2025-1-doc

Sergiy Sychov, Olena Syrotynska STRENGTHENING THE MENTAL HEALTH OF HIGHER EDUCATION STUDENTS THROUGH PHYSICAL ACTIVITY

(2025) Science and education, 1, 92-96. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-1-11

Sergiy Sychov,
Doctor of Pedagogical Sciences,
Professor at the Department of Biosafety and Human Health,
National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”,
37, Beresteyskyi Avenue, Kyiv, Ukraine,
ORCID ID: https://orcid.org/0000-0002-8428-5116

Olena Syrotynska,
Senior Lecturer at the Department of Health and Sports Technologies,
National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”,
37, Beresteyskyi Avenue, Kyiv, Ukraine,
ORCID ID: https://orcid.org/0000-0003-0371-1601

STRENGTHENING THE MENTAL HEALTH OF HIGHER EDUCATION STUDENTS THROUGH PHYSICAL ACTIVITY

SUMMARY:

The article is devoted to the problem of improving and preserving the mental health of higher education students in the process of educational activity in modern realities. Long-term negative psycho-emotional stress, especially against the background of health problems, provokes disorders in the functioning of organs and systems of the human body, causing depressive states that lead to exacerbation and complication of diseases, as well as deterioration of the quality of life. Therefore, the issue of solving this problem is relevant and requires finding ways to improve the mental health of higher education students. One of these means is physical activity, which plays an important role in maintaining and improving health. When we talk about physical activity, we mean a set of any and all body movements of varying intensity performed throughout the day through the work of skeletal muscles with energy consumption. The aim of the study was to form a motivational and value-based attitude to physical activity among higher education students to maintain and improve mental health. Recommendations were proposed for the formation of a motivational and value-based attitude to physical activity among higher education students, the need for regular exercise to maintain and improve mental health. These recommendations included choosing the type of physical activity, adherence to the pedagogical principles of physical activity, and participation in group training sessions. It is also important to keep in mind that to achieve a positive effect, an individual training plan should be created, choosing types of physical activity that bring pleasure. Thus, it can be argued that physical activity is a key aspect that has a significant impact on the mental health of higher education students. Regular training and sports not only contribute to the improvement of physical condition, but also help to cope with anxiety, depression, and stress.

KEYWORDS:

physical activity, mental health, higher education students, physical load

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REFERENCES:

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2. Hutsuliak, N., Chuiko, O., & Dub, V. (2024). Stratehii podolannia profesiinoho stresu v upravlinski diialnosti [Strategies for overcoming professional stress in managerial activities]. Nauka i osvita – Science and Education, (1), 7–12. https://doi.org/10.24195/2414-4665-2024-1-8 [in Ukrainian]
3. Kozub, O. (2020). Vplyv rehuliarnykh zaniat sportom na psykholohichnyi stan studentiv [The influence of regular sports activities on students' psychological state]. Psykholohichnyi visnyk – Psychological Bulletin, 6(45), 88–93. [in Ukrainian]
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Abdülkadir Kabadayı A SUGGESTED PLAY-BASED MODEL TO TEACH ENGLISH TO THE PRESCHOOLERS FOR SUSTAINABLE EDUCATION

(2025) Science and education, 1, 82-91. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-1-10

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

A SUGGESTED PLAY-BASED MODEL TO TEACH ENGLISH TO THE PRESCHOOLERS FOR SUSTAINABLE EDUCATION

SUMMARY:

It has been the fundamental question of how to teach English to preschoolers effectively for preschool teachers to answer for a long time. Therefore, they are always in search of finding out new approaches and techniques to teach English to preschoolers productively for sustainable education. Educational plays have always been the topics to be discovered with multi-dimensions inasmuch as it houses such a lot of crucial issues for language teaching / learning as motivation, source of interest, unexpected result and high concentration with unconscious learning besides the other disciplines. Regarding all of these advantages, a preschool teacher cannot ignore implementing it and tries to benefit from the treasure of play in accommodating English teaching, especially while teaching very young learners. This study focuses on plays in teaching English to preschoolers as a teaching technique and invites the reader to a kind of cruise to discover what play is, how we can utilize plays in a language classroom, what criteria we have to apply to choose plays / games and which plays / games are suitable for which subjects. 10 teachers attending to master program of preschool teacher education participated in the qualitative study. They were given an instrument including open-ended questions about teaching English to preschoolers via plays. 72 plays were handled, analyzed and classified according to the subjects by the researcher together with the participants. The plays suggested for play-based models were classified by the field experts as 5 sub dimensions, and the reliability of the dimensions of the play categories was found to be satisfactory as % 89. Lastly, some examples of play categories are classified in teaching some subjects taken place in preschool settings.

KEYWORDS:

Play, teaching English, young learners, sample model, TEYL, sustainability

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Natalia Bobro ETHICAL ISSUES AND RISKS OF FORMING A DIGITAL UNIVERSITY

(2025) Science and education, 1, 75-81. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-1-9

Natalia Bobro,
Candidate of Economic Sciences,
Director of the Digital Department of the European University,
Director of the “NooLab & AI”
Scientific Laboratory of the European University,
16v, Akademika Vernadskoho Blvd, Kyiv, Ukraine
ORCID ID: https://orcid.org/0009-0003-5316-0809

ETHICAL ISSUES AND RISKS OF FORMING A DIGITAL UNIVERSITY

SUMMARY:

The digital transformation of university education is one of the key trends in the modern educational space, opening up new opportunities to improve the quality of the learning process, expand access to education, and develop the digital competencies of students and teachers. At the same time, the process of digitalization is accompanied by a number of ethical challenges related to threats to academic autonomy, digital inequality, personal data protection, risks of losing traditional university values, and changes in the role of a teacher in the learning process. These aspects require detailed analysis and development of effective mechanisms for regulating. The aim of the research is to analyze the ethical risks that accompany the process of digital transformation of the university and to identify possible ways to minimize them in the context of digitalization of higher education. To achieve this aim, the methods of systematic and comparative analysis were used, which allowed us to identify the main ethical challenges of the digital university. Theoretical analysis of the literature helped to identify key issues of digital education, including academic integrity, digital communication, the impact of digital technologies on the quality of education, and the ethics of using artificial intelligence in the learning process. The methods of descriptive analysis are also used to summarize the features of the impact of digital technologies on the university educational environment. The results of the research show that the digital university, being an innovative model of educational space, requires a balanced approach to the implementation of digital technologies. Particular attention should be paid to the protection of personal data, ensuring the academic freedom of teachers and students, and the ethical use of artificial intelligence in the educational process. To minimize ethical risks, it is proposed to implement specialized training courses in digital ethics, strengthen mechanisms for regulating the use of digital technologies in the learning process, and develop ethical codes for the digital university.

KEYWORDS:

digitalization, digital university, digital ethics, artificial intelligence, digitalization of education, digital etiquette, personal data protection

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REFERENCES:

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Tetiana Andrushchenko, Alla Fedorenko, Tetiana Khanetska AGE CHARACTERISTICS OF DEVELOPMENT OF PSYCHOLOGY OF PERSONALITY IN THE PROCESS OF COMMUNICATION AND INFLUENCE

(2025) Science and education, 1, 66-74. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-1-8

Tetiana Andrushchenko,
Doctor of Political Sciences, Professor,
Professor at the Department of Psychology,
Dragomanov Ukrainian State University,
9, Pirogova Str., Kyiv, Ukraine,
ORCID ID: https//orcid.org/0000-0001-6701-8035

Alla Fedorenko,
Candidate of Psychological Sciences, Associate Professor,
Professor at the Department of Psychology,
Dragomanov Ukrainian State University,
9, Pirogova Str., Kyiv, Ukraine,
ORCID ID: https://orcid.org/0000-0002-8180-4494

Tetiana Khanetska,
Candidate of Psychological Sciences, Associate Professor,
Professor at the Department of Psychosomatics
and Health Psychology,
Dragomanov Ukrainian State University,
9, Pirogova Str., Kyiv, Ukraine,
ORCID ID: https://orcid.org/0000-0001-9767-5116

AGE CHARACTERISTICS OF DEVELOPMENT OF PSYCHOLOGY OF PERSONALITY IN THE PROCESS OF COMMUNICATION AND INFLUENCE

SUMMARY:

The article is devoted to studying age-related features of the development of the personality psyche in communication and influence. It examines how age-related changes and sociocultural context affect the nature of interpersonal interaction, forming social ties, and developing personal characteristics. The relevance of the topic is due to the growing role of communication in modern society and the influence of information technologies on the mental development of the individual. The study of agerelated features of this process allows us to better understand the mechanisms of adaptation, social interaction and personality formation in conditions of rapid changes in the socio-cultural environment. This knowledge is important for the development of effective educational, social and psychological approaches. The work aimed to study the age-related features of the development of the individual psyche in the communication process and to determine the influence of biological and sociocultural factors on the formation of cognitive, emotional and behavioural characteristics. Based on data analysis, a psychological model of interpersonal communication was developed, which demonstrates how age-related changes affect communication styles and information-processing methods. Studies have shown that the influence of social groups, both formal and informal, plays a key role in the development of personality. Emotional sensitivity is significant, increasing at different age stages and creating the prerequisites for a deeper understanding of interpersonal relationships. The study results represent age-related features of the psyche that determine the effectiveness of communication and affect its results. We assumed that adults play a significant role in communication at a younger age, while in adolescence and youth, the emphasis shifts to interaction with peers. This forms new aspects of social behaviour and self-determination. The data obtained have practical significance for developing pedagogical, psychological and social programs aimed at the harmonious development of the individual at each stage of life. The study results can be helpful for social workers, teachers, psychologists and other specialists working in personality development and ensuring adequate support and adaptation of individuals in various social contexts.

KEYWORDS:

mental processes, mental states, mental properties, personality, mental development, age characteristics, social situation of development, leading activity, communication, social influence

FULL TEXT:

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Mariia Shepelova THE TYPES OF PERSONALITY AND PREFERENCES OF COGNITIVE STRATEGIES IN ARTISTIC CREATION OF YOUTH

(2025) Science and education, 1, 58-65. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-1-7

Mariia Shepelova,
Candidate of Psychological Sciences,
Senior Researcher, Psychology of Creativity Department
H.S. Kostiuk Institute of Psychology of the National Academy of Educational Sciences of Ukraine,
2, Pankivska Str., Kyiv, Ukraine
ORCID ID: https://orcid.org/0000-0002-3293-4997

THE TYPES OF PERSONALITY AND PREFERENCES OF COGNITIVE STRATEGIES IN ARTISTIC CREATION OF YOUTH

SUMMARY:

The current study investigated preferences for cognitive strategies in artistic creation in students with different types of personality, defined by the relation between aesthetic sensibility and depression. The purpose of the research is to reveal the differences between different personality types of students in their preference for cognitive strategies in artistic creation. Methods: The typology, developed by F.M. Podshyvailov, L.I. Podshyvailova, M.V. Shepelova (2020), was used for defining the students’ personality types. There are 4 types of students by the relation of aesthetic sensibility and depression: I type “Avatarity”; II type “Individity”; III type “Vitality”; IV type “Personality”. A questionnaire “Artistic orientation of paintings perception” was used for the assessment of preference for cognitive strategies in the artistic activity of students. We hypothesized that the differences in students' preference for cognitive strategies are due to their personality type. The results revealed that there are significant differences between the III-type and I, II, IV-types of students in the value of Analogization, namely, the III-type has the lowest mean value of this indicator among all types; II-type – is the highest. There are also significant differences between the III-type and I, II-types of students in the value of Demonstration, namely the III-type has the lowest mean value of this indicator among all types; II-type – is the highest. Students with different types of personality seem to have different preferences for cognitive strategies in artistic activity, namely Analogization and Demonstration of the artist's personality in a work of art. Thus, the differences in Combination and Reconstruction are not statistically significant. The results claim the necessity of artistic perception development, especially including cognitive strategies as a property that directs a personality to achieve harmony with the environment in the process of interaction.

KEYWORDS:

types of personality, aesthetic sensibility, depression, cognitive strategy, artistic creation, youth

FULL TEXT:

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