Roman Shumada TEACHERS’ MONITORING ACTIVITIES IMPACT ON EDUCATIONAL ENVIRONMENT QUALITY

(2025) Science and education, 4, 121-129. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-4-15

Roman Shumada,
PhD candidate in the field 01 “Education / Pedagogy”
specialty 011 “Educational, pedagogical sciences”
Zaporizhzhia National University,
66, Universytetska Str., Zaporizhzhia, Ukraine;
Head of the Center,
Communal Institution “Zaporizhzhia Regional Institute
of Postgraduate Pedagogical Education” of the Zaporizhzhia Regional Council,
145, Sobornyi Ave., (321 room), Zaporizhzhia, Ukraine,
ORCID ID: https://orcid.org/0000-0001-8904-869X

 

TEACHERS’ MONITORING ACTIVITIES IMPACT ON EDUCATIONAL ENVIRONMENT QUALITY

SUMMARY:

The article examines pedagogical monitoring as a key tool for influencing and improving the quality of the educational environment. The theoretical foundations of pedagogical monitoring, its role in ensuring education quality, and its impact on the formation of an effective learning space are analyzed. The main components of the educational environment monitoring system, criteria for assessing its quality, and features of organizing monitoring activities at different levels of the educational system are identified. The relationship between systematic monitoring of pedagogical activities and improvement of learning conditions, enhancement of students’ academic achievements, and development of teachers’ professional competence is revealed. Practical recommendations for implementing an effective educational environment monitoring system in general secondary education institutions are proposed. The purpose of the article is the scientific substantiation of the role of monitoring activities of educators in improving the organization of the educational environment (OE) and the development of practical recommendations for implementing an effective monitoring system in general secondary education institutions. The study utilized theoretical research methods, including analysis, synthesis, systematization of scientific literature, generalization of domestic and foreign experience, and modeling of the OE monitoring system. The research establishes that monitoring activity (MA) is a key, continuous, diagnostic-prognostic tool aimed at the systematic tracking of the status and dynamics of the educational space. It is substantiated that the monitoring system must be comprehensive, encompassing all four key components of the OE: material-technical, socio-psychological, organizational- pedagogical, and information-communication. The article identifies core criteria and indicators for assessing OE quality, such as safety, resource provision, socio-psychological climate quality, and inclusiveness. The authors highlight that MA influences OE improvement through several interrelated mechanisms: informational provision, feedback, stimulation of professional development, preventive influence, and resource optimization. The practical significance lies in the formulation of ten practical recommendations for educational institutions, focusing on creating an organizational structure, ensuring the validity and reliability of the tools, and integrating monitoring results into managerial decision-making processes. Future research prospects include developing standardized monitoring tools adapted to the Ukrainian context, studying the influence of OE characteristics on specific educational outcomes, and creating digital platforms for automating monitoring processes.

KEYWORDS:

teachers’ monitoring activities, pedagogical monitoring, education quality, educational environment, learning space organization, educational activity assessment

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Mykola Overchenko, Anna Loza ORGANISATION OF THE EDUCATIONAL PROCESS IN FRONTLINE REGIONS IN THE CONTEXT OF PUBLIC-PRIVATE PARTNERSHIP (ON THE EXAMPLE OF THE SUMY REGION)

(2025) Science and education, 4, 114-120. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-4-14

Mykola Overchenko,
Postgraduate Student at the Department of Pedagogy,
Berdiansk State Pedagogical University,
55 A, Universytetska Str., Zaporizhzhia, Ukraine,
ORCID ID: https://orcid.org/0009-0003-9333-6629

Anna Loza,
PhD in History,
Coordinator of the Educational Direction of the East-SOS Foundation,
Pecherskyi Uzviz, 19, Kyiv, Ukraine,
ORCID ID: https://orcid.org/0000-0002-5981-1495

 

ORGANISATION OF THE EDUCATIONAL PROCESS IN FRONTLINE REGIONS IN THE CONTEXT OF PUBLIC-PRIVATE PARTNERSHIP (ON THE EXAMPLE OF THE SUMY REGION)

SUMMARY:

The article presents the results of a monitoring study of the organisation of the educational process in general secondary education institutions of Sumy region in the context of a full-scale invasion in the focus of the public-private partnership model. The relevance of the study is due to the destabilisation of the educational process in the border communities of Sumy region due to hostilities, shelling and the threat of occupation. Ensuring safe, continuous and quality education requires flexible management decisions and intersectoral cooperation. In this context, public-private partnerships are of particular importance as an effective tool to support the education system in times of crisis. The purpose of the study is to identify the peculiarities of organising the educational process in general secondary education institutions in the context of public-private partnership in the context of hostilities on the example of Sumy region. The study used the survey method to obtain quantitative and qualitative information from teachers, heads of educational institutions and representatives of local self-government bodies; the descriptive method was used to characterise the organisational conditions of education and the actual practices used in schools in the region; the methods of analysis and synthesis were used at the stage of interpreting the collected data, which made it possible to identify trends and generalise the results; the method of induction was used to formulate the following recommendations The study covers the problems of access to education in the frontline region, the state of educational infrastructure, ensuring a safe learning environment, human and technical challenges, in particular in the context of inclusive education and distance learning. The monitoring covered 11 schools in communities located in the high-risk area. The results of the study showed a complex and dynamic situation that requires flexible management decisions and systemic support in the context of permanent hostilities in the region. The signs of public-private partnership in the context of organising the educational process are identified, and the expediency of further studying the models of interaction between the state, communities and educational institutions in crisis conditions as a factor in ensuring the sustainability of the educational process is substantiated.

KEYWORDS:

crisis education, crisis management, distance learning, educational losses, general secondary education institutions, inclusive education, organisation of the educational process, public-private partnership, school safety

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Nataliia Nahorna, Liubov Khomenko DIGITAL PALETTES AND AUTOMATED COLOR SCHEME GENERATORS AS A TOOL FOR DEVELOPING DESIGN AND COLOR COMPETENCE OF FUTURE SPECIALISTS

(2025) Science and education, 4, 108-113. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-4-13

Nataliia Nahorna,
Candidate of Pedagogical Sciences, 
Assistant at the Department of Theory and Methodology of Technological Education,
Poltava V.G. Korolenko National Pedagogical University, 
2, Ostrohradskyi Str., Poltava, Ukraine, 
ORCID ID: https://orcid.org/0000-0003-0017-9496

Liubov Khomenko,
Candidate of Physical and Mathematical Sciences, 
Associate Professor at the Department of Theory and Methodology of Technological Education,
Poltava V.G. Korolenko National Pedagogical University, 
2, Ostrohradskyi Str., Poltava, Ukraine, 
ORCID ID: https://orcid.org/0000-0001-6806-2783

 

DIGITAL PALETTES AND AUTOMATED COLOR SCHEME GENERATORS AS A TOOL FOR DEVELOPING DESIGN AND COLOR COMPETENCE OF FUTURE SPECIALISTS

SUMMARY:

The article considers modern approaches to the formation of color competence in the process of professional training of future specialists in the field of design, focusing on the role of digital tools - automated color scheme generators. Theoretical and methodological analysis has shown that in the conditions of digital transformation of education, the effective use of such services is a necessary component of the educational process that meets the requirements of flexibility, individualization and visualization of knowledge, as well as a new visual culture. Digital palettes, in particular the Adobe Color, Coolors, Colormind, Khroma, Paletton generators, allow future designers to master the principles of color harmonization, color relationships, patterns of perception and associative symbolism of palettes.  The purpose of the study is the theoretical justification and pedagogical analysis of the capabilities of digital palettes and automated color scheme generators as means of developing color competence of future designers in the structure of modern design education. The study used a theoretical and methodological analysis of scientific works on color theory, design pedagogy and digital education, an analytical generalization of the types and characteristics of digital services, their classification by the level of automation, the presence of AI-based recommendations, the possibility of customization, orientation towards professionals or beginners, as well as an interpretation of the didactic potential of these tools in the context of educational disciplines.  The feasibility of using digital palettes and color scheme generators both within the discipline “Computer Graphics in Design” and in an interdisciplinary context is substantiated – when studying the basics of visual communications, interface design, the basics of CAD and creating AI-assisted design projects. The main didactic functions of such tools are highlighted: training in coloristic thinking, visualization of theoretical concepts, automation of routine processes of color selection, expansion of the student's creative arsenal. It is shown that digital palettes should be integrated into the educational process not in isolation, but as an element of the educational environment that supports analytical and reflective activity, under the conditions of purposeful pedagogical support and critical analysis of algorithms. Potential risks are outlined – standardization of creative thinking, copying ready-made solutions, excessive reliance on algorithms without taking into account the context of the project. A conclusion is made about the technical and methodological significance of digital palettes, the combination of which with traditional color theory creates a basis for the formation of a holistic visual worldview of future designers and outlines the prospects for further research, in particular, on the impact of digital tools on the emotional and cognitive perception of color and the development of methods for evaluating color solutions in design education.

KEYWORDS:

color competence, color scheme generators, computer graphics, visual communications, artificial intelligence in design

FULL TEXT:

 

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Mykhailo Hadalin CURRENT TRENDS IN THE TRAINING OF FUTURE INFORMATION SPECIALISTS IN SLOVAKIA AND UKRAINE

(2025) Science and education, 4, 101-107. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-4-12

Mykhailo Hadalin, 
Postgraduate Student at the Department of Pedagogy,
Administration and Special Education,
State higher educational institution "University of educational management"
52-A, Sichovykh Striltsiv Str., Kyiv, Ukraine,
ORCID ІD: http://orcid.org/0009-0006-4146-8939

 

CURRENT TRENDS IN THE TRAINING OF FUTURE INFORMATION SPECIALISTS IN SLOVAKIA AND UKRAINE 

SUMMARY:

The article highlights and substantiates features and trends of training specialists in the information sphere at higher education institutions in the Slovak Republic and Ukraine. The aim of the article is to identify common and distinctive features of training future specialists in the information sphere in Slovakia and Ukraine. The research methods include theoretical analysis of scientific and regulatory sources, survey of Ukrainian students, and comparative analysis of the results obtained. Theoretical analysis of the source base of the study showed that modern information and digital technologies significantly influence the theoretical and strategic foundations of training specialists in the context of the development of higher education in the Slovak Republic. The survey of 115 students majoring in Information Technology at the number of Ukrainian universities made it possible to assess the importance of project-based, problem-oriented, blended learning, gamification, and educational collaboration in the training of future specialists, as well as to identify their prognostic views on the updating of educational programmes. The survey results have practical importance for improving curricula and increasing the effectiveness of professional training for IT specialists. The survey results pointed to the importance of systematically updating the content of training in higher education institutions to increase competitiveness of students in the labour market. A comparative analysis showed that the Slovak model of training specialists in the information sphere is distinguished by a combination of theoretical and practical components, but the difference is the significant number of specialisations in IT education of Slovakia. It has been established that the higher education systems of both countries, while retaining their national characteristics, are focused on developing students’ skills in working with innovative technologies, forming intellectual skills and introducing practice-oriented learning. In the future, it will be important to analyse the possibilities of implementing progressive ideas from Slovak experience in the educational process of domestic universities.

KEYWORDS:

higher education, information technologies, features of professional training, surveys, trends, information sector specialists, Slovak Republic, Ukraine

FULL TEXT:

 

REFERENCES:
 
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Kateryna Binytska, Iurii Shcherbiak, Dmytro Kostenko, Marek Vrabe DEVELOPMENT OF MEDIA EDUCATION IN UKRAINE: CURRENT TRENDS AND RECOMMENDATIONS

(2025) Science and education, 4, 92-100. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-4-11

Kateryna Binytska,
Doctor of Pedagogical Sciences, Professor,
Professor at the Department of Pedagogy,
University of Bielsko-Biala,
ul. Willowa 2, 43-309 Bielsko-Biała, Poland; 
Professor at the Department of Pedagogy,
Khmelnytskyi Humanitarian-Pedagogical Academy,
139, Proskurivskyi Podpillia Str., Khmelnytskyi, Ukraine,
ORCID ID: https://orcid.org/0000-0002-2111-5275

Iurii Shcherbiak, 
Doctor of Pedagogical Sciences, Professor, 
Professor at the Department of Information and Sociocultural Activities,
West Ukrainian National University, 
1, Lvivska Str., Ternopil, Ukraine;
Professor at the Katolícka univerzita v Ružomberku Ružomberok,
Žilinská cesta 1644/21, Ružomberok, Slovakia,
ORCID ID: https://orcid.org/0000-0002-5870-4188 

Dmytro Kostenko, 
Candidate of Pedagogical Sciences, Associate Professor, 
Assistant at the Department of Foreign Languages for Mathematical Faculties,
Educational and Scientific Institute of Philology of Taras Shevchenko National University of Kyiv,
14, Taras Shevchenko Boulevard, Kyiv, Ukraine,
ORCID ID: https://orcid.org/0000-0002-4030-2287

Marek Vrabe,
third (educational and scientific) level higher education student,
West Ukrainian National University,
1, Lvivska Str., Ternopil, Ukraine
ORCID ID: https://orcid.org/0009-0003-5904-3638

 

DEVELOPMENT OF MEDIA EDUCATION IN UKRAINE: CURRENT TRENDS AND RECOMMENDATIONS

SUMMARY:

Identification of key trends in the development of media education in Ukraine will allow developing recommendations for improving the effectiveness of media education at different levels (at the state level – for the formation of a democratic society and the development of civil society) and at the level of the education system, in particular, the introduction of media education in the school system, higher education and postgraduate teacher education). Aim: To develop and theoretically substantiate key trends in the development of media education in Ukraine. The tasks of our research is to examine the leading trend in the development of media education in Ukraine, namely, to consider media literacy as a leading competence that requires critical thinking not only for individuals but also for the information sustainability of Ukrainian society as a whole. Research methods: analysis of scientific sources and online resources on the development of media education; study of educational policy in Ukraine in peacetime and under martial law regarding the development of media education and media literacy; study of online resources of the Ministry of Education and Science of Ukraine, the Academy of Ukrainian Press, the Media Education and Media Literacy portal, and online learning platforms. Research results: The peculiarities of media education development in Ukraine (2010–2025) are analysed and recommendations for the state level and the level of the education system are proposed, which will allow for the active development of media education in Ukraine. The issue of media education development in Ukraine in peacetime and in wartime is theoretically studied. It is shown that the problem of media education development is a strategically important area for the development of education and educational policy of the state, because it is media education that promotes the development of critical thinking among citizens, and Ukrainian citizens play a leading role in the post-war recovery and development of the country. The theoretical analysis of the problem of media education development in Ukraine has made it possible to identify key trends, which include: integration of media literacy into the content of academic disciplines; digitalisation of education – the use of online resources, platforms and digital technologies in media education; information patriotism – countering disinformation and fakes; digital humanism – combining modern digital technologies with human values; the leading role of the state and public organisations in the development of media education; media education as a means of ensuring national security.

KEYWORDS:

trends, media education, development, Ukraine, critical thinking

FULL TEXT:

 

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