ACADEMIC STUDIES. SERIES “PEDAGOGY”

PECULIARITIES OF USING WEBINAR TECHNOLOGY IN THE PROCESS OF TEACHING FOREIGN LANGUAGES AT HIGHER EDUCATION INSTITUTION

G. O. BONDAR — Mon, 30 Dec 2024 00:00:00 +0200

The article characterizes the peculiarities of using webinar technology in the process of teaching foreign languages in higher education institutions. The possibilities of a webinar are considered in the system of blended learning at the university to improve the quality of educational activities. It describes the best software for webinars in 2024; the best webinars for foreign language learners; platforms, language-oriented platforms offering webinars and courses adapted to professional language skills. It is determined that when choosing a service for creating webinars, it is important to consider such factors as technological capabilities, user comfort, and client support. The provider must meet educational goals and requirements of educational institution. The article provides a number of recommendations for working on webinars that can be used in the process of teaching foreign languages at higher education institutions. When conducting a study on peculiarities of implementing webinar technology in the process of teaching foreign languages in higher education institutions, the following methods were chosen to ensure comprehensive and effective study: literature review (thorough review of existing literature on foreign language learning, webinars and online education is conducted to understand current trends, methodologies and best practices); subject studies (specific examples of successful webinars for the study of foreign language are analyzed). The study of theoretical and practical material on the problem of organizing and conducting such an interactive form of teaching as a webinar led to following conclusions: webinars are certainly incredibly effective for teaching foreign languages; webinars offer dynamic and interactive learning environment that can be adapted to specific needs of the user; students will be able to significantly improve their foreign language skills by actively participating in webinars and using the resources they offer.

UKRAINIAN EDUCATION IN THE DIMENSION OF IMPLEMENTING EDUCATION 4.0 (REVIEW OF RESOURCES AND DIRECTIONS OF TRANSITIONS OF MODERN SOLUTIONS)

M. V. ZHUK — Mon, 30 Dec 2024 00:00:00 +0200

The World Economic Forum (WEF) determined that the world has entered a new civilizational dimension – 4.0. Artificial intelligence is moving to the center of development. Artificial intelligence is moving to the center of development. This is reflected in the following areas of development: “4th industrial revolution”, “industry 4.0”, “globalization 4.0”, “education 4.0”. We live in a time of constant technological change. Traditional technologies and knowledge are rapidly becoming obsolete. The ability of human capital to adapt to changes, to be able to quickly switch from one technology and knowledge to another, is becoming more relevant. This is required by changes in the labor market, the emergence of new professions. The importance of global problems, the development of a modern innovative digital knowledge society is growing. Education is becoming an advanced system. It adapts to the labor market, new social realities. But at the same time it also lays the foundation for lifelong learning (LLL). The 4th industrial revolution is an economy of constant technological, an economy of artificial intelligence. It cannot be based on the education model of previous technological development. That is why there is a need for education 4.0. The study of this problem is one of the priorities of the World Economic Forum’s analytics. It is up to him to isolate the problem and study its main trends, mission, and analysis of practical experience of changes. This is advanced analytics. As an example, the “Re-skilling Revolution” program. Its goal is to adapt human capital to changing professions. From 2023 to 2030, more than 1 billion people will need retraining. Ukraine is lagging behind in the implementation of Education 4.0. That is why it is becoming relevant to be able to adapt the real experience of educational changes. It is very important to use the EU experience in the development of education. Especially when analyzing the competence frameworks and their implementation in relevant development programs. At the same time, the most relevant are the competence frameworks of lifelong education (2006, 2018), the digital competence framework (2017), the competence framework of sustainable development, “green competences” (2022). The analysis of the implementation of competences in the formation of skills is important.

FORMATION OF CRITICAL THINKING IN STUDENTS OF HIGHER EDUCATION

М. M. ZHUMBEI, L. M. RUSNAK, T. S. LAGODYCH — Mon, 30 Dec 2024 00:00:00 +0200

The article proves the relevance of the problem of developing students' critical thinking. The strategy of forming students' critical thinking is considered, the stages of introducing educational technologies aimed at forming students' critical thinking into the educational process are described. Attention is paid to the methodological features of implementing each stage in the educational process. Various approaches and features of developing students' critical thinking are considered, special emphasis is placed on using an activity approach to developing critical thinking through practical activities. Personnel development is one of the main tasks of education today, since there is a need for critically thinking people who are able to question established opinions and judgments, conduct a dialogue, determine the nature of problems and ways to solve them, and always distinguish verifiable facts from assumptions and personal opinions. The development of critical thinking is an interdisciplinary and universal strategy. This is an educational outcome, that is, the ability to work in different fields of knowledge, to clearly and accurately express ideas orally and in writing, to form personal perspectives based on understanding different experiences, ideas and perceptions, to solve problems, to take responsibility for one's own education, to work in groups. The article analyzes the content of critical thinking from different scientific points of view, determines the organizational and pedagogical conditions that contribute to its development in students of higher education institutions. The stages of the technology of forming critical thinking are described in detail and teaching methods that stimulate its development are presented. The potential for the formation of critical thinking in students through the development of professionally significant techniques of mental activity is discussed, such as the ability to assess the truthfulness of the information received, the ability to analyze it, draw correct conclusions, and make the right decisions. The presented results may be useful to university lecturers, school teachers, and students of higher education institutions.

DIGITALIZATION OF HIGHER EDUCATION IN EUROPE: TRENDS AND PROSPECTS

I. M. ZABIIAKA — Mon, 30 Dec 2024 00:00:00 +0200

Today it is difficult to imagine any sphere of human activity, including education, without the use of information and communication technologies. The digital revolution, which has covered all areas of human life, is striking in its pace and scale. The transition from electronic computers to personal computers took decades, and now similar global changes in technology take place in months. The article analyzes the attitude to the transformational processes of digitalization of higher education in developed European countries. In recent years, we have been discussing not only about informatization and computerization, but also about the fact that the modern world has reached a higher level of technological development – digitalization, which was initially limited to the automation of technologies, the spread of the Internet, mobile communications, social networks, the emergence of smartphones, and the increase in the number of consumers using new technologies. This article examines the process of digitalization of education, outlines the benefits and risks associated with the use of digital technologies in the educational process and the creation of a digital educational environment. In particular, the author focuses on the development of the main trends related to the digitalization of higher education, emphasizing that digitalization causes a fundamental restructuring of higher education, changes the functions and positions of educators and students, and is an irreversible process that needs to be critically reflected upon and accepted. This article discusses the impact of digitalization on the learning process and the benefits of using digital technologies. The advantages include, first of all, wide access of students to information resources of education, the ability to study anytime and anywhere, i.e. ensuring a continuous learning process – lifelong learning. According to many researchers, important advantages of using digital technologies include ensuring transparency of educational organizations; the ability to exercise objective control over the process of completing tasks and optimizing the interaction between teachers and students.

PROGRAMMING OF STUDENTS' PHYSICAL EDUCATION USING NATIONAL MARTIAL ARTS

E. O. KOSYNSKYI, O. L. DYSHKO, A. M. SITOVSKY — Mon, 30 Dec 2024 00:00:00 +0200

Physical Education classes in institutions of higher education require a modern approach that takes into account the individual characteristics, preferences and needs of students. The programming of such classes is a key tool aimed at optimizing physical activity, harmonious personality development, maintaining health and forming key competencies necessary for future professional activity. The article examines the basics of programming Physical Education classes using elements of national martial arts, in particular squats and crawlers, which are an innovative means of developing physical qualities, self-defense and patriotic education. Previous scientific research on Physical Education programming has been analyzed. It has been established that a differentiated approach to the programming of classes contributes to the adaptation of physical exercises in accordance with the age and morphofunctional characteristics of higher education students, increasing the effectiveness of classes. The purpose of the study was to develop a Physical Education program using elements of national wrestling matches and to substantiate its effectiveness. The experimental program included two modules involving the study of basic techniques and applied aspects of national wrestling. To evaluate the effectiveness of the program, a pedagogical experiment was conducted with the participation of 285 students, divided into control and experimental groups. The results of the experiment confirmed the positive impact of the program: the number of students with a low level of somatic health decreased (for boys – by 40.32%, for girls – by 43.75%), the number of students with an average and above average level of somatic health increased significantly 'I. Students with a high level of somatic health appeared in the experimental group (3.23% of boys and 1.25% of girls), which was not observed before the start of the experiment. Thus, the introduction of elements of national wrestling proved its effectiveness in forming a healthy lifestyle, physical and spiritual development of students. The prospects of the study include further study of the impact of such programs on the psycho-emotional state of higher education students.

THE IMPACT OF SWIMMING ON THE PHYSICAL CONDITION OF UNIVERSITY STUDENTS

O. P. MYTCHYK — Mon, 30 Dec 2024 00:00:00 +0200

This article analyzes the impact of swimming on the physical condition of university students. Modern youth is characterized by a sedentary lifestyle, which leads to a phenomenon known as hypodynamic. As a result, there is an overstrain of the musculoskeletal system coupled with abdominal muscle relaxation, causing various spinal deformities and a decline in functional performance indicators. A well-rounded personal development requires not only intellectual and creative abilities, as well as acquired professional competencies, but also an adequate level of physical condition, including physical health, mental and physical productivity. Physical exercise contributes to the formation of a harmoniously developed personality. Employing diverse types of physical activity, particularly swimming, not only ensures a sufficient level of physical activity but also positively affects the psychophysiological state of student youth. The study revealed a rapid decline in health indicators among students. It also found that swimming is one of the most popular sports that modern youth would like to engage in. The influence of swimming was substantiated, highlighting its impact not only on the development of physical qualities but also on the improvement of functional capabilities and psychological well-being in young people. Regular swimming sessions influence functional reserves and mobilize the activity of bodily systems at various levels. Physical activities in water stimulate metabolic processes, improve physical performance, and enhance psychological well-being. Our research demonstrated improvements in physical fitness indicators among students who regularly practice swimming. The results of the study indicate that swimming significantly improves the functional capabilities of university students. Thus, the conducted research confirms the positive impact of swimming activities.

THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF INFORMATION CULTURE FORMATION OF FUTURE SPECIALISTS IN LIBRARY, INFORMATION AND ARCHIVAL SCIENCE

M. H. SHLENOVA — Mon, 30 Dec 2024 00:00:00 +0200

The purpose of the study is to examine the process of developing this culture among students in relevant specialties, analyze the main methodological approaches, and develop effective strategies to ensure their competence in the modern information environment. The study employed methods such as analysis of scientific sources, experimental testing, observation, and comparative analysis. Particular attention was given to the practical components of the training, including interactive classes, work with electronic databases, digitization of archival materials, and the creation of bibliographic descriptions. The results of the experiment demonstrate significant differences between the students in the control and experimental groups. It was found that students who participated in additional training and courses significantly improved their skills in working with information resources and their ability to systematize them. While the average score in the control group increased only from 50 to 65, the experimental group showed an increase from 55 to 85 points. This highlights the high effectiveness of interactive methods, particularly the use of case studies, simulation programs, and project activities. Information culture is a systemic quality of an individual, encompassing the ability to manage information resources, critically evaluate their quality, and apply them in professional activities. Both hard skills and soft skills play crucial roles. The developed approaches to the formation of information culture integrate these elements and contribute to the training of competitive specialists capable of adapting to changes in a dynamic information environment. The conclusions emphasize the importance of adopting modern teaching methods that include practical work with information systems, the development of digital competence, and the enhancement of students' ethical responsibility. This approach fosters not only the individual development of future professionals but also the overall improvement in the quality of work with information resources across society.

ORGANIZATIONAL SPECIFICS OF SCHOOLCHILDREN WITH HEARING DEPRIVATION ADAPTIVE PHYSICAL EDUCATION

A. I. ALOSHYNA, І. О. BYCHUK, R. B. IVANITSKYI, О. G. DEMIANCHUK — Mon, 30 Dec 2024 00:00:00 +0200

The evolution of a child with hearing impairments in the conditions of his stay in a specialized educational institution has its own characteristics. In this regard, solving the problems of correctional and educational work with children with hearing impairments becomes extremely important. The purpose of the work is to study and analyze the physical development of primary school children with hearing impairments and compare it with peers who do not have hearing impairments. Research methods. To achieve the goal, we used the following research methods: theoretical analysis and generalization of data from scientific, methodological and special literature, comparison, systematization. Special schools and society in general have important and responsible tasks – to ensure the comprehensive harmonious development of each child in the process of education and upbringing, with the aim of social adaptation and integration of children with special needs into public life. The close relationship between the components of physical condition and the development of psychophysical qualities in schoolchildren allows us to assert that a scientifically based process of physical education not only helps to compensate for the lag in the physical development of children with this nosology, but also activates the cognitive processes of students, which has a positive effect on their language development. The developed physical education programs for the specified contingent of children are constantly being improved, the methods and means of physical education of these schoolchildren are undergoing significant changes. Knowledge of the general patterns and features of the formation of the motor sphere of children with various deviations is especially important for the search for effective pedagogical means and methods for correcting motor disorders. Conclusion. The organization of physical education of children of primary school age with deprivation of sensory systems is carried out according to standard educational programs taking into account the main provisions of the New Ukrainian School. The adaptive physical education programs we have considered are aimed at the comprehensive physical development of children with sensory deprivation, the formation of a healthy lifestyle and a positive attitude towards physical activity, take into account the age and individual characteristics of children of primary school age, and provide a variety of types of motor activity and teaching methods.

DEVELOPMENT OF EXPERIMENTAL METHODOLOGY OF THE TRAINING PROCESS OF QUALIFIED FEMALE ATHLETES (NOMINATION OF FITNESS MODELS) DURING THE TRANSITION PERIOD

M. О. DZHYM, E. V. BUGAEV, YU. YE. MARTYNIUK — Mon, 30 Dec 2024 00:00:00 +0200

The aim of the article was to develop and substantiate an experimental methodology for the training process of qualified female athletes, fitness model nomination during the transition period. The research was conducted in fitness clubs: “Pheromon”, “Pulse Press” and “Metalist” of Kharkiv, and qualified female bodybuilders of the fitness model nomination of the “Kharkiv Federation of Bodybuilding and Fitness” also participated. During the experiment, 20 female athletes engaged in bodybuilding in the “fitness model” nomination were involved. Among them, 4 participants had the title of candidate for master of sports, and 16 had the first sports category. The age of the participants was 20–22 years, the average body weight varied within 52.0±2.2 – 57.0±2.4 kg. For the study, the female athletes were divided into two groups according to their sports qualifications: control and experimental. The control group trained four times a week, while the experimental group trained three times a week. A feature of the training process of female athletes in the transition period is the low percentage of using small weights. In the recovery mesocycle, the experimental group (EG) used weights within 30–40%, while in the control group (CG) this figure was 60–70%, which indicates a significant difference in approaches. In the recovery-maintenance mesocycle, weights in the EG were 50–60%, and in the CG – 70–80%. The developed training process methodology ensured the achievement of the required level of athletic physique, contributing to an increase in high-quality muscle mass without excessive impact on adaptive and compensatory mechanisms. This approach also contributed to a decrease in the amount of subcutaneous water, which was confirmed by statistically significant results. In the transitional period of the recovery stage, a body weight gain of 6.59 kg was recorded in the CG, while in the EG this figure was 3.66 kg (t=2.59; p<0.05). In addition, significant changes were found in the hip circumference (t=2.41; p<0.05), the circumference of the chest during inhalation and exhalation (t=2.53 and t=3.08, respectively; p<0.05). Particularly significant changes were recorded in the waist circumference: in the CG the increase was 5.28 cm, while in the EG – only 2.25 cm (t=3.65; p<0.01).

SOCIO-PEDAGOGICAL SUPPORT OF CHILDREN AND YOUNG IMMIGRANTS IN TERRITORIAL COMMUNITIES

O. V. OPANASENKO — Mon, 30 Dec 2024 00:00:00 +0200

The article characterizes the main directions of support, analyzes various scientific approaches to understanding socialpedagogical support, defines the concept of "social-pedagogical support," and reveals the specifics of social-pedagogical support for displaced children and youth in a new territorial community. The purpose of the work is to review scientific research and analyze the implementation of social-pedagogical support for displaced children and youth in territorial communities in contemporary realities. The social-pedagogical support is analyzed as a cyclical process, with its main stages described. The article presents the primary methods of social-pedagogical work with displaced children and youth, including social-pedagogical assistance, support, prevention, selection of programs and action plans, and discussion of alternative solutions to problems. Different types of social services for working with displaced children and youth to restore their physical and psychological well-being and integrate them into society are highlighted. The role of social sector specialists, such as social workers and social pedagogues, who assist displaced persons in ensuring their adaptation and development in the new environment of the territorial community, is discussed. Modern mental health support programs are explored, including the National Program for Mental Health and Psychosocial Support, the Ukrainian Program for Mental Health “How Are You?” and others. The research methodology is based on scientific and scientifically-practical approaches, as well as research methods, particularly the systematization and generalization of information on current methods of social-pedagogical work during the social-pedagogical support of displaced children and youth in territorial communities. The scientific novelty lies in the study of the process of social-pedagogical support for displaced children and youth in territorial communities. Conclusions. It is determined that the purpose of social-pedagogical support for displaced children and youth is to create conditions for their successful adaptation, integration into peer groups, and other new social environments, particularly in territorial communities.

JUSTIFICATION OF THE PROGRAM FOR DIFFERENTIATION OF TECHNICAL AND TACTICAL TRAINING OF WATER POLO PLAYERS CONSIDERING PLAYING POSITIONS

S. B. SMYRNOVSKA, S. B. SMYRNOVSKYY — Mon, 30 Dec 2024 00:00:00 +0200

The article examines the issue of improving the technical and tactical training of water polo players, considering their playing positions. In modern water polo, achieving high sports results requires taking into account the psychophysiological characteristics of athletes to optimize the training process. The authors justify the need for a differentiated approach to training players of different positions, based on an analysis of their individual characteristics and the demands of competitive activity. As part of the study, an experimental program for differentiating the technical and tactical training of water polo players was developed, aimed at improving swimming, technical, and tactical skills. The proposed program adapts training loads according to the athletes' playing positions, allowing for greater efficiency in performing specific game actions. To assess the effectiveness of the program, a pedagogical experiment was conducted, involving control and experimental groups of athletes. The study results indicate a positive impact of the proposed program on the level of technical and tactical preparedness of water polo players. It was established that the differentiated approach contributes to the improvement of players' sports skills, swimming training, and technical and tactical preparation. The use of differentiated training tasks optimizes the process of forming playing positions and enhances team performance. The obtained results can be used to improve the training of athletes in water polo and other team sports, where it is essential to consider playing positions and individual characteristics of athletes.

STRUCTURE AND CONTENT OF INFORMATION AND MEDIA LITERACY OF HIGHER EDUCATION STUDENTS

D. V. ZAVGORODNIY — Mon, 30 Dec 2024 00:00:00 +0200

The article determines that future specialists should master the skills of search, critical understanding, analysis of information resources and their effective use in professional activities, as well as skills of working with modern media. Therefore, the problem of formation of infomedial literacy of applicants for higher education is extremely relevant. As established, scientists express different points of view on the structure and content of infomedical literacy. In this regard, the study of the above problem involves clarifying the author's position on the outlined issue. The purpose of the article is to determine the author's point of view on the structure and content of infomedial literacy of applicants for higher education based on the analysis of scientific literature. In particular, according to the UNESCO concept, infomedia literacy combines three interrelated blocks of competencies: information literacy, media literacy, and digital (technological) literacy. One source identifies the following components of a person's media literacy: critical thinking skills; the ability to work with toxic content; the ability to identify a person's own stereotypes; the ability to work competently with visual sources and perform visualization; the ability to search for and verify information. On the basis of taking into account the points of view of various scientists, it is determined that the infomedical literacy of applicants for education includes the following structural components: cognitive (the availability of knowledge about information and media, methods of educational and professional work with them); emotional and value (perception of information and, in particular, media resources as a personal value, the presence of appropriate motives and the need to improve information media knowledge and skills); operational and activity-based activity (the formation of skills necessary for the search, analysis, interpretation of information from various sources, in particular media resources, the creation and dissemination of new information, including media content).

IMPLEMENTATION OF STEM EDUCATION TECHNOLOGIES IN TRANSDISCIPLINARY INFORMATION AND DIDACTIC ENVIRONMENT

O. S. KUZMENKO, O. YU. ZASENKO, T. I. BIELAN, V. M. KUDLIAK — Mon, 30 Dec 2024 00:00:00 +0200

The article is devoted to the study of the implementation of STEM technologies in the transdisciplinary information and didactic environment (TIDE) as a key area of modernization of modern education. The methodology of teaching physical, mathematical and engineering disciplines based on STEM principles is revealed. It is aimed at integrating interdisciplinary knowledge, developing critical thinking, creativity and engineering skills in students, meeting the requirements of modern science, technology and innovative production. The paper highlights the categories of modern digital services relevant to the implementation of STEM technologies in TIDE. In particular, the emphasis is placed on tools for modeling physical phenomena, simulating engineering processes, data visualization platforms, as well as distance learning systems and learning platforms that provide interactive interaction. The role of these services in ensuring individualization of learning and adaptability to the educational needs of STEM learners is substantiated. Particular attention is paid to the main components of ontological systems implemented in TIDE based on STEM. Their functional structure is defined, which includes tools for semantic data analysis, automation of the educational process and integration with other information systems. The technological conditions necessary for the effective functioning of such an environment, in particular adaptability, interactivity, scalability and interoperability, are investigated. A classification of STEM technologies by educational contexts is proposed, taking into account their role in the formation of interdisciplinary competencies. In addition, the structure of cognitive services based on transdisciplinary ontologies is developed. These services provide personalization of learning, support reflective analysis of students' knowledge and contribute to the development of key competencies of the XXI century, such as the ability to innovate, communication and cooperation. The results of the study show that the introduction of STEM technologies in TIDE contributes to improving the quality of education, integrating innovative approaches into the educational process, and training highly qualified specialists in the fields of physics, mathematics, engineering, and technology. The results obtained can be used to develop new educational programs and methods aimed at integrating STEM into education.

INTERACTIVE LEARNING: METHODS AND PRACTICES OF ONLINE WORK IN FOREIGN LANGUAGE STUDIES

N. V. MALOVANA, А. M. YUSIUK — Mon, 30 Dec 2024 00:00:00 +0200

Modern society is experiencing rapid changes that affect education. Challenges caused by the COVID-19 pandemic and the war in Ukraine have driven the integration of technologies into the educational process. Online education has become a response to these challenges, combining traditional teaching methods with digital tools. Blended learning allows the integration of the advantages of face-to-face and distance education, transforming the structure of the educational process and enhancing interaction between students and teachers. Innovative approaches based on communicative learning help to increase students’ engagement and motivate them for active participation. Students’ independent work, which includes both individual and group activities, is an integral part of modern education. Thanks to platforms such as Coursera, Mix, Kahoot, Padlet, and Pinterest, students gain access to interactive materials and complete tasks at their convenience. For instance, the Mix SumDU platform, developed by Sumy State University, provides educational materials, interactive courses, and tests. The article examines online education models, including synchronous learning (webinars, video conferences), asynchronous learning (access to materials anytime), microlearning (short modules), flipped learning (independent study of theory before classes), and massive open online courses (MOOCs). Platforms like Mix SumDU, Coursera, Kahoot, Padlet, English4IT foster the development of independence, motivation, and time-management skills. Surveys conducted at SumDU reveal positive perceptions of online education, with 99% supporting its integration. However, challenges remain, such as addressing copyright issues for audio and video materials, ensuring access to quality resources, and improving students' self-discipline. Blended learning opens new horizons for education, creating an innovative learning environment. SumDU's experience in implementing Mix platforms demonstrates the effectiveness of electronic resources in enhancing learning outcomes. Informatization of education fosters the development of key skills essential in modern society.

INNOVATIVE APPROACHES AND PEDAGOGICAL TECHNOLOGIES IN THE FORMATION OF PROFESSIONAL IDENTITY OF PRIMARY SCHOOL TEACHERS

O. V. MIROSHNICHENKO — Mon, 30 Dec 2024 00:00:00 +0200

The article is dedicated to the study of modern approaches to the formation of professional identity among primary school teachers, which is a critically important aspect in the context of the modern education system. Professional identity is considered a key component of pedagogical activity, which determines not only the personal characteristics of a teacher but also their ability to effectively influence the learning process and the development of students. The article thoroughly analyzes how professional identity is shaped under the influence of various factors, including educational programs, social environment, and the personal values of future educators. One of the central aspects of the article is the examination of the impact of innovative pedagogical technologies on the formation of professional qualities of teachers. Modern technologies, such as interactive learning platforms, virtual and augmented reality, and adaptive learning systems, open new opportunities for improving the quality of education. These technologies require teachers not only to possess technical skills but also to creatively approach teaching, adapting to various learning situations and the needs of students. The article emphasizes that creativity and adaptability become integral components of a teacher's professional identity, as they enable effective responses to rapid changes in the educational sphere. Thus, the article highlights the need for integrating traditional and modern approaches into the educational process. Traditional methods, such as lectures, seminars, and practical sessions, remain important, but their effectiveness can be significantly enhanced through the use of innovative technologies. These can complement classic forms of teaching by providing students with practical experience in a safe and controlled environment. Such integration enhances the overall efficiency of the learning process, making it more engaging and motivating for students. The article also addresses issues related to the professional development of teachers, particularly the importance of lifelong learning and professional training. Modern teachers must be prepared for constant changes occurring in the educational field and be able to quickly adapt to new conditions. This requires regular training and seminars as well as opportunities for experience sharing with colleagues. The article suggests creating specialized platforms for professional teacher development that provide access to up-to-date information, online courses, and professional communities. Keywords such as professional identity, pedagogical technologies, innovations, and professional development serve as guidelines for understanding the main directions of the research presented in the article. They emphasize the importance of a comprehensive approach to the formation of teachers' professional identity, which considers both traditional and modern aspects of pedagogical activity. As a result, the article offers a holistic view of modern approaches to the preparation of highly qualified teaching staff capable of working effectively in a rapidly changing educational environment.

MULTIMEDIA TECHNOLOGIES IN ENGLISH LANGUAGE CLASSES AS A TOOL FOR ACTIVATING STUDENTS' LEARNING ACTIVITIES IN VOCATIONAL PRE-HIGHER EDUCATION INSTITUTIONS

L. A. PYLIPYUK, T. V. MAKSYMCHUK — Mon, 30 Dec 2024 00:00:00 +0200

The article examines the role of multimedia technologies in stimulating active learning among students studying English in professional pre-higher education institutions. The study covers the implementation of various digital tools and resources, identifies specific types of multimedia materials that are most effective in stimulating active learning, and analyzes how these technologies can increase student motivation, their participation in learning, and improve the level of language proficiency. The integration of digital tools and resources significantly increases student motivation, their activity in the learning process, and overall learning outcomes. The use of multimedia materials contributes to the development of critical thinking. This is due to the fact that students have to analyze information, draw conclusions and formulate their own opinion based on the material seen and heard. Multimedia technologies provide access to many educational resources that may be absent in traditional textbooks, which allows students to learn the language using a variety of sources. Multimedia materials save time on explaining grammar rules and vocabulary, since students can receive this information in a more interactive form. Bright graphics, videos, audio recordings and interactive elements make learning more attractive and exciting, which increases students' motivation to learn the language. The use of multimedia can create a more interesting and diverse learning environment and encourage students to participate more actively in the classroom. The data obtained allow us to recommend a wider implementation of multimedia technologies in the English language teaching process in institutions of professional pre-higher education. Based on the study, it can be concluded that multimedia technologies are an indispensable assistant to the modern English teacher.

SCIENTIFIC AND TECHNOLOGICAL FOUNDATIONS FOR THE CREATION AND USE OF COGNITIVE SERVICES FOR ASSESSING THE INTELLECTUAL ACHIEVEMENTS OF STUDENTS: THE ASPECT OF STEM EDUCATION

O. YE. STRYZHAK, V. V. YEMETS, I. V. DEINEKA, YA. V. SAVCHENKO — Mon, 30 Dec 2024 00:00:00 +0200

The article analyzes the concept of intellectual potential in the context of STEM education. The main vector of the study is aimed at formalizing the stages of building, structuring and presenting sources of scientific information of domains in digital educational systems and creating cognitive digital platforms for them that will reflect the elements of STEM education. Based on the analysis of modern approaches to the assessment of intellectual potential, the key concepts that ensure the formation of new methodological foundations for individualizing education in educational institutions of different levels and profiles on the basis of STEM are identified. The article outlines the features of ontological engineering as a component of the development of cognitive platforms that will ensure the creation of formalized knowledge models that can be structured, integrated and effectively used heterogeneous educational resources in the process of studying STEM disciplines. Particular attention is paid to the development of an ontology of multiple intelligences as a tool for assessing and developing the intellectual achievements of learners. This ontology takes into account the diversity of cognitive abilities, such as logical and mathematical, linguistic, spatial, musical, bodily and kinesthetic, interpersonal and intrapersonal intelligence. The proposed ontology provides a structured basis for analyzing the intellectual potential of students and allows for a deeper understanding of individual educational needs. The outlined approaches in the study are aimed at modernizing the system of scientific education through the introduction of adaptive cognitive services, which is a challenge for modern society. The article considers the use of the latest educational resources, in particular Semantic Web, Big Data and Data Mining, to improve the efficiency of the educational process in educational institutions of various levels and profiles. The concept of a computer ontology as an example of a cognitive digital service capable of integrating multiple educational resources and ensuring effective interaction of participants in the educational process is described. The developed ontology “Polyhedron” demonstrates the practical implementation of the principles of multiple intelligence, contributing to the development of critical thinking and creativity in higher education students. The results obtained contribute to the formation of scientific and technological foundations for the creation of cognitive services for STEM education as a fundamental factor for the effective study of physical, mathematical, engineering and technical disciplines.

TECHNOLOGIES IN PEDAGOGICAL PRACTISE

O. M. TKACHENKO — Mon, 30 Dec 2024 00:00:00 +0200

The article highlights the notion of technology in the pedagogical process, systematizes the types of technologies used in educational practice, gives a review of the new technologies’ causes and their development stages. The research is based on the application of the general scientific (analysis, synthesis, generalization, systematization) and specifically scientific (comparative analysis) research methods. The received results prove the essential impact of technologies on the learning process improvement, as well as their ability to progress and adjust to the up-to-date demands of the educational process. The problem of the pedagogical process’s technological was considered by such scientists as O. Yankovych, I. Dychkivska, I. Prokopenko, P Luzan, Yu. Rudnik, N. Corokina, V. Belan and many others. The article includes definitions of such notions as “educational technology”, “pedagogical technology”, “learning technology”, “information technology”, as well as variations of the spheres of their application, and also the principal features of a scientifically justified technology based on generalizing the scientific ideas of the leading researchers of technologies in the educational process. The importance of a new technology goal setting was emphasized. Furthermore, the particular technologies most frequently applied in educational establishments were identified. It should be stated that the significant parts of the pedagogical technology structure are the conceptual part, the content, the procedure, software and methodical support, and professional component. It is important to state that the new technologies are directed at transforming a learner from being a learning process object into the subject playing a significant part in creating the learning activity. The attention is focused on the defining role if informational technology, distance learning technology, project work technology in modern life, thanks to their ability to encourage creative information searching, develop independence in knowledge acquisition, contribute to the growth of critical thinking skills, sense of responsibility and self-confidence.

INTERNATIONAL PERSPECTIVES OF OUT-OF-SCHOOL EDUCATION: FOREIGN EXPERIENCE

O. R. FILIPCHUK — Mon, 30 Dec 2024 00:00:00 +0200

Despite the growing attention to extracurricular education, there are currently no commonly used definitions and theoretical frameworks in foreign research and practice. The article attempts to define the general characteristics and features of extracurricular activities. The priority task of extracurricular education in foreign countries is that the entire organization of activities is based on family requests, needs and interests of children and youth. The main trends in the development of out-of-school education are outlined and described. The article presents the accumulated experience of foreign countries in the context of organizing the activities of outof- school education institutions, the structure of institutions, the organization of children's activities and the programs of services provided in the system of out-of-school education. The article presents the principles and international legal documents on which the activities of the European Association of Institutions and Organizations for Children and Youth (EAICY), which was established in October 1991 and of which Ukraine became an associate member, are based. The article identifies the characteristics of the organization, content and nature of interaction with students, families and public organizations that allow us to distinguish out-of-school education from, for example, educational leisure and tutoring. Common characteristics have been identified that allow us to reconstruct the definition of out-of-school education, which is a structured, voluntary activity of children aimed at developing personal and social skills, and which goes beyond the school curriculum. The study argues that over the decades of development of foreign scientific thought, theoretical approaches to the definition of out-of-school education have been formed, despite the fact that they are different in name, but the content is the same.

VISUAL COMMUNICATION DESIGN AS A MEANS OF CREATIVE SELF-REALIZATION OF FUTURE SPECIALISTS

WANG ZIN — Mon, 30 Dec 2024 00:00:00 +0200

The article defines the concept of “creative self-realization of future visual communication designers” as a personal quality that includes life creativity and the desire to create a new format of visual communication, knowledge and skills of design and the basics of art, evaluative content against the background of reflection and introspection. It is proposed to consider the creative self-realization of a visual communication designer from the position of an acmeological approach, since the subject of acmeology is the processes of self-realization and self-development of a person throughout life. The purpose of the article is to substantiate the design of visual communication as a means of creative self-realization of future specialists. It is proven that the design of visual communication has a positive effect on the disclosure and realization of the designer’s resource capabilities, the creation of original identities, products or aesthetic solutions. It is shown that the design of visual communication affects a person’s mental health, prejudice and the elimination of conflict situations. Under the influence of such challenges, the creative self-realization of visual communication designers is enhanced, because they are expected to find new safe ways to convey a message while adhering to professional ethics. The role of visual communication design for the emotional perception of information, familiarization with exhibits, and the study of the history of the country, events, and phenomena of reality is shown using the example of modern museums. Museum work captivates and expands the boundaries of creative self-realization of visual communication designers. It is noted that in the preparation of future visual communication designers, it is advisable to combine national traditional culture with innovations in the production field of design. Such an approach strengthens the national identity of young people. Future visual communication designers are offered a webinar “Creative self-realization of a designer: the path to success and self-expression” within the scope of the specialty “Design”, educational programs “Graphic Design”, “Design”.

INNOVATIVE STRATEGIES FOR CREATING AN AUTHENTIC ENVIRONMENT FOR LEARNING FRENCH AS A FOREIGN LANGUAGE

V. V. LUCHKEVYCH — Mon, 30 Dec 2024 00:00:00 +0200

The article deals with authentic learning as a modern pedagogical approach that focuses on the development of students’ professional competences by involving them in complex, realistic tasks that are as close as possible to real working conditions. Particular attention is given to the concept of an authentic learning environment that supports cognitive realism, stimulates active learning, critical thinking and creative problem solving. An authentic learning environment is defined as one where students are engaged in realistic and meaningful tasks that immerse them in real work situations, where they can collaborate, explore and create innovative solutions. Particular attention is paid to the differences between authentic learning and other forms of learning that seek to achieve maximum physical similarity to real-world conditions. It is noted that cognitive realism is more important for learning effectiveness than physical fidelity, especially for students in the early stages of learning. Emphasis is placed on the fact that authentic tasks allow students not only to acquire academic knowledge but also to apply it in real situations, thus forming a readiness to solve complex problems of the modern world. These tasks are open to different interpretations, interdisciplinary in nature; require long-term student engagement and the development of teamwork skills. The authenticity of the tasks also helps to create conditions for the integration of technology, media and other resources, and allows students to receive feedback and assess their own progress. Thus, the article highlights the importance of introducing authentic tasks into the learning process to ensure that it meets modern educational needs and standards.

ACMEOLOGICAL TECHNOLOGIES IN ENGLISH LESSONS AS A MEANS OF DEVELOPING LEARNING MOTIVATION

V. P. MAZURCHUK, S. B. SHELUDCHENKO — Mon, 30 Dec 2024 00:00:00 +0200

The article explores the specificity of acmeological technologies in the context of teaching English as a powerful tool for enhancing students' learning motivation. The emphasis is placed on the personal development efficiency achieved through the integration of acmeological technologies in education and treated as the primary goal of pedagogical activity. The study examines the impact of these technologies on creativity that unlocks each student's potential, particularly through the integration of innovative pedagogical approaches that stimulate the learning process. It has been recognized that acmeological technologies foster a positive attitude toward learning by establishing a favorable emotional environment where students feel comfortable and confident. Considering the rapid changes in the modern world, the article highlights the importance of aligning teaching methods with current challenges and fostering the development of not only cognitive skills but also emotional and social competencies. The reasons why game-based and training technologies, a project method, and personally oriented learning are effective acmeological approaches in education are outlined. The balance of combining innovative pedagogical methods with acmeological principles such as students’ personal development, the stimulation of their cognitive and emotional activities, and the promotion of student self-identity is explored. Game-based technologies and training activities have been acknowledged as a tool to develop creative thinking and communication skills. The project-based method enables students to work out the tasks independently in order to enhance critical thinking and teamwork skills. It is established that personally oriented learning as a key aspect of acmeological technologies focuses on developing each student while considering their individual characteristics. This approach has been admitted to adapt to students' levels of knowledge and skills, interests, abilities, aptitudes, and needs. The practical examples of applying acmeological technologies have been provided, including vocabulary games, projects, training sessions, and interactive online platforms. Special attention has been given to the implementation of digital applications such as Quizlet, Kahoot, and Padlet that diversify the learning process, making it dynamic and engaging for students. The article underscores that the effectiveness of acmeological technologies largely depends on the teacher’s professional support. The teacher acts not only as a source of knowledge but also as a mentor who inspires students, helps them overcome difficulties, and achieve success. Creating an open and supportive learning environment is identified as an integral component of the acmeological approach. The motivating environment allows students to feel comfortable, to actively participate in learning, to express their thoughts, and to demonstrate progress. Finally, the article highlights how acmeological technologies contribute to fostering a positive attitude toward learning, which in turn stimulates motivation and ensures a deeper understanding of the material.

ONLINE RESOURCES AS A MEANS TO DEVELOP CROSS-CUTTING COMPETENCIES WHEN TEACHING ENGLISH IN THE NEW UKRAINIAN SCHOOL

YU. V. KHOMA, S. B. SHELUDCHENKO — Mon, 30 Dec 2024 00:00:00 +0200

The article deals with the online resources and their influence upon teaching English in the context of the New Ukrainian School. Digital technologies as the strategy to develop inter disciplinary skills have been emphasized. These include communication, information, social and life-long learning competencies. It has been acknowledged that digital technologies have transformed teaching and learning processes into much more accessible and interactive. Consequently, digital technologies have opened up new opportunities to master language skills efficiently. Online resources have been admitted to improve learning motivation and introduce interactive tasks , gamification and an individual approach to the educational process. The application of online resources meets the requirements of the New Ukrainian School and is treated as a significant component of the contemporary educational pattern. Such online resources as Duolingo, British Council LearnEnglish Kids, Kahoot and Quizlet have been recognized as beneficial tools to enhance students' self-study, critical thinking, communication and cooperation. They also assist in shaping positive learning motivation and digital competency. The latter can be defined as one of the priorities in the New Ukrainian School. Online resources have been declared to ensure the access to authentic materials and support children to immerse into real-life situations in order to develop communication. It has been outlined that digital platforms provide diverse, interactive tasks and therefore develop logic, creativity and teamwork. Such platforms as Quizlet have been analyzed in the context of vocabulary enrichment thanks to flashcards that assist in memorizing new vocabulary units and their revision. Digital tools have been proved to be an effective method to improve the most challenging aspects in mastering English. Thus, online tools have been argued as an effective strategy to pursue the principles of the New Ukrainian School in order to shape a personality capable of surviving in the digital environment.

ANALYSIS OF YOUNGER SCHOOL-AGE CHILDREN WITH HEARING DEPRIVATION PHYSICAL DEVELOPMENT

О. YА. ANDRIICHUK, О. І. BYCHUK, R. B. IVANITSKYI — Mon, 30 Dec 2024 00:00:00 +0200

Today, modern special education is focused on preserving systems and functions that perform compensatory and developmental loads and determine their integration into society. Studying the features of the physical development of younger school-age children with hearing impairments will make it possible to use their results when building health and correction programs for the specified contingent. The purpose of the work is to study and analyze the physical development of younger schoolage children with hearing impairments and compare it with peers who do not have hearing impairments. Research methods. To achieve the goal, we used the following research methods: theoretical analysis and generalization of data from scientific, methodological and special literature, comparison, systematization. The physical development of primary school children has its own characteristics, which depend on many factors, including health status, level of physical activity and the presence of sensory disorders, such as hearing deprivation. There are certain differences between the physical development of children with hearing deprivation and their peers. Children with hearing deprivation may have difficulties with the development of motor skills due to a limited ability to imitate movements and instructions, which are often transmitted verbally. Lack of hearing can affect the development of balance and coordination, since the auditory system plays an important role in maintaining balance, limited social interaction due to difficulties in communication can reduce the level of physical activity, as these children may avoid group games and sports activities. There are also differences in anthropometric indicators and the activity of functional systems of the body of primary school children with hearing deprivation. Conclusion. The difference in functional system performance between normal children and children with hearing loss may be due to various factors, including limited physical activity, increased anxiety, and comorbidities. It is important to provide an individual approach to physical education and medical supervision for children with hearing loss to promote their harmonious development and integration into society.

QUALITY DEVELOPMENT TOOLS PROFESSIONAL PEDAGOGICAL COMMUNICATION IN THE CONTEXT OF MODERN CHALLENGES

S. M. PODOLIUK, I. YA. IVANIUK, O. I. KORCHUK, R. V. VASIURA — Mon, 30 Dec 2024 00:00:00 +0200

The scientific research is aimed at drawing attention to the formation of high-quality interaction between teachers and student youth in the conditions experienced by Ukrainian society during the war. To preserve mental health and improve the effectiveness of interaction, the authors suggest paying attention to certain tools. The first is the formation of an environment of trust. Trust always speaks of closeness, and therefore it is basic in communication. The best recommendation for creating an atmosphere of trust is to be open in conversation. It is important that the teacher himself can be a contact person in communication, know how to listen, talk about himself. The use of storytelling can also help in this. The second tool is joint activity. It is this form of activity that facilitates the individual's need to manifest, express himself and feel the support of others, to feel a "shoulder". From the psychological side, teamwork creates the effect of group therapy, when a person takes support from another participant and gives it in return, just as unconditionally. The ability to work in a team today greatly increases the competitiveness of young people, since most corporate tasks are oriented to teamwork. The third tool. Development of empathy. To be empathetic means to empathize, sympathize with another person, to be able to share what he is going through. One is extremely important to be close, but not to identify your emotions with the person's emotions, because then we cannot be a support, a support for him at this moment. The fourth tool. Finding your own supports. We can offer young people to find their support. The closest stable support can be the people who are nearby. To do this, you need to form intimacy, open up, share experiences, ask for support and give it in return. Techniques for creating your own self-presentation can also be a support. The fifth instrument. Helping others. Volunteering helps us take action to show our gratitude, support to our country, defenders; to be involved is to be important. It is very important to realize that anxiety, which arises as a result of uncertainty about the present and the near future due to the war in Ukraine, can be partially reduced by getting involved in volunteer activities. It gives the feeling that I am not watching, I am acting, and the result brings strength and faith. The use of such tools in the practice of a teacher's communication with student youth will contribute to the creation of an atmosphere of trust, closeness, a feeling of support, strengthening of personality through finding one's supports; development of emotional intelligence and understanding of one's own needs; forming a strong circle of support in the team, uniting personalities based on values within the framework of volunteer work. This expands the perception of oneself as an individual by future specialists, provides the basis for development today and lays new foundations for the formation of young people in the future.

DEVELOPMENT OF PROFESSIONAL COMPETENCE OF PHD GRADUATES IN EDUCATIONAL SCIENCES: EXPERIENCE OF PARTNER INSTITUTIONS

O. M. SEMENOG — Mon, 30 Dec 2024 00:00:00 +0200

The article summarizes the experience of the Ivan Zyazyun Institute of Pedagogical Education and Adult Education of the National Academy of Sciences of Ukraine and the Sumy State Pedagogical University named after A. S. Makarenko regarding the development of professional competence of PhD candidates in educational sciences in wartime conditions. The study used theoretical methods, in particular, the analysis of regulatory documents, scientific and pedagogical sources, the content of educational and scientific programs of partner institutions, as well as empirical methods, such as observation of the educational process. The specifics of professional pedagogical training of candidates, adaptation of the educational process to crisis conditions are highlighted: updating educational components, taking into account national, European trends in the field of education, and the regional context. As a result of the study, it was confirmed that the scientific and pedagogical teams of the partner institutions adapted the educational process to the challenges of the war, implementing the course of study through the implementation of a distance format. Each of the educational and scientific programs combines educational and scientific components, takes into account the integral, general, professional competencies, program learning outcomes in accordance with the requirements of the Professional Standard of a Higher Education Institution Teacher, is implemented within the framework of the needs of ensuring sustainable development and is unique in its scientific research within Ukraine and the region. It was found out through surveys of teachers, applicants, and observation of the educational process that the course of the educational process allows creating an effective educational environment for the personal development of postgraduate students, provides an opportunity to carry out high-quality research on the problems of general pedagogy, the history of pedagogy or comparative pedagogy based on Ukrainian and foreign experience of pedagogical education and adult education, takes into account regional needs and peculiarities, and uses the historical experience of educational activities of universities. It is noted that, in accordance with the cooperation agreement, the institutions carry out partnership interaction through the organization of conferences, webinars, joint research projects and updating educational programs in accordance with modern challenges, the development and testing of training courses for scientific and pedagogical workers, and teaching practice. A comprehensive approach to the development of professional competence of PhD candidates ensures readiness for research and innovative activities.

THE EFFECTIVE MEANS OF SCIENTIFIC FOREIGN LANGUAGE ACQUISITION

O. O. KHNYKINA, A. A. SEMENIUK, H. V. TRYHUB — Mon, 30 Dec 2024 00:00:00 +0200

The article highlights the problem of forming basic knowledge and skills in the process of master's students studying the basics of scientific communication in a foreign language. The authors substantiate the essence of the concept "scientific communication" and defined its main types and constituents. The paper characterizes the essential role of scientific communication in a foreign language in the formation of the system of knowledge and skills of master students in various fields of activity. The main methods and approaches for forming the foundations of scientific communication in a foreign language and mastering the scientific style are outlined. In order to improve the methods of teaching the educational component "Scientific communication in a foreign language" and prepare students for scientific activity, a survey was conducted among Master’s Degree students of non-linguistic specialties of Lesya Ukrainka Volyn National University. The study revealed that scientific communication plays a significant role in the formation of knowledge and practical skills. The students were asked to express their opinion on the importance of studying the basics of scientific communication and the prospects of using the acquired knowledge and skills in their future activities. The application of the empirical method of open-ended questionnaires enabled the collection of objective information through surveying 56 master's degree students. Elements of quantitative analysis allowed the survey results summarizing as well as valid outcomes and conclusions obtaining. The majority of master's students emphasized the importance of studying scientific communication and using the acquired knowledge and skills in further scientific and professional activities. The respondents outlined the most effective methods and approaches to forming the foundations of scientific competence. Master's students mentioned scientific discussions, round tables, presentations and conference abstracts as the most effective methods in developing scientific competence in English. Taking into consideration the professional orientation when studying the educational component «Scientific Communication in a Foreign Language» is a significant motivation for the vast majority of master's students.

THE RESULTS OF THE ASCERTAINMENT EXPERIMENT OF THE READINESS OF FUTURE TEACHERS FOR DIAGNOSTIC ACTIVITIES IN UNIVERSITY CONDITIONS

M. O. CHUVASOV — Mon, 30 Dec 2024 00:00:00 +0200

Fulfilling the social order for a creative personality actualizes the problem of training pedagogical personnel capable of systematic and timely monitoring of the professional development of future specialists in higher education. The state of preparation of future teachers for diagnostic activity, their readiness for diagnosis as an important resource for improving the quality of professional growth in the conditions of university education, is considered. The article describes the course of the ascertainment experiment, which was aimed at identifying and analyzing the level of readiness of future teachers for diagnostic activity, as well as the state of the organization of preparation for diagnostic activity as an important factor in the formation of a creative personality in the conditions of an educational institution. The peculiarities of diagnostic methods are considered as one of the effective means of comprehensive development of creative abilities of future teachers. The state of preparation of students for practical diagnosis in the conditions of a higher education institution was revealed; underestimation of the role of diagnostic activity in the professional formation of students, re-equipment of the low to medium level of their readiness for diagnostic activity, lack of systematic work on the formation of this complex education in the system of university education. The data of the ascertainment experiment confirmed that the problem of training future teachers for diagnostic activity is still underestimated in the content of professional training of future teachers, which explains the reasons for the prevalence of a low level of preparation for diagnostic activity, which negatively affects the professional development of future teachers in the university education system. Systematic preparation for practical diagnostics of the effectiveness of the educational process in the professional growth of future specialists should be an important part of the content of professional training of future teachers.

THE DEVELOPMENT OF POSTGRADUATE TEACHER EDUCATION IN SOVEREIGN UKRAINE AS A SCIENTIFIC PROBLEM

S. M. TSYBULSKA — Mon, 30 Dec 2024 00:00:00 +0200

The article outlines the results of a scientific research on the coverage of the problem of the development of postgraduate teacher education in Ukraine (1991–2024) in the modern scientific discourse. Based on the results of the study, three groups of sources were identified and analysed: historiographical, theoretical, and reference, which made it possible to clarify the genesis of the conceptual apparatus and relevant aspects of research. The search for new approaches to research in connection with paradigmatic changes in the field of education is actualised. The influence of public demands on the study of various issues of in-service training of teaching staff in the system of postgraduate education is revealed. The coverage in scientific sources of the peculiarities of updating the content and forms of postgraduate pedagogical education in accordance with the public demands of building the education system of sovereign Ukraine, due to the needs of the labour market and providing the state with highly qualified competitive specialists capable of guaranteeing the country's sustainable development, is investigated. The article considers and clarifies the content of the main concepts that characterise postgraduate pedagogical education in Ukraine and determine the activities of institutions that ensure the continuity of the pedagogical process: ‘postgraduate education’, “postgraduate pedagogical education”, “professional development of a teacher”, “advanced training”. The scientific field has been expanded with knowledge about professional development, its leading motives and indicators, which reflect the teacher's intention to self-realisation and continuous development in accordance with the new Professional Standard ‘Teacher of a General Secondary Education Institution’ (2024). The ways of realisation of the goal and tasks of professional development of teachers from the standpoint of a personality-oriented paradigm of education with the involvement of promising pedagogical ideas and educational practices are outlined. Historical and pedagogical studies of the peculiarities of the development of postgraduate teacher education in Ukraine within the outlined chronological framework give grounds to conclude that there is no holistic research on this scientific problem in the modern scientific field.