(2024) Science and education, 2, 41-46. Odessa.

Kateryna Suiatynova,
Candidate of Pedagogical Sciences,
Associate Professor at the Pre-school and Special Education Department,
Kryvyi Rih State Pedagogical University,
54, pr. Universytetskyi, Kryvyi Rih, Ukraine,
ORCID ID: https://orcid.org/0000-0003-0263-4800

PARTNERSHIP OF FAMILY AND PRE-SCHOOL EDUCATION INSTITUTION
IN THE PROCESS OF FORMING THE DIGITAL COMPETENCE
OF PRE-SCHOOL STUDENTS

The article examines the issue of relevance of education of children and youth in the digital space due to a number of important factors that make this area a priority for society. First, the growing role of the digital space in the formation of a personality cannot be overestimated. Today's children and youth are surrounded by digital technologies from an early age, which profoundly affect their learning, communication, leisure and worldview. Their lives are increasingly spent online, so building digital skills, media literacy and critical thinking in them is not just important, but a vital task. Secondly, socioeconomic and technological changes that are rapidly taking place in Ukraine challenge traditional methods of education. traditional forms and means of education, which involve the use of only paper media, can no longer meet the educational needs of children of primary grades and preschool age. Thirdly, Russia's military aggression against Ukraine significantly affected the lives of children and youth, adding new challenges and threats. Their access to information, communication and education has become partially limited, requiring additional efforts by adults to ensure their safety and psychological comfort in the online environment. The formation of digital competence is a joint responsibility of adults and children. Thanks to the active participation of adults, children can acquire the necessary skills and knowledge to safely and responsibly use digital technologies for their own development and successful life in modern society.

digital space, digital competence, educational process, information and communication technologies, information society, partnership interaction, pedagogical interaction, preschool age, elementary school.

(2024) Science and education, 2, 33-40. Odessa.

Mykhailo Podoliak,
PhD in Education, Associate Professor at the Department
of Ukrainian and Foreign Languages named after Ya. Yarema,
Stepan Gzhytskyi National University
Veterinary Medicine and Biotechnologies Lviv
Pekarska Str., 50, Lviv, Ukraine,
ORCID ID: https://orcid.org/0000-0003-1482-488X
ResearcherID: J-1773-2017
Scopus Author ID: 57465191600
Web of Science ResearcherID: AAH-9055-2020

THE USE OF THE "FLIPPED CLASSROOM" METHODOLOGY
IN THE PROCESS OF TEACHING A FOREIGN LANGUAGE

The educational process at the University of the 21st century involves the wide use of modern educational and computer technologies. Challenges and problems at the current stage of society's life cause an accelerated transition to using such technologies. The coronavirus epidemic and russia's invasion of Ukraine force university teachers to use distance and mixed forms of education more often. The flipped class is one of the subtypes of mixed learning, which involves using the principles of information and computer technologies and mixed learning in the educational process. Many scientists, primarily foreign, to a lesser extent Ukrainian, were engaged in studying the inverted classroom. This is because this method of organizing the educational process is new in Ukraine. Researchers of the inverted class include N. Bilousov and T. Gordienko, N. Prykhodkina, A. Aljarah, M. Thomas, S. Ahmad, G. Johnson, G. Ceccinato, J. Lee, A. Woles, and others. The flipped classroom is a relatively new teaching method gaining popularity in many countries worldwide. The main principle of the flipped classroom is independent learning and mastery of the material by students at home, watching video lectures and reading educational materials; in the classroom, during face-to-face training with the teacher, pupils and students perform practical exercises, laboratory classes, search together with the teacher for answers to unclear questions. The purpose of our study was to experimentally check students' perceptions of the flipped classroom method in foreign language studies in a professional field. The main task of our research was to obtain and study students' feedback on using the flipped class method when studying the subject "Foreign language for professional direction". The survey results demonstrated students' interest and increased motivation to learn when using the flipped classroom method. This method is effective in studying foreign language students at higher education institutions. It is essential to summarize that the flipped classroom method should be used with other teaching methods (cooperative learning, project and case method, CLIL) to increase its effectiveness.

foreign language teaching, flipped classroom, blended learning, distance learning, speech act.

(2024) Science and education, 2, 27-32. Odessa.

Nataliia Mordovtseva,
Candidate of Pedagogical Sciences, Associate Professor,
Head of the Department of Primary Education,
State Institution “Luhansk Taras Shevchenko National University”,
Viktora Novikova Str., 2, Lubny, Ukraine
ORCID ID: https://orcid.org/0000-0002-1827-9404

Dmytro Uzhchenko,
Candidate of Philological Sciences, Associate Professor,
Associate Professor of the Department of Primary Education,
State Institution “Luhansk Taras Shevchenko National University”,
Viktora Novikova Str., 2, Lubny, Ukraine
ORCID ID: https://orcid.org/0000-0002-4619-1223

COMMUNICATIVE-COMPETENT APPROACH TO TEACHING HIGHER
EDUCATION STUDENTS IN HUMANITARIAN CYCLE CLASSES

The article considers the key provisions regarding the communicative competence approach in the training of students of the first (bachelor) level of psychological and pedagogical specialties, and also emphasizes the communicative component in the classes of the humanitarian cycle. It is indicated that a significant feature of the communicative competence of future specialists in psychological and pedagogical specialties is that the priority is not the theoretical knowledge itself, but the ability of the students to apply it in practice in further professional activities in the process of finding solutions to problems in various situations (use of knowledge in action). Today's new priorities require directing the training of the future specialist to the formation of the skills to operate with one's own knowledge, manage professional information, act actively and professionally, quickly make decisions in atypical professional situations, i.e. to the formation of competencies, and, above all, communicative competence, as the key competence of the future specialist with higher education. The authors emphasize that an important condition for the implementation of the communicative-competence approach in the classes of the humanitarian cycle for students of the first (bachelor) level of education in psychological and pedagogical specialties is an in-depth study of the concept of communication, communicators, text activity, speech activity, the sphere of communication, discourse, genres of pedagogical communication, etc. The implementation of the communicative competence approach will be effective thanks to the use of active, activitybased, communicatively oriented methods and techniques, communicative exercises and tasks, simulating various educational communicative situations, the use of problem tasks, language games, role-playing games, projects, disputes, brainstorming, etc.

competence, communicative competence, future teachers, future psychologists, professional activity.

(2024) Science and education, 2, 19-26. Odessa.

Abdülkadir Kabadayı,
PhD (Candidate of Pedagogical Sciences),
Professor, Dr., A. K. Faculty of Education,
Department of Basic Education,
Necmettin Erbakan University,
Meram Kampüsü, Meram Yeniyol, 42090, Meram Yeniyol, Konya, Turkey
ORCID ID: https://orcid.org/0000-0003-4114-5890

CULTURAL BRIDGES, DEMOCRATIC VALUES: A CROSS-CULTURAL STUDY
ON TURKISH AND SYRIAN STUDENTS' DEMOCRATIC COMMITMENT
FOR SUSTAINABLE EDUCATION

By examining the levels of commitment to democratic principles across different cultural contexts, the study explores how cultural backgrounds influence attitudes toward democracy. Ultimately, the study strives to build cultural bridges and promote sustainable education by fostering a deeper understanding of democratic principles among Turkish and Syrian students. This study aims to reveal the democratic values of Turkish and Syrian secondary school students according to different variables. The research was conducted with secondary school students studying in different schools in Şanlıurfa province. A total of 62 students, 32 Turkish and 30 Syrian, attending the 7th grade participated in the research. In this research, the survey model, one of the quantitative research models, was used. The Basic Democratic Values scale, consisting of 4 sub-dimensions and 34 items, was used as a data collection tool. In order to test the significance of the data according to the variables, t-tests and one-way analysis of variance (ANOVA) were used in independent groups. Significance was examined at the .05 (p<.05) level. As a result of the research, it was revealed that while Turkish and Syrian students' possession of democratic values showed a significant difference according to their nationality, there was no significant difference according to their gender and parents' education level.

Democratic values, culture, Syrian, Turkish, immigrant, sustainability.