Alfred Nobel University Journal of Pedagogy and Psychology

Постійне посилання зібрання

https://ir.duan.edu.ua/handle/123456789/2001

Переглянути

Зараз показуємо 1 - 20 з 298

Adaptation and validation of the Ukrainian dispositional ‘cope’ questionnaire
(Університет імені Альфреда Нобеля, 2019) Kovalenko, Y.V.
Despite the long history of coping behavior research, the problem of finding effective inventories for measuring coping strategies remains unresolved. One of the approaches to solve this problem is to unify measurement scales employed in empirical studies of coping behavior in cross-cultural contexts. The purpose of this study was adaptation and validation of ‘COPE’ dispositional questionnaire proposed by C.S. Carver, M.F. Scheier, and J.K. Weintraub in 1989 on the Ukrainian population. Adaptation of the questionnaire was carried out on Ukrainian students to unify the coping research, since most of the previous studies of the ‘COPE’ psychometric properties were also conducted on university students (Gordeeva et al., 2010; Litman, 2006). N = 109 Ukrainian university students took part in the study (including N = 46 men, and N = 63 women; the average age of participants in the empirical study was 24.5 yrs.). Adaptation of the COPE dispositional questionnaire was conducted from October 2017 to January 2018. The main limiting factors of this methodology, like of any self-report questionnaire, are expected distortions associated with natural forgetfulness, selective reproduction and insufficient level of reflexivity in some participants. Thus, the probability that under the conditions of reflection about sufficiently hypothetical stressful situations, the response of the subjects may also be “hypothetical” is quite high. In addition, each subject presents his or her own, qualitatively unique, stressful event, whose perception varies significantly from person to person. We attempted to overcome this shortcoming in this empirical study by examining the behavior of the subjects during the exams or immediately before / after the exams, that is, during or immediately after the natural conditions of academic stress. During the first stage of the research, the cultural adaptation of the ‘COPE’ questionnaire was carried out in accordance with the requirements of the International Testing Commission (ITC). During the second stage, the reliability of the Ukrainian-language ‘COPE’ inventory was tested. The α-Cronbach (α = 0.715) for the questionnaire in Ukrainian confirmed high internal correlations of the variables within the scale, which indicated a sufficient reliability of the results obtained for the Ukrainian version of ‘COPE’. Given that the ‘COPE’ questionnaire is theoretically constructed, whose factor solutions were not clearly reproduced in any of the studies validating this instrument, this research did not expected to replicate the original factor loadings. To achieve the goal of validating the factorial structure of the Ukrainian version of the ‘COPE’ dispositional questionnaire, the principal components analysis with Varimax rotation and Kaiser data normalization was employed in this work. Factor analysis of the Ukrainian ‘COPE’ questionnaire (presented in seven iterations) revealed a five-factor model, similar to the original factor model of ‘COPE’ (76.166% of total dispersion). In the process of factor validation of the Ukrainian version of the ‘COPE’ questionnaire, a psychological interpretation of the factors was conducted by analyzing the content of the factor loadings. The received factor model displayed close similarities to the original version of the ‘COPE’ questionnaire. Yet, the Religious Coping formed a separate factor that correlated with the factorial structure of the Italian version of ‘COPE’ (Sica, Novara, Dorz, & Sanavio, 1997). Such a factor model explains 76.166% of the total variance, which is of a satisfactory value. Thus, it is possible to confirm the successful validation of the factorial structure of the Ukrainian version of ‘COPE’ dispositional questionnaire. To assess the construct validity of the ‘COPE’ questionnaire, a correlation analysis with the ‘SACS’ inventory – ‘The Strategic Approach to Coping Scale’ (Hobfoll et al., 1994) in adaptation by N.E. Vodopyanova and E.S. Starchenko (2001) – was conducted. A significant number of coping scales of the Ukrainian version of the ‘COPE’ questionnaire have moderate- and strong positive and moderate negative correlations with the ‘SACS’ coping scales. Thus, based on the analysis of the data obtained in the process of adaptation and validation of the Ukrainian version of the ‘COPE’ dispositional questionnaire, a sufficiently high internal consistency and reliability of the inventory were revealed. It is concluded that the factor validation study of the questionnaire, as well as the analysis of its construct validity, was successfully carried out. It is therefore possible to state that the Ukrainian version of the ‘COPE’ dispositional questionnaire can be used to measure coping behavior in Ukrainianspeaking subjects.
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.
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.
Approach to research-teaching nexus in undergraduate education.
(Університет імені Альфреда Нобеля, 2017) Avsiukevich, Y.S.
This paper reports on the question of relationship of research to teaching and learning seeking to gain a clearer and deeper understanding of the main concepts within research-teaching nexus and their application in undergraduate education. The literature review conducted has been the basis for clarifying the terms in existing classification of teaching models focused on research such as research-led, researchoriented, research-based, research-tutored and research-informed education; and for suggesting a modification to it by introducing a conceptualizing root for the classification tree. In the result of careful investigation of current research, the author makes an attempt to model an approach to education in research-intensive environment that focuses on the development of students’ research culture, problem solving skills, independence of thinking and learning, intellectual capabilities and critical thinking skills. Having identified the goals and principles of learning in research-intensive environment, the ways to support such education have been introduced. The article points to the value and possibilities for further research in the area.
Blended learning technologies as a factor in developing self-education competence of medical college students
(Alfred Nobel University, 2024-12-19) Volkova Nataliia; Lovyanova Iryna
This 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.
Conceptual model of system analysis of the quality of vocational teacher training
(Alfred Nobel University, 2025-06-23) Oleksandr Derevyanchuk
The article presents a conceptual model of system analysis of the quality of vocational teacher training, which is developed taking into account current challenges in vocational education and the need to increase the efficiency of pedagogical staff training. The purpose of the article is to develop a conceptual model of system analysis of the quality of vocational teacher training, which makes it possible to identify, structure, and represent cause-and-effect relationships between key components of the educational process to increase its effectiveness. Special attention is paid to the integration of digital technologies and methods of educational data mining into the modelling process. The model is intended to provide scientifically grounded management of education quality through the construction of an effective structure of concepts (input, intermediate, and output parameters), their interaction, and influence on competencies and the results of theoretical and practical training of future teachers. Theoretical methods were used in the article to analyse scientific works, as well as empirical methods, in particular a pedagogical experiment aimed at implementing models and technologies of system analysis of the quality of vocational teacher training. A conceptual model of system analysis has been developed, which makes it possible to take into account the educational system’s input, intermediate, and output concepts, reflecting their interconnections and dependencies. It has been established that the quality of vocational teacher training largely depends on the following concepts: educational achievements, learning styles of higher education students, employers’ requirements, educational data mining, level of requirements for educational achievements, digital technologies, cost of education, methodological approaches, STEM projects, motivation of higher education students, material and technical support, competencies, effectiveness of theoretical training, and effectiveness of practical training. It has been determined that a holistic understanding of the interconnections between these concepts contributes to substantiated decision-making regarding the improvement of future teacher training. The model makes it possible to identify weak points in the educational process, formulate scientifically grounded recommendations, and implement effective management mechanisms. It has been proved that the developed conceptual model of system analysis of the quality of vocational teacher training makes it possible to comprehensively cover all key components of the educational process, establish cause-and-effect relationships between them, and determine ways to improve its effectiveness. The application of a system-based approach allows not only objectively assessing the quality of higher education students’ training but also formulating scientifically grounded managerial decisions regarding its improvement. As a result of the conducted research, it has been established that the application of system analysis of the quality of vocational teacher training is an effective means of identifying, structuring, and optimising the key factors that influence the quality of the educational process. A conceptual model of system analysis has been developed, which makes it possible to take into account input, intermediate, and output concepts of the educational system, reflecting their interconnections and dependencies. Special attention is paid to the analysis of students’ educational achievements, learning styles, employers’ requirements, digital technologies, methods of educational data mining, as well as resource provision and implementation of STEM projects. It has been determined that a holistic understanding of the interconnections between these concepts contributes to substantiated decision-making regarding the improvement of future teacher training. It has been concluded that the developed model makes it possible to identify weak points in the educational process, formulate scientifically grounded recommendations, and implement effective management mechanisms. Thus, system analysis serves not only as a research method but also as a tool for strategic planning and improving the quality of vocational education.
Consigli pratici per una classe di traduzione in spagnolo e italiano per lo sviluppo di abilità traduttive professionali: prova dei compiti.
(Університет імені Альфреда Нобеля, 2019) Pliushchai, A.; Semerenko, L.; Pysmennyi, T.
With the development of technologies, humans are successfully replaced by machines. Therefore, many professions simply disappear. What is the situation in the translation industry? Fortunately, despite the emergence of various translation applications and machine systems, artificial intelligence cannot yet adequately compete with humans. It is difficult to imagine the industry without representatives of this profession. For this reason, we can still enjoy watching foreign films, TV shows or cartoons. We live in the information age and there are many things available, but not always in the language we need. People have started to travel more, businesspeople make international agreements, the world has brought us closer and translators make it more understandable. There is one disadvantage: today more and more people are learning foreign languages, so they don’t need the help of translators. Nowadays, there is evident a demand for professional translators and interpreters but, unfortunately, the theory and sometimes even the practice do not provide good knowledge to form professionals. This is mainly caused by poor didactic base which may approximate the formation to professional reality and make the labor market more accessible. The article is devoted to the practical approach towards the development of translation skills in professional training of translators and interpreters in translation and interpreting classes analyzing didactic materials on the discipline translation and interpretation. Spanish and Italian are taken as a language pair for working out the basic skills of translation and interpretation. The role of the translator as a person involved in intercultural communication, expanding cultural ties and forming professional and multicultural competencies has been analyzed. The goal which consists in elaborating previously obtained theoretical knowledge in practice and in the formation of translation competence at different levels, taking into account the professional orientation, has been defined. A number of practical tasks are presented, which are followed by methodological comments and offer a wide range of opportunities for both teachers of translation and interpretation, as well as for students with the aim of preparing for the labor market, improving skills in the areas of translation in different fields. The article has structured and analyzed thematic tasks built on authentic materials, which contribute to immersion into the language environment, and also allows students to get as close as possible to real situational translation. A comparative analysis of linguistic units has been presented to determine the basic translation transformations in both languages. It has been determined that the extensive subject matter included in the practical tasks contributes both to enriching the active vocabulary of future specialists and their personal development, expanding their world perception. Various methods have been proposed for the effective assimilation of theoretical knowledge and the improvement of the practical skills necessary for correct translation
Cоціальне здоров’я студентів у контексті розвитку волонтерства
(Університет імені Альфреда Нобеля, 2017) Бондаренко, З.П.
У статті досліджено сутність понять «соціальне здоров’я», «соціальне благополуччя», «психологічне благополуччя». Здійснено узагальнення наукових поглядів на поняття «волонтерство» у контексті здорового соціального середовища та активної діяльності студентської молоді. Сформовано авторський погляд на трактування поняття «волонтерська діяльність» студентів у позанавчальний час. Доведено важливість формування здоров’ятворчої оздоровчої парадигми під час навчання студентів у вищому навчальному закладі.
Development and implementation of pedagogical projects using creative technologies
(Alfred Nobel University, 2025-06-23) Larysa Savchenko; Karyna Safian
The article explores the issue of designing and implementing pedagogical projects using creative technologies. It examines the potential of such technologies to support effective project-based learning in online formats, facilitating interactivity, feedback, and collaboration among participants in the educational process regardless of their physical location. The purpose of the article is to investigate the potential for applying creative technologies in the development and implementation of pedagogical projects, particularly in online formats, ensuring interactivity, feedback, and collaboration among all participants in the educational environment, regardless of their geographical location. The research employed general scientific methods such as analysis, monitoring, systematisation, and generalisation. In particular, monitoring was conducted to assess students’ readiness to apply pedagogical projects in their professional activities. A total of 111 students from Kryvyi Rih State Pedagogical University and the National University of Life and Environmental Sciences of Ukraine participated in the study. The relevance of the topic is reinforced by the challenges posed by distance and blended learning, which have become especially prominent in recent years. Pedagogical projects integrating creative technologies foster students’ original thinking and help develop key skills such as idea generation and unconventional problem-solving skills essential for personal and professional self-fulfilment in the modern world. The article outlines the objectives, tasks, and stages of pedagogical project implementation, providing examples of how creative technologies can be integrated into each stage. The nature of creative technologies has been clarified as a set of tools, methods, and approaches designed to stimulate, nurture, and implement innovative ideas and solutions. It has been highlighted that the use of creative technologies and AI-powered tools (e.g. mind maps, interactive posters/infographics, virtual and augmented reality, visual success stories, gamification) at each project stage not only enhances the development of students’ creative abilities but also makes the educational process more engaging and effective. A model for using pedagogical projects in the teaching of the compulsory course “Educational and Creative Technologies in Professional Practice” and the elective course “Innovative Technologies” has been presented. The content of several pedagogical projects – such as Individual Educational Trajectory, Coaching in Education, and Process Coaching: A Development Programme for Studying Key Concepts of Image – has been examined, alongside creative tasks and an overview of the applied technologies. The results of the project-based implementation indicate a significant increase in students’ cognitive and professional engagement and their willingness to apply knowledge and skills creatively in practice. It has been established that the application of creative technologies as a set of methods, tools, and strategies has had a positive impact on the development of crucial professional skills, particularly in the field of pedagogical project design. Students demonstrated their readiness to apply acquired knowledge creatively, indicating an increased level of professional maturity. This proves the positive impact of creative technologies on both learning and educational project development. It has been concluded that the integration of creative technologies into pedagogical project design is an effective tool for fostering students’ practical skills and creative potential, as well as for cultivating their creative abilities.
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.
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 Tetiana
The 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.
Didactic potential of telegram channels for English language learning in non-linguistic programs
(Alfred Nobel University, 2024-12-27) Blynova N. M.; Bespalova N.V.; Voloboieva A.O.
Modern technologies can make the language learning process effective and affordable. However, the problem of selecting the relevant didactic materials is still urgent. Telegram channels can become one of the efficient ways to learn foreign languages. They create the platform where users can exchange informat ion, share materials and learn in a convenient and relaxed way. The purpose of the article is to determine the potential of Telegram channels for creating additional educational materials in English for applicants of non-philological specialties. To do this, the study compares the content of Telegram channels created by non-native English speakers (Ukrainians) who have studied English as a foreign language and therefore are aware of the difficulties that students may face. We have considered the positive and negative aspects of such materials, based on practical activities, and give advice for those who want to learn English or improve their knowledge with the help of Telegram channels. The study was conducted based on a comprehensive approach employing the following methods: a content analysis of scholarly literature to determine the current state of research on the use of Telegram channels in foreign language learning in both domestic and international contexts; a comparative analysis to identify trends and best practices in the application of Internet channels for educational purposes; a content analysis to assess the educational potential of Telegram channels; and the generalisation and systematisation of approaches to utilising Telegram channel content in the learning process, particularly for overcoming language barriers, facilitating authentic communication, and enhancing the effective acquisition of a foreign language. The study investigates the didactic potential of 4 Telegram channels: FRIENDS Space, “English Language”, “Henry, kissfig” “Engluencer | English”. The comparative and descriptive analysis of these Telegram channels and ways to apply them when teaching English to students of non-philological specialties from levels A2 to C1 highlighted several posit ive points. It must be emphasized that whatever form of study a student chooses – full-time, part-time, distance, or individual, attention to a foreign language should be regular. Only immersion into even artificial, language environment makes it possible to learn the material. Also, for learning using Telegram channels to be truly effective, it is necessary to adhere to certain principles and use different methods. Among the positive aspects inherent in thematic Telegram channels, practitioners highlight a number of factors. Among them are: accessibility, relevance of content, variety of formats, interactivity, community and communicating with other channel subscribers, target audience (everyone can find a resource for their level of language proficiency). Gradual immersion in the language environment is extremely important for those who study a foreign language outside of countries where English is the main language of communication. Regular consumpt ion of content in a foreign language helps to get used to the sound of the language and start thinking in it. Learning a foreign language using Telegram channels is a convenient and effective way to improve one’s knowledge. However, to achieve the best results, the participants need to engage systematically, use a variety of materials, and actively interact with other channel subscribers.
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.
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.
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.
Evaluation of the communicative competence level of masters in the field of foreign economic activity and methods of its development.
(Університет імені Альфреда Нобеля, 2017) Pavlenko, O.O.; Triakina, O.O.; Timchenko-Mikhailidi, N.S.; Pugach, V.B.
The research paper concerns the issue of the communicative competence level of masters in the field of foreign economic activity as a key skill to face challenges of contemporary conditions of the global market. The authors have made an assessment of both the general communicative competence and professionally-oriented foreign language communicative competence level of development. The findings of this analysis have revealed a low level of mastery of communicative means by respondents as well as mainly a minimum level of proficiency in professionally-oriented foreign language communication skills. Based on the study made, the authors have proposed various methods to develop and increase the level of the communicative competence of the masters in the field of foreign economic activity, which included different interactive training methods such as discussions, disputes, «brain storming», training in cooperation, business and situation-role games, case studies and others both in Ukrainian and English.
Experience of using the Perplexity AI-powered answering system for educational content generation
(Alfred Nobel University, 2025-06-23) Kateryna Osadcha; Maryna Osadcha
The development of educational materials for courses taught in higher education institutions is a labour-intensive process that consumes a significant proportion of academic staff time. With the advancement of text generation tools powered by artificial intelligence, educators have gained the opportunity to enhance and accelerate this process. The purpose of the study is to analyse the capabilities and specific features of the web-based search engine Perplexity AI, which is built on a large language model, for the development of theoretical lecture content and test questions based on the generated material. The study addresses the following objectives: to identify the capabilities and features of Perplexity AI as described by researchers in academic publications; and to analyse its potential for developing educational content, particularly theoretical material for lectures and test questions derived from it. Research methods. The study employs the literature review method and the method of qualitative analysis of responses generated by Perplexity AI. The literature review was conducted through searches in the Scopus and Web of Science databases to analyse recent research and publications in order to identify the capacities and limitations of Perplexity AI. As a result of this analysis, the advantages and drawbacks of Perplexity AI in tasks related to text generation and user queries were identified. The qualitative analysis method was applied to examine practical outcomes based on hands-on experience using the tool in the process of generating educational content. For the purpose of this study, the authors developed educational materials with the help of Perplexity AI, including eight lectures for the course “Immersive Technologies” and accompanying test questions based on the generated content. The relevance, accuracy, currency, and informativeness of the content were then analysed using the provided primary sources. It has been established that the strengths of Perplexity AI include the provision of precise sources and follow-up questions alongside query responses; effective handling of general knowledge, reasoning, and evidence-based content; reliable responses supported by relevant data; extensive search capabilities; a focus on clarity and efficiency of answers; the ability to sustain long-form conversations; and maintenance of context in extended interactions. The identified weaknesses of Perplexity AI compared to ChatGPT-4, Google Bard (Gemini), and Chatsonic include lower accuracy; inconsistent performance across categories; reduced resistance to hallucinations; occasional use of unreliable sources such as blogs for citations; and issues with performance and readability. The study revealed that for the effective development of educational content – particularly theoretical lecture material – Perplexity AI can be used with prompts following this sequence: an initial prompt requesting the generation of a lecture outline; individual prompts for each lecture topic with emphasis on the text style and the use of appropriate sources; and clarifying prompts to add or refine content within the generated text. Conclusions. The development of lecture material and test questions using Perplexity AI can be considered satisfactory, even within the framework of the free plan. The majority of the generated educational content was well-structured, relevant, accurate, up-to-date, and informative, with source quality being verifiable through the hyperlinks provided by the system. Achieving such results requires carefully formulated prompts and appropriate use of the references and suggestions offered by Perplexity AI.
Features of the origin and development of hypochondrial personality disorders.
(Університет імені Альфреда Нобеля, 2019) Vysnyuk, I.M.
The article is concentrated on the preconditions for the emergence of hypochondriac personality disorders. The author conducted theoretical and methodological analysis of the problem of maintaining a person’s professional tolerance in the sphere of professional activity and outlined the directions of this phenomenon in psychological literary sources. The research investigates the problem of the correlation between a person’s professional activity and their psychosomatic health in the situation of hypochondriac disorders. The author introduces the results of studying the firm individual and typological personal characteristics of people suffering hypochondriac disorders. The article dwells on the tendency of indications according to the parameters of differential approach towards the varieties of the symptoms which give grounds for predicting further personal development and ways of its correction. The author describes a hypochondriac personality type which is characterized by a person’s concentration on the subjective negative feelings and the desire to announce them to other people creating the aura of sympathy and pity. The article emphasizes a person’s selfish intentions regarding saving them and the conformity of their life. The author draws a psychological portrait of a person suffering hypochondriac disorders of somatoform type for the elaboration of an algorithm for chronobiologic prognosis of psychosomatics, clinical course, treatment efficiency and optimization of adaptive abilities of patients suffering hypochondriac disorders.
Formation of key competencies of education seekers in conditions of blended learning
(Alfred Nobel University, 2025-06-23) Iryna Lovyanova; Oleksii Kozachenko; Andriy Krasnoshchok
The presented work substantiates the peculiarities of the formation of key competencies of education seekers in conditions of blended learning. We analysed this problem in the scientific literature in the following directions: A. the specifics of forming and developing a competent personality at various educational levels; B. scientific approaches to understanding the essence of blended learning; C. the characteristics of blended learning from a competency-based approach in education. The purpose of the article is to study methodological approaches to the formation of the key learningto-learn competence in high school students and to develop pedagogical support for higher education students in acquiring self-educational competence under blended learning conditions. The following research methods were used: content analysis of regulatory legal acts in the field of education; analysis, generalization, and specification of scientific-pedagogical and methodological sources regarding the formation of a competent personality of education seekers at various levels in blended learning environments; surveys of teachers and education seekers on their attitude towards the use of blended learning technologies to develop students’ ability to learn and the self-educational competence of university students. It was found that such key competencies as the ability of school students to learn and the selfeducational competence of students are essential for achieving educational success, especially in blended learning conditions. The authors researched the possibility of developing the key learning-to-learn competence in high school students, conditioned by their psychological readiness for self-education and selfdevelopment at this age. The study developed and implemented an elective course titled “Fundamentals of Cognition in Learning” within the educational process; a platform for organizing blended learning for high school students was proposed, along with methodological recommendations for teachers on how to provide pedagogical support to students in blended learning environments to foster their competencies. The advantages of blended learning in organizing the independent work of university students and developing their self-educational competence are highlighted – particularly through online learning using learning management systems, such as LMS Moodle. The analysis of respondents’ answers helped to set methodological focuses in organizing learning activities in an online course. The authors of the study propose identifying the following key stages of the course, which ensure support for learners: familiarization with the course, its purpose and objectives; weekly learning planning; introduction to theoretical materials; completion of practical tasks; taking tests; and communication with instructors and fellow participants. It was found that compliance with the conditions for using online courses in blended learning contributes to the effective formation of students’ self-educational competence. Conclusions. The conducted research substantiates the importance of developing key competencies in learners, such as the ability to learn and self-educational competence of university students. To ensure the effective formation of this competence, an elective course for high school students titled “Fundamentals of Cognition in Learning” was developed, along with a proposal to integrate it into the information and educational environment of secondary education institutions using Google cloud services. A comprehensive analysis of the development of blended learning for higher education students demonstrates its significant potential in forming students’ self-educational competence. Participation in online courses increases motivation to learn, fosters self-control and reflection, and develops teamwork skills.
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.