Alfred Nobel University Journal of Pedagogy and Psychology
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Документ Time perception and cognitive flexibility in bilingual adults: a neuropsychological approach(Alfred Nobel University, 2025-12-26) Inesa Harkusha; Tetiana DovhalenkoIn modern psychological and neuropsychological studies, the perception of time is considered as a complex multidimensional cognitive phenomenon that plays a key role in regulating behaviour, planning activities, forming life strategies, and adapting the personality to changing environmental conditions. In psychological terms, time is not only a subjective experience of duration or sequence of events, but also an integrative mental construct that combines attention, memory, executive functions, emotional regulation, and the individual’s sociocultural experience. The study of factors that contribute to effective time regulation in adulthood, in particular cognitive flexibility and bilingualism, is of particular relevance. The aim of the study is to conduct a comprehensive theoretical analysis of the perception of time as a multidimensional cognitive phenomenon and to determine the role of cognitive flexibility and bilingualism in the formation of neuropsychological mechanisms of time regulation, adaptive behaviour, and executive control in adulthood. Research methods. The article uses methods of theoretical analysis, synthesis, comparison, and generalization of the results of modern psychological, neuropsychological, and cognitive studies devoted to the problem of temporal information processing, executive functions, and the influence of bilingualism on cognitive development. Interdisciplinary scientific approaches are analysed, allowing us to consider the perception of time in the context of neural mechanisms, cognitive processes, and sociocultural conditions of life.Within the framework of theoretical analysis, the position is that the perception of time is the result of the interaction of neuropsychological structures and functional systems of the brain, in particular the prefrontal cortex, basal ganglia, cerebellum, the hippocampus, and the parietal areas, which ensure the accuracy of time interval assessment, the formation of event sequences, and the subjective experience of the passage of time. It is shown that the effectiveness of time regulation largely depends on the level of development of executive functions, primarily cognitive flexibility, which determines an individual’s ability to mentally switch, correct time estimates, and optimally manage cognitive resources. Particular attention is paid to the analysis of cognitive flexibility as a multilevel construct that encompasses cognitive, emotional-regulatory, and behavioural components. It has been proven that impaired cognitive flexibility is accompanied by a distortion of subjective perception of time, difficulties in predicting future events, and a decrease in an individual’s adaptive potential in conditions of rapid social change. Particular emphasis is placed on the role of bilingualism as a factor in the development of cognitive flexibility and specific features of time processing in adulthood. A summary of the results of recent studies shows that regular switching between languages activates executive mechanisms, promotes the functional reorganization of frontal-parietal neural networks, and increases the accuracy of time interval estimation and the effectiveness of self-regulation. Bilingualism is considered as an important cognitive resource that provides more flexible control of attention, information processing speed, and adaptation to complex sociocultural contexts. Conclusions. It is substantiated that the perception of time is an integrative cognitive mechanism that is formed through the interaction of neuropsychological processes, executive functions, and sociocultural factors. Cognitive flexibility and bilingualism are key resources for the development of effective time regulation, adaptive behaviour, and executive control in adulthood. The theoretical generalizations obtained can be used in further empirical research, as well as in the practice of psychological counselling, psychoeducation, and cognitive development programs for adults.Документ System of professional training for shaping technological culture in future science teachers in higher education institutions(Alfred Nobel University, 2024-12-19) Sliusarenko MykolaThe article examines the system of training aimed at shaping the technological culture of future science teachers in the context of the technologisation of the educational process in higher education institut ions. The purpose of the study is to theoretically substantiate the effectiveness of the system of professional training for shaping the technological culture of future science teachers and to explore its resource potential for enriching their technological and methodological capabilities. The research employed methods of content and categorical analysis, systematisation, and modelling of the professional training system for shaping the technological culture of future science teachers, along with a pedagogical experiment to assess the effectiveness of the modelled system. The experiment was conducted in real educational settings of a higher pedagogical education institution and involved 186 students of natural science specialities, all of whom provided informed consent. Professional training for pedagogical activity is considered as a process of professional formation of a creative personality. The study specifies the purpose, methodological approaches, content, and implementation methods of the professional training system for shaping the technological culture of future teachers of natural sciences within a higher education institution, emphasising its significance as a key aspect of their pedagogical professionalism. The organisational structure of this system was modelled based on methodological approaches and principles aimed at developing students’ technological culture. It has been established that the components of this system include the methodological and goal-oriented, content-related, organisational and procedural, and monitoring and evaluation components. The system’s core element is its goal, which is directed towards shaping the technological culture of future teachers of natural sciences as an essential characteristic of their pedagogical professionalism. The study identifies pedagogical terms that ensure the effectiveness of the educational process in facilitating the professional development of future teachers of natural sciences. The experimental findings confirm the effectiveness of the professional training system in shaping students’ technological culture and substantiate the necessity of technologising its content, employing tools of pedagogical design, and providing technical and methodological support alongside psychological and pedagogical guidance. The mastery of the training content was achieved through the modelling of educational situations that reinforced students’ active engagement, stimulated their technological actions, and fostered independence and creativity in solving technological and methodological tasks. The generalisation of research results experimentally confirms that the productivity of professional training for shaping the technological culture of future science teachers significantly improves when its theoretical and methodological foundations are substantiated, developed, and implemented under specially created pedagogical terms within higher education institutions. It has been concluded that creating a culturally and technologically enriched educational environment, introducing a technological approach to the content of professional training, involving students in various types of technological and methodological activities during their studies, and enhancing their active engagement in completing technological tasks contribute to the positive dynamics of shaping the technological culture of future science teachers.Документ Formation of professional competence of future vocational training instructors in the field of transport using digital technologies(Alfred Nobel University, 2024-12-19) Pohorielov Mykhailo; Filatov SergiyOur goal is to enhance the educational process, management, methodology, and information work through the implementation of digital technologies as a means of improving the professional competence of future vocational education instructors in the field of transport. The purpose of the study is to determine the role of digital technologies in the vocational education system; assess the readiness of students and instructors for the implementation of digital technologies; identify the necessary learning conditions for the effective integration of these technologies into the educational process and information work of higher education institutions; and outline possible options for the integrated use of digital technologies in specific areas of pedagogical activity. The achievement of the research objectives is ensured through the use of empirical methods (observation, analysis of research activities within the system, and analysis of teachers’ pedagogical activities). The article explores the theoretical and methodological aspects of integrating digital technologies to develop the professional competence of vocational education instructors in the field of transport. Based on an analysis of scientific and theoretical literature, it has been determined that the application of digital technologies in the professional training of educators contributes to improving education quality and ensuring a high level of specialist training. This approach also stimulates the development of an innovative educational environment that meets the modern demands of society and the labour market. The study analyses the process of acquiring digital skills, which are an essential component of professional training. It has been established that the use of digital technologies not only facilitates the acquisition of necessary knowledge but also fosters the ability to analyse the information space and adapt to the dynamic professional environment. Theoretical aspects of the research are complemented by an analysis of modern computer technologies in education, which significantly optimize the learning process for both instructors and students. The study concludes that there is a need for the active implementation of interactive educational environments, modern digital methodologies, and innovative pedagogical technologies in the professional training of future vocational education instructors. Special attention should be given to developing students’ digital competence and fostering effective networked interaction among all participants in the educational process. A virtual roadmap has been developed for instructors as an electronic, publicly accessible resource (e.g., a website), which outlines all the necessary mandatory steps that an instructor must follow while carrying out educational activities in vocational education institutions. The main directions of the instructor’s virtual roadmap have been identified, which should align with real educational activities within institutions.Документ The role of STEM education in the professional training of future specialists in engineering and pedagogical fields(Alfred Nobel University, 2024-12-19) Tarasov Volodymyr; Tyutyunov OlegThe article is devoted to analysing the implementation of STEM education in higher education institut ions, aiming to develop competencies in future specialists in engineering and pedagogical fields necessary for effective activity in the context of rapid technological advancements and global labour market changes. It has been determined that, in the context of dynamic changes in technological and economic spheres, the education of future specialists in engineering, pedagogy, and technical disciplines should focus on mastering complex interdisciplinary knowledge and skills that enable the resolution of challenging professional tasks using modern technologies. The purpose of the article is to determine specifics of STEM technologies implementation in higher education, to identify key aspects of integrating STEM education into the educational process, and to outline the challenges encountered during its implementation. The study employs methods of semantic and content analysis, as well as generalisation and systemat isation of approaches to defining the essential characteristics of STEM education for students of engineering and pedagogical specialities. The review of scientific works highlights STEM education as a powerful tool for developing critical thinking, analytical abilities, creativity, and an interdisciplinary approach. STEM education facilitates the integration of mathematics, engineering, technology, and science, allowing students to gain profound knowledge in their specialisation and develop systematic thinking for solving contemporary scientific and technical problems. The analysis of regulatory documents governing the implementation of STEM education globally and in Ukraine has been conducted. The significant role of educational authorities, private initiatives, and the creation of laboratories and centres, as well as institutions of general secondary and extracurricular educat ion, in introducing STEM technologies into learning activities and professional training, has been emphasised. The existing approaches to implementing STEM education in the educational process of higher education institutions have been analysed. It has been identified that the key characteristics of this approach include a focus on practical activities, the integration of digital technologies, the use of innovative teaching methods, and active student participation in project-based activities. It is concluded that forms of learning such as laboratory work, internships, and project team activities contribute to developing practical skills necessary for solving real-world problems in professional activities. In addition to analysing the advantages, challenges and difficulties associated with implementing STEM education have been outlined. The main issues identified include insufficient material and technical resources, a shortage of highly qualified instructors, and weak integration of interdisciplinary knowledge into curricula. The necessity of updating curriculum content and creating modern infrastructure to support STEM education has been substantiated. The importance of continuously improving teachers’ professional competencies and motivating students to master complex technical disciplines has also been highlighted. The conclusion is drawn that the result of implementing STEM education is the formation of STEM competence in learners, which determines their ability to solve complex interdisciplinary tasks in their professional activities. Such competence in students of engineering and pedagogical specialities can ensure not only their professional development but also their ability to lead students’ educational activities on an innovative basis.Документ Analysis of external and internal factors affecting higher education in the Azerbaijan Republic in the sphere of international economic relations(Alfred Nobel University, 2024-12-19) Abasova Samira Huseyn qizi; Aliyeva Esmer Qurban qiziThe development of education is the priority direction of the state policy of Azerbaijan. In all countries, education is a very important part of society, but in Azerbaijan it is a decisive element in people’s lives. For this reason, the reforms carried out in the field of education in our country after gaining independence have an international character and cover all its fields. This article examines the international aspects of higher education in Azerbaijan and analyses external and internal factors influencing higher education. The object of the study is the Azerbaijan higher education system. The subject of the study is the analysis of external and internal factors influencing the Azerbaijan higher education system in the context of expanding foreign economic relations. This article has used the methods of observation, statistical analysis and statistical grouping of technical and economic indicators for the 1992/1993 – 2022/23 academic years in Azerbaijan in percentage. The research tasks are as follows: 1) How many forms of higher education have been formed in Azerbaijan? 2) What external factors influence higher education in Azerbaijan? 3) How can political, economic, social and technological factors (PEST analysis) be revealed in the field of Azerbaijan’s higher education? 4) What internal factors influence the higher education system in Azerbaijan? 5) Does the analysis of internal factors (SWOT analysis) sufficiently reveal the true situation in the higher education system in Azerbaijan? It has been concluded that the development of the higher education system in Azerbaijan is closely linked to the introduction of innovations, modern technologies, and digital transformation. In the early years of independence, foreign citizens played a key role in transferring new techniques, knowledge, and cultural examples. Subsequently, Azerbaijani citizens studying or working abroad became the main contributors to this process. Political and economic stabilization, along with socio-economic development and improvements in education and infrastructure, significantly boosted the country’s educational services and increased the inflow of foreign students. Thus, the ongoing reforms aim to integrate modern teaching methods and information technologies into the educational process.Документ Formation of technological and design competences of students in the course “Materials science of sewing production” while working on design tasks(Alfred Nobel University, 2024-12-19) Taranenko TetianaIn the context of the modern educational process, an important aspect is the integration of theoretical knowledge and practical skills that ensure the comprehensive development of future professionals. The article proposes an innovative approach to teaching, which consists in the use of design tasks as an effect ive tool for the development of technological and design skills of students. The purpose of the article is to substantiate methodological approaches to the formation of technological and design competences of students in the process of studying the educational component “Materials Science of Sewing Production” while performing design tasks in this course. The objectives of the article are to analyse the role and importance of design tasks in the educational process in the study of materials science by future technology teachers; to identify the key components of technological and design competences that are formed through design tasks; to develop examples of design tasks that contribute to the development of skills in material analysis, selection and design of products. Research methods are as follows: theoretical analysis, generalization, and modelling of educational situations – to develop examples of design tasks and their adaptation to the needs of the course “Materials Science of Sewing Production”. The importance of creative and engineering thinking of students who can self-develop, self-realise, and make decisions independently in conditions of constant change is determined. It is proved that design activity is an effective aspect that influences personal development, as it includes elements of self-expression and creativity. The process of forming technological and design competence in students studying the course “Materials Science of Sewing Production” is considered. The role of design tasks as a means of developing pract ical skills to creatively approach technological problems, which stimulates the acquisition of engineering knowledge and increases the willingness to work with a variety of materials, is investigated. As a result, future specialists learn to effectively apply constructive solutions, adapting them to real production condit ions, which is key to working in the technology industry. The main stages of training are defined, during which students apply the acquired theoretical knowledge of materials science in practice, selecting the design and construction for future products. In particular, emphasis is placed on techniques that promote the integration of knowledge about fabric properties, processing methods and clothing manufacturing technologies. It is substantiated that the study of materials science through the prism of design tasks allows students not only to master theoretical knowledge of the characteristics of materials, their properties and application in the garment industry, but also to acquire practical skills in the process of developing designs, choosing the best materials for specific products and creating innovative models. Particular attention is paid to the analysis of the application of design tasks in practical classes, where students have the opportunity to implement their ideas through the development of real projects, including the stages of material selection, prototyping and testing of structures. Examples of tasks that contribute to the development of technical imagination, accuracy in performing tasks, and the ability to adapt to the rapidly changing conditions of the technology industry are described. Conclusions. The positive impact of creative design tasks on the development of critical thinking, creativity and technological and design competences of students in mastering technologies is outlined.Документ Algorithm of foreign language professional competence development in the system of formation of professional activity of future HR-engineering specialists(Alfred Nobel University, 2024-12-19) Oleksandrenko Kateryna; Petliovana Liliia; Sobol NataliiaThe article deals with the concept of foreign language professional competence and its development in the system of professional activity of a future specialist. It was determined that the process of modernizing the system of higher education raises the problems of improving the quality of foreign language acquisition which gives a competitive advantage to a graduate on a labour market as well as enables them to conduct foreign language professional communication. The purpose of the article is to create the algorithm for the development of foreign-language professional competence of a future HR engineering specialist. An algorithm of foreign language professional competence development is regarded as a certain sequence of psychological and pedagogical actions realized within the system of professional education and oriented on the professional activity of future HR engineering specialists. To achieve the formulated aim, the following tasks were considered: different approaches to understanding foreign language competence were described, the essence of foreign language professional competence within the frameworks of professional activity was clarified, and an algorithm of foreign language professional development was elaborated. Due to the realization of the algorithm of foreign language professional development, the improvement of skills and abilities which are characteristics of motivational, prognostic, socio-cultural, technological and analytical criteria of foreign language professional competence of future professionals is taken place on each level of its development resulting in self-development and self-improvement of personality. To solve the tasks of the investigation the following methods were employed: comparison, systemat ization, and pedagogical modelling, and methodological experiment, method of expert assessment, reflexive assessment method, and interviewing. The analysis of the latest publications on the subject of the research was carried out. Different approaches to understanding the concept of «foreign language professional competence» were regarded. It was revealed that foreign language professional competence is a set of lexical, grammatical, socio-cultural and professional knowledge and skills necessary for foreign language communication in situations that are related to professional duties. It has been concluded that the usage of the algorithm of foreign language professional competence development enables: to analyse the main requirements for the development of foreign language professional competence of future specialists; to determine the aims and tasks of educational activity; to substantiate the system of basic data for foreign language professional competence development; to analyse characteristics of participants of the educational process; to choose criteria for the assessment of the level of foreign language professional competence development; to choose appropriate means of psychological and pedagogical influence and tactics of activity; and to evaluate your own results in foreign language professional competence development. Directions for further investigations may be outlined as follows: determination of the conditions for professional training optimization, and elaboration of the concept of professional activity development.Документ Entrepreneurial competence of the future specialist: professional and personal dimensions(Alfred Nobel University, 2024-12-19) Kyrylenko YelisieiThe article is devoted to exploring the development of perspectives on the essence of entrepreneurship as a socio-economic phenomenon and the personal traits of entrepreneurs. The aim of the article is to identify the theoretical foundations of entrepreneurial competence, outline its structure with regard to the specific features of vocational training for students of automotive transport colleges, and emphasise the integration of professional, social, and personal dimensions. The research methods employed include categorical, definitional, and retrospective analyses of interpretations of the phenomena of entrepreneurship and entrepreneurial competence; methods of conceptualisation and systematisation to formulate narrow and broad definitions of entrepreneurial competence; as well as methods of structuring and modelling the content and structure of entrepreneurial competence for future professionals in the automotive transport sector. As a result of analysing primary sources, broad and narrow definitions of entrepreneurial competence for professionals in the automotive transport sector have been formulated. In a broad sense, entrepreneurial competence is defined as an integrated characteristic that ensures the effective performance of a specialist in various professional roles, ranging from a leader to a strategist. In a narrow sense, it is a complex personal formation encompassing specific competences necessary for successful activities in the automotive transport sector, including business process organisation, risk management, and the implementation of innovative strategies. The content of entrepreneurial competence is revealed through the proposed three interrelated domains of EntreComp: “Ideas and Opportunities,” “Resources,” and “Transformation in Action.” Based on this framework, a detailed list of relevant knowledge, skills, abilities, and values essential for innovative activities in the automotive transport sector has been developed. Key knowledge areas include the fundamentals of entrepreneurship, the laws and principles governing transport systems, financial management of transport enterprises, marketing, and personnel management. Crucial traits identified include the ability to harness the creative potential of employees, effectively utilise resources, foster an atmosphere of innovative search, respond swiftly to changing market demands, pursue continuous knowledge renewal, focus on sustainable enterprise development, and maintain a results-oriented approach as the foundation of effective activity. Additionally, the importance of retaining the freedom of initiative and entrepreneurship, demonstrating independent thinking, and calculating risks while taking responsibility for decisions is highlighted. Given the multidimensional nature of entrepreneurial competence, which integrates several diverse components, its structure is described through the professional, social, and personal dimensions. The professional dimension reflects the rational and operational component of entrepreneurial competence for future professionals in the automotive transport sector. The social dimension focuses on the ability to build harmonious relationships in the professional environment, taking ethical and societal values into account. The personal dimension represents the existential foundation of entrepreneurial competence, ensuring freedom of choice and the creative search for meaning by professionals in the automotive transport sector. The article concludes that the entrepreneurial competence of future professionals in the automotive transport sector is a multifaceted phenomenon that requires a systemic integration and creative interpretation of economic, sociological, psychological-pedagogical, and philosophical approaches for its comprehensive understanding.Документ Requirements for the professional qualities of lecturers in specialised subjects in agricultural higher education institutions(Alfred Nobel University, 2024-12-19) Drozdova IrynaThe purpose of the article is to substantiate the requirements for the professional qualities of lecturers in specialized subjects in higher education institutions in the agrarian direction. The tasks of the research consist in defining many educational problems. An analysis of the existing problems and unresolved issues of the formation of professional qualities of lecturers in specialized subjects in agrarian higher educat ion institutions, revealed in systemic contradictions, was carried out. It was noted that a modern lecturer should be prepared for professional activities involving innovative technologies, work in the new informat ion society, etc. Methodological approaches such as systemic and synergistic ones were used to identify professional qualities; general philosophical principles of objectivity were applied as well. The arti cle examThe article examThe arti cle examines the problem of the formation of professional qualities of lecturers of agricultural courses in higher education institutions; in particular, the requirements of modern Ukrainian society for educated and competit ive specialists, specified by the level of professionalism and personal development, are analyzed. The problem is complicated by the conditions of martial law and further prospects for adjustment in the post-war period of recovery of Ukraine. An analysis of the professional qualities of a lecturer was carried out, and such aspects as professional responsibility, autonomy of the profession, responsibility for the effectiveness of the educational process, high level of freedom, creative nature of activity, scientific work of the lecturer, implementation of administrative and managerial procedures, self-improvement, formation of self-esteem, and goal setting were noted as critical ones for the formation of professional qualities and their practical implementation. The role and importance of motivation as the basis of professional improvement of lecturers in agricultural higher education institutions on the basis of the formation of positive qualities of the lecturer is emphasized. Attention is drawn to the educational process in institutions of higher education, organized to ensure continuity, purposefulness and gradualness of professional development at the reproductive, meaningful, effective, complex, creative, and formative levels. The importance of professional suitability and professional readiness is considered and indicated; pedagogical activity is characterized by the following qualities: obligation, thoroughness, conscientiousness, strong-willed characteristics, resourcefulness, self-discipline, endurance, and emotional stability. The content of professional qualities significant for the agrarian sector of the economy is substantiated: skills in the correct organization of the work process, understanding the operation of agricultural machinery and modern production, understanding natural processes, etc. The conclusions indicate that the professional qualities of the lecturer in the agricultural higher education institution will involve a conscious and purposeful process of developing professional qualities in accordance with social requirements, pedagogical activity and the personal program of the lecturer in the diff icult conditions of martial law.Документ Reforming the European doctoral education system in the context of formation of generic competences(Alfred Nobel University, 2024-12-19) Derstuganova NataliaThe article analyses the EU regulatory and recommendatory documents which manage the process of reforming the doctoral education system in the context of formation of generic (universal) competences. The problem of improving the higher education system, in particular training of higher qualification personnel with a high-level complex of generic competences that are of great demand in the labour market not only currently but in the future as well, is relevant for Ukraine. The reform of the national system for training applicants of the third (educational and scientific) level is carried out in accordance with European principles and approaches. Therefore, it is timely to research the experience of reforming the doctoral education system in the EU, in particular, to analyse the EU regulatory and recommendation documents which govern the process of reforming the doctoral education system in the context of developing generic competences. Purpose. The purpose of the article is to identify the vectors of doctoral education development by analyzing the EU regulatory and recommendation documents which govern the process of reforming the doctoral education system in the context of formation of generic competences. Methods. To achieve this purpose, a set of methods was used including analysis, synthesis, comparison, systematization and generalization of theoretical material. It is established that the process of reforming the higher education systems of the European Union which has been going on in the last decades is aimed primarily at reforming its most responsible link – doctoral education as a leading flagship of development of not only higher education, but also society as a whole. Establishment of productive relations between higher education systems of the European countries and relevant research institutions, taking into account sustainable educational traditions and centuries-old pedagogical experience of the EU countries, with respect for the linguistic, cultural and religious diversity, became a solid foundation on which the new Europe of Knowledge was built. Persistent work by all involved partners of this large-scale process of improving the higher education system such as universities, research institutions, students, representatives of government and business circles, and other stakeholders was focused on achieving a new level of quality and transparency of higher education in the EU, including doctoral education. Conclusion. The analysis of the regulatory and recommendation documents governing the process of reforming doctoral education in Europe showed that the leading purpose of reforming the doctoral educat ion in the EU was the training of new generation scientists who, after completing their studies at the third level of higher education, have a certain level of the formed competences, in particular a high level of development of universal (generic) competences. It has been revealed that over the last decades, attention has been significantly increased to the process of developing universal competences in the applicants for the degree of Doctor of Philosophy during doctoral training. Nowadays, improving the process of forming the current complex of universal competences of Doctor of Philosophy degree students during doctoral training is considered as an important component of a holistic process of reforming doctoral education in the EU and has a direct impact on the training of scientists of the new formation who are capable of successful self-realisation in both academic and non-academic realities, and ready for the practical implementation of new progressive ideas that extend the boundaries of existing knowledge.Документ Blended learning technologies as a factor in developing self-education competence of medical college students(Alfred Nobel University, 2024-12-19) Volkova Nataliia; Lovyanova IrynaThis study substantiates the peculiarities of developing the self-education competence of medical college students through blended learning technologies. The purpose of this publication is to define the effectiveness of integrating traditional and online learning formats to enhance students’ independent and self-directed learning. The research employs methods such as analysis, synthesis, and specification of scientific-pedagogical and methodological sources on the application of blended learning technologies and the development of self-education competence. Additionally, content analysis of regulatory documents, curricula, and methodological materials of medical colleges, along with surveys and questionnaires, was conducted. It has been established that blended learning, which integrates traditional teaching methods with online components, provides new opportunities for fostering students’ independent learning. The study explores leading approaches to organising such learning, including the use of electronic platforms, video materials, interactive tasks, and discussion forums to encourage active student engagement. Particular emphasis is placed on the importance of self-education competence for medical students, who must develop the ability to independently acquire and apply knowledge and skills relevant to professional practice. The study highlights the advantages of blended learning in enhancing critical thinking, fostering self-education competence, and structuring individual learning pathways. Special attention is given to digital platforms, which enable interactive engagement with learning materials and facilitate access to up-to-date scientific research, clinical case studies, and medical databases. The findings of this research substantiate the critical role of self-education competence in the professional training of medical students and demonstrate the relevance of blended learning technologies in optimising this process. To ensure effective development of this competence, an electronic educational and methodological complex, comprising “Patient Care” and “Propaedeutics of Internal Medicine”, has been developed and integrated into the educational information environment of the medical college. This complex implements blended learning technology, combining traditional and distance learning formats, providing students with flexibility, personalised learning pathways, and the ability to study autonomously. The course is structured on a modular basis, ensuring logical interconnections between topics and forming a comprehensive learning system that includes theoretical preparation, practical training, and continuous knowledge assessment. The study confirms that the proposed methodological framework facilitates the development of self-directed learning skills, information analysis, and application, which are fundamental to the lifelong learning process of future medical professionals. The research concludes that blended learning technologies hold significant potential for further development. In the future, this educational model will enable deeper integration of advanced technologies into the training of medical professionals. The application of virtual reality and artificial intelligence for medical data analysis will further expand self-education opportunities, enhance students’ autonomy in the learning process, and support personalised pathways for professional development.Документ Development of social skills of Doctors of Philosophy in professional education: conceptual approaches, methodological toolkit(Alfred Nobel University, 2024-12-19) Volkova Nataliia; Lebid Olha; Korobeinikova TetianaThe article addresses the issue of developing social skills of doctoral candidates in professional education. The purpose of the study is to substantiate the set of social skills of doctors of philosophy in professional education and outline approaches to their development, which are implemented at Alfred Nobel University. The study used methods of comparative, retrospective and definitional analysis, categorization and modelling of the set of social skills of doctors of philosophy in vocational education, and conceptualization of advanced pedagogical experience in their formation in professional training. Based on a study of domestic and foreign scientific literature, the authors demonstrate the diversity of approaches to both the interpretation of social skills and the identification of their list. The article substantiates the groups of social skills that are important for doctors of philosophy in professional education: effective social communication and behaviour skills (ability to actively listen to the interlocutor, persuade and argue, present themselves and their ideas; mastery of nonverbal communication tools); collaboration and teamwork skills (ability to work effectively in a team and consider other points of view; establish and maintain contacts; model relationships with various subjects of the educational process, namely students, parents, teachers, university management, social partners, and stakeholders; ability to effectively resolve conflicts and achieve goals collaboratively); cognitive skills (critical thinking, creativity, positive thinking, self-education skills, and digital skills); self-organization skills (ability to set and achieve goals, self-management skills, self-organization, volitional self-regulation, self-assessment, self-reflection, self-development, identification and production of an internal resource base); personal skills (self-confidence, empathy, responsibility, emotional intelligence, resilience, time management, criticality, stress resistance, tolerance, honesty, optimism, flexibility, entrepreneurship, active position and leadership, and adaptability). The methodological foundations for the development of social skills of postgraduate students who are obtaining the third (educational and scientific) level of higher education in specialty 015 Professional Education (by specialization) in the field of knowledge 01 Education/ Pedagogy at Alfred Nobel University are determined including: systemic, competency-based, axiological, personality-oriented, andragogical, participatory, and resource approaches; principles (the ones of social partnership, acmeological psychological and pedagogical support for the activities of subjects of the educational process, and internal freedom of the individual). The article shows the expediency of using a set of teaching and learning methods in each academic discipline of the educational and scientific program, including both mandatory and elective courses, which would maximally contribute to the development of social skills in postgraduate students. The educational potential of facilitation and coaching methods as an effective tool for developing social skills in PhD candidates in professional education is determined. It has been concluded that the development of social skills by doctors of philosophy in professional education is the basis for their successful careers as effective teachers, researchers, and leaders in their field. Their formation in the process of professional training will allow future doctors of philosophy to adapt to the challenges of the modern educational space.Документ Methodological approaches to training future computer science teachers in programming with Scratch environment(Alfred Nobel University, 2024-12-19) Alieka HalynaThe article addresses the issue of updating the content of training future computer science teachers through the use of visual environments for teaching programming and algorithmisation. The purpose of the study is to explore, substantiate, and elucidate the essence of methodological approaches to teaching programming in the Scratch environment. The research objectives include identifying the features and advantages of Scratch in teaching programming to future computer science teachers and applying the acquired professional knowledge in teaching computer science at primary and secondary school levels. Additionally, the study seeks to outline approaches to teaching programming in the Scratch environment and to develop educational tasks for implementing each approach at various stages of teaching programming to future teachers. The study employs methods of analysis and synthesis, systematisation, and specification of scientific data on techniques and strategies for teaching algorithmisation and programming to prospective specialists, as well as methods for designing methodological approaches to organising work in the Scratch environment. Based on the analysis of primary sources, five methodological approaches to teaching programming in the Scratch environment have been identified: coding by example, code analysis, debugging code, code augmentation, and creating project code based on requirements. The article examines the specifics of implementing each of these approaches in the educational process for training future computer science teachers. It has been noted that programming instruction should begin with mastering the “coding by example” technique. This approach is appropriate for use in lecture sessions. Examples of projects suitable for initial sessions dedicated to familiarising students with the Scratch programming environment are provided, along with the primary advantages of the “coding by example” approach. The study reveals that the “code analysis” technique is akin to reading before learning to write. This approach enables students to understand how components and constructs of the language are combined. Code presentation formats may vary, including printed cards, online collaborative whiteboards, or directly within the Scratch environment. The next crucial approach to programming instruction is “debugging code”. This technique is best suited for group work during practical classes. A proposal is made for implementing group work in an online learning environment using the Zoom platform. Examples of projects utilised for the “debugging code” approach are described, detailing the objectives of the game, the bugs to be identified, and possible game design solutions. The fourth methodological approach presented in the article involves acquiring programming skills by completing tasks that require project code augmentation. This method is recommended for cases where the project complexity is high, making it impossible to recreate the project code within a single academic session. To implement the “code augmentation” approach, instructors should provide students with links to projects from which they will create “Remixes”. The fifth methodological approach is “creating project code based on requirements”. The author proposes implementing this approach through step-by-step instructions for project creation. It has been substantiated that tasks with a step-by-step algorithm for creating interactive projects, animations, or games can be adapted to the preparedness level of each student, ensuring an optimal learning pace. It has been concluded that each of the proposed approaches is an integral component of the content of algorithmisation and programming courses. By completing tasks within the framework of each approach, students acquire professionally valuable experience.Документ Mentor / lecturer in the personality development system(Alfred Nobel University, 2024-12-19) Shuba Liudmyla; Shuba Victor; Shuba VThe article examines approaches to modelling the traits and qualities of a lecturer in the context of distance education. The aim of the study is to define the specific features of a mentor/lecturer’s work and their impact on the development of students and the educational environment under conditions of distance learning. The main research methods include a retrospective analysis of the concept of “mentoring”, generalisation, systematisation of theoretical aspects regarding the mentor’s role in higher education and distance learning, and modelling the traits and qualities of a mentor/lecturer. It has been established that mentoring is a unique process of support, teaching, and development achieved through individual interaction between the mentor/lecturer and the mentee. A mentor is not only a guide but also a source of inspiration, helping to unleash potential, develop professional skills, and build a successful career. Mentoring is viewed as a tool for transferring experience, knowledge, and values, fostering harmonious personal and professional development for the mentee. It has been determined that distance learning has altered the role of the mentor/lecturer in the educational process, requiring new teaching approaches and the development of specific competences in students. In this format, the teacher emerges not only as a knowledge provider but also as a motivator and mentor capable of effective communication and adaptation to online education. Empathy and emotional intelligence are becoming critical qualities for lecturers, enabling them to better understand and support students in challenging circumstances. Charisma and the ability to engage the audience help maintain attention even through a screen, significantly enhancing the learning material comprehension. The lecturer’s flexibility is manifested in their ability to adjust approaches to delivering information and solving technical problems. Advanced technical literacy enables the creation of interactive courses and high-quality multimedia resources, as well as facilitating better knowledge acquisition. Additionally, the lecturer must be patient with students adapting to the new format and demonstrate tolerance towards their individual challenges. Motivational skills inspire students to actively engage in learning, fostering a positive attitude towards the educational process. Organisational skills and professionalism are particularly significant in the distance format, as they determine the success of the educational process. It has been found that lecturers should focus on building trust and creating a supportive learning atmosphere. In distance education, it is essential to combine expertise with creativity to make the process both informative and engaging. This approach addresses key challenges, such as maintaining student motivation, overcoming feelings of isolation, and ensuring fair assessment. It is concluded that, while distance learning presents both opportunities and challenges, lecturers possessing these qualities can make this format as effective and productive as possible in contemporary circumstances.Документ Psychological and pedagogical support of diagnostic activities of future teachers(Alfred Nobel University, 2024-12-19) Chuvasov M.Based on modern realities and requirements of society, it is considered that the leading task of professional and pedagogical training of future teachers should be the formation and development of the teacher’s personality, which involves comprehensive psychological and pedagogical support for diagnostic activity, variable use of the entire set of basic theoretical provisions and practical skills, vision of the problem in pedagogical phenomena, understanding of others, readiness to take the position of a student, and ability for pedagogical reflection, for critical assessment of oneself in various planned and spontaneously arising pedagogical situations. The purpose of the study is to reveal the essence of the concept of “support for diagnostic activity” and to consider the main provisions of psychological and pedagogical support for the preparation of future teachers for diagnostic activity. Research methods are as follows: analysis, synthesis and systematization of philosophical, psychological and pedagogical, and methodical studies devoted to the problem of psychological and pedagogical support of diagnostic activity of future teachers, formation of readiness of future teachers for diagnostic activity, in particular, formation of their readiness for diagnostic activity in the process of professional training at university, to study the state of the problem and theoretical justification of the need for it; comparative analysis, generalizations, which make it possible to highlight the main provisions of psychological and pedagogical support for the training of future teachers for diagnostic activities. In the course of the research, it was found that the support of diagnostic activity is psychological and pedagogical support, which is considered as an activity that ensures the consideration of individual capabilities and abilities of the participants of professional training; contributes to the development of that special, peculiar thing that is embedded in the personality from nature or that was acquired with individual experience. Regarding diagnostic activities, it is important to interpret the process of psychological and pedagogical support as a set of diagnostic tools, procedures, and methods that ensure the creation of the necessary emotionally favourable atmosphere and tolerant relations during interpersonal communication, which is the basis of individual, psychological and professional development of future teachers, as well as productive use of diagnostic tools based on the principles of pedagogical interaction, cooperation and cocreation. Methodical support of professional training of students for diagnosis provides conditions for them to acquire experience of diagnosis and self-diagnosis of individual support of professional development, understanding of their importance in professional formation and increasing the effectiveness of professional training in forming their readiness for diagnostic activity. In the course of professional training of future teachers for diagnostic activities, psychological and pedagogical support of diagnostic activities ensures a logical relationship of actions, processes, and regularities. The teacher as a subject of diagnosis activates the mechanism of implementation of diagnostic procedures: needs, motives, incentives, resources, reserves, and active actions of students (objects of diagnosis), establishes feedback and controls the actions of all participants of professional training. It has been concluded that the effectiveness of preparing future educators for diagnostic activity is determined by a system of diagnostic actions implemented under specially created pedagogical terms. This process involves the interaction of these terms, tools, and diagnostic self-development instruments for each student to foster their readiness for diagnostic activity.Документ Development of reflection in doctors of philosophy as subjects of communicative interaction(Alfred Nobel University, 2024-12-19) Lavnikov O.This article deals with the issue of developing reflection in doctors of philosophy as subjects of communicative interaction. The purpose of the article is to explore the essence, types of reflection, and approaches to its development in doctors of philosophy as subjects of communicative interaction. The research employs methods of categorical and semantic analysis, classification, and systematisation of scientific ideas regarding reflect ion and reflective processes, as well as the design of strategies, methods, and technologies for developing reflection in doctors of philosophy. The article substantiates the content of the concept of “reflection”, focusing on its types and noting the importance and uniqueness of the role of this phenomenon in the structure of a personality. It is argued that each reflective act can be represented as a sequence of certain stages that reflect the corresponding components of reflectivity, presented as incidental or special abilities: detachment as the ability to distance oneself from the situation (the ability to stop, not to allow only emotional reactions); positive dissociation as the ability to see oneself from the outside; gnostic competence as a set of knowledge that corresponds to a problem situation; articulateness as the ability to quickly actualize the fragments of knowledge most adequate to the problem situation; lability as the ability to build alternative hypotheses (when each proposed solution is accepted as one of the possible ones); originality as the ability to find nonstandard solutions, and to act in a non-stereotypical way; criticality as the ability to rationally predict the degree of various options for solving the problem; and cognitivity as the cognitive component that prevails in the adopted solution in relation to the problem situation. In the presented research findings, the author understands reflection of doctors of philosophy as a mechanism that ensures self-development and self-improvement of personal and professionally important qualities that allow establishing constructive communicative interaction with various subjects, developing an effective interaction strategy to productively solve professional tasks. The priority of its role in various situations of interpersonal interaction and management of the interaction process is noted. It is shown that reflection in the process of interaction is each subject’s awareness of various elements: methods of activity, emerging problems and ways to overcome them, emotional transformations, forms of interaction, etc., which ensures the forecasting of the interaction process, predicting its consequences, and timely correction. In the process of reflective activity, doctors of philosophy develop the ability to manage their own actions, independently evaluate their own abilities, set learning tasks and plans for their solution, analyse the findings obtained, and reflect on their own activities. It is reflection that ensures a qualitatively new level of professional interaction, the awareness of oneself as a subject of professional interaction. It is stated that the development of reflection in doctors of philosophy is possible under the condition of organizing an educational process taking into account the reflective-oriented concept, and creating an innovative-reflective environment. Approaches to the technological provision of the development of reflection in doctors of philosophy in the process of solving educational situations are revealed, which covers a step-by-step method with clearly defined stages. The expediency of applying educational technologies that stimulate the development of reflection in doctors of philosophy is substantiated. It has been concluded that the success of the professional development of doctor of philosophy is determined by their ability to adequately assess themselves and the effectiveness of their communicative interaction, i.e., to reflect on all key communicative aspects of their professionalisation. This reflection should be purposefully developed within an innovative-reflective environment.Документ The specifics of anxiety states among young people during interaction with social media(Alfred Nobel University, 2024-12-19) Harkusha I.; Dubinskyi S.The article highlights the specifics of anxiety states among young people during their interactions with social media. Despite the various benefits that social networks offer, the research reveals adverse consequences of excessive social media usage, such as a deficit in real-life communication and conflicts with close ones and family members due to an excessive focus on life in social networks. The aim of the article is to define the level of the impact of different social media platforms (Instagram, Facebook, TikTok, etc.) on the development of various types of anxiety, considering the differences in content formats and interaction modes on these platforms. Additionally, it seeks to define the nature and intensity of anxiety states among young people associated with social networks, such as the fear of missing out (FoMO), dependence on audience approval, and emotional reactions to negative or insincere content. The study employed methods including content analysis of primary sources, systematisation, specification, and generalisation of approaches to identifying the factors contributing to anxiety and dependence arising from social media interactions. It has been noted that two emotions underlie this experience and numerous similar ones in human psyche: fear and anxiety. Both are adaptive responses of the body to various situations. The concepts of social networks and social media are defined. Social media have become inseparable from personal and professional life, significantly influencing the political landscape of countries. The expansion of 4G and 5G networks has increased the interconnectedness of virtual and real societies. Activities on social networks, such as sharing, liking, messaging, and other interactions, amplify the stress experienced by social media participants. The findings indicate that real-life social support is associated with reduced depression, anxiety, and social isolation, whereas social support via social networks does not demonstrate a similar association with these mental health measures. It has been proven that social networks provoke several adverse changes in the psyche and have a significant impact on the lives of modern youth. Increasingly, social media platforms are being used for self-disclosure regarding mental health conditions, seeking support, and obtaining therapeutic benefits. Social interactions are progressively shifting online, complementing offline relationships. The research identifies that various social networks have become popular tools for social communication and establishing social connections. The original idea behind social networks was to facilitate socialisation, adaptation, and self-presentation. As the popularity of social networks has grown, so has the frequency of dependency on them. The study outlines that the increasing popularity of social networks has heightened dependency rates. Social media have a dual effect on appearance-related anxiety. Enhanced engagement with social networks exacerbates concerns about appearance, establishes aesthetic standards, and fosters a comparative environment. It has been demonstrated that in 2024, the five most popular social media platforms include Facebook, YouTube, WhatsApp, Instagram, and WeChat. The study reveals that this new social media environment has given rise to a phenomenon known as Fear of Missing Out (FoMO), characterised by the desire to remain connected and informed to avoid missing any significant events or information. It has been concluded that the emergence of social networks has introduced new features and challenges to societal adaptation. With the increasing frequency of criminal exploitation, cyberbullying, and interpersonal harm caused by the excessive disclosure of personal and others’ lives, the need for psychological assistance and specialised therapy becomes evident.Документ Educational autonomy as a prerequisite for the formation of the independence of future psychologists(Alfred Nobel University, 2024-12-19) Voshkolup H.The article is devoted to the problem of studying pedagogical features of educational autonomy as a prerequisite for the formation of independence of future psychologists. The purpose of the article is to ident ify the psychological and pedagogical features of the formation of independence of future psychologists in the context of the phenomenon of educational autonomy. The tasks of the article are as follows: to characterize the theoretical foundations of the essence of educational autonomy as a psychological and pedagogical category; determine the peculiarities of the formation of independence in future psychologists and the role of educational autonomy in this; identify differences between autonomous and non-autonomous training of future psychologists; determine the main advantages of the introduction of educational autonomy as a prerequisite for the formation of independence in future psychologists; provide recommendations for the development of educational autonomy of future psychologists. To achieve the goal, the following methods were used: literary analysis, generalization, comparison, systematization, etc. The article contains the following research results. A critical analysis of approaches to defining the essence of the concept of “learning autonomy” by various researchers was carried out. It was established that the concept of “pupil/student autonomy” was introduced in the early 1980s by Henri Holecom who defined this category as “the student’s ability to take responsibility for their own learning”. A theoretical study of the views of different researchers has shown that variations in the definition of learning autonomy reflect a trend of changes in educational beliefs, language of learning theory, technology, job demands and learning goals. This ability of the individual needs to be localized and considered in certain social contexts, that is, people in different socio-cultural situations may have different views on educational autonomy, and this leads to a set of different practices for the formation of this ability. As for domestic researchers, the issue of the essence of educational autonomy still remains poorly researched and mainly concerns the study of foreign languages or self-education in the direction of additional courses or programs. It was found that the formation of students’ independence under the influence of educational autonomy is considered as a process of so-called cooperative learning, during which guidance (coordination, mentoring) takes place on the part of teachers, in contrast to traditional pedagogical functions. A number of skills are outlined that will help them take responsibility for their learning: defining and realizing their own learning goals; planning one’s educational activities; evaluation of one’s own learning progress; understanding of own learning processes; formation of learning strategies in different contexts and comparison of their effectiveness. The difference between autonomous and non-autonomous learning of students is established. The following advantages of the introduction of educational autonomy as a prerequisite for the formation of independence in future psychologists are outlined: expansion of students’ educational opportunities in learning new information; providing students with freedom of choice regarding the methods of organizing their studies; increasing the involvement of students in the process of acquiring professional competences; development of problem-solving skills; increasing self-esteem; greater variety of learning. The following recommendations are offered for the development of the educational autonomy of future psychologists: ask students what they specifically want to learn; provide students with several educat ional options to choose from; provide a wide range of resources for learning; offer the “I can do” exercise; suggest keeping a diary; create an online community together with students; offer more multimedia educational content; focus on useful self-study tools; encourage students to take risks; create opportunities for students to be leaders. It has been concluded that the new learning methodology, known as the approach to fostering learning autonomy skills, focuses on students who are viewed by educators as active participants in the learning process – “actors of their own knowledge.” Through this approach, future psychologists develop independent learning skills, enabling them to act in accordance with the principles of social justice while maintaining rationality and efficiency.Документ Gender-responsive pedagogy awareness: insights from educators and academic leaders of public universities in Ethiopia(Alfred Nobel University, 2024-12-27) Totoba Baru Aboma; Mészáros GyörgyGender-responsive pedagogy involves teaching methods that address the specific learning needs of males and females, promoting equal opportunities regardless of gender. This approach is vital for reducing the gender gap in education. While several studies have explored gender inequality within the Ethiopian education system, they often fail to consider the awareness of teachers and academic leaders regarding gender-responsive pedagogy, which could be one of the factors perpetuating inequality. This study aims to define the level of awareness of gender-responsive pedagogy among teachers and academic leaders in selected public universities in Ethiopia and identify participant-proposed solutions for enhancing this awareness. Understanding the awareness level of university educators and academic leaders helps assess their ability to recognise and address gender bias in teaching practices. Critical pedagogy serves as the theoretical foundation for this research. The study was conducted at three Ethiopian universities – Madda Walabu, Arsi, and Ambo – with which the authors had strong academic ties, facilitating data collection. A qualitative research methodology was employed, using semi-structured interviews as the primary data collection tool. The study included 13 participants: seven academic leaders (two faculty deans and five academic programme leaders) and six teachers, all with experience in multiple public universities in Ethiopia. The participants represented diverse professional backgrounds and experiences, enabling the inclusion of varied perspectives on genderresponsive pedagogy. The primary themes for analysis were gender awareness and proposed solutions. The data were interpreted in a broader context to uncover their significance. The findings reveal a significant lack of awareness and specialised training in gender-responsive pedagogy among teachers and academic leaders in the selected public universities. Participants recognised the importance of gender equality in teaching and leadership. Proposed solutions included continuous training in gender-responsive pedagogy, institutional support for its implementation, and integrating its principles into teacher education programmes. The study concludes that a lack of awareness of gender-responsive pedagogy among teachers and academic leaders contributes to the persistence of systemic gender inequalities. To address this issue, universities must provide training and resources that support the implementation of gender-responsive pedagogy. Collaboration among policymakers, university leaders, and educators is critically important for raising awareness, implementing effective practices, and fostering a more inclusive education system in Ethiopia.Документ Didactics of the digital age: challenges, opportunities, and development prospects(Alfred Nobel University, 2024-12-27) Lavrentieva O.; Krupskyi O.The article addresses the issue of the appropriateness of revising the content of the theory of education and learning, analyses key didactic categories, and outlines the opportunities presented by educational systems in the era of digitalisation. The purpose of this study is to define the main challenges, opportunities, and prospects for the development of didactics in the digital age. The research tasks include analysing the laws, patterns, principles, rules, strategies, and content of learning in the context of digitalised educational systems, identifying the features of teaching methods and organisational forms of learning, and clarifying the place and role of digital didactics in pedagogy and practice. The study employs methods of comparative, content, and categorical analysis, generalisation and systemat isation, analogy, classification, and modelling. Based on an analysis of primary sources, the study identifies the specific features of human cognitive development in a digital environment. It is established that the digital environment serves as a tool with extensive funct ional capabilities rather than as a generative factor determining the development of the psyche, the learning process, or the education and socialisation of individuals. The study emphasises the constancy of human nature and act ivity, as well as the fundamental principles of didactics. The study reveals the specific ways in which laws and patterns of learning are interpreted. Conceptual changes in the system of didactic principles are examined, focusing primarily on the strategies for their implementation in a digital educational environment. The need to update the list of learning principles is highlighted, including principles of flexibility, adaptability, integration, personalisation of learning, digital inclusion, gamification, optimal cognitive load, digital ethics, and safety. Changes in the structure of learning activities are investigated, with an emphasis on the need to revise learning rules and strategies. Approaches to transforming educational content in light of the possibilities offered by digital technologies are outlined. The structure and components of teaching methods are clarified, involving an analysis of their ideological and operational dimensions. The potential of digital technologies, artificial intelligence, and automated systems for the qualitative renewal of classifications of teaching methods is demonstrated. The specific features of forms of learning organisation are characterised. The findings generalise the idea that the nature of changes does not undermine the classroom-lesson system in schools or the lecture-seminar system in higher education institutions. Instead, it adapts these formats to the demands of the digital age, with the educational process increasingly focused on the principles of constructivism, adaptability, and inclusivity, emphasising the active role of learners in knowledge creation while taking into account their individual needs and experiences. It is concluded that digitalisation in education represents not only a technological but also a profoundly conceptual pedagogical phenomenon. The pedagogical design of educational environments under these conditions proceeds through the adaptation of the fundamental principles of the theory of education and learning to the new realities of the digital educational environment. The article argues that considering digital didactics as a separate scientific discipline is fraught with risks, including the excessive fragmentation of didactics as an integrated scientific field, the potential technocratisation of education, and an imbalance between traditional and new methods of knowledge acquisition. Such risks could exacerbate cognitive overload, reduce critical thinking and social skills among learners, and lead to educational losses. In light of these risks, the authors propose that digital didactics should not be viewed as a separate field of knowledge but rather as a distinct subject of research and a thematic strand within the broader framework of didactics. This approach ensures the adaptation of traditional principles and methods in terms of the digital environment.