meaning of the name as part of the spiritual essence of a person, his fate and purpose, as well as with the association of the name with a holy patron, who becomes a spiritual protector and amulet. The name received at baptism is considered holy, and its secret must be protected from outsiders in order to avoid «devaluation» and use in bad deeds. The name not only determined the place of a person in the ancient Russian Christian society, but also acted as a symbol and the result of his mastery of the world. Therefore, in the consciousness of a person of early Christian society, the name occupied a central place, since it acted simultaneously as a symbol that personifies the emotional-value and holistic image of the phenomenon, and as a symbol that models the mastered world, ideally identical to it. It is in the name, according to the logic of mythological thinking, that the symbolization of the entire mastered world or a significant part of it is possible. To know a name meant to gain power over one's own, because with the acquisition of a name a person becomes a being that can be named, known, according to P. Florensky, proper names have the greatest magical power. The article also emphasizes that in Ancient Rus, a Christian name symbolized belonging to a Christian denomination and was part of a «mystical» function, determining a person's connection with a heavenly patron. There was a system of double names, when a person had a «direct» (non-public) Christian name, which was given in accordance with the holidays. That is, the name correlated with a saint, whose memory was determined on the day of birth, which endowed a person with heavenly protection and patronage. Another name is a «public» (main) – traditional or dynastic.

ACADEMIC INTEGRITY IN THE CONTEXT OF THE EUROPEAN EDUCATIONAL AREA

Hanna BYHAR — 2026-01-29

Academic integrity is a key factor in the quality of education, reflecting honesty, trust, and ethical behaviour. Promoting proper academic practice is important not only in itself; it is also a means of improving learning, ensuring fair assessment in higher education, and constitutes the first step toward fostering research integrity.

The article examines the phenomenon of academic integrity as a fundamental principle of the functioning of the modern higher education system. It explores the concept of academic integrity, which encompasses ethical norms, professional standards, and rules of conduct for all members of the academic community — students, lecturers, researchers, and administrators. Ethical, legal, and institutional aspects of academic integrity are analysed, emphasizing its significance for educational quality, societal trust, and fairness within the academic environment. The article outlines various forms of academic misconduct (plagiarism, data falsification, the use of unfair advantages, etc.) and their impact on the quality of education and public trust in the outcomes of scientific and educational activities.

It is argued that the rapid expansion of higher education and the development of digital technologies heighten the risks of dishonest behaviour, which underscores the relevance of implementing educational programmes aimed at cultivating a culture of integrity. The article presents international experience with such initiatives, including online courses, trainings, role-playing activities, and ethical discussions. It is established that, within the European Educational Area, the promotion of a culture of integrity, the development of common approaches, the exchange of practices, and the enhancement of integrity governance in universities are supported by the European Network for Academic Integrity (ENAI), the ETINED platform, and the UK’s Quality Assurance Agency for Higher Education (QAA). The EU regulatory framework is also analysed. The article highlights the importance of comprehensive strategies — educational programmes, institutional support, clear sanction mechanisms, and national regulatory frameworks — for developing and strengthening a culture of academic integrity in the context of contemporary challenges. It is concluded that academic integrity is a key condition for the sustainable development of educational systems and for maintaining trust in science and higher education.

THE ROLE OF THE TEACHER IN DEVELOPING COMMUNICATIVE COMPETENCE OF PRIMARY SCHOOL STUDENTS: MODERN STRATEGIES AND PARTNERSHIP PEDAGOGY

Iryna BILOUS — 2026-01-29

The article highlights the role of the teacher as a key figure in the formation of communicative competence among primary school pupils in the context of the transformation of modern primary education. It is emphasized that communicative competence is a crucial prerequisite for successful learning, socialization, and personal development of learners, as it integrates speech, social, and emotional-regulatory skills essential for effective interaction at different levels of communication. It is stressed that the teacher’s professional position constitutes a leading factor in the development of communicative abilities: the teacher shapes the style of speech interaction in the classroom, ensures psychological safety and support, models dialogic situations, and stimulates pupils’ initiative in expressing their own opinions. The study demonstrates that effective formation of communicative competence is possible only under the condition of systematic implementation of modern pedagogical strategies, in particular interactive learning, dialogic-communicative technologies, role-playing and speech games, storytelling, project-based and cooperative activities, which are aimed at creating an environment of active speech practice. These strategies ensure the deployment of authentic communication situations in which the child learns to argue a position, express emotions and thoughts, negotiate, plan joint actions, and take responsibility for the results of group work. Particular attention is drawn to partnership pedagogy as a conceptual basis for organizing communication in primary school, grounded in mutual respect, trust, acceptance, voluntariness, and equality of participants in the educational process. It is substantiated that the teacher’s partnership role promotes pupils’ confidence in their own speech, initiative, the ability to listen and hear the interlocutor, conduct constructive negotiations, establish interaction, and overcome communication barriers. It is proven that the development of communicative competence requires continuous implementation of diverse and systematic practices based on dialogue, cooperation, and co-creation, which gradually foster an internal need for communication rather than mere reproductive speech actions. The obtained findings provide a basis for further research aimed at improving pedagogical technologies, refining diagnostic tools for assessing communicative competence, and enhancing methodological support for the development of communication among primary school pupils.

METHODOLOGICAL AND PRACTICAL PRINCIPLES OF USING DIGITAL TECHNOLOGIES IN THE PROCESS OF TRAINING FUTURE PROFESSIONAL JUNIOR BACHELORS IN ROAD TRANSPORT

Yurii BUBNIAK — 2026-01-29

The need to transform approaches to professional training of road transport specialists is explained by the total digitalization of social processes, in particular, the educational field. The key goal of the modern educational concept is the comprehensive development of the individual in the learning process, which should be endowed with integration and inclusiveness, mobility and accessibility, provide for the variability of forms of presentation of educational material, the implementation of digital solutions, multimedia technologies and interactive elements. The purpose of the article is to analyze the methodological and practical principles of integrating digital technologies into the process of training future professional junior bachelors in road transport. The study considers the key capabilities of digital technologies in terms of increasing the involvement and motivation of education seekers, expanding the conceptual vision of educational functionality, increasing its transparency, effectiveness and adaptability. The practical potential of using online platforms, interactive simulators, gamification, immersive technologies, artificial intelligence, computer-aided design systems, digital laboratories for process modeling, which allows visualizing complex concepts and forming practical skills, is analyzed. Such technologies make learning more interactive, mobile, individual and in-depth, complementing traditional teaching methods and expanding access to educational materials. The specifics of integrating immersive technologies of virtual and mixed reality in the context of interactive experience and practice-oriented learning are studied. It is proved that current trends in the development of digital education are aimed at personalizing learning, creativity and efficiency, which is achieved by involving online collaboration, mobile applications, educational platforms and social networks.

PEDAGOGICAL PRACTICES IN PRESCHOOL EDUCATION IN POLAND AND PROSPECTS FOR THEIR ADAPTATION IN THE NATIONAL EDUCATIONAL CONTEXT

Antonina DEMIANIUK — 2026-01-29

The article is devoted to the study of the urgent issue of modernizing pedagogical methods within Poland's preschool education system. It is emphasized that this process is a key area of reform, reflecting a commitment to integrating technology, individualizing instruction, and ensuring compliance with standards. The article aims to provide a comprehensive analysis of current trends, leading global methodologies, and unique authorial methods used in Polish preschool education. It also seeks to determine the prospects for their scientifically-grounded adaptation within the domestic (Ukrainian) educational context.

The study reveals that the Polish preschool education system demonstrates a flexible synthesis of various approaches. It analyzes the partial implementation of classical global systems and separately examines common specialized methods aimed at developing specific skills in preschool-aged children. The main emphasis is placed on a detailed review of innovative Polish authorial developments. The "Children's Mathematics" methodology by Edyta Gruszczyk-Kolczyńska is characterized, which builds mathematical concepts through play and personal experience. The unique reading instruction method by Irena Majchrzak, based on working with the child's name, is analyzed. Environmental education programs are reviewed, including the popular concept of "forest kindergartens." The methodologies of creative education (Krzysztof Schmidt), music education (Lydia Katarzynciuk-Mania), and art education (Kinga Łapot-Dzierwa) are also analyzed. Special attention is paid to the "Good Start" (Dobry Start) methodology by Marta Bogdanowicz, which effectively prepares children for school through the integration of sensory, motor, and linguistic functions.

The paper substantiates that the Polish experience, particularly regarding its authorial programs, holds high potential for adaptation within the Ukrainian educational context. It is emphasized that these methodologies offer effective in ensuring a smooth and effective transition between preschool and primary education. It is concluded that successful implementation requires not mechanical copying, but rather scientifically-grounded adaptation and the systematic training of pedagogical staff. Prospects for further research involve the development and experimental approbation of models for implementing these methodologies in Ukrainian preschool institutions, as well as a comparative analysis of their effectiveness.

MYLTSI THEOLOGICAL SCHOOL IN 1914–1919: ORGANIZATION, TEACHING, TEACHERS AND STUDENTS

Vasyl DENYSIUK — 2026-01-29

The article examines the development of the Myltsi four-class theological school at the final stage of its functioning. The key topics considered in the article were: the place of the Myltsi theological school in the system of theological education, its development in the conditions of war and revolutionary changes, teaching staff and students, content and approaches to education.

The purpose of the article is to comprehensively research the history of the Myltsi theological school in 1914–1919. Theological schools provided primary theological education. Their graduates had the right to enter seminaries, in particular, the Volyn theological seminary. The main factors that influenced the functioning of the school during this period were analyzed, primarily war, evacuation, a significant complication of the economic situation, and other challenges of wartime. The school was evacuated in 1915 to Zhytomyr and Katerynoslav, then the educational institution returned to Zhytomyr in 1916, where it remained until 1919. This process took place under extremely difficult circumstances. Due to this, the school functioned in the provincial center for about three years.

Administrative, pedagogical and auxiliary positions in the school were established, as well as the personnel who occupied them. Teachers faced such difficult economic challenges as inflation, shortages of goods, etc. However, salaries also grew. The personal composition of students and its main characteristics were analyzed, in particular, the fact that students were mainly sons of church figures, often deceased, and came almost exclusively from the territory of three counties of the Volyn province: Volodymyr-Volynskyi, Kovel and Lutsk.

The features of the educational process and the content of subjects were determined. The education system was traditional for the beginning of the XX century and corresponded to the aspirations of church figures, on the one hand, to give students key knowledge and skills necessary for church work and to form patriotic beliefs about the Russian Empire, on the other hand, to respond the challenges of the time regarding secular education. In addition, at this time, for political reasons, new subjects were introduced, in particular the Ukrainian language and history of Ukraine. The traditional problem for theological schools arose – overloading of students and a decrease in the quality of education.

The termination of the school's functioning is associated with the capture of Eastern Volyn by the Bolsheviks, Western Volyn – by the Polish authorities. The school management was unable to find support and permission to continue work.

KEY DIRECTIONS OF RESEARCH INTO THE PROBLEM OF INCLUSION

Nataliya DUB — 2026-01-29

The organization of inclusive education in the existing system of higher medical education remains an innovation. The active development of information technologies seriously affects the entire education system, including inclusive education. The modern information and educational environment allows you to eliminate various barriers in the process of educating students with special educational needs. It has been established that in an inclusively oriented educational environment, a student with special educational needs is a central figure. The key guideline for the introduction of inclusion at the present stage, in addition to the general unpreparedness of education subjects, is the organization of psychological, pedagogical and corrective support for students. It is emphasized that higher education is undergoing serious changes, which are caused by both external conditions and internal changes within the country and the education system. Inclusive education as a dynamic system is characterized by a wide range of components. In general, for the organization of inclusive education in higher education institutions, it is necessary to observe the following conditions: a barrier-free environment; a set of educational programs that take into account the characteristics of this group of students; tutoring support; distance learning technologies; a set of modern teaching methods; training of pedagogical personnel. Among these conditions, special attention is deserved by those that help build individual educational trajectories in accordance with the requests and individual characteristics of applicants. It is substantiated that the key guidelines of inclusive education are: accessibility; equality of opportunities for all applicants to realize their needs and interests; taking into account the psychophysiological features of the development of students with special educational needs; the correctional and developmental nature of the educational environment; developed skills of teachers to solve professional tasks related to inclusion as a concept of education; creation of a digital space in the structure of the educational environment of higher education institutions. It is emphasized that the effectiveness of inclusive education in the information and educational environment of higher education institutions will largely depend on properly organized pedagogical interaction mediated by information and communication technologies. The preparation of teachers for work in inclusive education should be considered as a process of forming in them not only the ability, but also the readiness to solve professional and pedagogical tasks in the context of organizing joint learning of students belonging to different health groups. Important guidelines for inclusive education are the wider use of information and communication tools for presenting educational material, which simulate individual functions of the teacher. A feature of such education is feedback, which consists in the possibility of obtaining information of an advisory nature, which allows the applicants themselves to adjust their educational activities.

CHARACTERISTICS OF THE STRUCTURAL COMPONENTS OF PROJECT COMPETENCE OF BACHELOR STUDENTS IN VOCATIONAL EDUCATION (TRANSPORT)

Bohdan KOVALCHUK — 2026-01-29

The article reveals the holistic structure of project competence as a fundamental component of professional competence for bachelors of vocational education (transport), ensuring their readiness for successful design-engineering and organizational-technological activities amid contemporary industry challenges. Project competence of bachelors of vocational education (transport) is considered as an integrated quality reflecting the ability to carry out purposeful, scientifically grounded, and technologically correct project activities in the professional-pedagogical and transport fields. The structural components of project competence for bachelors of vocational education (transport) are identified as follows: motivational-value component – determines students’ intrinsic readiness for project activities and their attitude toward the profession; cognitive component – characterizes the system of knowledge required for professional project work in the transport sector; operational-activity component – practical readiness of students to perform project tasks of varying complexity; reflective-evaluative component – reflects the ability to analyze the quality of one’s project activity, evaluate the effectiveness of implemented solutions, and determine directions for improvement. Considering the structure of project competence, the stages of its formation are proposed: motivational stage (consolidating future vocational teachers’ need to master project activities), informational stage (forming ideas about project activities, prospects, and opportunities for applying the project method in professional-pedagogical practice in the transport sector), activity stage (practical application of acquired knowledge and active engagement in project work), and evaluative stage (monitoring the dynamics of project competence development, identifying existing gaps, and minimizing them).

It is concluded that developed project competence ensures the readiness of bachelors of vocational education (transport) for independent engineering and pedagogically oriented decision-making, optimization of transport processes, introduction of innovations in training qualified workers for the transport sector, and performing professional activities under the conditions of dynamic development of transport infrastructure and modern technologies.

INNOVATIVE APPROACHES IN PEDAGOGY TO LIFELONG LEARNING

Miroslav KOPNICKÝ — 2026-01-29

In today´s dynamically changing world, where technological progress and global challenges require constant adaptation, lifelong learning is becoming a necessity for every individual. Traditional educational models are no longer able to respond adequately to the needs of modern society, which is why i tis essential to implement innovative approaches in pedagogy. This paper discusses various innovative methods and technologies that support effective lifelong learning. It analyses the use of modern technologies, personalised learning, gamification and other progressive methods that can fundamentally influence the way we learn throughout our lives.

Paper examines a range of emerging educational methods and technologies that hold significant potential for enhancing the effectiveness of lifelong learning. Particular attention is given to the role of digital technologies, including intelligent tutoring systems, adaptive learning environments, and online platforms that facilitate flexible and personalized learning pathways. Furthermore, the study explores the pedagogical value of gamification, collaborative learning models, and experiential learning strategies, highlighting how these approaches can increase learner motivation, engagement, and long-term knowledge retention. Through a critical analysis of current trends and empirical findings, the paper aims to provide a comprehensive overview of the ways in which innovative pedagogical practices can fundamentally reshape learning processes across the lifespan and contribute to the development of resilient, future-oriented educational systems.

HUMAN CAPITAL, EDUCATION AND ECONOMIC GROWTH: ANALYSIS OF INVESTMENT AND POLICY IMPERATIVES IN SELECTED CEE COUNTRIES

Filip NEMEC — 2026-01-29

This paper provides an analysis of the complex interrelationships between human capital, education, and sustainable economic growth, with a critical focus on the context of Central and Eastern European (CEE) nations. The core argument posits that strategic investment in the quality of human capital, particularly within professional education and training and research and development (R&D&I), is an indispensable prerequisite for achieving endogenous economic growth and long-term prosperity. The study moves beyond measuring simple school enrollment metrics to assessing the quality of learning outcomes, utilizing measures like the World Bank's Human Capital Index (HCI) to highlight existing disparities across CEE. A significant structural deficiency common to most CEE economies is the persistent skills shortage, often arising from vocational education and training systems that lack sufficient practical relevance. The article concludes by proposing targeted fiscal and educational policy mechanisms–including R&D tax incentives focused on labor costs – essential to accelerate economic convergence, boost Total Factor Productivity (TFP), and ensure long-term corporate and national resilience.

KEY IDEAS OF IMPLEMENTING THE PRAXEOLOGICAL APPROACH IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF PHILOLOGICAL SPECIALTIES IN ENGLISH HIGHER EDUCATION

Oleksandr OSTROVSKYI — 2026-01-29

The active development of the idea of praxeological higher language education in world science and education is due to its orientation towards overcoming the theoretical orientation of teaching the content of subjects, and therefore the possibility of improving the quality of education. Due to the change in the paradigm of education to competence in science, praxeological has become an integral part of professional education, in particular, philological. The use of a praxeological approach in the organization of teacher training, as evidenced by the progressive experience of England, contributes to ensuring the practical orientation of education, the formation of a holistic picture of the world in applicants, the development of their creative competence and critical thinking. In particular, it is important to use a praxeological approach in the training of teachers of philological specialties, who carry out purposeful work on the formation of language personalities. It is generalized that the specifics of the development of language education affect the development of pedagogical training in higher education institutions of this country and allow us to determine the prospects for the development of a praxeological approach in the pedagogical education of teachers. The development of the language education system in different countries of the world is determined by two main processes, which include internationalization and diversification of education. The leading trend of educational policy is diversification, which is directly dependent on the socio-economic characteristics of the development of each country. Along with the increasing importance of diversification of education, the trend towards an increase in practical classes in the content of training for future teachers of philological specialties in England has become popular, which ensures the use of students' theoretical skills in practice. It is emphasized that the curricula of universities are characterized by a generalized model of professional training for future teachers of philological specialties, which allows teachers of higher education institutions to demonstrate variability and creativity in determining specific forms, methods and techniques for implementing the praxeological approach during teaching activities in the process of training future teachers. The praxeological approach in the professional training of future teachers of philological specialties is aimed at ensuring the development of students' independence, initiative, creative abilities and critical thinking, the ability to professional self-realization. The features of professional self-realization of future teachers of philological specialties are manifested in pedagogical actions and relationships, identification with the pedagogical profession, and are most clearly manifested during an actively organized educational process and pedagogical practice.

KEY DIGITAL SKILLS OF THE 21ST CENTURY IN THE STRUCTURE OF PROFESSIONAL COMPETENCE OF FUTURE SPECIALISTS IN THE SOCIONOMIC SPHERE

Victoriіa SAVITSKA — 2026-01-29

The article highlights that digital skills have become fundamental in the modern era of digitalisation. From online education to digital workspaces and social networks, understanding how to use and navigate technology is becoming essential. The purpose of the article is to provide a theoretical justification for the content, structure and significance of key digital skills of the 21st century as a component of the professional competence of future specialists in the socio-economic sphere, as well as to determine their impact on the readiness of students to act effectively in the context of the digital transformation of society and professional activity. 21st century skills are seen as a set of skills and competencies needed to succeed in today's world. These skills are often called ‘soft skills’ and include critical thinking, problem solving, communication, collaboration, creativity, digital literacy, and cultural awareness. It has been established that these skills are somewhat modified in the digital space.

Based on an analysis of scientific literature, 21st-century digital skills have been classified within the structure of professional competence for future specialists in the socio-economic sphere: technical skills (use of digital devices and software); information and digital skills (searching for, evaluating, organising and critically processing information); digital communication skills (effective online communication and social networking); digital collaboration skills (teamwork and joint projects in a digital environment); digital critical thinking skills (analysis and evaluation of information for decision-making); creative digital skills (creation of digital content and innovative solutions); digital problem-solving skills (finding effective solutions in new or complex situations). In summary, the key digital skills of the 21st century form the foundation of the professional competence of future specialists in the socio-economic sphere, enabling them to communicate effectively, analyse and process large amounts of information, create digital content, collaborate in virtual teams, critically evaluate data and make informed decisions.

THEORETICAL AND METHODOLOGICAL PRINCIPLES OF TRAINING FUTURE VOCATIONAL TEACHERS TO USE LEARNING MANAGEMENT SYSTEMS

Ihor STECHYSHYN — 2026-01-29

Modern trends in the development of pedagogical education necessitate the integration of new approaches to managing the educational process to ensure its quality, guarantee compliance with new standards and international requirements, and increase the competitive advantages of the institution. The purpose of the article is to analyze the theoretical and methodological foundations of training future teachers of vocational training to use educational process management systems. The study identifies key vectors of transformation of pedagogical education, in particular, the introduction of forms of distance and blended learning, integration of digital tools and artificial intelligence, which is reflected in learning management systems. The specifics of the Moodle learning management system are analyzed, the main advantages of which are accessibility, flexibility and adaptability, versatility, a wide range of practical tools, and extensibility. The main methodological approaches to learning management systems are considered, including systemic, person-oriented, competency-based, integrated, and innovative approaches, which determine the basic theoretical provisions and principles on the basis of which effective management of the educational process using technologies is built. The challenges of modern education management are determined, including uneven resource provision, insufficient staff competence, and the need to unify approaches to digitalization of management processes. The main criteria for choosing a learning management system are summarized. It is proven that the use of management platforms to ensure high educational productivity requires future teachers of professional education to have developed critical thinking skills, creativity, leadership qualities, adaptability, and organizational skills.

THEATRALISED ACTIVITY AS A MEANS OF DEVELOPING THE EMOTIONAL COMPETENCE OF OLDER PRESCHOOL CHILDREN

Grygorii TERESHCHUK — 2026-01-29

The article presents a theoretical analysis of the concepts of “emotion”, “emotional competence”, and “theatricalised activity”; identifies the structural components of emotional competence in older preschool children and characterises their development through theatricalised activity in the senior preschool age. The main directions of emotional development are defined and correlated with the relevant competences specified in the State Standard of Preschool Education of Ukraine. The key means of theatricalised activity for developing emotional competence in older preschoolers are outlined: role-play and stage images, play with toys and props, interaction in group scenes, discussion of characters’ feelings, observing partners’ emotions, dramatizing life situations featuring various emotional states, discussing characters’ reactions, performing scenes, etc.

Theatricalised activity is considered a comprehensive pedagogical resource that integrates the emotional, cognitive and social development of older preschoolers, ensuring the formation of a holistic system of emotional competence necessary for successful interaction in school and everyday life. The study demonstrates that theatricalised activity possesses substantial psycho-pedagogical potential for developing emotional competence in older preschool children, as it provides meaningful engagement in emotionally rich situations, promotes the awareness, expression and regulation of emotions, enhances the ability to recognise others’ emotions, and develops empathy, reflection and social interaction skills. The combination of artistic imagery, role transformation and the modelling of life situations substantiates the effectiveness of theatricalised activity as a means of forming the key components of emotional competence in older preschoolers.

SPECIFICS OF DEVELOPING A STRUCTURAL AND FUNCTIONAL MODEL FOR FORMING GRAPHIC LITERACY OF FUTURE TEACHERS OF VOCATIONAL EDUCATION: CHARACTERISTICS OF THE MAIN ELEMENTS-BLOCKS

Andrii TYMCHUK — 2026-01-29

Development and design of the structural and functional model within the framework of the study are aimed at addressing a scientific and practical problem: determining the theoretical foundations and practical mechanisms for the formation of graphic literacy among future teachers of vocational education through the implementation of the blocks of the structural and functional model in the educational process of pedagogical universities.

The peculiarities of designing the proposed model lie in presenting the studied process as a set of block elements, each of which defines the logic of scientific inquiry. The process of forming graphic literacy among teachers of vocational education within higher pedagogical institutions is presented in the form of a structural and functional model comprising target, theoretical-methodological, organisational-content, control-evaluative, and resultative blocks.

The target block of the model is based on the requirements of state educational standards and social demand. The theoretical-methodological block of the model reflects a combination of approaches (systemic, learner-centred, activity-based, and environmental) and principles (systematicity and consistency, professional orientation, integrity, continuity, activity, self-development, unity of theory and practice, consciousness and student activity, and visualisation), which were applied within the research.

The organisational-content block represents the set of stages and organisational conditions for the formation of the studied phenomenon through the creation and implementation of specialised digital educational and methodological support. The integration of digital technologies into the learning process allows for the personalisation of education and the implementation of the principle of visualisation through the use of multimedia technologies, digital learning aids, and educational video content.

The control-evaluative and resultative blocks of the proposed structural and functional model include a component-criterion structure of the graphic literacy of future teachers of vocational education and the research outcomes, that is, the formation of this literacy at the defined levels.

The results of the conducted work suggest that this model serves as an effective tool for resolving the identified contradictions between the demands of the digital society and the current level of graphic literacy among future teachers of vocational education. The presented structural and functional model is a scientifically grounded means of addressing the stated problem, opening up new prospects for the modernisation of teacher training in accordance with the challenges of the information age.

INTEGRATION OF GENERATIVE ARTIFICIAL INTELLIGENCE INTO THE EDUCATIONAL PROCESS OF TRAINING GRAPHIC DESIGNERS

Iryna TSIDYLO — 2026-01-29

The article is devoted to the analysis of the transformational impact of generative artificial intelligence (GenAI) on the educational process of future graphic designers. The aim of the study is to identify key challenges, opportunities and develop practical recommendations for the effective integration of GenAI into educational programs. The article analyzes four key paradigms of GenAI's influence on design: automation and design generation (AIDAG), image processing (AGDIP), creative processes (AACDP) and emotional response modeling (AVERM). The research is based on the theoretical frameworks of the diffusion of innovations theory (DOI) and resource-based learning (RBL) analysis. Methods of analytical review of scientific literature, critical interpretive synthesis and thematic analysis were used. The results demonstrate the dual role of GenAI as a productivity tool and a catalyst for creativity. The main challenges are identified: threats to academic integrity, technological dependence, uncertainty in authorship and low level of teachers' awareness. Ways of implementing GenAI in education are proposed, in particular the combination of traditional methods with AI tools, the development of critical thinking, the formation of ethical guidelines and the updating of curricula. The need to change the role of the teacher from a "knowledge provider" to a "moderator of innovations" is emphasized. The conclusions emphasize that the future of design education lies in the synergy of human creativity with AI tools to create quality design solutions. A hybrid learning model combining 70% traditional techniques and 30% AI optimization is proposed. The research has theoretical and practical value for design teachers, curriculum developers and higher education administration.

REFORM OF SCHOOL CHEMISTRY EDUCATION IN UKRAINE: REGULATORY AND LEGAL ASPECT (END OF THE 20TH – BEGINNING OF THE 21ST CENTURY)

Yuliia SHAFOROST — 2026-01-29

The reform of school chemistry education in Ukraine at the turn of the 20th–21st centuries took place in conditions of profound socio-political and cultural transformations that accompanied the formation of an independent state and the reorientation of the education system to democratic, humanistic and personally oriented principles. Based on historical and pedagogical analysis, a comprehensive study of the regulatory and legal principles that regulated the development of chemistry education in general education schools was carried out. The main attention was paid to the content and structure of such key documents as the Law of Ukraine “On Education” (1991), the Law of Ukraine “On General Secondary Education” (1999), the State Standard of Basic and Complete General Secondary Education (2004), the Concept of General Secondary Education (12-year school, 2001), as well as the Concept of Implementation of State Policy in the Field of Reforming General Secondary Education “New Ukrainian School” (2017).

It is analyzed how these documents influenced the formation of educational programs, the development of curricula and textbooks in chemistry, determining the volume and logic of presenting educational material. The main directions of modernization of chemistry teaching methods are determined, in particular: the transition from a knowledge paradigm to a competency-based approach, strengthening the practical and experimental component of training, the introduction of integrated courses and interdisciplinary connections. The gradual evolution towards the profiling of high school and the individualization of educational trajectories is traced. A number of contradictions in regulatory support are identified, in particular regarding the ratio between the fundamentality and applicability of the content of training, as well as between innovative approaches and the real possibilities of the educational industry. Based on the generalization of the research results, promising directions for improving the regulatory framework of chemical education in the context of modern challenges and European integration processes are formulated.

The article examines the process of evolution of chemistry textbooks in Ukraine since the early 1990s, in particular the changes that occurred as a result of educational reforms. The growth in the number of textbooks published by publishing houses such as Perun, Academy, Geneza and others is analyzed, and their impact on updating the content of education. Special attention is paid to the adaptation of textbooks to different educational levels, the introduction of interactive teaching methods, the development of critical thinking and experimental skills of students. The importance of the competency-based approach, the integration of interdisciplinary connections and the inclusive component in modern chemistry textbooks is considered. The role of the methodological apparatus in ensuring effective learning and the consistency of textbooks with current curricula and state education standards is separately emphasized.

THEORETICAL PRINCIPLES OF FORMING THE LEGAL CULTURE OF FUTURE EDUCATIONAL MANAGERS

Marianna SHVARDAK — 2026-01-29

The article examines the current problem related to the development of the rule of law in Ukraine and ensuring the formation of a high level of legal culture in society. It is noted that the educational sphere is changing its key role in this process, and education managers, as its leaders, are suitable not only for effective management, but also for the formation of legal awareness in all participants in the educational process. The method of work is the disclosure of the theoretical principles of the formation of the legal culture of future education managers.

Based on the analysis of scientific sources, the legal culture of a future education manager is defined as a complex, multi-component system, which is an integrative quality of the personality. It encompasses a set of legal knowledge, beliefs, values and skills that allow one to navigate in the legal field and effectively solve professional tasks. The article highlights three key components of this phenomenon: cognitive, which includes knowledge of the main branches of law; emotional-value, which reflects the attitude to law as a social value; one that manifests itself in lawful activity and readiness to protect rights.

It is substantiated that the most effective strategy for the formation of legal culture is an integrative approach that combines elements of systemic, competency-based and personality-oriented approaches. The systemic approach provides a targeted impact on all components of legal culture, competency-based - focuses on a practical result (formation of legal competence), and personality-oriented - takes into account the internal motives and interests of the higher education applicant.

A set of pedagogical conditions on which the effectiveness of this process depends is studied. Among them, the following are highlighted: integration of legal knowledge into professional training, which involves the study of legal aspects of management in the context of professional disciplines; creation of a legal educational environment based on the principles of democracy and academic integrity; application of active and interactive teaching methods (case studies, role-playing games, trainings); as well as the organization of targeted legal practice, which includes staging and participation in legal education projects.

Thus, the article comprehensively reveals the theoretical principles of the formation of the legal culture of future education managers, which creates a solid foundation for further research. It is determined that the results obtained can be used for the development and experimental testing of specific methods and technologies based on an integrative approach.

INFORMATION IN THE RUSSIAN-UKRAINIAN CONFLICT: FROM THE FORMATION TO THE DESTRUCTION OF PROPAGANDA STEREOTYPES

Nataliia NECHAIEVA-YURIICHUK — 2026-01-29

INFORMATION IN THE RUSSIAN-UKRAINIAN CONFLICT: FROM THE FORMATION TO THE DESTRUCTION OF PROPAGANDA STEREOTYPES (REVIEW OF OLEG BELOKOS' BOOK «ABOUT KENYA AND BEYOND, OR FROM THE CITY OF GREENERY AND SUNSHINE TO THE BAY OF PEACE»)