Ruslan Savchuk DEVELOPMENT OF DUAL EDUCATION IN GERMANY: EXPERIENCE AND PROSPECTS FOR ADAPTATION IN UKRAINE

(2025) Science and education, 3, 76-82. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-3-11

Ruslan Savchuk,
Postgraduate Student at the Department of Theory and Practice of Pedagogical Education,
Institute of Pedagogical Education and Adult Education named after Ivan Zyazyun,
National Academy of Sciences of Ukraine,
9 Maksym Berlinskoho Str., Kyiv, Ukraine,
ORCID ID: https://orcid.org/0009-0009-8363-1222

DEVELOPMENT OF DUAL EDUCATION IN GERMANY: EXPERIENCE AND PROSPECTS FOR ADAPTATION IN UKRAINE

SUMMARY:

The study and implementation of foreign experience in the development of dual education with proven socio-economic effect is critically important for Ukraine, as it can accelerate the solution of modern problems in the labor market and in the education system. The study offers the results of a theoretical analysis of the development of dual education in Germany. The publication presents: a description of the historical foundations and features of the functioning of vocational and higher dual education in Germany, common national characteristics of building the educational process in the conditions of the dual form of education, the impact of the German experience of dual education on the educational systems of other countries of the world. The results were obtained by combining a number of methods of the theoretical level of scientific research (historical, comparison, generalization) and empirical (observation). It is shown that the German model provides a direct link between theory and practice (this allows you to quickly adapt educational programs to the needs of employers), determines a decrease in youth unemployment (graduates receive not only diplomas, but also real work experience and a high chance of employment), contributes to increasing the country's economic competitiveness (provides a stable flow of qualified personnel to the German labor market). The key advantages of organizing dual education in Germany include: a high level of compliance of learning outcomes with the needs of the labor market (curriculum programs are developed jointly with companies and therefore graduates have relevant knowledge and skills); early professional orientation (students are involved in real work processes and this allows them to better understand the chosen profession); high level of employment of graduates immediately after completing their studies. It was found that the German experience is actively studied in the world and adapted in Ukraine. The tasks of developing domestic dual education were determined (improving the legislative support for the development of full-fledged dual education in Ukraine; strengthening the government's support for projects for the development of dual education and motivating enterprises to participate in training personnel in the dual form of education; creating a platform for maintaining a continuous dialogue between all stakeholders in the development of dual education).

KEYWORDS:

dual education, German education system, vocational education, higher education, practical skills, labor market

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Vitalii Lytovchenko INCLUSION IN MEDICAL EDUCATION: REGULATORY AND LEGAL BASIS AND SOCIAL SUPPORT

(2025) Science and education, 3, 70-75. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-3-10

Vitalii Lytovchenko,
PhD (Doctor of Philosophy in Psychology),
Senior Lecturer at the Department of Psychology,
Private higher educational institution «Medical University of Natural Sciences",
43-A, Bogoyavlenskyi Avenue, Mykolaiv, Ukraine
ORCID ID: https://orcid.org/0000-0003-1869-6168

INCLUSION IN MEDICAL EDUCATION: REGULATORY AND LEGAL BASIS AND SOCIAL SUPPORT

SUMMARY:

The article examines the regulatory, legal and socio-pedagogical aspects of medical education for students from vulnerable groups. The purpose of the article is to highlight the results of a study on the accessibility of medical education for people with special educational needs, in particular, the analysis of new regulatory documents; to present the results of a survey of Ukrainian legal specialists and a foreign expert in the field of health care, support for medical workers who use sign language and are part of the socio-cultural linguistic community; to present current practices in creating opportunities for obtaining medical education for people with special educational needs in institutions of higher and professional pre-higher education. According to the results of the study, it is possible to generalize that the right to education for people with special educational needs is guaranteed by law, they can obtain medical education in institutions of higher and professional pre-higher education and have the right to create additional (special) conditions in accordance with individual needs and capabilities. At the same time, admission rules for specific specialties may include certain restrictions and corresponding medical indicators. In this context, it is important to further improve the regulatory framework, implement social support programs, and study and disseminate the best Ukrainian and foreign experience.

KEYWORDS:

special education, persons with special educational needs, medical education, accessibility of medical education for persons with special educational needs, regulatory and legal framework for access to medical education for persons with special educational needs, social support in obtaining medical education

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Oleksandr Zhuravel FORMATION OF PSYCHOLOGICAL AND PHYSICAL READINESS OF ATHLETES IN MMA BY MEANS OF SPORTS PEDAGOGY

(2025) Science and education, 3, 66-69. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-3-9

Oleksandr Zhuravel,
Doctor of Philosophy in Law,
Senior Lecturer at the Department of Special Physical Training,
Dnipro State University of Internal Affairs,
26, Nauky Ave., Dnipro, Ukraine,
ORCID ID: https://orcid.org/0000-0002-6830-150Х

FORMATION OF PSYCHOLOGICAL AND PHYSICAL READINESS OF ATHLETES IN MMA BY MEANS OF SPORTS PEDAGOGY

SUMMARY:

The article examines the issues of forming psychological and physical readiness of athletes in mixed martial arts (MMA) through the means of sports pedagogy. The purpose is to identify and substantiate pedagogical tools for developing psychological and physical readiness of MMA athletes and to reveal their effectiveness within the system of sports training. Research methods: analysis, synthesis, generalization, comparison, systematization, observation, questionnaires, interviews, testing, pedagogical experiment, and video analysis. The paper emphasizes a comprehensive approach that combines physical training (development of strength, speed, coordination, and endurance qualities) with the formation of psychological resilience, concentration, willpower, and the ability to make effective decisions under stressful conditions of combat. The theoretical review analyzes modern scientific approaches to MMA fighters’ preparation, identifies pedagogical tools that ensure the integration of physical and psychological components of readiness, and describes the specifics of the training process, including interval loads, sparring, and functional exercises. Special attention is paid to pedagogical methods of developing psychological readiness: breathing techniques, relaxation, combat visualization, and modeling stressful situations. A table is presented that systematizes the main components of physical and psychological readiness of MMA athletes and the pedagogical means of their formation. It is emphasized that a comprehensive approach improves technical efficiency, decision-making speed, adaptation to stressful conditions, and also reduces the risk of injuries and overtraining. The study has practical significance for coaches and educators involved in training MMA athletes and contributes to optimizing the training process through the harmonious development of physical and psychological aspects of readiness.

KEYWORDS:

mixed martial arts (MMA), physical readiness, psychological readiness, comprehensive approach, sports pedagogy, stress resilience, training process

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REFERENCES:
 
  1. Bachynska, N., Zhuravel, O., Bohuslavskyi, V., Skalytskyi, I., & Kalashnyk, A. (2024). Otsinka rezultativ doslidzhennia okremykh pokaznykiv fizychnoho rozvytku, spetsialnoi fizychnoi pidhotovlenosti ta sportyvnoho kharchuvannia «POWER PRO» zdobuvachiv ZVO iz spetsyfichnymy umovamy navchannia, shcho zaimaiutsia zmishanymy vydamy yedynoborstv ta pravookhorontsiv [Assessment of the results of the study of certain indicators of physical development, special physical fitness and POWER PRO sports nutrition of higher education applicants with specific learning conditions engaged in mixed martial arts and law enforcement officers]. Naukovyi chasopys Ukrainskoho derzhavnoho universytetu imeni Mykhaila Drahomanova. Seriia 15, 5(178), 9–13. https://doi.org/10.31392/ UDU-nc.series15.2024.5(178).01 [in Ukrainian].
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Oleksiy Chebykin ON POSSIBLE METHODOLOGICAL APPROACHES OF SOCIO-PSYCHOLOGICAL RESEARCH ON PREDICTING THE MANIFESTATION OF WARS

(2025) Science and education, 3, 60-65. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-3-8

Oleksiy Chebykin,
Doctor of Psychological Sciences, Professor,
Full Member of National Academy of Pedagogical Sciences of Ukraine,
Professor at the Department of Theory and Methods of Practical Psychology,
The state institution «South Ukrainian National Pedagogical University named after K. D. Ushynsky»,
26, Staroportofrankivska, Str., Odesa, Ukraine,
ORCID ID: https://orcid.org/0000-0001-7905-2708

ON POSSIBLE METHODOLOGICAL APPROACHES OF SOCIO-PSYCHOLOGICAL RESEARCH ON PREDICTING THE MANIFESTATION OF WARS

SUMMARY:

The paper attempts to reveal certain methodological socio-psychological features of the study, forecasting the manifestation of wars in order to determine the optimal ways to overcome them. Modern types of wars, in addition to armed ones, are outlined, based on the resource involved, which include: psychological, political, informational, diplomatic, economic, hybrid proxy, and others. It is shown that the manifestations of wars can have preparatory, main, and final periods. It is emphasized that the key socio-psychological feature of wars is conflicts in which violent and aggressive actions are implemented. It is noted that the main psychological factors of wars are mainly both open and hidden various motives, goals, and actions implemented by the leadership of states or leaders of certain social groups. It is shown that in military and other branches of psychological science, research on the features of wars in relation to their socio-psychological content is still insufficient. It is stated that in modern conditions, the problem of the socio-psychological content of predicting the manifestation of wars is becoming relevant both in connection with the possibilities of their prevention and ways of optimal overcoming. Certain methodological approaches of personal, systemic, activity, cybernetic, mathematical modeling and others are presented, which can be used in the cognition of the socio-psychological content of various signs of war. It is noted that it is psychological science, which is integrated with virtually all spheres of human activity, that can act as a consolidator in the interdisciplinary knowledge of socio-psychological forecasting of various manifestations of wars. Two stages of possible methodological approaches in the study of socio-psychological forecasting of the features of the manifestation of wars are highlighted. At the previous stage, an organizational and activity game is proposed as a methodological tool to search for plausible conceptual models of predictive assessments regarding wars and the formation of teams of researchers. The second, applied, main part provides theoretical and empirical, socio-psychological research aimed at determining strategically pragmatic predictive assessments regarding the content of various signs of war and optimal ways to overcome them.

KEYWORDS:

military conflicts, types of wars, interdisciplinary research, strategic, methodological principles, predictive assessments, organizational and activity game, models

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REFERENCES:
 
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Olha Tkachenko TEACHERS’ MOTIVATIONAL READINESS FOR INCLUSIVE EDUCATION OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

(2025) Science and education, 3, 54-59. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-3-7

Olha Tkachenko,
PostgraduateStudent (third, educational and scientific level)
in the specialty 053 Psychology at the Department of General and Differential Psychology,
The state institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”,
26, Staroportofrankivska, Str., Odesa, Ukraine,
ORCID ID: https://orcid.org/0009-0009-1353-3184

TEACHERS’ MOTIVATIONAL READINESS FOR INCLUSIVE EDUCATION OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

SUMMARY:

The article presents the results of an empirical study of teachers’ psychological readiness for inclusive education of children with special educational needs (SEN). The significance of teachers’ preparation for inclusion is analyzed, and the main aspects of psychological readiness, as well as the factors influencing the success of integrating children with SEN into the educational environment, are identified. It is highlighted that a considerable number of psychological studies – both Ukrainian and international – have been devoted to this issue. The empirical study made it possible to determine the level of psychological readiness of teachers working in inclusive classrooms. The survey results revealed that most teachers in inclusive settings demonstrate a high level of awareness of themselves as subjects of inclusive education, while certain problematic aspects remain. The psychological features of teachers’ readiness for inclusive education of children with SEN were studied. It was found that teachers’ psychological readiness for inclusive teaching is mainly influenced by six key components – cognitive, reflexive, volitional, communicative, motivational, and emotional readiness – and by three additional components: methodological readiness, readiness for teamwork, and readiness for innovation. The distinction between the main and additional components of readiness is justified by the fact that the first group is based on individual psychological and personal characteristics of teachers, representing stable qualities of their cognitive-reflective, emotional-volitional, communicative, and motivational spheres. At the same time, the additional components – methodological readiness, readiness for teamwork, and readiness for innovation – are acquired in the course of professional development and lifelong learning of teachers working with children with special educational needs. The scientific problem of developing teachers’ psychological readiness for inclusive education of children with special educational needs has significant theoretical and practical importance. Its solution will contribute to improving the effectiveness of inclusive education, creating a psychologically safe environment for all participants in the educational process, and promoting the development of a learner-centered paradigm of education.Studying the psychological mechanisms, patterns, and conditions of forming such readiness makes it possible to enhance the system of teacher training and ensure the sustainable development of inclusive education in Ukraine.

KEYWORDS:

psychological readiness, inclusive education, special educational needs, teacher training, inclusion, emotional stability, tolerance, motivation, socio-psychological climate, cohesion

FULL TEXT:

 

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