Репозиторій Університету імені Альфреда Нобеля
забезпечує відкритий доступ до результатів наукових досліджень та вихідних даних, створених дослідниками університету. Репозиторій приймає публікації, набори дослідницьких даних, додаткові матеріали та інші цифрові об'єкти, пов'язані з науковими роботами. Він підтримує довгострокове зберігання та обмін дослідницькими даними з різних галузей науки.
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Time perception and cognitive flexibility in bilingual adults: a neuropsychological approach
(Alfred Nobel University, 2025-12-26) Inesa Harkusha; Tetiana Dovhalenko
In 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.
System of professional training for shaping technological culture in future science teachers in higher education institutions
(Alfred Nobel University, 2024-12-19) Sliusarenko Mykola
The 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.
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 Sergiy
Our 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.
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 Oleg
The 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.
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 qizi
The 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.
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 Tetiana
In 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.
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 Nataliia
The 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.
Entrepreneurial competence of the future specialist: professional and personal dimensions
(Alfred Nobel University, 2024-12-19) Kyrylenko Yelisiei
The 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.
Requirements for the professional qualities of lecturers in specialised subjects in agricultural higher education institutions
(Alfred Nobel University, 2024-12-19) Drozdova Iryna
The 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.
Reforming the European doctoral education system in the context of formation of generic competences
(Alfred Nobel University, 2024-12-19) Derstuganova Natalia
The 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.