HUMANITARIAN STUDIES: HISTORY AND PEDAGOGY

THE GENESIS OF COGNITIVE WARFARE: HISTORICAL RETROSPECTIVE AND CONTEMPORARY PARADIGMS

2026-05-29T14:15:42+00:00

This article provides a comprehensive analysis of the evolution and current state of cognitive warfare as a strategic dimension of global security. In the context of a globalized information society, the author explores how traditional paradigms of conflict are shifting toward a «fifth domain» of warfare where the human mind–both conscious and subconscious–becomes the primary battlefield. The study examines the transformation of communicative processes, where rapid information dissemination and manipulative digital technologies have replaced conventional kinetic force as the most effective means of undermining national sovereignty.

The theoretical framework traces the lineage of cognitive influence from ancient stratagems to modern neuroscience. By analyzing Sun Tzu’s “The Art of War” and the “Thirty-Six Stratagems”, the author demonstrates that contemporary cognitive operations are digital reinterpretations of classical deception and psychological manipulation. The research highlights the technological trajectory that enabled mass cognitive influence, from the printing press to the current era of Artificial Intelligence and social media algorithms.

Special attention is given to the concepts of «intelligentized warfare» and «reflexive control,» which form the basis of what is termed the «war of cogs.» The article analyzes the strategic approaches of global actors, specifically the Russian Federation's use of disinformation to erode social cohesion and the People's Republic of China's integration of AI and neurotechnology to achieve cognitive dominance.

Protecting national identity, historical memory, and social trust against «stratagems of the 21st century» is essential for survival. The paper posits that in the modern era, victory is determined not by territorial conquest, but by the ability to maintain cognitive autonomy and critical thinking in the face of total algorithmic manipulation.

UKRAINIAN DIASPORA IN THE USA: PRESERVING CULTURAL TRADITIONS

2026-05-29T14:23:35+00:00

The Ukrainian diaspora in the USA is one of the largest and most organized ethnic communities, which plays an important role in preserving national identity and popularizing Ukrainian culture abroad. For over a century, it has contributed to the development of Ukrainian education, art, literature, religious and public life, while adapting to the new socio-economic conditions of American society. The main challenge for Ukrainians in the USA remains the issue of preserving their own cultural identity in the context of globalization and integration into a multinational environment.

The article examines the historical prerequisites for the formation of the Ukrainian community in the USA, its structural features and mechanisms for supporting national traditions. Considerable attention is paid to the activities of Ukrainian public, religious and cultural organizations, which play a key role in preserving the Ukrainian language, traditional holidays, customs and art. Particular emphasis is placed on the role of Ukrainian educational institutions, Sabbath schools, as well as cultural centres that ensure the transmission of national heritage to new generations.

An important place in the study is occupied by the analysis of the challenges that the Ukrainian diaspora faced as a result of the Russian-Ukrainian war, in particular, the activation of public initiatives aimed at supporting Ukraine, the organization of charitable actions, information campaigns and cultural events that contribute to the preservation of historical memory and national consciousness. Modern forms of cultural volunteering and the influence of digital technologies on the spread of Ukrainian traditions in the USA are considered.

Special attention is paid to modern challenges that arise in the process of integrating a new wave of Ukrainian migrants into the existing diaspora, which requires the adaptation of cultural policy and the development of new mechanisms for interaction between Ukrainian communities in different regions of the USA. The study emphasizes that the preservation of the national identity of Ukrainians in the USA largely depends on effective communication between different generations of the diaspora, support for public initiatives and cooperation with Ukraine. Prospects for further research include the analysis of changes in the structure of the Ukrainian community, the impact of the new wave of emigration on diasporic processes, and the role of social networks in preserving the cultural traditions of Ukrainians abroad.

THE INTERNATIONAL DIMENSION OF THE LOSS OF UKRAINE’S HISTORICAL AND CULTURAL HERITAGE DURING THE SECOND WORL WAR

2026-05-29T14:27:16+00:00

The article is devoted to a comprehensive analysis of the international dimension of the losses of Ukraine’s cultural heritage during the Second World War. The author examines the scale, nature, and consequences of the destruction and removal of cultural assets, archives, architectural monuments, museum collections, manuscript funds, and works of art that constituted an integral part of both national and European cultural heritage. The study outlines the main directions of the plundering policies pursued by Nazi Germany and Soviet occupation authorities, which led to significant losses of both tangible and intangible values of the Ukrainian people.

Particular attention is paid to the international aspects of the issue – Ukraine’s participation in postwar restitution processes, the work of intergovernmental commissions for the return of cultural property, as well as the contribution of Ukrainian scholars and diplomats to the preservation and restoration of cultural heritage. Based on archival sources, international legal acts, and contemporary research, the article traces the development of international legal mechanisms for the protection of cultural property during and after the war (including the 1954 Hague Convention and its Protocols). The author also analyzes Ukraine’s place in these processes within the context of its limited representation in global institutions of that time and the country’s current efforts to document losses and recover displaced cultural artifacts.

The article also reveals the significance of the topic for contemporary historical and cultural discourse, emphasizing that the issue of wartime losses of Ukraine’s cultural heritage possesses not only a historical but also a current political and legal dimension in light of modern challenges associated with new armed conflicts. The study examines the question of international solidarity in the field of cultural property protection and the potential of cultural diplomacy as an instrument of historical justice.

The findings contribute to a deeper understanding of the processes of loss, preservation, and restoration of cultural assets in a global context and help define Ukraine’s place within the international system for the protection of cultural heritage.

UKRAINIAN-TURKISH RELATIONS IN UKRAINIAN HISTORIOGRAPHY (LATE 19TH – EARLY 21ST CENTURY): THE EVOLUTION OF ACADEMIC APPROACHES

2026-05-29T14:32:04+00:00

The article offers a comprehensive analysis of Ukrainian historiography of Ukrainian-Turkish relations within the chronological framework spanning from the late nineteenth century to the early twenty-first century. The relevance of the topic is determined by the need for a theoretical reassessment of the historical interaction between the two states in the context of contemporary geopolitical transformations and the emergence of new strategic vectors of cooperation in the Black Sea region.

The aim of the study is to provide a systematic reconstruction of the scholarly discourse and to identify the principal thematic dominants and conceptual approaches that have emerged within Ukrainian historiography.

The methodological framework of the research is based on the fundamental principles of historicism, scientific objectivity, and systematic approach. The study employs a problem-chronological approach, which makes it possible to trace the dynamics of scholarly interests across different historical periods, as well as comparative-historical analysis to compare the visions and concepts characteristic of particular stages of historiographical development. The use of methods of analysis and synthesis has facilitated the integration of fragmented scholarly works into a coherent picture of the formation of knowledge on Ukrainian–Turkish relations.

The article examines in detail the genesis of scholarly thought, beginning with the classical works of the national revival period, which laid the foundations for understanding Ukraine’s place within the Black Sea space. Particular attention is paid to the period of intensification of Oriental studies in the first half of the twentieth century, when this field underwent institutionalization, including the establishment of the first professional associations and specialized academic journals. The study traces the transformation of scholarly priorities, from the examination of military-political conflicts and Cossack–Ottoman confrontations to a deeper analysis of diplomatic, trade-economic, and socio-cultural relations.

A significant part of the research is devoted to the period following the restoration of Ukraine’s independence, which provided a powerful impetus for liberating academic thought from previous ideological constraints. The article highlights the revival of the national school of Turkology, the expansion of the source base through the incorporation of foreign archival materials, and the application of new methodological approaches. It is concluded that contemporary research demonstrates an increasing interdisciplinary character, where history closely intersects with political science, international relations, and cultural studies. The study concludes by outlining problematic aspects and the most promising directions for further research, contributing to a deeper understanding of the shared historical heritage.

THE UKRAINIAN COMMUNITY IN HUNGARY: INSTITUTIONAL DEVELOPMENT AND CULTURAL ACTIVITIES BETWEEN 1991 AND 2022

2026-05-29T14:57:46+00:00

This article addresses the complex issue of the formation, development, and transformation of the Ukrainian community in Hungary from the beginning of Ukraine’s independence in 1991 to the eve of the full-scale Russian invasion on February 24, 2022. The study examines the dynamics of the community’s growth, from several hundred individuals in 1991 to nearly ten thousand on the eve of 2022. In this context, the emergence and development of Ukrainian organizations, associations, societies, and unions are analyzed. Particular attention is paid to the activities of the Ukrainian Cultural Association in Hungary and the State Self-Government of the Ukrainian Nationality, as well as to their role as fundamental institutions of the Ukrainian community in Hungary. Significant emphasis is placed on the figure of Yaroslava Khortyani as a key individual in the establishment, functioning, and systematization of Ukrainian organizations. The article highlights the importance of religion, rituals, traditions, language, and national identity, along with its attributes, within the system of preserving and strengthening the Ukrainian community in Hungary. It also provides a detailed examination of various forms of community activity, ranging from small-scale private celebrations to the lobbying of minority interests by Ukrainian representatives in the Hungarian Parliament. Special attention is given to the establishment of memorial sites by the Ukrainian community across Hungary as a vivid and effective example of community activity and a form of demonstrating Ukrainian presence. The study outlines the paradigm shift in the activities of the Ukrainian community during the events of the Revolution of Dignity (2013–2014) and the onset of the Russian-Ukrainian war in 2014. The article also highlights initiatives and events that demonstrated unity and friendship between Ukrainians and Hungarians, as well as the interaction between the cultures of both nations. Finally, it identifies the main centers of the Ukrainian community in different regions of Hungary within the context of a unified national community.

CATECHISM IN THE HISTORY OF THE CHURCH FROM ITS ORIGINS TO THE MIDDLE AGES

2026-05-29T15:01:06+00:00

The article discusses the peculiarities of the formation of the catechism, which is a guide that contained the main provisions of the Christian doctrine, set out in an accessible form, often in the form of questions and answers, to encourage new Christians before baptism or for the general education of believers. It is noted that catechisms differ from symbols (confessions) of faith primarily in that they are an oral form of instruction, while a symbol is a written form of confession. In the early Christian era, the main reason for providing the basics of the Christian doctrine was the preparation of adults for baptism. Those who were preparing to receive baptism and partake of the Holy Gifts in the sacrament of the Eucharist needed to gain an idea of the meaning of these sacraments. In addition, it was envisaged to familiarize oneself with the Apostles' Creed or another Creed as the most important statement of the foundations of Christian doctrine, the Lord's Prayer ("Our Father") as an expression of the essence of Christian spirituality, and the Ten Commandments as the main moral guidance for Christians. The confessional distinction of catechism is indicated. The catechism of the Catholic Church is distinguished by the fact that it is not written in a question-and-answer format. Instead, the Catholic catechism is a brief summary of the official teachings of the Roman Catholic Church, including the creed, sacraments, commandments, and prayers. As for the Orthodox catechism, it is an instruction in the Orthodox Christian faith, which is given to a Christian in his devotion to God and the salvation of his soul. It is worth noting that the process of catechization has never been an auxiliary phenomenon in conversion to faith: it has always remained the main task of the Church, aimed at the devotion of the individual to God and the formation of a Christian identity.

TRAINING OF FUTURE COMPUTER SCIENCE TEACHERS FOR THE USE OF DIGITAL EDUCATIONAL TECHNOLOGIES IN EDUCATIONAL CONTENT DESIGN

2026-05-29T15:08:49+00:00

The article addresses the issue of preparing future computer science teachers to use digital educational technologies in the process of designing educational content in the context of the digital transformation of society. The informatization of various spheres of human activity and the rapid development of network technologies have significantly influenced the education system, transforming communication formats, methods of knowledge transfer, and the nature of interaction among participants in the educational process. Modern secondary education students actively use digital content, which necessitates updating approaches to the organization of learning and the professional training of teachers. This transforms the role of the teacher from a transmitter of knowledge into a designer of the educational environment and digital content, leading to a contradiction between the high level of technological development and the insufficient readiness of future teachers for its pedagogically appropriate use. The study analyzes current scientific approaches to the implementation of innovative technologies in the educational process and identifies insufficient attention to the practical component of professional training.

It has been established that the effective use of digital educational technologies in teaching computer science contributes to improving the quality of education, ensures interactivity, accessibility of learning materials, organization of collaborative activities, and feedback. Key competencies of future computer science teachers are identified, including pedagogical, technical, communicative competencies, as well as creative and critical thinking.

The main features of the use of digital educational technologies in the training of future computer science teachers are outlined, including interdisciplinarity, creative orientation, consideration of technical conditions, focus on practical activity, development of teamwork, and the use of various digital environments. The structural components of training future computer science teachers to use digital educational technologies in the process of designing educational content are defined, namely: fundamentals of digital education, development of technical skills, creation of digital educational resources, their integration into the educational process, and continuous professional development.

CIVILIZATIONAL PRECONDITIONS FOR THE MODERNIZATION OF PROFESSIONAL TRAINING OF FUTURE FOREIGN LANGUAGE TEACHERS IN THE CONTEXT OF EDUCATION DIGITALIZATION

2026-05-29T15:12:13+00:00

The article highlights the relevance of modernizing the professional training of future foreign language teachers in the context of the digitalization of education and the growing requirements for the use of digital technologies in pedagogical practice. An analysis of scientific research and publications devoted to the transformation of foreign language teacher education under the influence of information and digital changes, the development of digital educational environments, and the redefinition of the teacher’s role in the contemporary educational process has been carried out. The importance of digital technologies as a key tool for organizing foreign language learning is identified, as they ensure effective intercultural communication in both virtual and real educational environments.

The key activity-based components of methodological readiness of future foreign language teachers to use digital technologies in their professional practice are defined. It is summarized that, in a broad sense, this refers to the ability to work with digital information using computers and communication tools, as well as the teacher’s ability to organize participants of the educational process based on resources and services of the digital educational environment and digital communication equipment. This implies mastery of methods for preparing didactic and instructional materials, as well as knowledge of a specific set of digital tools and services, including verified digital educational content and educational platforms.

The role of digitalization in transforming the content and methods of foreign language teaching is revealed, particularly through the use of digital resources, platforms, telecommunication tools, multimedia technologies, and modern online instruments. The civilizational prerequisites for the modernization of professional training of future foreign language teachers are identified, including: the digitalization of education as a global trend in contemporary society; informatization and technologization of the educational process; globalization and the expansion of international communication and intercultural interaction; the development of digital educational platforms, resources, and electronic learning environments; the transformation of the foreign language teacher’s role into that of an organizer of a digitally oriented educational environment; increasing requirements for ICT competence and methodological readiness of teachers; the active implementation of multimedia technologies, artificial intelligence, virtual and distance interaction tools in education; and the necessity of providing access to authentic foreign language materials through digital resources and telecommunication technologies. It is generalized that effective training of future foreign language teachers in the context of digitalization requires a systematic renewal of educational content and a focus on developing readiness to use digital technologies in professional activity.

DIGITAL APPROACHES TO SAFETY EDUCATION IN PRIMARY TEACHER TRAINING FOR SUSTAINABLE REGIONAL DEVELOPMENT

2026-05-29T15:15:51+00:00

The article reveals the significance of digital approaches to safety education in the professional training of future primary school teachers in the context of sustainable regional development. The relevance of the study is determined by the fact that modern safety education can no longer be limited to the acquisition of separate rules of behaviour, instructions, or response algorithms. It covers the physical, psychological, social, informational, and digital dimensions of a safe educational environment and requires preparing teachers to act under conditions of risk, uncertainty, and crisis situations. The purpose of the article is to substantiate the role of digital technologies in developing future primary school teachers’ readiness to organize safety education and to identify pedagogically appropriate approaches to their use in professional training. The study analyzes current scientific approaches to the digitalization of education, innovative learning technologies, teachers’ digital competence, a safe educational environment, and sustainable regional development. It is shown that a primary school teacher should be ready not only to provide pupils with knowledge about safe behaviour, but also to design a safe educational environment, recognize potential risks, organize preventive work, act in crisis situations, support children under stress, and use digital tools responsibly. The main digital approaches to the safety training of future teachers are identified, including scenario-based digital simulations, gamified tasks, learning analytics, digital platforms, multimedia resources, and artificial intelligence tools. It is emphasized that the effectiveness of digitalization in safety education depends not on the number of technologies used, but on the quality of pedagogical design, ethical use, accessibility, age sensitivity, and the connection of learning tasks with real professional situations in primary school. A model of digital safety training for future teachers is generalized, including normative-conceptual, procedural-scenario, analytical-reflective, and regional-practical levels. It is concluded that such training is an important resource for sustainable regional development, as it contributes to the formation of human capital, a culture of prevention, community resilience, and the readiness of educational systems to act in response to contemporary challenges.

USE OF DIGITAL TOOLS FOR THE FORMATION OF INTERCULTURAL COMMUNICATION AND METHODOLOGICAL COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS

2026-05-29T15:19:37+00:00

The article explores the comprehensive impact of digital transformation on the professional training of future foreign language teachers in the context of developing their intercultural communication and methodological competence. The relevance of the study is dictated by the state of "permacrisis" in Ukraine, caused by military aggression, which led to total digitalization of education. However, the intensive implementation of information and communication technologies gave rise to a "digital paradox": instead of the expected work facilitation, educators faced cognitive overload, the blurring of boundaries between work and recovery (the "perpetual campus" effect), and rising levels of professional burnout. It was established that 42.9% of Ukrainian teachers feel an urgent need to master burnout prevention skills in war conditions. The aim of the article is to provide a theoretical grounding and practical verification of the effectiveness of the integrated "Digital Shield" framework, aimed at protecting cognitive resources and developing the methodological autonomy of philology students. The research methodology is based on a systemic-structural approach to modeling the educational environment. The empirical base consists of the results of a nationwide readiness monitoring of 42,708 teachers, conducted by the Institute for Digitalization of Education of the NAES of Ukraine, as well as practical experience in implementing innovative methodologies at Uzhhorod National University (UzhNU) and Mukachevo State University (MSU) during 2022–2024.The main research results demonstrate that the key tool of the "Digital Shield" is asynchronous micro-learning, which returns agency to the student—control over their own pace of material mastery. Experimental testing of the "flipped classroom" model at Mukachevo State University showed that 90% of students noted an increase in confidence in using a foreign language and a 20% increase in the level of methodological autonomy. The use of immersive VR applications (specifically "Noun Town") and gamified platforms (the "Busines" game) provided authentic immersion in a foreign language environment, which is critical in conditions of limited physical mobility. Special attention is paid to the implementation of "Leadership 4.0" strategies and social protocols of digital hygiene. It has been proven that the "three-exchange rule" (transitioning from text to voice/video) allows for a 40% reduction in the level of "text-based hostility" in digital communications, while the "7-to-7" rule provides the necessary detachment experience for energy recovery. Statistical data analysis recorded an explosive growth in the use of the Google Workspace ecosystem among educators—from 15.1% to 53.1%. The practical value of the work lies in developing specific mechanisms for transforming technologies from a source of stress into a "shield" that protects the psychological health of future teachers and promotes ethical intercultural interaction.

FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE PHYSICIANS IN THE CONDITIONS OF INFORMATIZATION OF HIGHER MEDICAL EDUCATION

2026-05-29T15:26:15+00:00

The article examines the issue of forming professional competence of future physicians in the context of informatization of higher medical education. An analysis of modern scientific approaches to the professional training of medical specialists in a digital educational environment has been carried out. The importance of informatization is defined as a key factor in improving the quality of medical education and developing the digital competencies of future physicians. The role of digital technologies in transforming the content, forms, and methods of education in higher medical education institutions is characterized.

The significance of simulation-based learning as an effective means of developing professional skills and abilities is revealed. It is emphasized that the use of digital simulators, virtual platforms, and modern educational technologies ensures safe learning conditions and the possibility of repeated practice of practical skills. The role of digital educational resources, learning management systems, and artificial intelligence technologies in personalizing the educational process is determined.

The main features of modern simulation-based learning are outlined, including stepwise progression, modularity, results-orientation, and multidisciplinarity. It is established that the informatization of education contributes to the development of clinical thinking, communication skills, and decision-making abilities. It is generalized that the integration of digital technologies into the training of future physicians enhances the quality of the educational process and the level of graduates’ professional competence.

INNOVATIVE APPROACHES TO ENSURING LIFE SAFETY AND OCCUPATIONAL PROTECTION IN EDUCATIONAL INSTITUTIONS

2026-05-29T15:29:52+00:00

The article examines innovative approaches to ensuring life safety and occupational safety in educational institutions under conditions of increasingly complex technogenic, fire-related, sanitary and hygienic, psychological, informational, military, and social risks. It substantiates that the modern system of educational environment safety cannot be limited to the formal conduct of briefings, maintenance of documentation, or response to already identified violations. Instead, it should be based on a proactive, preventive, and risk-oriented management model. The article analyzes the legal and regulatory foundations for organizing occupational safety and life safety activities in education, in particular the provisions of Ukrainian legislation on education, occupational safety, civil protection, early warning, and evacuation of participants in the educational process. It is established that this issue becomes especially relevant in wartime and post-war conditions, when the safety of an educational institution must combine the protection of life and health, preparedness for emergencies, psychological support, and continuity of the educational process.

The scientific approaches of Ukrainian and foreign researchers to understanding life safety and occupational safety as a comprehensive system of knowledge, organizational measures, managerial decisions, and practical actions are summarized. The main innovative directions for improving safety in educational institutions are identified: risk-oriented management, digitalization of safety processes, application of active teaching methods, integration of safety into the educational process, development of a health-preserving environment, improvement of the civil protection system, and intersectoral cooperation. It is emphasized that the effectiveness of these approaches depends not only on the existence of a regulatory framework, but also on the practical readiness of teachers, students, and administrators to act in crisis situations.

It is demonstrated that digital tools, internal safety protocols, training sessions, modeling of hazardous situations, visual communication, and psychological support can enhance the real capacity of an educational institution to prevent risks and respond to threats in a timely manner. The article concludes that innovative approaches to life safety and occupational safety should be based on the principles of prevention, systematicity, practical orientation, digital support, and a culture of shared responsibility.

ANALYSIS OF SPECIALIZED METHODS AND TEACHING AIDS FOR LEARNERS WITH DISABILITIES AND SPECIAL EDUCATIONAL NEEDS, TAKING INTO ACCOUNT DIFFERENT NOSOLOGIES

2026-05-29T15:33:52+00:00

The article examines current issues of inclusive education in the modern educational environment, particularly for students with disabilities, special educational needs, and limited health capabilities. Key challenges to integrating such students into the educational process are identified, including existing stereotypes regarding disability, insufficient teacher training, material and technical barriers, and difficulties in social adaptation. The study analyses the most common contemporary strategies for teaching students with disabilities or limited health capabilities, including visual support, consideration of individual information perception types, individualized learning programs, the use of digital technologies, and group work and collaboration.

The article also addresses the specifics of organizing the educational process for two nosological groups: students with hearing impairments and students with visual impairments. The most common specialized teaching methods and tools for students with hearing impairments are described, including visual support (sign language or facial expressions, reading with visual aids, use of optical devices such as magnifiers or telecommunication tools); additional communication aids (individual transcripts – oral or signed, sensory systems, or computer programs that facilitate communication); modern digital technologies; regular comprehension checks and feedback; and work with individual tutors or specialists. The most common specialized teaching methods and tools for students with visual impairments are also outlined: Braille and Braille reading; magnification devices for learning, such as magnifying glasses, video magnifiers, and specialized software and computer tools for reading texts; alternative formats of materials; use of visual-graphic supports; and individualized support and feedback. The study emphasizes the significance of adapted methods and teaching tools for creating an inclusive educational environment.

PEDAGOGICAL FEATURES OF TRAINING GRAPHIC DESIGN BACHELORS FOR PROFESSIONAL ACTIVITY IN THE DIGITAL AGE

2026-05-29T15:37:35+00:00

The present article examines pedagogical changes in the system of training bachelor's degree students in graphic design against the backdrop of rapid digitalisation. Based on an analysis of latest international research and educational practices, the paper identifies key trends in curriculum development, teaching methods, technological integration, interdisciplinary approaches, and collaboration with stakeholders. The methodology is founded upon a qualitative analysis of recent research, comparative educational practices, and specific examples drawn from the experience of professional educational institutions. The findings demonstrate that contemporary graphic design education is shifting toward a hybrid model that combines digital competencies, creative thinking, and collaborative skills. However, significant challenges remain, including outdated curricula, insufficient integration with industry, and the underdevelopment of soft skills.

The paper also proposes a set of pedagogical recommendations, including the integration of artificial intelligence into curricula, the expansion of interdisciplinary learning, and developing flexible, personalised educational pathways.

PEDAGOGICAL CONDITIONS FOR TRAINING FUTURE TEACHERS IN THE USE OF DIGITAL TECHNOLOGIES IN THEIR PROFESSIONAL PRACTICE

2026-05-29T15:47:23+00:00

Modern processes of digital transformation, driven by the development of technologies of the Fourth Industrial Revolution, significantly change the educational process, learning outcomes requirements, and the professional training of teaching staff. The digitalization of education is one of the key factors in its development, necessitating the formation of digital competencies and readiness to use digital resources in the professional activities of future teachers.

The article analyzes current scientific approaches to the training of future teachers in the context of digital transformation of education, including the formation of digital literacy, methodological competence, and the use of distance and digital technologies in the educational process. It has been found that despite a significant number of studies, the issues of practical implementation of digital technologies in professional training, considering field-specific features, remain insufficiently developed, which determines the need to identify effective pedagogical conditions for improving this process.

The pedagogical conditions for training future teachers to use digital technologies are substantiated, namely: activation of learning and cognitive activity of future teachers; pedagogically appropriate use of teaching technologies and ICT with digital tools in the educational process; ensuring the innovative orientation of training in the process of applying digital technologies; and formation of students’ cognitive independence in the study of specialized disciplines. It is determined that their implementation contributes to the formation of professional readiness for the effective use of digital technologies and improves the quality of the educational process. It is generalized that the theoretically substantiated pedagogical conditions ensure the mastery of digital tools and the formation of professional readiness for their pedagogically appropriate and innovative use in the educational process.

EDUCATIONAL FRAMEWORK FOR THE TRAINING OF BACHELORS IN VOCATIONAL EDUCATION (TRANSPORT) USING PROJECT-BASED TECHNOLOGIES

2026-05-29T15:50:59+00:00

The article addresses the problem of substantiating the pedagogical conditions for training Bachelor’s students in Vocational Education (Transport) through project-based technologies in the context of current transformations in the transport industry and the digitalization of education. The rapid development of technologies, automation of production processes, and increasing requirements for specialists’ professional competence necessitate the modernization of the content and organization of training for Bachelor’s students in Vocational Education (Transport). Scientific approaches to interpreting the essence of pedagogical conditions are generalized, and their system-forming role in ensuring the effectiveness of the educational process is substantiated. It is shown that the use of project-based technologies promotes the integration of theoretical and practical training, the development of professional mobility, critical thinking, teamwork skills, and the creative potential of students.

Pedagogical conditions for training Bachelor’s students in Vocational Education (Transport) through project-based technologies are considered as an interrelated and interdependent set of measures, educational means, and opportunities of the material and spatial environment that ensure the transition of future vocational education teachers to a higher level of readiness for project activity. The pedagogical conditions for training Bachelor’s students in Vocational Education (Transport) through project-based technologies are theoretically substantiated as follows: organization of collaborative projects to develop effective communication skills among Bachelor’s students in Vocational Education (Transport); use of design opportunities in enriching the content of professionally oriented disciplines; ensuring the practice-oriented nature of the content of project training for Bachelor’s students in Vocational Education (Transport); and creation of a project-creative educational environment that stimulates the creative activity of Bachelor’s students in Vocational Education (Transport). The implementation of the defined pedagogical conditions ensures the gradual formation of future Bachelor’s students in Vocational Education (Transport) for professional activity and increases the effectiveness of their training in the context of modern challenges in the transport industry.

FORMATION OF DIGITAL COMPETENCE OF FUTURE EMERGENCY SERVICE OFFICERS AT THE UNIVERSITY

2026-05-29T15:55:14+00:00

The article examines the relevance of forming digital competence of future officers of the State Emergency Service of Ukraine in the context of the digitalization of society and the growing role of information and communication technologies in professional activity. An analysis of scientific research and publications devoted to the development of digital competence of future specialists in various fields, particularly in the field of security and civil protection, is carried out. The importance of digital competence as an integrative personal characteristic that ensures effective work with information, the use of modern digital technologies, and responsible decision-making is defined. The features of the professional activity of SES officers are outlined, related to the need to process information flows, use digital resources, and comply with information security requirements.

The role of digitalization in transforming the educational process in higher education institutions, in particular universities training future SES officers, is revealed. Factors contributing to motivating cadets to study the information field of professional activity and to navigate modern digital tools used in performing professional tasks are identified (implementation of a student-centered approach as the basis for building an effective educational process; use of active teaching methods: training sessions, role-playing games, project-based learning and modeling, creation of problem situations requiring interactive engagement; individualization and differentiation of cadets’ educational activities; use of digital learning technologies to immerse cadets in simulated professional conditions; expansion of the university’s technical facilities with simulators that model fragments of practical actions, promote the acquisition of practical experience, and create conditions for developing skills in working within the information environment, with examples of engineering support in emergency situations). The importance of intensifying cadets’ learning activities and integrating digital tools into the content of training is emphasized. It is summarized that the effective formation of digital competence of future SES officers requires a combination of modern digital technologies with traditional educational approaches and orientation toward practical activity.

DEVELOPMENT OF INTERCULTURAL COMMUNICATION OF BACHELOR’S STUDENTS IN DIGITAL TECHNOLOGIES IN UKRAINE AND GERMANY

2026-05-29T15:59:26+00:00

The article provides a theoretical substantiation and a comparative analysis of the peculiarities of developing intercultural communication among bachelor’s students in digital technologies in Ukraine and Germany under conditions of professional globalization, the growth of international projects, and the spread of distributed digital teams. It is demonstrated that intercultural communication for future digital technology specialists is not an additional “soft skill” but a fundamental prerequisite for effective professional interaction in a multicultural environment. The study analyzes contemporary scientific approaches to interpreting intercultural communication as an interdisciplinary phenomenon and summarizes research emphasizing digital and distance formats of international cooperation (online debates, “internationalization at a distance,” hybrid student exchanges), as well as the significance of reflection, empathy, and tolerance in intercultural interaction.

It is determined that in Ukraine the formation of intercultural communication is normatively declared in higher education standards; however, in practice it is implemented mainly in a fragmented manner—through language training, individual humanities courses, and indirectly within team-based project work. In contrast, in Germany the development of intercultural communication is more systematic and practice-oriented, based on the DQR qualifications framework, and implemented through the integration of intercultural components into professional modules, international programs, project-based learning, and reflective practices. The article concludes that the German experience is expedient for improving the Ukrainian system of training bachelor’s students in digital technologies by strengthening integrated, practical, and reflective approaches, as well as expanding opportunities for international (including virtual) student interaction.

EDUCATIONAL CONDITIONS FOR THE DEVELOPMENT OF PROFESSIONAL COMPETENCE AMONG BACHELOR’S STUDENTS IN VOCATIONAL EDUCATION THROUGH THE USE OF MULTIMEDIA TECHNOLOGIES

2026-05-29T16:03:06+00:00

The dynamic development of information and communication technologies necessitates updating the content and methods of professional training, orienting it toward digitalization, visualization of learning materials, and interactive forms of instruction. It has been established that multimedia technologies function not only as a means of information delivery but also as a tool for developing students’ professional thinking, cognitive abilities, and practical skills. The article substantiates the pedagogical conditions for the formation of professional competence of Bachelor’s degree students in vocational education (specialty 015.38 “Vocational Education (Transport)”) through the use of multimedia technologies. The pedagogical conditions are considered as a purposefully organized multimedia educational environment that integrates content, forms, methods, tools, pedagogical techniques, and modern digital learning technologies aimed at the effective development of future specialists’ professional knowledge, skills, and competencies.

The following pedagogical conditions are identified: the creation of a multimedia educational environment in higher education institutions; the organization of continuous interaction between students and digital and interactive resources; the training of teachers in the use of multimedia technologies in professional practice; and the engagement of students in innovative activities within a multimedia environment. Further research prospects are related to improving methods for implementing multimedia technologies in professionally oriented disciplines and developing innovative educational models for training Bachelor’s degree students in vocational education under conditions of digital transformation.

METHODOLOGICAL FOUNDATIONS OF USING INNOVATIVE TECHNOLOGIES IN FOREIGN LANGUAGE TEACHING

2026-05-29T16:06:42+00:00

The article examines the relevance of using innovative technologies in foreign teaching languages within the system of military education in the context of digitalization, increasing requirements for professional mobility, and the active development of interactive technologies. An analysis of scientific research and publications devoted to the problem of implementing innovative technologies in foreign language teaching, particularly in the training of future military specialists, is carried out. The importance of foreign language communicative competence as an integral component of professional training of future officers is substantiated, as it ensures effective performance of professional tasks in an international environment.

The study highlights the transformation of methodological approaches to foreign language teaching, shifting from a focus on mastering linguistic structures to the development of communicative skills, critical thinking, and the ability of learners to independently apply language in professionally oriented situations. The role of innovative technologies in modernizing the educational process in higher military educational institutions is revealed, particularly through the integration of digital platforms, blended learning, project-based and collaborative technologies, as well as simulation and situational methods that model real professional communication.

The key didactic requirements for the use of innovative technologies in foreign language teaching in military education institutions are identified, including professional orientation of learning, systematic organization of educational material, interactivity, individualization, development of learners’ autonomy, integration of digital tools, and a practice-oriented approach. The importance of developing the cognitive-communicative potential of future officers, their ability to effectively interact in a multicultural environment, and readiness for continuous self-development is emphasized.

It is generalized that the effective use of innovative technologies in foreign language teaching in military education institutions requires a combination of traditional and modern approaches, orientation toward professional activity, and the creation of a linguodidactic environment that promotes the formation of communicative, digital, and professional competencies of future military specialists.

METHODOLOGICAL APPROACHES TO THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF LANGUAGE AND LITERATURE

2026-05-29T16:12:02+00:00

In the methodology of training future teachers of philological specialties, the issue of selecting a methodological approach as the basis for organizing the educational process is highly relevant. The article analyzes and substantiates methodological approaches to the professional training of future teachers of philological specialties in the higher education system. It is determined that contemporary philological education functions under conditions of increasing information flows, digitalization, and the growing complexity of communicative practices, which necessitates the renewal of approaches to teacher training. In these conditions, the integration of methodological approaches in the preparation of future philology teachers becomes increasingly important, as only their combination allows for accounting for the complexity of the professional activity of a philology teacher, who simultaneously acts as a language specialist, communicator, and bearer of cultural values. It is substantiated that the effectiveness of professional training of future philology teachers is determined by the integrated application of various methodological approaches, in particular the competency-based, activity-based, communicative, post-communicative, and sociocultural approaches. The communicative approach traditionally occupies a leading position in modern philological education and is based on understanding language as a means of professional and social interaction, ensuring the formation of the future teacher’s speech and communicative competence through real communication practice. At the same time, the variability of its implementation in educational practice, as well as the influence of digitalization and individualized learning, leads to a rethinking of traditional methodological guidelines and strengthens attention to post-communicative approaches, which reject rigid standardized methodologies in favor of flexible pedagogical solutions.

The role of each approach in the formation of the linguistic personality of the future philology teacher, the development of their communicative culture, pedagogical mastery, and ability for intercultural interaction is revealed. It is concluded that the combination of different methodological orientations is expedient as a condition for improving the quality of professional training in higher education institutions.

DIGITAL TRANSFORMATION OF INTERNATIONAL STUDENT TRAINING IN HEIs: LANGUAGE PREPARATION THROUGH THE PRISM OF WARTIME CHALLENGES

2026-05-29T16:23:43+00:00

The article examines the transformational processes in the system of language training for international students under the influence of martial law. The authors argue that the distance format of language training for international students, and especially the teaching of Ukrainian as a foreign language under martial law conditions, actualizes a number of systemic challenges that directly affect the quality of the educational outcome. Critical problems include the deficit of language practice, reduction of classroom workload, leveling of the value of "live" contact under conditions of learning digitalization, as well as the transformation of learning motivation as a psychological and pedagogical challenge. The distance mode requires an ultra-high level of self-organization from the international student. In the absence of the physical effect of a teacher's presence and academic group support, the level of engagement naturally decreases. Under such conditions, the effectiveness of the course directly depends on the teacher's ability to implement interactive and gamified methods capable of compensating for the lack of real interaction and maintaining interest.

The authors focus on identifying the specifics of using digital technologies in the process of language training for foreigners, determining ways to optimize the educational process in the face of wartime challenges, and presenting their own practical experience regarding the implementation of digital tools in the training process of international students in HEIs. The necessity of implementing a combined model of distance learning is emphasized, where the synergy of synchronous and asynchronous modes acts as a determinant of successful communicative competence formation. The experience of the practical application of digital platforms, digital interaction practices, gamification, personalization of learning, and the use of AI tools to support the motivation of international students is analyzed. Recommendations are proposed for optimizing the language training of foreigners in HEIs, the effective results of which will be flexibility, emotional support, and the development of students' digital competence.

The authors conclude that the strategic resilience of Ukrainian higher education in wartime conditions is ensured through the digital transformation of language training and the implementation of flexible learning models. It is proven that the integration of artificial intelligence tools and the convergence of synchronous and asynchronous formats not only compensate for the absence of a language environment but also increase the competitiveness of domestic HEIs in the global market of educational services.

DIGITALIZATION AS A TOOL FOR SPEECH DEVELOPMENT OF SENIOR PRESCHOOL AND PRIMARY SCHOOL CHILDREN

2026-05-29T16:31:10+00:00

The article addresses the pressing issue of speech development of senior preschool and primary school children in the context of the active digitalization of the educational environment. The essence of speech development is clarified as a complex, multi-component process that includes the formation of vocabulary, grammatical accuracy of speech, coherence of utterances, and communicative competence. Modern scientific approaches to the use of digital technologies in the educational process are analyzed, and their potential as an effective tool for childrens’ speech development is determined.

The possibilities of using mobile applications, interactive educational games, multimedia content, audio and video materials, as well as online platforms in the process of developing speech skills are characterized. The expediency of using digital resources for enriching childrens’ active and passive vocabulary, developing dialogic and monologic speech, improving phonetic aspects of speech, and stimulating speech activity is substantiated. Particular attention is paid to the opportunities for individualization of learning, increasing motivation, and enhancing childrens’ engagement in the educational process due to the interactive nature of digital tools.

At the same time, the article outlines potential risks of excessive use of digital technologies, including a decrease in direct interpersonal communication, information overload, and the formation of dependence on gadgets. The necessity of pedagogically balanced and controlled implementation of digital tools, taking into account the age and individual characteristics of children, is emphasized.
Practical approaches to integrating digital resources into the process of speech development are proposed, which can be used by educators in preschool and primary school institutions. Prospects for further research aimed at improving methods of using digital technologies to ensure harmonious speech development of children are identified.

THE EDUCATIONAL SYSTEM FOR TRAINING TACTICAL-LEVEL OFFICERS IN THE ORGANISATION OF PSYCHOLOGICAL SUPPORT FOR PERSONNEL IN THEIR PROFESSIONAL ACTIVITIES WITHIN THE DEFENCE FORCES OF UKRAINE

2026-05-29T16:35:50+00:00

Contemporary challenges driven by the security situation and the transformation of Ukraine’s defence sector require the development of a new concept of military education focused on preparing tactical-level officers capable of organising personnel psychological support in professional military activity. The aim of the study is to provide a theoretical substantiation of a pedagogical system for training tactical-level officers in organising personnel psychological support.

A pedagogical system for training tactical-level officers in organising personnel psychological support has been developed as a complex multi-component structure comprising a set of interrelated subsystems. Within the structure of the proposed pedagogical system, several interconnected blocks are identified: a target block (strategic guidelines of training, regulatory and legal foundations, and the expected outcome – formed readiness of officers to organise psychological support for personnel), a methodological block (a system of scientific approaches, regularities, and principles determining the logic of educational process design), an organisational and methodological block (pedagogical conditions, forms, methods, and means of training, including professional situation modelling and the use of modern educational technologies), a procedural and activity block (innovative forms of educational, training, and research activities), and a control and diagnostic block (components, criteria, indicators, and levels of readiness with subsequent monitoring and correction of the educational process).

It is demonstrated that the effectiveness of the system is ensured by its internal coherence and interaction of all blocks, which creates conditions for the gradual formation of tactical-level officers’ readiness to organise personnel psychological support. The obtained results can be used to improve the content and organisation of military education under contemporary conditions.

LAPBOOK AS AN INNOVATIVE PEDAGOGICAL TECHNOLOGY FOR THE FORMATION OF VALEOLOGICAL CONCEPTS IN PRESCHOOL CHILDREN WITHIN AN INCLUSIVE EDUCATIONAL ENVIRONMENT

2026-05-29T16:40:01+00:00

The article substantiates the expediency of using lapbook as an innovative pedagogical technology of an integrative type that ensures the organization of various kinds of preschool children’s activities and can be applied not only at the level of an individual lesson but also within the framework of a holistic educational process. It is proved that lapbook, as a pedagogical technology, combines instructional, educational, developmental, and socialization potential and is aimed at the formation of valeological concepts in preschool children. The classification profile of lapbook technology has been determined: according to target orientation, it is personality-oriented; according to the nature of interaction, it is partnership-based; according to the mode of activity organization, it is interactive, game-based, activity-centered, and project-oriented; according to the level of application, it is local, modular, and narrowly didactic; according to content, it is integrative, which confirms its multifunctionality and the possibility of variable application in preschool education. It has been established that the lapbook partially or fully corresponds to the main criteria of technologicality, including systematicity, algorithmicity, diagnostic, reproducibility, predictability, manageability, and effectiveness. It is noted that its algorithmicity, diagnostic, and standardized reproducibility depend on the professional competence of the teacher, the conditions of the educational environment, the age of children, and the thematic content, which substantiates its interpretation as a flexible integrative pedagogical technology open to adaptation. In the context of forming valeological concepts in preschool children, the applied possibilities of lapbook technology are characterized through the organization of thematic blocks, pockets, cards, mini-books, games, exercises, algorithms, and situational tasks aimed at acquiring knowledge about the human body, hygiene, healthy nutrition, emotions, safe behavior, and well-being. The functional orientation of lapbook technology has been identified, consisting in the organization of educational material, integration of educational content, application in different types of children’s activities, use at various stages of learning, variability of educational interaction, flexibility of content, and adaptability to the educational needs of preschool children. Examples of implementing lapbook functions in the formation of personal competence and valeological concepts in accordance with the State Standard of Preschool Education are presented. The inclusive potential of the lapbook has been clarified, demonstrating that it can be adapted for children with speech impairments, autism spectrum disorders, intellectual disabilities, visual impairments, and sensory difficulties, ensuring their participation in joint activities alongside all children. Prospects for further research are associated with the experimental verification of the effectiveness of lapbook use in the formation of preschool children’s valeological concepts in inclusive preschool education groups.

DIGITAL EDUCATIONAL PRACTICES AS A MEANS OF ENSURING NATIONAL RESILIENCE IN THE CONTEXT OF GLOBAL MOBILITY OF UKRAINIANS

2026-05-29T16:48:10+00:00

The article examines the problem of ensuring the national resilience of Ukrainians in the context of global mobility and forced migration caused by security challenges. The role of education is substantiated as a key mechanism for supporting national identity, social cohesion, and the development of human capital. Contemporary scientific approaches to the study of national resilience, the digital transformation of education, and the educational aspects of migration are analyzed. The impact of digital technologies on the transformation of the educational environment, identity formation, and the development of transnational connections among Ukrainian migrants is identified. The main challenges of global mobility are outlined, including the loss of human capital, weakening of ties with national education, demographic imbalances, and a shortage of qualified professionals.

It is established that the modern digital ecosystem provides new opportunities for supporting the national resilience of Ukrainian migrants through the use of digital educational practices: (1) online and distance learning for acquiring knowledge in Ukrainian and preserving cultural identity; (2) social networks and educational communities for exchanging experience and building support networks; (3) digital storytelling and content creation for representing Ukrainian culture in the global media space; (4) electronic libraries and educational resources for access to national educational content; (5) online mentoring and webinars for knowledge transfer and professional interaction in a дистанційне environment; (6) digital platforms for civic and cultural engagement to enhance migrants’ social participation and strengthen their connection with the homeland. It is concluded that digital educational practices serve as an important tool for preserving cultural identity, developing educational potential, and integrating Ukrainians into the global space while maintaining strong ties with their homeland.

THE ROLE OF PEDAGOGICAL CONDITIONS IN THE DEVELOPMENT OF PEDAGOGICAL TOLERANCE OF FUTURE VOCATIONAL TEACHERS BY MEANS OF INTERDISCIPLINARY INTEGRATION

2026-05-29T16:57:35+00:00

Means of interdisciplinary integration serve as important tools for developing pedagogical tolerance in future vocational education teachers. In this study, pedagogical conditions are considered as a set of measures aimed at integrating the content, methods, and forms of teaching from different disciplines to develop comprehensive knowledge and skills in future vocational education teachers, enabling them to resolve conflicts, consider the interests of all learners, and adhere to the principles of pedagogical ethics.

The main vectors for identifying pedagogical conditions for the development of pedagogical tolerance of future vocational education teachers through interdisciplinary integration are substantiated. These include: alignment of curricula, active use of interactive technologies, orientation toward future professional activity, and the creation of a unified tolerant educational environment; implementation of an integrated approach to the development of pedagogical tolerance; application of innovative technologies and the case method; use of interactive teaching methods; development of empathy training; and application of reflective practices for deeper analysis by future vocational education teachers of their own behavioral patterns.

It is emphasized that interdisciplinary integration tools significantly optimize the educational process and contribute to the sustainable development of a tolerant worldview among students. The use of interdisciplinary integration as a basis for defining pedagogical conditions for the development of pedagogical tolerance in future vocational education teachers involves structuring the educational process in higher education institutions according to the principle of integrated (“comprehensive”) learning. At the same time, pedagogical conditions should focus on designing cross-cutting themes and integrated modules that eliminate content duplication and create a coherent logical structure of the educational process aimed at fostering tolerance in future vocational education teachers.

LEGAL PSYCHOLOGY AS A FUNDAMENTAL COMPONENT OF FORMING CRITICAL THINKING AS A PROFESSIONALLY SIGNIFICANT PERSONALITY OF AN OFFICER OF THE SYSTEM OF PSYCHOLOGICAL SUPPORT FOR POLICE OFFICERS IN CONDITIONS OF MARTIAL LAW

2026-05-29T17:07:25+00:00

The relevance of the problem of forming and developing critical thinking as a professionally significant quality of the personality of future officers of the psychological support system of police officers under martial law is substantiated. The definition of the concept of «critical thinking» is given. It is shown that critical thinking in the context of professional activity is not a simple ability to deny or criticize, but is a complex, reflective and purposeful cognitive process focused on making informed decisions. Key components in the structure of critical thinking are highlighted, which are relevant for the activities of an officer of the psychological support system. The functions of critical thinking in the professional activities of an officer-psychologist are considered. In the activities of an officer of the psychological support system of police officers, critical thinking acquires the status of a key professionally significant quality, which is due to the specifics of work under martial law. It is shown that Legal Psychology, as a branch of knowledge located at the junction of psychological and legal sciences, provides the psychological officer with the necessary set of knowledge and skills for critical analysis. A comprehensive study of the role of Legal Psychology as a fundamental methodological tool in the process of purposeful formation of critical thinking in a specific group of officers of the psychological support system of police officers under martial law using the means of Legal Psychology has been conducted. The feasibility of integrating the knowledge of Legal Psychology for the development of practical methods that allow a psychologist officer not only to work with psychological trauma, but also to critically evaluate the legal field and behavioral patterns caused by war has been substantiated. Thus, Legal Psychology is not just one of the academic disciplines, but a fundamental component that contributes to the formation of the skills and abilities of a psychologist officer to apply a systematic, logical and lawful approach to assessing any situation or psychological state.

LINGUISTIC PERSONALITY AND DYNAMIC STEREOTYPE: PSYCHOLINGUISTIC FOUNDATIONS OF FORMATION IN THE PROCESS OF FOREIGN LANGUAGE LEARNING

2026-05-29T17:10:55+00:00

The article provides a comprehensive analysis of the phenomenon of linguistic personality in the context of psycholinguistic mechanisms of its formation in the process of foreign language learning, with a focus on the role of the dynamic stereotype as a factor in the automatization of speech actions and the stabilization of linguistic behavior. Linguistic personality is conceptualized as a multidimensional interdisciplinary construct that integrates language knowledge, cognitive processes, sociocultural attitudes, communicative strategies, and individual experience of speech activity. The paper substantiates the claim that the formation of a linguistic personality in a foreign language cannot be reduced to the acquisition of a language system; rather, it results from the integration of a higher education learner into diverse communicative practices where language functions as a tool of social interaction, self-representation, and intercultural positioning.

The aim of the study is to clarify the role of the dynamic stereotype as a psycholinguistic mechanism in the development of linguistic personality in foreign-language speech and to experimentally test the effectiveness of a methodology for automatizing speech patterns in the development of foreign-language communicative competence. The theoretical and methodological framework draws on psycholinguistics, cognitive linguistics, intercultural communication theory, and contemporary pedagogical concepts of foreign language education. The article demonstrates that the dynamic stereotype ensures economy, speed, and predictability of speech responses, functioning simultaneously as a cognitive schema and a psychophysiological basis of speech.

The practical part of the study is devoted to a formative experiment conducted among master’s-level higher education learners majoring in Philology. The experimental results show a statistically significant increase in the level of speech automatization, communicative appropriateness, and sociocultural adequacy in the experimental group compared to the control group. It is proven that the purposeful formation of a dynamic stereotype contributes not only to higher linguistic accuracy but also to the activation of cognitive-semantic and reflective components of linguistic personality. The study concludes that integrating psycholinguistically oriented speech-automatization methods into foreign language training is advisable as a condition for shaping a mature, flexible, and socially adapted linguistic personality.

REVIEW ON THE YEARBOOK OF THE CENTRE FOR UKRAINIAN STUDIES. ROCZNIK CENTRUM STUDIÓW NAD UKRAINĄ. COPYRIGHT BY STUDIUM EUROPY WSCHODNIEJ UW, WARSZAWA 2025 UNIWERSYTET WARSZAWSKI № 2/2025

2026-05-29T17:14:21+00:00

REVIEW ON THE YEARBOOK OF THE CENTRE FOR UKRAINIAN STUDIES. ROCZNIK CENTRUM STUDIÓW NAD UKRAINĄ. COPYRIGHT BY STUDIUM EUROPY WSCHODNIEJ UW, WARSZAWA 2025 UNIWERSYTET WARSZAWSKI № 2/2025