Mariana Shevchenko TEACHING ENGLISH WITH AUTHENTIC VIDEOS: PEDAGOGICAL BENEFITS, CHALLENGES, LEGAL CONSIDERATIONS

(2025) Science and education, 2, 104-112. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-2-14

Mariana Shevchenko, 
Lecturer at the Department of English for Engineering 1, 
National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, 
37, Beresteiskyi Ave, Kyiv, Ukraine,
ORCID ID: https://orcid.org/0000-0002-5881-0263

TEACHING ENGLISH WITH AUTHENTIC VIDEOS: PEDAGOGICAL BENEFITS, CHALLENGES, LEGAL CONSIDERATIONS

SUMMARY:

Modern global cooperation necessitates highly proficient engineers, particularly in electrical, power, and environmental engineering, who can effectively communicate in English as the international lingua franca. This growing demand has led to a significant shift in language instruction at technical universities. English for Specific Purposes (ESP) is evolving to meet real-world communication needs, including dynamic spoken interaction. This article addresses the relevance of teaching English with authentic videos as a notable pedagogical approach in higher education, specifically within technical universities. The research aims to analyse the pedagogical benefits, practical challenges, and legal considerations associated with integrating authentic videos into ESP curricula for engineering students. Employing a qualitative approach, the study involved a comprehensive thematic and analytical review of academic databases for peer-reviewed studies on authentic materials, multimedia learning, and ESP methodology, alongside official copyright guidelines. Key findings reveal that authentic videos, defined as real-life, unaltered content for native speakers, significantly enhance language acquisition by aligning with Mayer’s Cognitive Theory of Multimedia Learning, fostering dual coding and integrated mental models. They demonstrably improve all four language skills, expand technical vocabulary, boost communicative competence and confidence, and cultivate cultural awareness and sociolinguistic skills. Furthermore, authentic videos are highly effective in increasing student motivation and engagement while reducing anxiety. However, challenges such as content difficulty, time-consuming preparation, balancing engagement with educational value, student barriers, methodological gaps, and critical copyright considerations persist. Legal compliance under “fair use” and “fair dealing” is crucial, requiring adherence to strict guidelines regarding educational purpose, transformative use, amount, market effect, and restricted access. This study provides a comprehensive analysis to guide the effective and legally compliant integration of authentic videos, enriching the educational landscape for future engineers.

KEYWORDS:

teaching, English, educational process, authentic video, movie, multimedia learning, engineering student, technical university, copyright, fair use, fair dealing

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Yurii Rusyn SYNERGIC MODEL OF GAMIFIED SOCIAL-EMOTIONAL LEARNING AS A MEANS OF CONFLICT REGULATION OF YOUNGER SCHOOLCHILDREN

(2025) Science and education, 2, 99-103. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-2-13

Yurii Rusyn,
Postgraduate Student at the Department of Pedagogy and Methodology of Primary Education,
Dragomanov Ukrainian State University,
9, Pyrohova Str., Kyiv, Ukraine,
ORCID ID: https://orcid.org/0009-0001-4587-8189

SYNERGIC MODEL OF GAMIFIED SOCIAL-EMOTIONAL LEARNING AS A MEANS OF CONFLICT REGULATION OF YOUNGER SCHOOLCHILDREN

SUMMARY:

The relevance of the study is due to the need to form in younger schoolchildren the ability to peacefully resolve conflicts in conditions of increased socio-emotional tension caused by military events in Ukraine. The purpose of the article is to theoretically substantiate and test the synergistic model of gamified social-emotional learning (SEL), which combines gaming digital technologies, emotional-reflexive practices and pedagogical mediation. The research methodology was based on systemic, comparative-historical and modeling approaches; the empirical component was implemented as a formative experiment in three schools in the city of Kyiv with the participation of 96 students of grades 2–3. The author’s scale “KIDS-Conflict 7+” was used to measure conflict competence and the CASEL-CIS questionnaire to assess SEL-competences; statistical analysis was carried out using the t-test, Mann – Whitney test and Cohen’s d coefficient. The results showed a significant decrease in the frequency of conflict incidents by 33 % (χ² = 6.12; p < 0.05), an increase in emotional regulation by 14 % (U = 402.5; p < 0.05) and an increase in the average score of cognitive understanding of conflict from 2.8 to 3.7 (d = 0.54). The integral effect of the program was d = 0.69, which corresponds to the average value. The obtained data confirm the effectiveness of the proposed model and its potential for scaling in a blended learning format, provided that teachers are trained and a stable ICT infrastructure is in place.

KEYWORDS:

gamified social-emotional learning, interactive technologies, conflict competence, primary school, pedagogical mediation, QR-quest, emotional regulation

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Yulia Ribtsun, Oksana Hryshutina FEATURES OF THE FORMATION OF MORPHOLOGICAL-GRAMMATICAL SKILLS IN SIXTH-GRADERS WITH SEVERE SPEECH DISORDERS

(2025) Science and education, 1, 93-98. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-2-12

Yulia Ribtsun,
Candidate of Pedagogical Sciences, Senior Researcher,
Senior Researcher at the Department of Speech Therapy,
Mykola Yarmachenko Institute of Special Pedagogy and Psychology,
National Academy of Pedagogical Sciences of Ukraine,
9, M. Berlinskogo Str., Kyiv, Ukraine,
ORCID ID: https://orcid.org/0000-0002-2672-3704

Oksana Hryshutina,
Specialist of the Highest Category, Senior Teacher,
Teacher of Ukrainian language and literature,
special school in the town of Mizoch of the Rivne Regional Council,
35, B. Khmelnytskyi Str., Mizoch town, Rivne district, Rivne region, Ukraine,
ORCID ID: https://orcid.org/0009-0001-0086-5704

FEATURES OF THE FORMATION OF MORPHOLOGICAL-GRAMMATICAL SKILLS IN SIXTH-GRADERS WITH SEVERE SPEECH DISORDERS

SUMMARY:

All processes of human cognitive and creative activity are accompanied by language, without it the existence of society itself is impossible. That is why it is so necessary to identify and effectively overcome functional and educational speech difficulties in children, starting from an early age. Most often, these difficulties are corrected in preschool age. However, if children have severe speech disorders (SSD), they can be overcome throughout their school or even adult life.There is a significant amount of scientific research on speech therapy diagnostics and correction of speech disorders in children of primary school age. Along with this, there are practically no similar studies on adolescent students. In view of this, we have identified and characterized six indicators of psychophysical and psychosocial development of schoolchildren of primary adolescence with severe speech disorders, in particular, biological, social conditions of mental development, communicative and social formation, personality neoplasms, psycho-speech and educational activities.In school practice, for better study of the Ukrainian language, knowledge is presented in separate blocks, somewhat abstractly, but at the same time practically, because students study the sound side of the language – phonetics, vocabulary – lexicology, as well as the change of lexemes, their structure, combination in a sentence, that is, grammar. It is the latter that has great general educational and educational significance, because it helps to master the patterns of language use, to understand the laws of thinking.Perhaps the most difficult section of the Ukrainian language curriculum for children with special speech needs is word formation, which connects grammar with vocabulary, determines the relationships between words. The purpose of the article is to analyze the skills of conscious assimilation of the grammatical component of the native (Ukrainian) language by sixth-grade students with severe speech disorders.We analyzed the difficulties of sixth-graders with TPM on eight topics, such as:1) word structure, significant parts of the word, the basis, their functions;2) morpheme dictionary;3) word formation, morphological methods of word formation;4) sound changes in form and word formation, their reflection in writing;5) phenomena of homonymy, antonymy, paronyms in the system of word-forming means; spelling of prefixes, suffixes;6) formation of forms of degrees of comparison of adjectives and adverbs; relative and possessive adjectives;7) non-morphological methods of word formation, compound words;8) the phenomenon of compound words; abbreviation, reduction.The article presents the quantitative and qualitative results of a study of the analysis of the formation of morphological and grammatical skills in secondary school students with severe speech disorders.

KEYWORDS:

New Ukrainian School, students with severe speech disorders, sixth-graders with lexical and grammatical difficulties, morphological methods of word formation, morphological analysis and synthesis

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REFERENCES:
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Lyudmila Nikolenko THE ROLE OF A SPECIAL STRUCTURAL UNIT IN THE FORMATION OF AN INCLUSIVE EDUCATIONAL SPACE IN HIGHER EDUCATION INSTITUTIONS

(2025) Science and education, 2, 87-92. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-2-11

Lyudmila Nikolenko,
Candidate of Pedagogical Sciences,
Associate Professor at the Department of Pedagogy, Preschool and Special Education,
Oles Honchar Dnipro National University,
72, Nauky Ave., Dnipro, Ukraine,
ORCID ID: https://orcid.org/0000-0001-8708-3117

THE ROLE OF A SPECIAL STRUCTURAL UNIT IN THE FORMATION OF AN INCLUSIVE EDUCATIONAL SPACE IN HIGHER EDUCATION INSTITUTIONS

SUMMARY:

The article addresses the issue of creating an inclusive educational space in higher education institutions (HEIs). Given the requirements for improving the quality of training for future specialists, the issue of systematic organisation of support and assistance for persons with special educational needs in higher education institutions is becoming a priority for scientific and applied interest.The purpose of the article is to determine the role of a special structural unit in the system of forming an inclusive educational space in HEIs.The study uses a set of methods characteristic of the humanities and social sciences: comparative analysis, systematisation, generalisation and forecasting.Analysis of sources made it possible to structure information about the functions of inclusive support centres in different countries, as well as to identify common support clusters: inclusive policy, community involvement, staff training and resource provision.The results of the study show that the special unit plays a consolidating role, combining the efforts of higher education institutions and external stakeholders in providing individual and group forms of support to applicants with SEN. Its main tasks are: information and advisory activities; organisation of training and professional development for teachers and volunteers; development and monitoring of individual training plans; assessment of the needs of applicants and HEI resources; coordination of technical, social and legal support; participation in the development of policies and methodological materials.Thus, the article proves that the effectiveness of an inclusive educational space in higher education institutions largely depends on the clear functioning of a special unit for supporting persons with SEN. Its activities must be standardised, technologically supported and integrated into the management system of the higher education institution in order to achieve equal educational opportunities and improve the quality of professional training for applicants with SEN.

KEYWORDS:

inclusion, inclusive education, higher education students with special educational needs, inclusive learning, inclusive educational space, support for people with special educational needs

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REFERENCES:
  1. But, T. (2015). Indeks inkliuzii: rozvytok navchan- nia ta uchasti v zhyttiediialnosti shkil [Index for inclusion: Developing learning and participation in schools]. (O. Yakovenko, Trans.). Kyiv : Vydavnychyi dim “Pleiady”. URL: https://rcpio.ippo.kubg.edu.ua/?p=1044 [in Ukrainian].
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Kyrylo Kryvoshei PEDAGOGICAL CONDITIONS IN THE FRAMEWORK OF THE CONTEMPORARY SCIENTIFIC PARADIGM OF HIGHER EDUCATION

(2025) Science and education, 2, 79-86. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-2-10

Kyrylo Kryvoshei 
Master of Psychology, 
Postgraduate Student at the Department of Educational Sciences,
Digital Learning and Academic Entrepreneurship,
V. N. Karazin, Kharkiv National University,
4, Svobody Square, Kharkiv, Ukraine,
ORCID ID: https://orcid.org/0000-0002-9163-9891

PEDAGOGICAL CONDITIONS IN THE FRAMEWORK OF THE CONTEMPORARY SCIENTIFIC PARADIGM OF HIGHER EDUCATION

SUMMARY:

The article presents a thorough theoretical and methodological analysis of the concept of pedagogical conditions as a component of scientific knowledge in the field of higher education. The concept is examined in an interdisciplinary context – philosophical, pedagogical, and sociocultural. Definitions of the terms condition and pedagogical conditions are clarified; approaches to their classification are systematized, and the main levels, functions, structural components, and typologies reflected in Ukrainian pedagogical thought are outlined. Special attention is given to interpreting pedagogical conditions as a set of purposefully organized external and internal factors that facilitate the achievement of learning, education, and personal development goals for higher education students. Based on the analysis of scientific sources, key features of pedagogical conditions are identified: purposiveness, systemic nature, functionality, and the interdependence of subjective and objective factors. It is demonstrated that pedagogical conditions can serve not only as background circumstances but also as active tools for transforming the educational process in response to modern societal challenges and needs. The study establishes that the effectiveness of the educational process significantly depends on the harmonious combination of material-technical, organizational-pedagogical, psychological-pedagogical, and sociocultural conditions that create a favorable learning environment for the development of competent, creative, and independent individuals. The article substantiates that understanding pedagogical conditions as a holistic scientific and methodological construct enables educators to consciously develop strategies for improving the quality of higher education. The findings of the study are of scientific and practical value for lecturers, education managers, and researchers in higher education pedagogy.

KEYWORDS:

pedagogical conditions, higher education, educational environment, educational process

FULL TEXT:

 

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