Pedagogical Discourse

Task-Based Approach to Teaching English for Specific Purposes for Agronomy Students

Zoriana Dziubata — Fri, 29 May 2026 00:00:00 +0200

In the context of globalization, profession-oriented foreign language competence of specialists in the field of agronomy is essential for their competitiveness and professional development. This substantiates the need to improve ESP courses for agronomy students and make a shift from traditional vocabulary- and text-based teaching to reinforcing practical language use. Task-based language teaching (TBLT) can address these issues by implementing task-based interactive activities into ESP courses and placing students into professionally meaningful communicative situations relevant to agronomy.

This study investigated the effectiveness of the TBLT approach in ESP courses for agronomists. Based on needs analysis, the mandatory 90-hour ESP course for agronomists was redesigned in order to integrate profession-oriented tasks, including problem-solving (agronomic case studies), information processing (interpreting tables, charts, research extracts), productive tasks (presentations, writing / responding to professional emails) and interactive tasks (role-plays).

A quasi-experimental design was applied in order to determine whether the integrated task-based ESP course for agronomists enhanced students’ communicative competence across language skills. The experimental group completed pre- and post-tests, which assessed reading, listening, writing and speaking skills. Paired-sample t-test indicated a statistically significant improvement in overall performance (pre-test M=64.8, SD = 6.9; post-test M = 81.6, SD = 7.4), with a mean gain of 16.8, t (13) = 6.72, p < 0.001. Additional comparison with the group who completed a traditional ESP course using independent-sample t-test provided contextual support for the effectiveness of task-based ESP teaching (t (28) = 2.64, p = 0.013). The conducted classroom observations indicated increased students’ engagement, motivation and interaction in professionally relevant communication.

These findings confirmed that the integrated task-based ESP course for agronomists enhanced students’ communicative competence across language skills.

The Health-Preserving Potential of Primary School Lessons «I Explore the World»

Hanna Buhar — Wed, 27 May 2026 00:00:00 +0200

The article presents a comprehensive analysis of the health-preserving potential of lessons within the natural science educational domain in primary school. The study substantiates the conceptual understanding of this potential as an integrative pedagogical construct that combines content-related, organizational, and methodological dimensions of the educational process aimed at supporting pupils’ physical, psychological, and social well-being. Based on a synthesis of contemporary pedagogical approaches, the structure of health-preserving competence is clarified through the interrelation of cognitive, value-oriented, and activity-based components, each realized through the content of the integrated course «I Explore the World».

The paper examines how the curriculum content of the natural science domain facilitates the formation of pupils’ awareness of health as a personal and social value, emphasizing topics related to human biology, environmental factors, and everyday health practices. Particular attention is given to the role of inquiry-based learning, observation, and practical tasks that enable pupils to connect theoretical knowledge with real-life experiences. The study identifies effective instructional forms, including research-oriented lessons, outdoor activities, and mini-projects, which contribute to reducing cognitive overload and enhancing learners’ engagement.

Furthermore, the article outlines a set of health-preserving teaching technologies integrated into lesson structure, such as dynamic pauses, sensory-based activities, and emotionally supportive classroom strategies. The implementation of project-based learning is highlighted as a key mechanism for developing responsible health-related behavior through tasks involving self-monitoring, environmental awareness, and lifestyle analysis. The findings demonstrate that systematic integration of these approaches enhances the educational process by fostering sustainable health habits and promoting holistic development in younger schoolchildren.

Teaching English through movies (with reference to «The Crown»). Part 3: global competence and the conversational analysis

Yuliia Hlavatska — Fri, 29 May 2026 00:00:00 +0200

The article explores the potential of using popular English-language series, particularly «The Crown», as a valuable educational resource for teaching English. It focuses on developing students’ global competence and communicative skills, which are among the key tasks of modern education. A detailed conversational analysis of the scene from the series’s fifth season – a meeting between Queen Elizabeth II and Prime Minister John Major – demonstrates how a dramatised dialogue reconstruction can serve as practical material for studying complex social interactions.

A step-by-step methodology is proposed for teachers that helps students analyse language rather than merely perceive it. The dialogue exemplifies asymmetric power relations, in which each participant employs distinct communicative strategies to achieve their goals. The Queen applies diplomatic pressure, combining appeals to authority, tradition, and moral obligation. In contrast, the Prime Minister employs a strategy of cautious avoidance of confrontation, disguising rejection through financial arguments and concerns over adverse public reactions.

This analysis illustrates how language functions in real life, reflecting cultural norms, social hierarchies, and psychological nuances. Studying such materials allows students to go beyond academic rules and understand how context, tone of voice, and non-verbal signals influence the meaning of messages.

The research findings have immediate practical applications. They provide teachers in general secondary and higher education with a ready framework that can be adapted for lessons, seminars, and in language and discussion clubs. The proposed methodology fosters an in-depth study of vocabulary and grammar, as well as the development of critical thinking, negotiation skills, and interpersonal communication, which are essential for shaping a modern, globally competent individual.

Methods of Empirical Data Collection in Scientific Research

Oksana Romanyshyna — Fri, 29 May 2026 00:00:00 +0200

The article highlights the essence and significance of empirical data collection methods in scientific pedagogical research. It is substantiated that empirical methods are an important component of the methodology of pedagogical science, as they ensure the acquisition of objective information about educational phenomena, processes, and patterns of their functioning. Attention is focused on the role of empirical methods in accumulating primary research material, verifying hypotheses, identifying contradictions in educational practice, and determining prospects for its improvement. Scientific approaches to the interpretation of the essence of pedagogical research and the peculiarities of organizing empirical scientific inquiry are analyzed. The most common methods of collecting empirical data are characterized, including pedagogical observation, questionnaires, interviews, testing, analysis of activity products, pedagogical experiment, and the method of expert evaluations.

The peculiarities of applying these methods in modern pedagogical research are determined, and the necessity of the integrated use of various methods depending on the purpose, objectives, and subject of the study is substantiated. The importance of didactic tests and psychodiagnostic methods in studying individual characteristics of students and evaluating the effectiveness of the educational process is emphasized. It is highlighted that the effectiveness of empirical methods largely depends on the researcher’s methodological culture, professional training, and the ability to ensure the objectivity of the analysis of obtained results. Special attention is paid to the role of mathematical and statistical methods in the modern analysis of pedagogical data and the formation of digital research culture. It is concluded that the use of empirical methods ensures the scientific validity of pedagogical research and contributes to increasing the effectiveness of educational practice in the conditions of reforming and digitalization of the education system.

Integration of Physical Activity and Psychosocial Support into the Modern Educational Space: an Analysis of the International «Game Connect» Program Effectiveness

Sergiy Dariichuk — Fri, 29 May 2026 00:00:00 +0200

The article substantiates the theoretical foundations and analyzes the practical outcomes of the pedagogical potential of physical culture within international socio-educational projects. The research focuses on the strategic shift from traditional physical education paradigms toward the «Sport for Protection» model, where movement-based activities serve as a fundamental tool for Mental Health and Psychosocial Support (MHPSS). The study investigates the activities of the AVSI Foundation and the «Game Connect» consortium (including Right To Play, War Child Holland, and Youth Alive) as a benchmark for systematic social change.

The author details the structure of the 12-week «Game Connect» curriculum, which integrates 13 categories of essential life skills, such as resilience, assertive communication, stress management, and conflict resolution. Based on the analysis of empirical data from randomized controlled trials, the article demonstrates the high efficiency of the program, specifically an 89% reduction in anxiety and depression symptoms among displaced youth. The study highlights that in the «Game Connect» methodology, health and well-being are viewed not as isolated goals but as integrated results of holistic education and «active design». Special attention is paid to the adaptation of international best practices to the current educational context of Ukraine. The author argues for the implementation of «Safe Spaces» and «Digital Learning Centres» as well as the use of adapted shelters for active play during emergencies. The findings emphasize the need for a new professional profile for physical education teachers, requiring competencies in MHPSS and trauma-informed pedagogy. The article concludes that investing in movement-based psychosocial interventions is crucial for the social inclusion and rehabilitation of children and youth affected by military conflicts, providing a sustainable framework for the «New Ukrainian School» reform.

Training Future Managers and Financial Specialists in the Application of Artificial Intelligence for Financial Computing in Spreadsheets

Oleh Sukhovirskyi — Fri, 29 May 2026 00:00:00 +0200

The article examines the fundamental transformations in the professional training of future managers and finance specialists caused by the integration of artificial intelligence (AI) into financial computations in spreadsheets. The study demonstrates that traditional teaching approaches focused on manual data entry and formula creation in Microsoft Excel are gradually being replaced by new analytical approaches in which strategic problem formulation becomes central, while operational tasks are delegated to software tools.

The research is based on a combination of general scientific methods, including analysis, synthesis, comparison, and systematization, as well as an empirical study conducted during 2023–2026 at the Leonid Yuzkov Khmelnytskyi University of Management and Law involving 74 students majoring in Finance, Banking, and Insurance. The author analyzes the current landscape of AI-powered spreadsheet tools, including Shortcut, Deckary, Microsoft 365 Copilot, and ChatGPT for Excel, identifying their specific functions in auditing, scenario analysis, and automated financial modeling.

The results of the experimental study demonstrate a significant increase in students’ use of AI technologies: whereas only 12% of students used AI tools for formula generation in 2023, this figure increased to 92.3% by the 2025–2026 academic year. At the same time, the study identifies a considerable risk of «blind» technology use, as approximately 15.4% of participants relied entirely on AI at all stages of task completion–from analysis to reporting–which often resulted in outputs lacking economic validity. This trend indicates a growing imbalance between extensive AI reliance and insufficient practical proficiency in core Excel functions.

The article concludes that the integration of AI into financial education is an irreversible process that provides substantial productivity benefits and shifts educational emphasis toward strategic decision-making. To maintain the quality of professional training, higher education institutions should integrate AI as an intellectual assistant rather than a substitute for analytical thinking. The author argues that curricula should focus on the logic of financial model development, error verification, and scenario planning based on real-world financial cases in order to ensure the competitiveness of future professionals in the digital economy.

European Experience in Developing Gender Culture among Law Enforcement Personnel

Hryhorii Lutsenko — Fri, 29 May 2026 00:00:00 +0200

The study aims to analyse international experience and methodological foundations for developing gender culture among law enforcement personnel within the framework of professional training. It examines the regulatory frameworks and institutional approaches of leading security organisations, such as CEPOL, FRONTEX, and the OSCE, based on the principles of gender mainstreaming and the cross-cutting integration of gender into the educational process. The research methodology is based on a systematic analysis of international regulatory documents and educational frameworks developed by the OSCE, CEPOL, and FRONTEX to explore modern pedagogical strategies, including transformative learning and a practice-oriented approach, to determine their effectiveness in shaping the professional attitudes of law enforcement personnel. The scientific novelty lies in systematising the forms and methods of international gender training, ranging from digital platforms to the cascade model of instructor training. The study specifically identifies the need to implement CEPOL and FRONTEX standards in national curricula by integrating gender issues directly into modules on tactical training, professional ethics, and personnel management. Special attention was paid to the use of interactive digital platforms to ensure the continuity of training for active-duty officers. Conclusion. The effective development of gender culture requires shifting from elective courses to integrated, systematic education supported by institutional commitment. The adaptation of international experiences to the Ukrainian national system should not be a mechanical copy. It requires the creation of a flexible model that combines European values with the specificities of the national security environment. This approach ensures the sustainability of institutional transformations and enhances law enforcement officers’ professional readiness for service in a democratic society.

Inclusive Competence of a Teacher in a Higher Education Institution: Structure, Criteria and Indicators of Formation

Olha Tarnopolska — Fri, 29 May 2026 00:00:00 +0200

The article addresses the pressing problem of the professional training of higher education teachers for effective work in an inclusive educational environment that takes into account diverse student needs. The purpose of the study is to theoretically substantiate the structure, criteria, and indicators of the formation of higher education teachers’ inclusive competence as an integral professional quality. The research is based on a systematic analysis of European and domestic scholarly discourse, which makes it possible to trace a conceptual shift from the traditional understanding of «readiness to work with persons with disabilities» within the medical model to a modern approach focused on creating a barrier-free educational space through the implementation of Universal Design for Learning (UDL) principles.

Drawing on contemporary research, a four-component structure of inclusive competence is identified. The cognitive component includes knowledge of inclusive approaches, understanding of educational barriers, and ways to overcome them. The value-personal component encompasses empathy, tolerance, emotional resilience, and acceptance of student diversity. The activity-practical component reflects the ability to adapt teaching methods, apply flexible assessment strategies, and individualize the learning process. The technological-digital component involves ensuring the digital accessibility of courses, as well as using assistive technologies and online tools.

A system of criteria and measurable indicators for assessing the formation of inclusive competence has been developed, enabling its comprehensive evaluation. An important element of the model is the integration of teacher self-efficacy and emotional intelligence as key resources that help prevent professional burnout and enhance the quality of pedagogical interaction. It is substantiated that the proposed structural and criterial model serves as a conceptual basis for the objective diagnosis of inclusive competence levels and for designing innovative continuing professional development programs for academic staff.

Use of Digital Information Technologies in Teaching Veterinary Operative Surgery

Oleksandr Stepanov — Fri, 29 May 2026 00:00:00 +0200

This study examines the features of integrating digital technologies into higher education and analyzes their application in teaching operative surgery to students at the Faculty of Veterinary Medicine and Technology in Livestock. It is substantiated that the digitalization of the educational process is a key component of contemporary reforms aimed at improving the quality, accessibility, inclusiveness, and effectiveness of education. The study emphasizes that the use of information and communication technologies contributes to the personalization of educational trajectories, the development of professional competencies, the enhancement of critical thinking, and increased student motivation.

The aim of the study was to identify which digital technologies are used at the Department of Veterinary Obstetrics, Internal Pathology, and Surgery in teaching operative surgery. The research was conducted over a five-year period and included the analysis of scientific sources, pedagogical observations, surveys, and questionnaires administered to students.

It was found that all digital tools can be conventionally divided into two groups: tools for class preparation and tools for communication and information exchange. During preparation, students use Internet resources, specialized surgical websites, multimedia presentations, educational videos, and AI-based chatbots. Video materials are prioritized by most students and contribute to a deeper understanding of the practical aspects of the discipline. The Moodle platform, online conferences, computer-based testing systems, social networks, and messaging applications are used to organize educational interaction. It was determined that students actively use e-courses, interactive materials, tests, and video content, which enhances the effectiveness of independent learning.

The obtained results confirm the feasibility and effectiveness of the comprehensive implementation of digital technologies in training of future veterinary medicine professionals and indicate prospects for further research on their impact on the quality of professional education.

Educational Rhetoric as a Means of Conflict Resolution in the Educational Environment

Larysa Maftyn — Fri, 29 May 2026 00:00:00 +0200

Effective communication is a crucial component of a modern teacher’s professional practice, as the psychological climate in the educational environment depends on the ability to establish constructive dialogue. Emotional tension and conflicts arising among teachers, students, and parents negatively impact the quality of the educational process and the level of understanding among its participants. In this context, pedagogical rhetoric takes on special significance as a means of preventing and resolving interpersonal conflicts. The purpose of this study is to determine the role of pedagogical rhetoric in conflict resolution within the educational environment, as well as to identify effective rhetorical strategies and communicative tools that contribute to establishing positive pedagogical interaction. To achieve this objective, a set of theoretical methods was employed to ensure a comprehensive examination of the issue: analysis and synthesis of the scientific literature, as well as the systematization and interpretation of theoretical principles regarding the role of rhetoric in the resolution of pedagogical conflicts.

This study analyzes the content of pedagogical rhetoric, its communicative potential, and its role in fostering productive interaction among participants in the educational process. The main causes of conflicts in educational institutions are identified, and methods for resolving them using rhetorical strategies – including persuasion, argumentation, empathetic listening, speech etiquette, and nonviolent communication – are outlined. The focus is on the importance of a teacher’s professional linguistic competence in creating a positive psychological environment, preventing conflicts, and ensuring effective pedagogical interaction. It is concluded that pedagogical rhetoric contributes to the development of a culture of dialogue, tolerance, and partnership in the educational environment.

Methodology of Game Activities in the Child Protection Strategy (Sport for Protection): Experience of International Humanitarian Initiatives in the Education System

Oleksandra Tsybanyuk — Fri, 29 May 2026 00:00:00 +0200

The article provides a theoretical substantiation and reveals the content of the «Sport for Protection» game methodology as a systemic instrument for implementing international humanitarian standards in the modern educational space. The study aims to substantiate and reveal the pedagogical potential of the «Sport for Protection» methodology for ensuring the psychosocial protection and rehabilitation of youth in crisis conditions. A complex of complementary research methods was used: analysis and synthesis of the «Sport for Protection Toolkit» conceptual package; methodological modeling of the trainer training structure and game session stages; content analysis of specialized manuals («Coach2Coach Programme Book», «Learner’s Guide to Coach2Coach»); and expert interpretation of «Right to Play» annual reports to determine success criteria for sport leagues and community engagement. Its strategic mission is based on integrating innovative game methodologies into social inclusion processes and empowering children in conflict zones or regions with critical poverty. The research highlights that the pedagogical strategy focuses on leveling educational and humanitarian gaps by developing the resilience of the younger generation. The «Refugee Coach2Coach» program implements a cascade training model where professional international instructors prepare local Master Trainers from among refugees, who then train local volunteers. The integrated approach to child development is realized through the «5 Rings» program (Mind, Spirit, Body, Health, Peace), where each ring corresponds to specific games and exercises. A crucial finding is the systematization of the game toolkit into three functional groups: 1) social cohesion and inclusion; 2) psychosocial well-being and stress reduction; 3) life skills and trust. Central to the methodology is the three-stage RCA (Reflect – Connect – Apply) feedback method, which transforms physical activity into a cognitive experience, allowing participants to extrapolate game skills to real-life challenges.

Features of Using Environmentally Themed Fairy Tales in the Educational Process of Primary School

Krystyna Shevchuk, Iryna Pits — Fri, 29 May 2026 00:00:00 +0200

The article explores the essence and pedagogical potential of using environmentally oriented fairy tales in the educational process of primary school. Special attention is given to the relevance of fostering an ecological culture among young learners in the context of current environmental challenges and the need to develop responsible attitudes toward nature from an early age. Based on the analysis of contemporary psychological and pedagogical studies, the fairy tale is interpreted as an effective educational tool that combines cognitive, emotional, and value-based components, contributing to the holistic development of a child’s personality.

The study clarifies the concept of an ecological fairy tale as a specific type of literary and didactic text that presents natural phenomena, environmental issues, and models of human interaction with the environment in an accessible and imaginative form. It is emphasized that such narratives not only facilitate knowledge acquisition but also enhance emotional responsiveness, empathy, and moral awareness, which are essential for shaping ecological thinking in primary school students.

The article examines the possibilities of integrating the natural science and language-literary educational domains through the use of ecological fairy tales. This integration is shown to support the simultaneous development of reading competence and environmentally responsible behavior, as well as to promote critical thinking, imagination, and interpretative skills. Particular attention is paid to the role of emotional engagement in understanding the content of fairy tales and in forming students’ perceptions of interconnections within nature.

In addition, the paper outlines approach to classifying ecological fairy tales according to their content, didactic purpose, and functional characteristics. Effective forms, methods, and modern pedagogical technologies for their implementation are presented, including integrated lessons, interactive and problem-based learning, creative tasks, dramatization, and project activities. The use of digital tools to enhance the impact of ecological narratives is also highlighted.

The article concludes that the systematic and purposeful use of ecological fairy tales contributes to the formation of ecological culture, the development of reading competence, and the establishment of value-based orientations in young learners, ensuring their readiness for environmentally responsible interaction with the world.

Training Future Teachers to Organize the Perception of Piano Music in the Context of the New Ukrainian School

Gryhorii Tereshchuk, Kateryna Binytska, Larysa Bezemchuk, Svitlana Kokhanska — Fri, 29 May 2026 00:00:00 +0200

The article addresses current issues in the professional training of pre-service teachers within specialty A4 Secondary Education (subject specialties: A4.13 Secondary Education (Art. Musical Art) and A4.12 Art. Fine Arts) for the practical implementation of innovative tasks within the arts educational field under the conditions of the New Ukrainian School (NUS). It is emphasized that contemporary educational realities require teachers to shift from passive instruction to an active search for forms and methods that unlock the potential of art, fostering intellectual and emotional development based on the finest examples of piano music. Learning and teaching within the framework of interdisciplinary integration, as embedded in the educational programs of specialty A4 Secondary Education (subject specialties: A4.13 Secondary Education (Art. Musical Art) and A4.12 Art. Fine Arts), is designed to assist students in their practical work with pupils to demonstrate their performance mastery and musical-pedagogical creativity. This, in turn, helps uphold the role of a contemporary arts educator in the face of artificial intelligence. Educators gain the opportunity to conduct the artistic-pedagogical analysis of musical works using modern arts textbooks recommended by the Ministry of Education and Science of Ukraine (MESU) for the NUS, and to demonstrate these works through live performance.

The article focuses on the theoretical and practical toolkit of the teacher. It analyzes the application of artistic-pedagogical analysis in practical work with pupils during the adaptation period of basic secondary education (grades 5 and 6). A comparative analysis of piano works included in the curriculum materials of the NUS model arts programs and the performance repertoire for students in the «Main Instrument: Piano» class is illustrated.

To ensure educational continuity, the necessity of synchronizing curricula at the level of inter-sectoral integration is emphasized. Such an approach ensures the effectiveness of the arts educational field as a means of adapting youth to intensive social changes and the aesthetic transformation of the surrounding world.