(2026) Science and education, 1, 167-173. Odessa.

Tetiana Shostachuk,
Candidate of Pedagogical Sciences, Associate Professor,
Associate Professor at the Department of Fine Arts and Design,
Zhytomyr Ivan Franko State University,
40, Velyka Berdychivska Str., 40, Zhytomyr, Ukraine,
ORCID ID: https://orcid.org/0000-0002-4542-2835

DEVELOPMENT OF POLISH CULTURAL PEDAGOGY IN THE CONTEXT OF SOCIO-CULTURAL CHANGES AND EUROPEAN INTEGRATION (1989–2000S)

The purpose of the work is the theoretical analysis of the period of “conceptualization and fundamentalization” of Polish cultural pedagogy (1989–2000s). The study aims to identify the mechanisms for the restitution of the humanistic tradition in the conditions of the democratic transition, the de-ideologization of education, and the search for new axiological landmarks within the European educational space. To achieve this goal, a complex of complementary methods was utilized: historical-pedagogical analysis (to trace the evolution of the concepts of Polish authors), the comparative method (to contrast the ideologically “closed” and theoretically “open” models of pedagogy according to S. Wołoszyn), the hermeneutic method (to interpret the scientific works of J. Gajda and B. Suchodolski in the context of the socio-cultural breakthrough), and the systems approach, which allowed for the examination of cultural pedagogy as a holistic system of duties and values that ensure an individual’s spiritual identity. For the first time, the role of the Lublin school of J. Gajda in overcoming the crisis of legitimacy in pedagogical science has been systematically analyzed. The status of cultural pedagogy as a “navigator” in the conditions of the “global village” is justified, providing a framework to harmonize technical progress with the spiritual self-development of the individual. It has been established that the upheaval of 1989 caused an epistemological rupture, necessitating a departure from socialist doctrine in favor of methodological pluralism. S. Wołoszyn substantiated the transition to “open” pedagogy, while B. Suchodolski defined the situation as a “loss of a stable foothold”, which led to a radical reconstruction of upbringing. It is proven that Poland’s integration into the European space actualized the appeal to “absolute values” and “tragic humanism” (I. Wojnar) as means of protecting individuals from civilizational shallowing. At the turn of the millennium, cultural pedagogy transformed into an independent field that, through engagement with cultural heritage, ensures the formation of an active recipient capable of creative realization in conditions of postmodern uncertainty.

cultural pedagogy, systemic transformation, European integration, axiology, open pedagogy, identity, cultural values, upbringing

(2026) Science and education, 1, 159-166. Odessa.

Bohdan Shvets,
Lecturer at the Department of Foreign Languages and Translation,
Faculty of Humanities and Arts,
State Non-Profit Enterprise "State University Kyiv Aviation Institute"
1, Liubomyra Huzara Ave, Kyiv, Ukraine
ORCID ID: https//orcid.org/0009-0009-7713-043X

METHODOLOGY FOR USING CORPUS TOOLS IN THE DIGITAL TRAINING OF FUTURE PHILOLOGISTS

The article examines the results of a study on the methodological support of digital training for future philologists through corpus linguistics tools. The relevance of the problem is determined by the growing role of digital technologies in students’ professional education and the insufficiently developed methodological framework for using corpus tools in higher education. The aim of the study is to theoretically substantiate and develop a system for applying corpus tools to foster linguistic-analytical, research, and digital competencies among higher education students. The study employed methods of analysis and systematization of scientific sources, comparative-analytical approaches, as well as theoretical modeling, systematic generalization, and forecasting. The research involved examining the functional capabilities of concordancers, frequency and collocation modules, and tools for analyzing grammatical, lexico-semantic, and stylistic structures. Special attention was given to evaluating the potential of digital tools to develop data-driven learning skills and critical analysis of linguistic phenomena. The results demonstrate that integrating corpus tools into the educational process promotes research autonomy, critical thinking, linguistic-analytical skills, and practical digital competencies of future philologists. The proposed methodology ensures a systematic combination of theoretical knowledge with students’ practical activities, enhances the quality of preparation for research and professional work, and aligns with contemporary educational standards and the principles of DigCompEdu. The practical significance of the study lies in the development of a methodological framework for the effective use of corpus resources in higher education and in enhancing instructors’ competence in digital teaching.

corpus tools, digital training, future philologists, data-driven learning, digital competence, teaching methodology, linguistic analysis, research autonomy, competency-based approach

(2026) Science and education, 1, 154-158. Odessa.

Nataliia Sytailo,
Lecturer at the Department of English for Engineering № 1,
National Technical University of Ukraine
“Igor Sikorsky Kyiv Polytechnic Institute”,
37, Prospect Beresteiskyi, Kyiv, Ukraine,
ORCID ID: https://orcid.org/0000-0002-7696-1110

THE DIGITAL TRANSFORMATION OF ESP LEARNING: CHALLENGES AND PERSPECTIVES

This article examines current challenges and perspectives associated with the digital transformation of English for Specific Purposes (ESP) learning, with a particular focus on the shift from traditional printed dictionaries to modern digital platforms. The rapid development of innovative language-learning tools, such as Skell and YouGlish, has transformed the process of acquiring specialized vocabulary in fields such as engineering, medicine, business, law, and technology. While the digital era has made lexical access faster, more dynamic, and more context-sensitive, it has also introduced new difficulties related to digital literacy, information overload, and uneven access to technological resources. Given the insufficient systematization of methodological approaches to using modern digital tools in ESP instruction, this research aims to provide a comprehensive overview of the advantages and drawbacks of contemporary lexical resources. Special attention is devoted to the role of authentic examples, multimodal input, continuous updates, and the improvement of pronunciation skills. The article highlights the strategic importance of integrating digital platforms into ESP curricula and offers insights into how new technologies can enhance motivation, learner autonomy, and professional communication skills. The findings will be particularly useful for ESP teachers searching for effective ways to address the challenges arising from the ongoing digitalization of ESP learning.

ESP, digital tools, Skell, YouGlish, specialized vocabulary, digital learning, linguistic resources

(2026) Science and education, 1, 145-153. Odessa.

Tetiana Ponomarenko,
Doctor of Philosophy in Psychology,
Head of the Law and Social and Behavioral Sciences Department,
Separate Structural Subdivision of Higher Education Institution "Open International University of Human Development
"Ukraine" Bila Tserkva Institute of Economics and Management
42, Heroiv Krut Ave., Bila Tserkva, Ukraine,
ORCID ID: https://orcid.org/0000-0003-0949-1611

Nataliia Pasichnyk,
Candidate of Historical Sciences, Associate Professor,
Associate Professor at the Philosophical and Political Sciences Department,
Bila Tserkva National Agrarian University,
8/1 Soborna Square, Bila Tserkva, Ukraine,
ORCID ID: https://orcid.org/0009-0007-1694-9906

Marуna Buкhenska,
Master of Finance,
Head of the Academic Department,
Separate Structural Subdivision of Higher Education Institution
"Open International University of Human Development "Ukraine" Bila Tserkva Institute of Economics and Management
42, Heroiv Krut Ave., Bila Tserkva, Ukraine,
ORCID ID: https://orcid.org/0009-0009-3893-4216

ARTIFICIAL INTELLIGENCE IN EDUCATION: A TOOL AND A THREAT TO ACADEMIC INTEGRITY

The article presents a comprehensive research of students’ attitudes toward the principles of academic integrity in the context of the rapid digitalization of higher education and the active implementation of artificial intelligence (AI) technologies. The relevance of the research is driven by the transformation of the educational landscape, in which AI tools simultaneously function as a powerful means of personalizing learning and as a significant challenge to ethical norms and standards of educational quality. Theoretical approaches proposed by domestic and international scholars concerning the balance between innovation and academic ethics are analyzed. Key opportunities enabled by AI–such as adaptive learning, increased accessibility, and instructional support for educators–are examined, and major threats are identified, including plagiarism, the decline of critical thinking, and algorithmic ethical bias. Particular attention is paid to regulatory frameworks, specifically the recommendations of the Ministry of Education and Science of Ukraine and the European principles of ethical AI (AI HLEG). The empirical basis of the research consists of the results of a survey of 201 students conducted in autumn 2025. The findings indicate that more than 80% of respondents use AI in their learning activities, primarily for idea generation (72%) and stylistic text editing (46%). It was found that 88% of students do not consider the use of AI a violation of academic integrity when it performs an auxiliary function. At the same time, the results demonstrate a high level of awareness of potential risks: 68% of respondents express concern about reduced learner autonomy, while 64% fear the loss of critical thinking skills. According to Fisher’s criterion, statistically significant differences in AI use were found between students of different modes of study (φemp = 5.66; p ≤ 0.01), while no gender differences were detected (φemp = 1.332). The practical significance of the findings lies in their potential application to the development of institutional policies in higher education institutions aimed at fostering a culture of responsible AI use. The research concludes that there is a need to shift from prohibition-based strategies to approaches focused on the integration of AI into the educational process, ensuring strict adherence to ethical frameworks and promoting the development of students’ intellectual initiative.

artificial intelligence, academic integrity, students, higher education, educational process, digitalization of education, student research activity, AI ethics, critical thinking