Bulletin of Academician Stepan Demyanchuk International University of Economics and Humanities. Series: Pedagogy and Psychology
SOCIAL TURBULENCE AS A FACTOR IN DESTABILIZING THE PSYCHO-EMOTIONAL STATE OF STUDENTS
The article examines the phenomenon of social turbulence as a multidimensional and cumulative factor influencing the psycho-emotional state of university students in the context of both global and local crises.The authors propose a comprehensive, interdisciplinary understanding of turbulence as a state of profound structural instability in society-characterized by the breakdown of norms, institutional destabilization, information overload, heightened stressogenicity, and a persistent crisis mode. Particular attention is paid to university students as a socially and psychologically vulnerable group, undergoing the phase of emerging adulthood, during which identity, value orientations, and life strategies are being actively formed.Using methods of theoretical analysis, interdisciplinary synthesis, generalization, and comparative analysis, the authors identify five key groups of psycho-emotional consequences resulting from social turbulence: chronic stress and anxiety disorders; symptoms of depression and anhedonia; existential frustration and identity disruption; impairments in social interaction; and a decline in academic performance. The article presents data from the U-Report survey (2023), which indicate that over 80% of Ukrainian students experience emotional exhaustion and high levels of anxiety, while the majority do not access professional psychological support.It is argued that social turbulence is not a temporary disturbance, but rather a new state of reality that demands systemic change in approaches to supporting the mental health of young people. A set of practical directions for psychological support of students is proposed, including the implementation of comprehensive support programs within universities, the development of digital tools, regular screening of psycho-emotional wellbeing, and the integration of mental health components into state policy and the education system.The article underscores that safeguarding the psychological resilience of student youth is a strategic priority in the post-war recovery of Ukraine.
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INTEGRATION OF PEDAGOGICAL SKILL IN THE PROCESS OF PROFESSIONAL TRAINING FOR THE ORGANIZATION OF EXTRA-SCHOOL WORK OF THE FUTURE TEACHER
The article addresses the issue of integrating pedagogical mastery into the professional training of future teachers as a necessary condition for the effective organization of extracurricular activities. The relevance of the study lies in the fact that modern education requires teachers not only to possess deep subject knowledge but also to develop a set of personal qualities that are particularly important in a non-formal educational environment. Analyzing pedagogical mastery as an integrative quality that combines professional knowledge, practical skills, and value orientations, the author substantiates its key role in shaping a creative, initiative- driven, and responsible teacher’s personality.The study highlights three levels of integration: theoretical (mastering the basics of pedagogy and psychology), practical (engagement in the organization of clubs, projects, and educational events), and value-reflective (formation of a professional stance and the ability to self-analyze). It is emphasized that systematization, continuity, and the role of mentorship are the main conditions for achieving a holistic result.The author elaborates on methodological approaches that contribute to this process, namely: competency- based, activity-based, learner-centered, cultural, and reflective approaches. Each of these is considered as a separate but interconnected component of the holistic training system. Special attention is given to practical techniques that ensure the implementation of integration approaches: modeling pedagogical situations, interactive learning, project-based activities, reflective practices, and creative-artistic methods. Through their comprehensive application, future teachers acquire not only theoretical knowledge but also real-life experience, enabling them to creatively approach the organization of extracurricular work. In conclusion, the article demonstrates that only systematic and purposeful integration of pedagogical mastery can shape a professional capable of transforming extracurricular activities into a powerful tool for education, socialization, and the harmonious development of schoolchildren.
CREATING A SAFE AND INCLUSIVE ENVIRONMENT IN THE CONTEXT OF THE NEW UKRAINIAN SCHOOL
The article considers the problem of forming a safe inclusive educational environment in the context of the implementation of the Concept “New Ukrainian School”. One of the priority tasks of modern Ukrainian education is to create favorable conditions for the harmonious development of each child, regardless of their individual characteristics, educational needs or health status. The paper emphasizes that a safe inclusive environment combines several important components: physical, psychological, social, environmental and informational security, which interact with each other and provide a comprehensive approach to the development of the student’s personality.Physical safety includes the creation of an accessible and barrier-free space, compliance with sanitary and hygienic standards and adaptation of learning conditions for children with special educational needs.Psychological safety provides an atmosphere of trust, the absence of discrimination, bullying and contributes to the formation of positive self-esteem. Social safety provides equal opportunities for all participants in the educational process, partnership between the school, family and community. The environmental component includes caring for children’s health through compliance with hygiene standards, the use of safe materials and the creation of a comfortable microclimate. Information security, in turn, concerns the protection of personal data, the prevention of cyberbullying and the formation of media literacy of students. Particular attention is paid to the pedagogical aspect: the use of inclusive methods, the development of teachers’ professional competencies in the field of inclusion, and the upbringing of a culture of cooperation and mutual respect among students.It is concluded that a safe inclusive educational environment is a necessary condition for equal access to quality education, promotes socialization, forms a sense of security and responsibility, and also lays the foundations for the humanistic development of society.
MOTIVATION TO LEARN AS A FACTOR IN THE DEVELOPMENT OF STRESS RESILIENCE IN STUDENTS DURING MARTIAL LAW
The article examines the peculiarities of the relationship between motivation for learning and stress resistance among students in conditions of martial law. A theoretical analysis of the psychological mechanisms of motivation’s influence on the adaptation of the individual to stress factors in the higher education system is carried out. It is emphasised that internal academic motivation is a key resource for maintaining psychological balance, reducing anxiety and forming constructive coping strategies. Particular attention is paid to contemporary socio-psychological challenges that highlight the need to develop stress-resistant behaviour in students.Sixty-two students aged 18 to 22 participated in the empirical study. A set of psychodiagnostic techniques was used: a questionnaire on motivation for success and fear of failure (A. A. Rean), a technique for studying motivation for learning in higher education (T. I. Ilyina), a scale of situational and personal anxiety (C. Spielberger – Y. Khanin), as well as a questionnaire on nervous and mental tension (T. A. Nemchin).The results of the study revealed significant correlations between motivational characteristics and levels of anxiety and mental tension. It was established that a high level of motivation for success and professional self-determination is associated with reduced anxiety levels and higher stress resistance.The article substantiates the expediency of creating a supportive educational environment and implementing targeted psychological and pedagogical work aimed at developing internal motivation, optimising the learning environment, and forming a positive learning attitude and psychological resilience.The results obtained are of practical importance for specialists in psychological services and educational institutions seeking to improve the academic performance and psychological well-being of students.
FORMATION OF SPIRITUAL AND PSYCHOLOGICAL RESILIENCE OF MILITARY PERSONNEL TO OVERCOME THE CONSEQUENCES OF WAR
The article presents a detailed analysis and synthesis of the theoretical and methodological principles of the formation of spiritual and psychological resilience in servicemen of the Armed Forces of Ukraine in conditions of war and overcoming its traumatic consequences. The study is based on the integration of the historical and cultural heritage of the Ukrainian Cossacks, the concept of spiritual catharsis by H. P. Shevchenko, the ideas of Viktor Frankl’s logotherapy and modern psychological approaches to meaning- making and salutogenesis. The emphasis is on the need to transition from a reactive model of treatment of post- traumatic states to a proactive model of cultivating inner strength and resilience, which is able to ensure not only overcoming combat injuries, but also stimulate personal development, restoration of a sense of dignity and support of psycho-emotional balance in a military environment. The paper analyzes the key factors that determine the resilience of servicemen: the role of spiritual values, national identity, social support, professional training and individual-personal characteristics. Considerable attention is paid to the challenges of modern wartime, including the high stress of combat operations, the risk of emotional and professional exhaustion, the difficulties of social adaptation after returning from the front, and the threat of developing post-traumatic stress disorders. The directions for improving the system of psychological and pedagogical support and educational programs for personnel aimed at forming spiritual maturity, developing the ability to create meaning, restoring internal resources, and effectively overcoming traumatic experiences are outlined.The prospects for implementing comprehensive training programs that combine spiritual and moral education, psychological support, and social reintegration are substantiated, which makes it possible to form a holistic model of spiritual and psychological resilience of military personnel as an important factor in preserving the state’s defense capability.
MEASURING THE LEVEL OF INTERCULTURAL COMPETENCE DEVELOPMENT OF BACHELORS IN THE PROCESS OF LEARNING OF ENGLISH LEXICOLOGY AND PHRASEOLOGY
The article analyses the problem of formation of intercultural competence of bachelors of English Philology while studying Lexicology and Phraseology. The results of assessing the level of formation of intercultural competence and the impact of the obtained results on its further development are presented. The study uses a questionnaire method that involved a survey of teachers and students. The questionnaire results showed that teachers understand the concept of “intercultural competency” and recognize the importance of its development. However, many of them aim to improve their competencies as they continue to use outdated methods and standards due to the lack of academic hours and the absence of sociocultural-oriented material in textbooks. The survey aimed to identify the respondents’ understanding of “intercultural competency”, assess their readiness to apply knowledge and skills in intercultural communication, and evaluate their ability to analyze the communication outcomes. It also sought to define the sources of motivation and the challenges in developing this competency. The study found that the key motivators for students to engage with other cultures include the willingness to improve their language skills, interact with people of different nationalities, learn about other cultures (and compare them to their own), and establish international contacts for opportunities to go abroad. The difficulties students face while learning lexicology and phraseology include mastering theoretical material, dealing with complex and ambiguous tasks, anxiety about making mistakes, and a lack of engaging tasks focused on the culture of English-speaking countries. It was found that most students show lack of interest in the cultural peculiarities of other nations, their value systems and behavioral norms, they revealed an inability to conduct a dialogue, resolve conflicts with foreigners, and analyze their own activities.
STEPWISE METHODOLOGY FOR WORKING WITH ENGLISH-LANGUAGE RESEARCH ARTICLES IN AN ESP COURSE FOR PSYCHOLOGY STUDENTS
This article presents an original methodology for working with English-language research articles, designed specifically for psychology students within an ESP (English for Specific Purposes) course.The proposed approach integrates language training with academic learning and aims to equip students with the skills to critically engage with scholarly texts. This involves selecting relevant sources, navigating the structure of an article, creating thematic notes, summarizing information, as well as applying appropriate citation techniques and formatting bibliographic references.The growing need to prepare future psychologists for participation in international academic communication and for writing their own research texts in English underscores the relevance of this study.The article outlines the core principles of the methodology and provides a detailed description of the learning objectives, types of learning activities, and expected outcomes at each stage.Special attention is given to fostering academic autonomy, enhancing analytical reading skills, and promoting academic integrity through adherence to citation standards. By offering step-by-step guidance throughout all stages of working with a research article, the methodology contributes to the development of academic writing skills and prepares students for producing their own scholarly publications, conference abstracts, and literature reviews in the field of psychology.
THE IMPACT OF HYBRID AND REMOTE FORMS OF WORK ON WORK MOTIVATION AND PSYCHOLOGICAL WELL-BEING OF ORGANIZATIONAL PERSONNEL
The article analyzes and systematizes the results of modern interdisciplinary research on the impact of hybrid and remote forms of work organization on personal and professional self-determination and psychological and labor well-being of employees. The relevance of the topic is due to the large-scale spread of these formats due to global labor market transformations and the consequences of the COVID-19 pandemic, as well as their transformation into a long-term strategy for many organizations. The analysis of scientific sources made it possible to state both positive and negative aspects of the impact of new work models on the motivation and sense of well-being of organizational personnel. On the one hand, they can contribute to increasing employee autonomy, flexibility in the distribution of working time, improving well-being and maintaining labor productivity, and are also potentially capable of reducing staff turnover. On the other hand, they are accompanied by certain risks: blurred boundaries between the professional and personal spheres of life, which leads to an increase in the level of information and psychological stress and emotional exhaustion of employees; increased feelings of social isolation, anxiety, depression and professional burnout, especially in conditions of long-term and fully remote work; the emergence of “digital fatigue”. It has been established that the effectiveness of adaptation largely depends on individual self-management skills, professional self-determination, the quality of organizational support (clarity of policies, communication, culture of trust), as well as socio-cultural factors, including gender aspects and the availability of flexible formats for different categories of employees. The conclusion is made about the need to introduce a comprehensive, person- centered approach to managing hybrid and remote work formats, which takes into account the interaction of individual, organizational and socio-psychological factors to ensure both the effectiveness of professional activity and the labor and psychological well-being of employees.
RESEARCH OF THE EMOTIONAL SPHERE FEATURES OF YOUNG CHILDREN WITH INTELLECTUAL DEVELOPMENT DISORDERS
The article is devoted to the study of the current problem of studying the features of the emotional sphere of younger schoolchildren with intellectual disabilities in inclusive education. The relevance of the work is due to the fact that successful socio-emotional integration of these children is key to their overall adaptation and comprehensive development. The purpose of the study was to conduct a comparative analysis of the emotional states of students with intellectual disabilities and their peers with normotypical development.The study involved 60 students, divided into experimental and control groups. To obtain an objective picture of the emotional state, a set of valid psychodiagnostic methods was used, in particular, the “SMAS Overt Anxiety Scale”, the SAN questionnaire, the anxiety test of R. Temml, M. Dorki, V. Amen, the Luscher color test and the “Visual-associative self-assessment of emotional states”.The results of the empirical study revealed statistically significant differences between the groups. It has been proven that children with intellectual disabilities are characterized by a totally high, generalized level of anxiety, as well as a significantly reduced psycho-emotional tone, which manifests itself in poor health and depressed mood. Frustration of basic needs, high internal tension, confirmed by unconscious color choices, and significant difficulties in identifying one’s own emotions have been established. The data obtained confirm the systemic nature of emotional distress in this category of children, which justifies the need to develop targeted psycho-correctional programs and provide practical recommendations for teachers working with students in an inclusive environment.
EDUCATION AT THE ACADEMICIAN STEPAN DEMIANCHUK INTERNATIONAL UNIVERSITY OF ECONOMICS AND HUMANITIES: INTEGRATION OF PEACE ISSUES IN THE CONTEXT OF THE EUROPEAN SPACE
The article analyses European integration educational processes in Ukraine. Innovative activity is considered as an update of the pedagogical process, the introduction of new ideas into the traditional system, which involves the highest degree of educational and scientific activity; in the context of European integration vectors of Ukrainian science and education development, innovative activity is defined as the basis and content of innovative educational processes.The process of implementing the principles (institutional autonomy, academic freedom, educating the younger generation on the ideas of peace) of an educational institution’s entry into the European higher education area is revealed using the example of the Private Higher Education Establishment “Academician Stepan Demianchuk International University of Economics and Humanities”. The integration of peace issues in the context of European space into the educational and scientific activities of the IUEH is highlighted.The integration of peace issues in the context of the European space into the educational and scientific activities of IUEH is carried out through the implementation of a university-wide comprehensive scientific theme, in the scientific and pedagogical activities of university staff, teachers, pupils and students, and the holding of international public student Readings “I Vote for Peace!”. The initiator of the first national patriotic event was Stepan Yakymovych Demianchuk. He developed an original pedagogical doctrine known in science as Peace Pedagogy.The process of internationalisation at IUEH is highlighted. It is carried out through the concluding of cooperation and partnership agreements between educational institutions, the implementation of academic mobility, virtual exchanges, the holding of international scientific conferences jointly with international partners, and the organisation and holding of joint scientific workshops, seminars, forums, round tables, etc.The process of European integration involves the implementation of a number of political, economic, social, legal and educational reforms with the aim of promoting peace.In the context of European integration in education, the following are important: creating a model of the educational process that optimally combines the best domestic and foreign traditions; combining the humanistic traditions of Ukrainian pedagogy and foreign experience in educating a personality on the ideas of peace; conducting fundamental and applied scientific research; introducing innovations into the educational and scientific process, etc.
STRESS FACTORS AS PREDICTORS OF ANXIETY IN PRESCHOOL CHILDREN
The article examines the impact of stress factors on the formation of increased anxiety in preschool children.It emphasizes that modern social transformations, the state of war, information overload, and instability of family upbringing create risks of psycho-emotional tension that children are not yet able to effectively cope with. Domestic and foreign scientific approaches to understanding anxiety are summarized, in particular the concepts of C. Spielberger, K. Horney, I. Bekh and T. Tytarenko. The main groups of anxiety predictors are identified: family (conflict, inconsistency in upbringing, overprotection or detachment), educational (adaptation difficulties, changes in requirements), sociocultural (information saturation, security threats), and individual-psychological (low frustration tolerance, emotional vulnerability).The empirical part of the study was carried out using projective techniques and parent questionnaires, which ensured data triangulation. The results showed that a significant proportion of children demonstrate medium (52–64%) and high (24–28%) levels of anxiety, manifested in behavioral, emotional, and projective indicators. The most significant stress factors predicting increased anxiety in preschoolers include situations of aggression or humiliation (both direct experience and observation), which create fear of punishment and rejection; social isolation and neglect, which undermine self-worth; fear of separation from parents and lack of emotional support and security, which intensify loneliness and insecurity.
TRAINING OF PHD STUDENTS AT MEDICAL UNIVERSITIES IN JAPAN
This article provides a comprehensive overview of the training of PhD students at medical universities in Japan, examining the multifaceted components that underpin its success and identifying emerging challenges.Japan’s doctoral education system in medicine is characterized by a rigorous curriculum that integrates advanced coursework with clinical exposure and independent research. Emphasis is placed on multidisciplinary training, including subjects such as biostatistics, medical ethics, and scientific communication, which collectively prepare candidates for careers in translational medicine. Supervision models are notably robust, employing a dual mentorship approach that combines academic and professional guidance. This structure is further supported by the use of Individual Development Plans (IDPs), which enable personalized academic progression and timely degree completion.Financial and infrastructural support is another pillar of the system, with generous fellowships from the Japan Society for the Promotion of Science (JSPS) and access to world-class research facilities.Internationalisation is actively pursued through joint degrees, overseas research placements, and English- taught programmes that promote global engagement. Despite these strengths, key challenges persist, including the tension between clinical and academic responsibilities, competitive publication expectations, and the need for greater diversity and mental health support among doctoral candidates.The article also contrasts Japan’s system with the less structured and less resourced PhD training landscape in Ukraine, offering comparative insights that may inform international education reform. The study concludes with recommendations for future research, including longitudinal studies on career outcomes and the integration of emerging technologies into doctoral training. Overall, Japan’s model exemplifies a forward-looking and globally competitive approach to medical doctoral education.
NDIVIDUAL DIFFERENCES IN ANIMAL AND HUMAN BEHAVIOR: A COMPARATIVE PSYCHOLOGICAL APPROACH
The article considers the problem of individual differences in the behavior of animals and humans from the perspective of comparative and differential psychology. Attention is drawn to the fact that despite the general species similarity of behavioral reactions, both in animals and in humans, significant individual variations are observed, which have both biological and psychological foundations. Parameters such as temperament, level of anxiety, ability to learn, social behavior, reaction to novelty, which manifest themselves in different individuals regardless of the species, are analyzed. It is shown that individuality is not only a human characteristic, but has evolutionary origins observed in the behavior of animals.The comparative psychological approach allows us to trace hereditary, neuropsychological and environmental factors that influence the formation of a unique behavioral profile of an individual.Hypotheses regarding the functional significance of individual differences for the survival of the species are considered.Particular attention is paid to research in the field of zoopsychology, which demonstrates the presence of personality characteristics in animals – such as courage, aggressiveness, curiosity. At the same time, approaches of differential psychology to the study of individual differences in people are considered – through the prism of cognitive styles, temperament types and the motivational sphere.The comparative psychological approach allows not only to identify parallels between species, but also to better understand the nature of individual behavioral characteristics in an evolutionary context. Such an interdisciplinary analysis contributes to a deeper understanding of the universal and specific mechanisms of adaptation, self-regulation and interaction with the environment in different living beings.The article is aimed at integrating evolutionary knowledge into the understanding of personality psychology.
PSYCHODIAGNOSTIC METHODOLOGY FOR ASSESSING THE PROFESSIONAL MOTIVATION OF OFFICERS OF THE LAND FORCES OF THE ARMED FORCES OF UKRAINE
The article presents the results of the development and testing of a psychodiagnostic methodology for assessing the professional motivation of officers of the Land Forces of the Armed Forces of Ukraine.The theoretical basis of the methodology is a conceptual model that encompasses cognitive, emotional, behavioral, social, and normative components of motivation, ensuring a comprehensive analysis of its structure and dynamics. The methodology integrates standardized psychodiagnostic scales, value-orientation questionnaires, situational tasks, and simulation tools. It is adapted to field conditions and can be combined with psychodiagnostic scales, interviews, or performance evaluations, which makes it effective for analytical purposes. The psychodiagnostic methodology makes it possible to differentiate officer samples and to implement the assessment process in conditions that closely resemble real professional activities. It also contributes to the development of leadership skills and responsible decision-making, while demonstrating high psycho-pedagogical effectiveness through elements of experiential learning, including: a) the ability to model professional dilemmas close to real military service conditions; b) effectiveness in diagnosing officers’ motivational and leadership responses in stressful situations; c) applicability for both individual and group analysis of results; d) promotion of motivational and value-based reflections, which are important for the development of internal professional responsibility. The methodology combines scientific validity, psychometric reliability, and practical effectiveness for real combat conditions, thus creating a foundation for further empirical research into the professional motivation of officers of the Land Forces of the Armed Forces of Ukraine.
COPING STRATEGIES AND TRAINING AS TOOLS FOR DEVELOPING RESILIENCE AND STRESS RESISTANCE OF THE PERSONALITY OF A SOCIAL WORKER, EDUCATION, PSYCHOLOGIST
The article is devoted to the study of issues of increasing the level of development of resilience and stress resistance of the personality of a specialist in the social, pedagogical, and psychological areas of training.Coping strategies and psychological training are characterized as methods that help adapt to adverse conditions, cope with stress, reduce the impact of stress factors, and maintain physical and mental health.Based on theoretical and empirical research by domestic and foreign scientists, the basic mechanisms of the influence of coping strategies have been investigated. Coping strategies have been found to not only reduce stress levels, but also support overall mental health, increasing quality of life and the ability to adapt to difficult situations.A study was conducted at NTU “KhPI” during 2024–2025 years. The purpose of the study is to identify constructive strategies for overcoming life difficulties and difficult situations in future specialists.The participants in the study were master’s students in the specialties A1 “Educational Sciences”, C4 “Psychology” and I10 “Social Work and Counseling”. The study used the R. Lazarus-S. Folkman questionnaire. It was found that for more than half of the respondents, coping strategies are presented at an average level. This indicates that undergraduates adapt to and cope with stressful situations. Indicators of high and low levels of coping strategies chosen by respondents are discussed. The ideas of master’s students regarding the ranking of factors that influence their opinion when choosing a coping strategy were analyzed.It was found that emotional awareness was selected by all participants as important by rank (1). It was found that while recognizing other people’s emotions and emotional intelligence almost coincided in the choices of all respondents. It was found that occupied the positions of rank (2) and (3) respectively. The study focuses on self-motivation and managing one’s own emotions among master’s students. The following indicators are a rating of 8.7 for masters in psychology and a rating of 8.2 for masters in social work, respectively.Such data may indicate a deep understanding of the specifics of professional activity, acquired experience in practical work.Tools for developing resilience and stress resistance of the individual are being studied. The possibilities of integrating tools for the psychocorrectional potential of future specialists in the social, pedagogical and psychological areas of training are discussed. Recommendations for organizing and conducting trainings are described. The connection and differences between coping strategies and psychological training have been proven. It has been determined that trainings help develop and consolidate effective coping strategies that help overcome stress and adapt to difficult life situations. The differences between the specified instruments in the form of different goals and mechanisms have been established.
TEACHING OF PSYCHOLOGICAL AND PEDAGOGICAL DISCIPLINES AS A FACTOR OF PERSONAL AND PROFESSIONAL GROWTH OF FUTURE EDUCATORS: METHODICAL ASPECT
The article explores the role of teaching psychological and pedagogical disciplines in higher education institutions as a key factor in the personal and professional growth of future educators. Particular attention is paid to the methodological aspect of the educational process, which encompasses the development of methodological culture among both lecturers and students, the improvement of teaching technologies, and the implementation of innovative approaches to learning. The study analyzes the essence and core components of the methodological training of future teachers, as well as the main functions of the educational components within the psychological and pedagogical cycle that ensure the effectiveness of the learning process (practical-organizational, informational, prognostic, and heuristic). It is substantiated that the methodological activity of a university lecturer is a holistic and dynamic system that develops according to its own internal logic and is continuously shaped by professional experience. It represents a form of conscious pedagogical reflection that integrates an understanding of educational patterns with a commitment to enhancing the content, methods, and technologies of instruction. The article outlines the structural elements of this activity (goal-setting, organizational, diagnostic, and result-oriented) and characterizes its key forms – educational-methodological, scientific-methodological, and organizational-methodological – along with their functional purpose. The study presents a set of modern technological and methodological tools and offers practical recommendations for creating conditions that support the development of a methodological system aimed at fostering the personal potential and professional growth of students. It also examines the experience of leading global universities, particularly in terms of interdisciplinarity, learner-centered approaches, the cultivation of critical thinking, and the use of innovative pedagogical technologies.
PEDAGOGICAL PARTNERSHIP OF FAMILY AND SCHOOL IN STRENGTHENING CHILDREN’S PSYCHOLOGICAL RESISTANCE TO CYBERBULLYING
The article is devoted to the study of the problem of strengthening children’s psychological resistance to cyberbullying in the conditions of intensive development of digital technologies and expansion of communications in virtual space. Cyberbullying is considered as one of the forms of psychological violence, which is carried out using information and communication technologies and has long-term negative consequences for the emotional state, self-esteem and social adaptation of the child. The article substantiates that effective counteraction to this threat is possible under the condition of implementing a pedagogical partnership of family and school, which involves coordinated, mutually complementary activities of parents and teachers.The essence of pedagogical partnership as an integrative process aimed at forming a safe psychological environment, developing self-regulation skills, emotional stability, critical thinking and social competence in children was also studied. Psychological and pedagogical approaches to understanding the phenomenon of psychological stability and factors contributing to its increase in online communication were analyzed.Practical aspects of interaction between school and family were outlined: joint implementation of preventive measures, trainings on teaching safe use of the Internet, establishing constant feedback between participants in the educational process, timely response to cases of cyberbullying. The study used methods of analysis and synthesis of scientific sources, comparative and systemic approaches, which allowed to formulate recommendations for improving partnership interaction between parents and teachers. The results can be implemented in the activities of secondary education institutions, used by school psychologists, social educators, class teachers and parents to prevent cyberbullying and develop psychological resilience of primary school students.
MODERN APPROACHES TO TEACHING PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE COMMUNICATION IN HIGHER EDUCATION INSTITUTIONS
The key approaches to teaching a foreign language for professional and communicative purposes in institutions of higher education have been defined and theoretically substantiated. It has been established that the formation of professional foreign language communicative competence is one of the leading tasks of higher education pedagogy, grounded in the requirements of contemporary science and the challenges of the labor market. The peculiarities of interpreting this concept in the context of the Common European Framework of Reference for Languages (CEFR), national pedagogical thought, and the modern competence- based system of a specialist have been examined. The main components of professional foreign language communicative competence have been characterized – linguisticlinguistic, social, and communicative − and their role in effective interpersonal, academic, and professional interaction in a foreign language has been determined. It has been found that professional foreign language communicative competence is an integrated system of knowledge, skills, abilities, and professional qualities acquired during training, which ensures the ability to effectively conduct oral and written interpersonal, professional, and intercultural communication in a foreign language, apply professional terminology, critically interpret professional information, and adapt to the specifics of foreign-language academic and professional environments. The aim and objectives of the course “Foreign Language for Professional and Communicative Purposes” have been outlined. Three main scientifically grounded approaches to the study of a foreign language for professional and communicative purposes have been analyzed: the competence-based, integrated, and communicative approaches. The essence of the competence-based approach has been studied, which ensures systematic development of professional skills among students, engagement with relevant educational technologies, and a focus on the practical use of a foreign language in professional and academic situations. The integrated approach has been described, which involves the combination of interdisciplinary links, active implementation of multisensory learning, project-based activities, information technologies, and various forms of interpersonal cooperation. Key features of the communicative approach have been highlighted, aimed at developing skills in conducting dialogue, participating in group and pair work, analyzing authentic materials, and fostering contextually oriented speech competence.
SPECIFIC FEATURES OF EDUCATOR’S MOTIVATION TO COLLABORATION WITH JUNIOR ACADEMY OF SCIENCES
The article examines the motivational factors that influence the involvement of educators in cooperation with the Junior Academy of Sciences of Ukraine (JAS) in the context of wartime, increased professional workload, and educational transformation. In view of the growing role of out-of-school education and the instability of the modern educational environment, the study of teachers’ professional motivation is of particular importance. The theoretical part includes an analysis of classical motivation concepts (A. Maslow, F. Herzberg, D. McClelland, V. Vroom, F. Taylor) and modern Ukrainian approaches to teachers’ professional motivation. Professional motivation is treated as a multidimensional system that combines internal aspirations and external incentives, including the need for self-realization, social recognition, and organizational support. The empirical study involved 21 educators who cooperate with the JAS and included the use of the T. Ehlers’ “Diagnosis of Motivation for Success” and the “Self-Assessment of Stress Resistance” questionnaires.The majority of respondents (71.4%) have an average level of motivation, which indicates the preservation of basic professional activity even in conditions of social instability. The average motivation score is 15, which corresponds to the upper limit of the average level. Correlation analysis (r = –0.076) did not reveal a statistically significant relationship between motivation for success and stress resistance, which indicates a complex, indirect nature of their interaction. The article highlights problematic aspects: lack of time, emotional stress, and limited resources. Conclusions are drawn about the expediency of developing a system of support for educators, and directions for further research are identified.
PLANNING AND ORGANIZATION OF AN EXTRACURRICULAR PHYTODESIGN COURSE IN HIGHER EDUCATION INSTITUTIONS
The article is devoted to the development and implementation of an extracurricular course “Phytodesign” for students of higher education institutions, which complements the academic course “Fundamentals of Arrangement”. The purpose of the work is to create an effective program that takes into account educational requirements, as well as the age and psychological characteristics of young adult students, facilitating the deepening of theoretical knowledge and the formation of practical skills in the field of phytodesign and interior composition. The proposed program combines theoretical and practical sessions, allowing for the effective development of students’ creative potential and professional competencies. The pedagogical experiment confirmed the positive impact of extracurricular activities on expanding knowledge, increasing motivation, and fostering responsibility. A significant increase in the level of creative potential among course participants indicates the effectiveness of the applied teaching methods and technologies. The scientific and practical value of the research lies in the development of a comprehensive methodology for organizing extracurricular phytodesign work in higher education institutions and the possibility of integrating the developed program into the educational process to improve the quality of training specialists in the fields of floristics and phytodesign.
THE USAGE OF INTERNET TECHNOLOGIES AND INTERNET RESOURCES AS A MEANS OF FORMING STUDENTS’ RESEARCH COMPETENCE IN ENGLISH LESSONS
The article examines the use of Internet resources and Internet technologies in the educational environment and English lessons. Peculiarities of the formation of research competence of students with the help of Internet resources and Internet technologies were studied, taking into account the content and functions of their introduction into the educational process. Positive factors of the Internet’s impact on education, opportunities, and conditions for using modern online resources are singled out. In modern conditions, when educational systems are being reformed, the type of schools is turning into gymnasiums and academic lyceums, it is necessary to pay attention to the relevance of research on the use of Internet technologies as a means of forming the research competence of students in English lessons. Changes in education require new approaches to learning, and the use of modern methods and techniques for the development of students’ key competencies, among which research competence occupies an important place. Equally important is the continuous development of teachers and the improvement of their qualifications in the use of modern Internet resources and technologies in lessons. With today’s requirements, in the conditions of war and pandemics such as COVID-19, new and improved Internet technologies appear in the labor market and, accordingly, in education. AI (Artificial Intelligence) is a new branch of computational linguistics and informatics that is changing and can be used to change the approach to learning. With the help of AI, the teacher can create new Internet resources by himself or together with students.The purpose of the study is to study the conditions for the formation of students’ research competence in English lessons using Internet technologies. The object of the study is the process of forming students’ research competence in English lessons, and the subject of the study is Internet technologies and Internet resources as a means of forming students’ research competence.
DEVELOPING RHETORICAL PROFESSIONAL COMPETENCE IN STUDENTS IN HIGHER EDUCATION
The article is devoted to the problem of forming rhetorical professional competence in higher education applicants in the conditions of modern challenges caused by global instability and military risks.The theoretical foundations of the concept of “rhetorical competence” in the scientific works of domestic and foreign researchers are considered, and its structure and components are analysed, in particular, linguistic, communicative, logical, psychological, moral-ethical and aesthetic aspects. The importance of developing in applicants the skills of persuasive oral and written speech, the culture of conducting discussions, public speaking skills and the ability to choose language tools in accordance with the purpose and situation of communication is emphasised. Particular attention is paid to the text-centric approach as an effective means of integrating linguistic, speech, communicative and rhetorical competencies. A system of exercises of different levels of complexity (linguistic, conditional speech, and communicative) is described, which contributes to the gradual development of rhetorical skills. The feasibility of using innovative teaching methods, in particular project, situational and interactive, which form the skills of teamwork, analytical thinking, argumentation and public self-expression, is substantiated. The advantages of the case method and student projects as forms of control and self-control that stimulate critical thinking and professional and rhetorical development are highlighted. It has been proven that a comprehensive combination of traditional and modern pedagogical technologies ensures the effective formation of rhetorical competence, which is a key component of the professional training of future specialists and a necessary condition for their competitiveness in the labour market and active civic position.
FORMATION OF PROFESSIONAL CULTURE AS A FACTOR IN STUDENT EDUCATION IN THE CONDITIONS OF DIGITALIZATION OF THE EDUCATIONAL SPACE
In the current conditions of rapid digitalization of all spheres of social life, including education, the importance of forming a professional culture of higher education students is growing as a key factor in their comprehensive development. Professional culture provides not only professional training, but also forms moral and ethical guidelines, value attitudes and a responsible attitude to professional activity in the digital environment. The purpose of the article is to analyze the impact of digitalization of the educational space on the process of forming a professional culture of higher education students and to determine effective pedagogical conditions for the implementation of this process, to determine pedagogical conditions and tools that contribute to the formation of a professional culture of education students in digital reality, to assess the impact of digital technologies on the value orientations of future specialists. The formation of a professional culture in the conditions of digitalization of higher education requires an integrated approach that combines technological innovations with humanitarian values. The digital environment not only transforms forms of education, but also opens up new opportunities for educating highly cultured, socially responsible and competitive specialists. Successful implementation of this goal is possible provided that pedagogical strategies aimed at developing critical thinking, ethical awareness and digital competence of students are integrated. At the same time, special attention is required to form a sustainable motivation for self-development, academic integrity and the ability to adapt to changes in the digital environment, which contributes to high-quality professional training and self-realization of the individual. Digitalization changes not only learning technologies, but also the socio-cultural context of interaction between participants in the educational process. That is why the professional culture of students should be formed taking into account ethical norms of behavior in the digital environment and the responsible use of digital tools.
CONFLICT PRONENESS AND AGGRESSIVENESS AS MANIFESTATIONS OF DESTRUCTIVE PERSONALITY STATES: THEORETICAL AND PRACTICAL ASPECT
The article addresses the issue of conflict proneness and aggressiveness as manifestations of destructive personality states, which exhibit both dispositional and situational characteristics. The distinction between aggressiveness as a relatively stable personality trait predisposing individuals to hostile reactions and aggression as a specific behavioral act aimed at causing harm to others is examined. Emphasis is placed on the dual nature of conflict proneness: in its constructive dimension, it can facilitate personal development, stimulate the search for alternative solutions, and enhance communicative skills; however, in its destructive forms, it assumes a detrimental character, provoking the escalation of tension and the disruption of social relationships. Particular attention is given to the analysis of internal and external determinants of conflictual behaviors, as the interplay between individual psychological characteristics and social conditions shapes the course and outcomes of conflict interactions. The potential for preventing aggressiveness and conflict proneness through group psychotherapeutic practices is analyzed, which simulate socially significant situations and provide a safe space for emotional expression, awareness of destructive reactions, and the development of tolerant communication skills. The article concludes that the use of art therapy, cognitive-behavioral techniques, nonviolent communication methods, and social-psychological competency training is effective in fostering conflict resilience, promoting self-regulation skills, and preventing the escalation of interpersonal conflicts. An important aspect is also the implementation of preventive programs aimed at developing emotional intelligence and constructing adaptive behavioral models under stress, contributing to the maintenance of psychological well-being and the harmonization of social interactions.
FORMATION OF SOCIAL COMPETENCE OF JUNIOR SCHOOLCHILDREN AS A TASK OF CIVIC EDUCATION IN THE CONTEXT OF THE NEW UKRAINIAN SCHOOL
The article considers the formation of social competence of younger schoolchildren as an important task of the civic educational branch in the conditions of implementing the concept of the New Ukrainian School.Social competence is defined as an integrative personal quality that encompasses communicative flexibility, responsibility, empathy, tolerance, the ability to make informed decisions, think critically, and resolve conflicts constructively. Particular attention is paid to the potential of works of art, role-playing games and interactive exercises as means of forming positive social behavior of younger schoolchildren. The proposed methodology integrates work with texts, discussion, staging, group problem-solving and psychological exercises aimed at developing social skills of younger schoolchildren. The authors emphasize that group work in primary grades contributes not only to the assimilation of educational material, but also to the formation of important social and personal qualities in students: increasing self-confidence through group support, awareness of the importance of personal contribution to the common result, etc. The works of art “A Bunch of Grapes” and “Grandma” are considered as examples of material with high educational and developmental potential, which contributes to the formation of empathy, goodwill, mutual respect, the ability to resolve conflict situations in the family, etc. Implementing such an approach in primary grades not only increases the effectiveness of learning, but also prepares students for active and responsible participation in public life.In their conclusions, the authors note that the results of the study may be useful for teachers, methodologists, and scientists who are looking for effective ways to form the social competence of younger schoolchildren in the conditions of the modern educational space.
FEATURES OF STUDYING LEVELS OF PERSONALITY ORGANIZATION IN THE PSYCHODYNAMIC PARADIGM
The article provides a systematic analysis of the theoretical foundations of the study of levels of personality organization within the psychodynamic paradigm, which is of key importance for modern clinical psychology and psychotherapy. The main characteristics of the neurotic, borderline, and psychotic levels of functioning are considered, which determine the specificity of internal psychological processes and influence the behavioral strategies of the individual. Particular attention is paid to the criteria of differentiation, namely: the degree of identity integration, the nature and maturity of defense mechanisms, the level of control of impulsivity, and the realism of perception. The article summarizes the contribution of leading theorists, in particular O. Kernberg, N. McWilliams, D. Gill, and other scientists who have made a significant contribution to the formation of the structural approach. It is shown that determining the level of personality organization has high diagnostic and prognostic value, as it contributes to a more accurate establishment of the psychodynamic structure of the personality and allows developing more targeted strategies of psychocorrection and psychotherapeutic work.The relevance of the study is due to the complex social conditions of modernity: war, mass casualties, a state of uncertainty and increased psychological vulnerability of the population. The study of the levels of personality organization is necessary for understanding the processes of adaptation, overcoming traumatic experiences, finding internal resources and developing effective support programs.The results of the study have both theoretical and practical significance: they deepen psychodynamic ideas about personal functioning and open up new prospects for improving psychotherapeutic practice in crisis realities. At the same time, the article outlines the directions of further empirical research aimed at studying the relationship between the level of personality organization and the effectiveness of coping strategies. The results obtained can be integrated into psychological rehabilitation programs for war victims. Thus, the work combines theoretical analysis and practical orientation, which enhances its scientific and social significance.
DIAGNOSTICS OF READINESS FOR PROFESSIONAL ACTIVITY OF HIGHER EDUCATION STUDENTS MAJORING IN PSYCHOLOGY
The article is devoted to a comprehensive analysis of the problem of diagnosing the readiness of higher education students majoring in Psychology for professional activity, which is of particular importance in the current conditions of socio-economic and socio-political challenges, in particular during the period of martial law in Ukraine. It is emphasized that a high level of professional readiness of future psychologists is a key prerequisite for the effective performance of their professional functions, the provision of psychological assistance to the population and military personnel, as well as the maintenance of mental health in society.The study substantiates the conceptual foundations of understanding readiness as an integral personal formation, which includes interrelated cognitive-informational, motivational-value and behavioral-reflective components, each of which has its own criteria and indicators of readiness for professional activity of higher education students majoring in Psychology. The levels of readiness for professional activity are identified and characterized: high, medium and low.The complex of theoretical and empirical methods used is described in detail, including analysis, synthesis, generalization, systematization of scientific sources, testing, surveys, psychodiagnostic methods for studying professional motivation, value orientations, emotional stability, communication and behavioral skills. The article presents the results of an empirical study conducted on a sample of higher education students of the Academician Stepan Demianchuk International University of Economics and Humanities, which showed the prevalence of an average level of readiness by all criteria, indicating the presence of basic professional training with insufficient integration of its components. It is concluded that there is a need for purposeful formation of readiness through the introduction of innovative educational technologies, interactive forms of learning and practice-oriented methods that can ensure the development of flexible competencies, professional identity and emotional stability of future psychologists.
VERBAL, PARAVERBAL, AND NONVERBAL MEANS OF COMMUNICATION FOR PSYCHOLOGICAL COUNSELORS
The article is devoted to a comprehensive analysis of verbal, paraverbal, and nonverbal means of communication in the professional activity of a psychologist-consultant. It is substantiated that the quality of consultative interaction is largely determined not only by the content of speech, but also by the peculiarities of its emotional and expressive and nonverbal accompaniment. The essence of verbal characteristics, in particular, content, accuracy, clarity, expressiveness, and relevance, which ensure the informativeness and logicality of communication and create conditions for building trust with the client, is revealed. It is shown that nonverbal manifestations – posture, facial expressions, gestures, eye contact, and interpersonal distance – perform the function of feedback, signal the authenticity and empathy of the consultant, and contribute to the establishment of partnership interaction. The role of paraverbal characteristics of speech, in particular intonation, tempo, volume, and pauses, which influence the emotional background of the conversation and regulate its rhythm, is highlighted. Based on an analysis of a counseling situation with a client who is in a state of adaptation after forced resettlement, the effectiveness of the integrated use of these means of communication for the client’s awareness of their own experiences, identification of internal resources, and formation of a sense of psychological security is demonstrated.The study emphasizes that the interaction of verbal, paraverbal, and nonverbal components creates a comprehensive communication strategy that is decisive for the effectiveness of psychological assistance.A promising direction for further scientific research is the study of cultural, age, and gender factors in the perception of communication tools, as well as the development of training programs to improve the communication skills of future specialists.
DEVELOPMENT OF CREATIVE ABILITIES IN OLDER PRESCHOOL CHILDREN THROUGH COLOR THERAPY
The article is devoted to the study of the development of creative abilities of older preschool children through color therapy in the context of modern social challenges, in particular the state of war in Ukraine.The relevance of the problem is emphasized, caused by the increased level of psycho-emotional stress in children, a decrease in their psychological security, and the need to preserve their natural creative potential.Color therapy is considered as an integrated method of psychological and pedagogical influence, combining elements of artistic activity and psychological support, ensuring the harmonization of the emotional state and the activation of creative thinking.The results of the study showed that the purposeful use of color contributes to the development of imagination, associative thinking, speech creativity, and emotional sensitivity in children. At the same time, a specific psychophysiological effect of certain colors on the emotional state and behavior of older preschool children was revealed, which needs to be taken into account in educational and upbringing work in preschool educational institutions.Summarizing the results, the authors emphasize the significant potential of color therapy as a universal means of developing creative abilities, forming emotional balance, and increasing the adaptability of children in difficult social conditions. It has been established that the purposeful use of color schemes in the educational process has a positive effect on the psycho-emotional state of children, reduces anxiety levels, develops self-regulation skills, improves communication skills, and stimulates creative thinking.
METHODOLOGICAL FOUNDATIONS OF ORGANIZING THE SUPERVISORY PROCESS IN TRAINING SUPPORT GROUP FACILITATORS
The article examines the methodological foundations of organizing the supervisory process in training support group facilitators. The relevance of the problem is determined by the growing need for qualified facilitators in the context of contemporary socio-economic challenges, particularly the consequences of military actions and internal displacement of population in Ukraine.The evolution of supervisory models from individual support to modern integrative approaches has been analyzed, including individual, collegial, developmental, reflective, integrative, coaching, and group models.The specificity of support group facilitators’ activities and the main challenges of their professional practice, related to high levels of emotional burden and risk of professional burnout, have been characterized.Key principles of the supervisory process have been identified: safety and trust, reflexivity, partnership, ethics, competence development, and integrativeness. The most effective supervision methods have been systematized, including group discussions, case analysis, reflective practices, metaphorical associative cards method, and coaching techniques. Various forms of supervision implementation have been examined: individual, group, and mixed.A structured model for organizing the supervisory process has been proposed, encompassing diagnosis of facilitators’ needs, planning of supervisory meetings, conducting supervision, and evaluating its effectiveness with subsequent process correction. It has been substantiated that integration of supervision into the facilitator training system ensures the development of professional competencies, prevention of emotional burnout, and improvement of group work quality. The research results will contribute to the formation of a comprehensive system of professional support for specialists in socionomic professions.
BINARY ONLINE LECTURE AS A NEW FORMAT IN THE PROCESS OF INTERNATIONALIZATION IN HIGHER EDUCATION
The newest paradigm of higher education has recently been focused on the processes of internationalization, which is manifested not only in academic mobility but also in the transition to non-traditional forms of education in the context of digitalization. In these terms, a binary online lecture is defined as an innovative form that combines the pedagogical efforts of two specialists, one of whom is a representative of a foreign educational community and different academic environment. Such cooperation is aimed at achieving the triune teaching purpose of a class with an emphasis on interaction in the intermediary language (lingua franca) with students. It has been found that the main factor in successful delivery of a binary online lecture of this type is both the professionalism of teachers in a particular subject area and their media competence. Among the wide range of advantages of an online duet lecture with a foreign lecturer are development of communicative competence, effective communication skills in different cultural contexts, leadership skills, teamwork, analyzing problem situations and finding ways to solve them. The results of a survey among the students regarding the positive aspects of a binary online lecture shows that “development of critical thinking and improvement of communication skills in a foreign language” was the most common option. Taking into account interactivity caused by the dialogic interaction between the lecturers and the students, and the presentation of educational material from several perspectives, an online binary lecture realizes not only an educational but also a socio- cultural function. Moreover, an online binary lecture is the result of expanding the scope of international academic collaboration and integrating foreign practices in the process of university internationalization.It justifies relevance and effectiveness of classes of such a kind.
ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСНОВИ ОСВІТНЬОЇ ДІЯЛЬНОСТІ ЗАКЛАДУ ВИЩОЇ ОСВІТИ
The article highlights psychological and pedagogical foundations of educational activities in higher education institutions within the context of globalization, digitalization, and transformation of the educational space. The authors argue that the effectiveness of the educational process largely depends on considering students’ psychological characteristics, motivation, adaptive capacity, soft skills development, Vand the quality of pedagogical interaction. The article presents the results of an empirical study conducted at the Private Higher Educational Institution “International University of Economics and Humanities named after academician Stepan Demianchuk” during 2022–2024. A comprehensive methodological toolkit was used, including surveys, questionnaires, motivation tests, learning style assessments, and expert evaluation of teaching technologies.Special attention is given to the functioning of the university’s psychological support service, the development of a reflective learning environment, and the implementation of innovative teaching formats such as project- based learning, gamification, and digital platforms. The key components of psychological and pedagogical support are discussed: motivational, adaptive, developmental, and communicative. The study concludes that systematic psychological and pedagogical support fosters the formation of a competitive, socially mature, responsible, and emotionally resilient professional capable of responding to the challenges of the modern labor market and engaging in lifelong professional development.
INTERNATIONAL ACADEMIC MOBILITY AS A MEANS OF ENHANCING THE COGNITIVE AND PROFESSIONAL MOTIVATION OF HIGHER EDUCATION STUDENTS
The article is devoted to the analysis of international academic mobility as a means of enhancing the cognitive and professional motivation of higher education students. The purpose of the study is to determine the impact of mobility on the learning activity and professional orientation of students and teachers. The author considers the regulatory and legal framework for its implementation in Ukraine, outlines the multidimensional nature of this phenomenon, which combines educational, socio-cultural and professional aspects. The methodology is based on the analysis, synthesis, systematization, comparative method and generalization of empirical materials and feedback from participants of Erasmus+ programs and other international initiatives. It has been established that participation in international academic mobility programs stimulates cognitive motivation through access to new educational resources and methods, and also forms professional motivation through familiarization with international standards of activity and practical experience in foreign institutions.Particular attention is paid to the experience of Vasyl Stefanyk Precarpathian National University, which actively implements academic mobility, in particular under the Erasmus+ program. Examples of successful participation of students, postgraduates and teachers are presented, which demonstrate the positive impact of academic mobility on the development of intercultural competencies, language skills, professional orientations and competitiveness of graduates. It is concluded that international academic mobility is an effective factor in the internationalization of higher education and the formation of internal motivation for continuous learning and professional growth. Prospects for further research are to develop effective mechanisms for motivating participation in international programs, study the impact of mobility on the formation of key competencies of graduates, and overcome institutional barriers that limit access to academic exchanges.
MEDIATION AS A COMMUNICATIVE TECHNOLOGY FOR CONFLICT RESOLUTION: PSYCHOLOGICAL ASPECT
The article analyzes mediation as an effective communication technology aimed at resolving conflicts in interpersonal and social contexts. The psychological mechanisms underlying the mediation process are considered, in particular the importance of empathy, active listening, emotional intelligence and dialogical skills. Particular attention is paid to the role of the mediator’s professional training and the influence of communication strategies on the effectiveness of overcoming conflict situations.In their studies, Rybak L., Shevchenko L. and Shepel O. emphasize that mediation contributes to the formation of constructive models of resolving conflicts and restoring broken interpersonal relationships.Mediation is particularly effective in cases where the parties do not want or are unable to disclose the content of the agreements to third parties; when a high level of emotional tension, in particular affective reactions such as anger, prevents constructive dialogue; in conditions of shortage of time or resources; and also in case of interest of participants in preserving friendly or partnership relations with the prospect of further interaction. The materials of the article may be of practical interest to specialists in the fields of psychology, sociology, conflictology, as well as to practicing mediators. Among the key advantages of mediation are: reduction of emotional tension, preservation of interpersonal and professional relations, voluntary and parity nature of participation of the parties, as well as orientation on their interests, and not only legal positions.The flexibility, informal nature of the procedure and efficiency of implementation of mediation make it especially attractive for the business environment. Integration of mediation as a communicative tool for conflict resolution into internal organizational processes contributes not only to stabilization of the socio- psychological climate, but also acts as a significant factor in ensuring sustainable development of the enterprise.
MULTICULTURALISM AS A СOMPONENT OF STUDENTS’ CIVIC COMPETENCE IN HIGHER EDUCATION INSTITUTIONS
The article examines multiculturalism as a component of university students’ civic competence.The relevance is determined by the acceleration of processes of globalisation during large-scale epidemics, military conflicts, and man-made and natural disasters. The purpose of the article is to provide a theoretical justification of the multicultural component of students’ civic competence, to characterise its structural components, and to propose pathways for its development in higher education institutions. The study employs a set of general scientific theoretical methods of enquiry. It is established that the multicultural component of civic competence is characterised by the integration of cognitive, value–motivational and behavioural components that foster students’ awareness of cultural diversity, the development of empathy and respect for others, and the ability to engage in dialogue and interaction within a multicultural environment. It is argued that the effective development of this component requires coherent educational policy, the use of innovative teaching methods, the integration of courses in multicultural education or civic education and global citizenship, as well as the cultivation of educational practices that promote intercultural communication. Methodological recommendations are proposed for creating a multicultural educational environment in higher education aimed at preparing students as responsible citizens in a globalised world. The approaches and analytical logic presented align with current trends in education policy and quality assurance. The synthesis of scholarly sources helps delineate the conceptual–categorical field of the study and demonstrates the complementarity of theoretical and practical aspects of the problem. The generalisations obtained may be used to refine programme content, develop didactic materials and formative assessment of learning outcomes, and support further empirical verification across diverse higher education contexts. This underlines the applied significance of the findings and the promise of the topic’s further development.
SOCIALY EXCLUDED YOUTH AS A CATEGORY OF PEDAGOGY
The article is dedicated to the concept of exclusion, which is generating increasing interest in contemporary domestic and foreign scientific literature. It emphasizes the urgent importance of researching social exclusion in accordance with the stages of development and socio-economic transformations of society. It has been determined that the phenomenon of social exclusion represents a complex and multi-dimensional social phenomenon that varies in the context of modern socio-economic transformations. A theoretical overview of concepts dedicated to studying the factors of exclusion and its interconnection with categories of the population is presented. It has been proven that the process of social exclusion occurs gradually, under the influence of external and internal factors. The article summarizes scientific approaches to defining socially excluded youth. It has been researched that youth at risk of social exclusion face a complex of barriers that mutually reinforce one another. A comparative analysis of approaches to identifying socially excluded youth has been conducted. Biological, social and individual characteristics of socially excluded youth have been proposed.Emphasis is placed on representatives of socially excluded youth according to defined characteristics. A review of scientific works shows that researchers have not reached a common understanding regarding the factors of social exclusion of youth and their classification. To effectively address interactions with socially excluded youth, it is important to understand the nature of their origin, the availability of resources and opportunities.The study examines the need for approaches regarding the prospects of their study. Directions for further research are outlined.
TRENDS IN FOREIGN LANGUAGE TEACHING OF FUTURE PRIMARY SCHOOL TEACHERS IN THE CONTEXT OF SOCIO-ECONOMIC CHANGES OF THE SECOND HALF OF ХХ – BEGINNING OF THE 21ST CENTURY
The article analyzes trends in foreign language learning among students majoring in Primary Education in the context of socio-economic changes in the second half of the 20th – early 21st centuries. By determining the demand for foreign language knowledge in society, socio-economic factors create the preconditions for producing an adequate supply of foreign language teaching to the necessary extent to cover the audience of higher education seekers. It is obvious that the education system is the most optimal space that allows the necessary level of foreign language competence to be formed in society, both quantitatively and qualitatively. The socio-economic characteristics of the functioning of the education sector are aimed at organizing the educational process, which allows the training of teaching staff capable of providing foreign language education to students. This model of educational activity should be comprehensive and systematic, and therefore involve all participants in the educational process. The educational segment related to the teaching of foreign languages has a number of specific socio-cultural features that influence the study of these disciplines in educational institutions. After all, foreign language teaching must be consistent with both internal language policy guidelines and the realities of the modern world, in which foreign languages will undergo cultural and linguistic verification and practical application. This approach determines the organization, structure, and guidelines for foreign language teaching in the educational space in general and at the primary school level in particular. The level of development of a society is usually identified by its degree of openness and democracy, and these parameters significantly influence the target standards for the functioning of foreign languages in the linguistic and cultural environment of the state as a whole.The socio-economic factors that have become the driving force behind the transformation and modernization of the principles and technologies of foreign language training for future primary school teachers have been identified.
MANAGEMENT COMPETENCE OF AN OFFICER OF THE NATIONAL GUARD OF UKRAINE: CATEGORICAL AND EMPIRICAL ANALYSIS
The article substantiates the relevance of conducting an in-depth study of managerial competence in the context of current security challenges. It is emphasized that the increasing intensity of military conflicts, the complexity and multidimensionality of managerial decisions, as well as the high dependence of the operational effectiveness of military units on the quality of leadership activities, necessitate a systemic analysis and rethinking of the essence and structural components of officers’ managerial competence.The article generalizes scientific approaches to the definition of the concept of «competence» and states that it reflects an individual’s capacity to perform professional activities effectively, based on the integration of knowledge, skills, abilities, experience, motivation, and personal qualities. It is noted that in the context of managerial activity, competence is a decisive factor of effective leadership, as it ensures the ability of a leader to make well-reasoned decisions, organize interaction, and be accountable for achieving set objectives. The necessity of well-formed managerial competence in leaders at various levels is substantiated, as it is essential for the proper execution of their functional tasks and responsibilities in accordance with the requirements of military service.A theoretical and methodological analysis of the concept of «managerial competence» based on recent scientific studies has been conducted, revealing its semantic multidimensionality and the dependence of its content on the nature of professional activity. Empirical data were collected through interviews, reflecting practitioners’ perceptions of the content of managerial competence. Based on the findings, the author formulates an original definition of the managerial competence of an officer of the National Guard of Ukraine as an integrated characteristic of the ability to effectively exercise the authority of a commander (leader) under the conditions of service-combat activity, to make justified managerial decisions in situations of risk, uncertainty, and combat stress, ensuring the organization, coordination, and control of subordinate actions in accordance with regulatory acts, while upholding the values of statehood, civil protection, public order, and the observance of human rights.
RESULTS OF EXPERIMENTAL TESTING OF THE PROGRAM FOR DEVELOPING STRESS RESISTANCE OF MILITARY SERVICEMEN OF MECHANIZED UNITS TO ACTIONS IN DEFENSIVE COMBAT CONDITIONS
The article highlights the experimental verification of the stress resistance development program for servicemen of mechanized units to actions in defensive combat. The statistical significance of the stress resistance indicators of servicemen after the implementation of the program was confirmed using the same methods as during the ascertaining stage of the study, using parametric methods (Student’s t-test) and non-parametric methods of statistical analysis for dependent and independent samples (Wilcoxon’s t-test, Mann Whitney U-test).According to the motivational and value component of stress resistance, the systems of value orientations, life goals, ways and methods of achieving them became more pronounced for servicemen. The development of cognitive and intellectual abilities requires a longer and systematic impact. According to the emotional and volitional component of stress resistance, servicemen became less aggressive, tense, irritable, anxious, more reflective and confident. An important factor in positive changes was the assimilation of breathing exercises and progressive muscle relaxation techniques by servicemen. Within the behavioral component, an increase in responsibility and self-confidence was recorded, which is manifested through an internal desire and readiness to perform combat missions in conditions of increased danger. In general, based on the results of experimental testing of the program for developing stress resistance of servicemen of mechanized units to actions in conditions of defensive combat, a conclusion was made about the selectivity of positive changes in its structural components. On the one hand, statistical significance confirms the assimilation by training participants of the skills of emotional and volitional self-regulation, positive thinking, self-control, adaptive behavior, on the other hand, the relative constancy of individual personality characteristics of a serviceman of a mechanized unit demonstrates the limited effectiveness of the training in terms of their statistically significant transformation.
NATIONAL IDENTITY OF PARENTS AS A FACTOR IN THE FORMATION OF PSYCHOLOGICAL RESILIENCE OF OLDER PRESCHOOL CHILDREN
The article analyzes the influence of parents’ worldviews and national identity on the formation of psychological resilience of older preschool children in the context of modern sociocultural challenges.A detailed analysis of scientific research devoted to the issue of psychological resilience in martial law conditions is carried out, which confirms the relevance and importance of studying the problem of psychological resilience of older preschool children, both in scientific and practical aspects.The main goal of the article is formulated – based on the analysis of scientific approaches and empirical data, to identify key components of adult behavior that are capable of ensuring the formation and maintenance of the psychological stability of a child of senior preschool age in conditions of full-scale war.Based on empirical research, the key worldviews of parents that ensure the development of a child’s resilience are characterized. It is substantiated that the worldview of parents, in particular their attitude to freedom, responsibility, values of dignity and national identity, acts as a resource for the formation of a child’s ability to adapt to life’s challenges. The connection between the internal resilience of the family and the humanitarian security of society is shown.The conclusions are drawn that in conditions of full-scale war, the family, as a basic social institution, acquires priority importance and responsibility in the formation of a child’s ability to maintain internal balance, trust in the world, and reliance on oneself and one’s loved ones.
RESEARCH INTO THE WOMEN’S PROBLEM OF “DELAY IN LIFE” SYNDROME
The article presents the results of a study of the problem of the “postponed life” syndrome in women.This is a common psychological phenomenon, when important goals, dreams and desires are postponed for an indefinite “later”, usually with the explanation “it’s not time yet” or “first you need to change something in yourself or your life”. It differs from ordinary procrastination in that it concerns not individual tasks, but an entire lifestyle. For women, this problem is often exacerbated by the influence of cultural and social scenarios: the expectation of starting a family by a certain age, caring for children and parents, meeting standards of beauty and “femininity”, as well as the need to combine several social roles at the same time.Additional factors are perfectionism, fear of criticism, dependence on other people’s evaluation, economic instability, experience of violence or trauma. The “postponed life” syndrome can turn into a woman’s behavioral strategy when postponing life becomes a habitual way of making decisions. What is especially dangerous is that the “postponed life” syndrome imperceptibly deprives a woman of a sense of personal agency – the ability to influence her life here and now. Postponing life for an indefinite period significantly reduces the quality of life, can lead to emotional burnout, depression, and loss of meaning in life. Sometimes women postpone studies, sports, and even medical examinations for the future, which can lead to serious problems in the future.Overcoming this condition requires working with one’s own beliefs, learning to live in the present moment, and forming the habit of taking small but regular steps towards what is desired, even if circumstances are still far from ideal. The support of a psychologist, a group of like-minded people, or a circle of close people can become an important resource for restoring inner freedom and an active, fulfilling life for a woman.
PERSON-TECHNOLOGY FIT IN CONTEMPORARY WORK SETTINGS: A LITERATURE REVIEW (1990–2025)
This paper presents a scoping review of studies published between 1990 and 2025 that examine the phenomenon of person-technology fit within workplace contexts. The review aims to trace the evolution of conceptual approaches, measurement methods, and empirical findings, and to identify gaps for future inquiry. A purposive corpus of 41 peer-reviewed publications was compiled through searches in Scopus, Web of Science, and Google Scholar and augmented via backward- and forward-snowballing.The analysis reveals four dominant conceptualisations of person-technology fit: (1) a functional- instrumental perspective rooted in task-technology fit; (2) a psychological-attributive perspective grounded in the Technology Acceptance Model and the Unified Theory of Acceptance and Use of Technology; (3) a multidimensional person-environment perspective that emphasises needs-supplies, demands-abilities, and value congruence; and (4) a dynamic “too-little / too-much” perspective distinguishing undersupply from oversupply of technological functionality. Measurement is still dominated by short self-report scales, whereas algorithmic indices based on usage data and natural-language processing remain rare and methodologically isolated.Synthesis of antecedents shows that digital self-efficacy, interface transparency and flexibility, and organisational support strengthen perceived fit, whereas technostress and excessive system complexity weaken it. High person-technology fit is consistently linked to higher performance, job satisfaction, and digital well-being, while misfit is associated with emotional exhaustion and turnover intentions.The review is limited by its purposive selection, English-language focus, and reliance on cross-sectional surveys. Future research should standardise terminology and instruments, employ longitudinal and multi- source designs, explore emerging technological contexts (e.g., generative AI, the metaverse), and include under-represented populations.
DEVELOPMENT OF TEACHER’S PROFESSIONAL COMPETENCIES IN THE EDUCATIONAL PROCESS BY MEANS OF OPEN EDUCATION TECHNOLOGIES
In the article, the author examines the role of open education technologies in the development of teacher’s professional competencies in the modern educational process. It is emphasized that the informatization of society and the growing demand for accessibility, flexibility and quality of education make it imperative to integrate open education. The essence of open education as a set of interrelated components, including open educational resources, massive open online courses, open source software and cloud technologies, is analyzed. It is substantiated that the use of these technologies not only expands teachers’ access to relevant knowledge and advanced techniques, but also actively contributes to the formation and improvement of their digital, subject, methodological, research and communication competencies. It is noted that the modern educational landscape provides teachers with significantly expanded opportunities for continuous professional development and improvement of pedagogical skills, which goes beyond the traditional forms of education.The author’s recommendations for educational institutions and teachers on the systematic integration of open education technologies, including the development of professional development programs, the creation of favorable infrastructure and active networking, are proposed. The conclusions confirm that open education technologies are a strategic tool for ensuring continuous professional development of teachers and improving the quality of education in line with European standards and the challenges of the digital society. Open educational resources provide teachers with free access to up-to-date materials, methodologies, and tools, which allows them to constantly update subject knowledge, develop digital skills, share experiences, and integrate innovative approaches into their professional activities, improving the quality of teaching.
PSYCHOLOGICAL MECHANISMS OF CONFLICT RESILIENCE FORMATION IN COURT EMPLOYEES
Professional activity in the judicial sphere is characterized by high levels of psychological tension, resulting from significant responsibility for decision-making, constant exposure to stress factors, and the necessity for effective management of conflict situations.This article presents the results of an empirical study examining the psychological mechanisms underlying the formation of conflict resilience among employees of Ukraine’s judicial system. The empirical investigation provided a comprehensive understanding of the studied phenomena and their interrelationships. Data analysis from 72 respondents (court administrative staff) revealed several important patterns that warrant detailed examination both in terms of their statistical significance and from the perspective of theoretical interpretation within the context of contemporary approaches to conflict psychology and occupational stress. A statistically significant negative correlation was established between stress resilience and constructive behavior in conflicts, confirming the pivotal role of stress management in developing conflict resilience. A self-assessment paradox was identified – a discrepancy between subjective evaluations of conflict resilience and objective indicators, highlighting the need for enhanced professional reflection. Gender analysis demonstrated that women rate their conflict resilience higher than men, reflecting socio-cultural characteristics of self- perception. Practical recommendations include the development of stress resilience programs, self-perception correction initiatives, and gender-sensitive approaches to professional development for judicial employees.
THE ROLE OF A TEACHER’S ASSISTANT IN TEACHING CHILDREN WITH COGNITIVE DISABILITIES
The article reveals the urgent problem of organizing effective support for children with cognitive disabilities in the context of inclusive education in a modern primary school. The focus of the scientific analysis is the activity of a teacher’s assistant as a key figure in the team of psychological and pedagogical support for a child with special educational needs. The relevance of the topic is due to the transformation of the Ukrainian educational system towards child-centeredness and inclusiveness, which requires a rethinking of the roles of all participants in the educational process, including the teacher’s assistant. Against the backdrop of an increasing number of students with intellectual and cognitive difficulties, the support of an assistant is becoming not only desirable but also a necessary condition for a successful educational process.The author conducts a thorough analysis of the principles of the assistant’s activity, reveals the peculiarities of his/her interaction with students, teachers and parents. The article identifies the specifics of the educational needs of children with cognitive disabilities, which include difficulties in memorizing, abstracting, understanding instructions, maintaining attention, planning activities, etc. Emphasis is placed on the barriers faced by such students in the regular classroom and the importance of targeted assistance from an assistant.Particular attention is paid to the difficulties faced by a teacher’s assistant: lack of clarity in defining his or her role, lack of specialized training, psycho-emotional stress, and underestimation by colleagues and society.The author concludes that the teacher’s assistant is not an auxiliary link, but a full-fledged participant in the educational process, whose activities largely determine the success of inclusive practice. The author emphasizes the need for a systematic approach to the training, support and support of assistants, as well as the development of national standards and guidelines that will facilitate the effective implementation of their role in teaching children with cognitive disabilities.
PSYCHOLOGICAL SUPPORT OF PERSONALITY READINESS OF FUTURE PSYCHOLOGISTS IN THE CONDITIONS OF WAR BY MEANS OF GROUP PSYCHOTHERAPY
The article presents theoretical and practical aspects of researching psychological support for the personal well-being of future psychologists in wartime conditions using group psychotherapy. The concept of “psychological well-being” is revealed, which is a complex phenomenon that includes happiness, life satisfaction, positive emotions, psychological health, moral stability, and the absence of negative psychological symptoms. The concept of “personal well-being” is highlighted as a set of human qualities and characteristics that ensure their ability to effectively adapt to life changes and challenges. It is analyzed that martial law sharply worsens the emotional balance and mental health of the population, placing particularly high demands on personal resilience. It is noted that higher education students, in particular future psychologists, are forced to adapt to stressful circumstances associated with uncertainty, difficult decision-making, and intense emotional stress. It has been theoretically and empirically proven that psychological support for the personal well-being of future psychologists in wartime through group psychotherapy is an important educational task that requires a competent solution in response to acute social challenges. The feasibility of developing and implementing a program of psychological support for the personal well-being of future psychologists in wartime conditions through group psychotherapy has been substantiated. It has been proven that various means of group psychotherapy, in particular the symbol drama method, improve the emotional, cognitive, behavioral, and motivational indicatorsof the personal well-being of future psychologists in wartime conditions.