(2024) Science and education, 1, 40-46. Odessa.

Svitlana Fedorenko,
Doctor of Pedagogy, Professor,
Chief Research Officer,
laboratory of moral, civic and intercultural education,
Institute of Problems on Education
National Academy of Educational Sciences of Ukraine,
9, M. Berlinskoho, Str., Kyiv, Ukraine,
ORCID ID: https://orcid.org/0000-0001-8517-9975

Kateryna Zhurba,
Doctor of Pedagogy, Professor,
Head of the laboratory of national and patriotic education,
Institute of Problems on Education
National Academy of Educational Sciences of Ukraine,
9, M. Berlinskoho, Str., Kyiv, Ukraine,
ORCID ID: https://orcid.org/0000-0002-3854-4033

Olena Shepeleva,
Senior Teacher
Department of English for Humanities,
Faculty of Linguistics,
National Technical University of Ukraine
“Igor Sikorsky Kyiv Polytechnic Institute”
37, Beresteyskyi Ave., Kyiv, Ukraine,
ORCID ID: https://orcid.org/0000-0003-4260-0840

VALUE-INTEGRATIVE CONTEXT OF FORMING GLOBAL COMPETENCE IN 

HIGH SCHOOL YOUTH: INTERNATIONAL EDUCATIONAL INITIATIVES

The article attempts to interpret the potential of international educational initiatives for the formation of global competence of schoolchildren. The purpose of the article is to highlight the main directions of international educational initiatives regarding the formation of global competence of schoolchildren. The realization of this purpose involved solving the following tasks: to analyze, conceptualize and generalize scholarly and pedagogical sources on existing international educational initiatives in the field of forming the global competence of student youth; characterize the value-integrative specifics of educational and methodological support developed by various international organizations, aimed at forming the global competence of schoolchildren. Research methods. In the research, a complex of general scientific methods was applied: analysis, synthesis, induction, deduction and generalization. Elucidation of theoretical provisions and formulation of conclusions was carried out on the basis of the study and systematization of primary sources on the issue under study. Research results. It is noted that in the 21st century, students should not only know about global problems, but also possess the skills necessary to ensure individual and collective well-being. The global nature of today's education in curricula developed with the support of various international organizations is primarily determined by going beyond the boundaries of disciplines, i.e., characterized by growing interdisciplinary integration. At the same time, the valuable component, namely, spiritual and moral development as a target orientation of modern education, plays an important role in the formation of global competence of schoolchildren. It was concluded that in today's rapidly changing world, more and more international educational initiatives are aimed at developing the global competence of high school students. Sharp distinctions between “local”, “national”, and “global” contexts are blurring in the face of new institutions and technologies that transcend the boundaries of modern nation-states. Therefore, today, international educational initiatives, implemented by the foundations such as the International Baccalaureate, the Organization for Economic Co-operation and Development and many others, create curricula and promote global engagement that provide young people with a better understanding of language and culture, encourage them to explore global and local issues, and to address humanity’s greatest challenges in the classroom and beyond. It is emphasized that such global education spreads educational standards and practices regarding the philosophy and organization of the educational process aimed at developing awareness, perspectives and commitments necessary for global interaction, which in general contributes to the effective formation of global competence of student youth.

global competence, global education, global engagement, curriculum, interdisciplinary integration, values, learning achievements of high school students, student youth, international educational initiatives.

(2024) Science and education, 1, 32-39. Odessa.

Lesia Serman,
Candidate of Pedagogical Sciences,
Senior Lecturer at the Department of Foreign Languages,
Vasyl Stefanyk Precarpathian National University
57 Shevchenko St., Ivano-Frankivsk, Ukraine
SSU “Ivano-Frankivsk Professional College of Physical Education of the National University of Physical
Education and Sports of Ukraine”
142-a Hetman Mazepa St., Ivano-Frankivsk, Ukraine
ORCID ID: https://orcid.org/0000-0001-7840-701X

Inna Suleimanova,
Lecturer at the Department of Foreign Languages,
SSU “Ivano-Frankivsk Professional College of Physical Education of the National University of Physical
Education and Sports of Ukraine”
142-a Hetman Mazepa St., Ivano-Frankivsk, Ukraine
ORCID ID: https://orcid.org/0009-0001-4661-7562

Olexandra Medeichuk,
Assistant Professor at the Department of Philology and Translation
King Danylo University
35 Eugene Konovalets St., Ivano-Frankivsk, Ukraine
ORCID ID: https://orcid.org/0009-0003-2228-54300

Taras Serman,
Candidate of Pedagogical Sciences,
Senior Lecturer at the Department of Physical Education
Vasyl Stefanyk Precarpathian National University
57 Shevchenko St., Ivano-Frankivsk, Ukraine
ORCID ID: https://orcid.org/0000-0002-7836-3085

THE INTEGRATION OF THE CHAT GPT BOT INTO THE PROCESS OF LEARNING ENGLISH

The integration of the Chat GPT bot into the process of learning English is studied in this article. The peculiarities of using the Chat GPT bot such as advantages, disadvantages and the need for a balanced approach are analyzed. The need for careful analysis before implementing the Chat GPT bot in educational institutions and constant training to ensure its effective use is determined. The main advantages of a chatbot for education are outlined. Chat GPT, a group texting platform can improve student motivation and engagement through real-time collaboration and communication. It also helps develop digital communication skills. Chat GPT can improve English learning by improving skills, reducing language barriers and providing a personalized learning process. It can also make learning fun and cost-effective. Chat GPT supports a variety of learning styles and tracks students’ progress. The flexibility and versatility of the chat allows you to use it from different devices, which makes it ideal for distance learning. The negative aspect of Chat GPT is considered as well. While generating unique texts and helping in research, it reduces social interaction, causes technical problems, leads to misunderstandings, lacks structure, offers limited support and practical experience, it can overload digital devices, deteriorate the learning environment, create a technological dependency and limit feedback time. The research has found that each platform has its advantages and disadvantages, and it is important to clearly define the tasks for optimal learning. The learning process should prioritize the educational aspect, teaching students that AI requires continuous learning to remain competitive. Chat GPT can facilitate collaboration between teachers and students, highlighting the importance of artificial intelligence in education.

Chat GPT, communication tool, Open AI, digital communication, learning atmosphere.

(2024) Science and education, 1, 27-31. Odessa.

Anna Kovalenko,
Assistant of the Department of Psychology and Human Health,
Bila Tserkva National Agrarian University
Soborna Square, 8/1, Bila Tserkva, Ukraine,
ORCID ID: https://orcid.org/0009-0009-5114-7591

THE IMPACT OF REGULAR PHYSICAL ACTIVITY ON THE EMOTIONAL STATE OF STUDENTS

Preserving the mental health of young people is an extremely important task for modern society. The search for effective means of emotional support for students remains relevant. The article analyses the impact of systematic physical exercises on the emotional state of students. Prolonged stay at home due to distance learning has led to a significant decrease in the level of physical activity among students. Sedentary lifestyles and lack of physical activity have a negative impact on the health, well-being and quality of life of young people, causing additional stress and threatening not only physical but also mental well-being. Based on a review of the scientific literature, the article highlights the positive impact of regular exercise on psychoemotional health, including improved mood, reduced stress and depression, and increased self-esteem. In particular, physical activity contributes to the production of endorphins, the hormones of joy, which improves emotional well-being. It has been proven that the level of physical activity positively correlates with the well-being, activity and mood of students. Physical activity improves cognitive function, including cognitive performance, memory and cognitive flexibility. Sports can also improve students' psychological well-being by providing a positive mood, reducing symptoms of depression, improving self-esteem and developing social skills. In addition, sports can help regulate emotions and provide students with psychological comfort and self-discipline. Thus, regular sports activities can serve as an effective means of preventing emotional burnout and maintaining the psychological health of students. The rational organisation of students' physical activity, regular use of physical education in various forms of training is a key to preventing deterioration of their physical condition, performance and disease prevention.

physical activity, motor activity, psychophysical state, emotional state, students.

(2024) Science and education, 1, 22-26. Odessa.

Iryna Kniazheva,
Doctor of Pedagogy, Professor,
Head of the department of pedagogy,
South Ukrainian National Pedagogical
University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odesa, Ukraine
ORCID ID: https://orcid.org/0000-0001-8395-6902

Li Lingyi,
graduate student of the Department of Pedagogy,
South Ukrainian National Pedagogical
University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odesa, Ukraine
ORCID ID: https://orcid.org/ 0009-0008-4571-867X

ACMEOLOGICAL AND REFLECTIVE APPROACH AS A METHODOLOGICAL
FOUNDATION OF THE PROFESSIONAL TRAINING OF FUTURE TEACHERS
OF ART SPECIALTIES

professional training, future teachers, art majors, methodological background, acmeological approach, reflective approach, artistic environment, art education, students of education, competence.