2026-1-doc

Oksana Danisko, Serhii Khlibkevych PEDAGOGICAL POTENTIAL OF THE “COOL GAMES” VARIABLE MODULE AS AN INNOVATIVE MEANS OF PHYSICAL AND SOCIAL DEVELOPMENT OF SCHOOLCHILDREN IN PHYSICAL EDUCATION LESSONS

(2026) Science and education, 1, 103-108. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2026-1-13

Oksana Danisko,
Doctor of Pedagogical Sciences, Professor,
Professor at the Department of Theory and Methods of Physical Education, Adaptive and Mass Physical Culture,
Poltava V.G. Korolenko National Pedagogical University
2, Ostrohradskoho Str., Poltava, Ukraine,
ORCID ID: https://orcid.org/0000-0003-4040-562X

Serhii Khlibkevych,
Doctor of Philosophy,
Assistant Professor at the Department of Theory and Methods of Physical Education,
Adaptive and Mass Physical Culture,
Poltava V.G. Korolenko National Pedagogical University
2, Ostrohradskoho Str., Poltava, Ukraine,
ORCID ID: https://orcid.org/0000-0002-0866-6021

PEDAGOGICAL POTENTIAL OF THE “COOL GAMES” VARIABLE MODULE AS AN INNOVATIVE MEANS OF PHYSICAL AND SOCIAL DEVELOPMENT OF SCHOOLCHILDREN IN PHYSICAL EDUCATION LESSONS

SUMMARY:

The article substantiates the pedagogical potential of the “Cool Games” variable module as an innovative means for the comprehensive development of physical, social-communicative, and personal qualities of students in grades 5–6 within the context of the New Ukrainian School concept implementation. The relevance of the study is determined by the need to reorient physical education from a normative-functional model to a competence-based one, which aims to form students’ ability for effective interaction, self-regulation, creativity, and responsible behavior in a social environment. An analysis of contemporary approaches to the use of innovative game technologies in the physical education of students at the adaptation stage of learning has been carried out. The study substantiates the expediency of considering the “Cool Games” variable module as a holistic pedagogical technology that combines motor activity with communicative, cognitive, and emotional-volitional tasks. The effectiveness of implementing the module in the physical education process has been theoretically substantiated and experimentally proven. The pedagogical experiment was conducted with the participation of 56 schoolchildren divided into experimental and control groups. Pedagogical testing, questionnaires, observation, expert assessment, and methods of mathematical statistics were used. The formative stage involved the systematic use of team-based game relays, variability in the content and conditions of task performance, mixed-gender team composition, and the creation of situations of pedagogical uncertainty. The results of the study demonstrated a statistically significant improvement in the indicators of physical, socialcommunicative, cognitive-creative, and emotional-volitional development of students in the experimental group compared to the control group. The findings confirm the effectiveness of the “Cool Games” variable module as a tool for implementing the competence-based paradigm of physical education and substantiate the feasibility of its introduction into the educational practice of general secondary education institutions.

KEYWORDS:

physical education, New Ukrainian School, innovations, variable module, team-based physical games, Cool Games, physical qualities, social and personal development, pedagogical technology

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REFERENCES:

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2. Kaliberda, O., & Melnykov, A. (2024). Suchasni formy sportyvno-masovoi roboty sered uchnivskoi molodi [Modern forms of sports and mass activities among school youth]. Aktualni problemy fizychnoho vykhovannia riznykh verstv naselennia – Current problems of physical education of different strata of the population, 82–91. Retrieved from https://journals.uran.ua/hdafk-tmfv/article/view/307554 [in Ukrainian].
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Kinga Golubińska, Ren Płoszaj, Laura Piecha, Piotr Kowzan, Daria Braszko COGNITIVE CARTOGRAPHY: MAPPING STUDENT NOTE-TAKING ACROSS DISCIPLINES

(2026) Science and education, 1, 94-102. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2026-1-12

Kinga Golubińska,
Graduate student,
Institute of Pedagogy, Faculty of Social Sciences of the University of Gdańsk,
prof. Marii Janion 3, 80-309 Gdańsk, Poland,
ORCID ID: https://orcid.org/0009-0003-3243-4006

Ren Płoszaj,
Graduate student,
Institute of Pedagogy, Faculty of Social Sciences of the University of Gdańsk,
prof. Marii Janion 3, 80-309 Gdańsk, Poland,
ORCID ID: https://orcid.org/0009-0000-9812-0067

Laura Piecha,
Graduate student,
Institute of Pedagogy, Faculty of Social Sciences of the University of Gdańsk,
prof. Marii Janion 3, 80-309 Gdańsk, Poland,
ORCID ID: https://orcid.org/0009-0008-3545-8755

Piotr Kowzan,
PhD, Assistant Professor,
Institute of Pedagogy, Faculty of Social Sciences of the University of Gdańsk
prof. Marii Janion 3, 80-309 Gdańsk, Poland
ORCID ID: https://orcid.org/0000-0002-6506-8327

Daria Braszko,
Graduate student,
Institute of Pedagogy, Faculty of Social Sciences of the University of Gdańsk,
prof. Marii Janion 3, 80-309 Gdańsk, Poland,
ORCID ID: https://orcid.org/0009-0002-6059-7315

COGNITIVE CARTOGRAPHY: MAPPING STUDENT NOTE-TAKING ACROSS DISCIPLINES

SUMMARY:

We qualitatively examined student note-taking across engineering, medical, and social sciences to understand how artifacts reflect disciplinary epistemologies. Using completed notes (n = 17 students; 617 pages) and brief elicitation interviews, we analysed cognitive structuring, affective/aesthetic cues, and social affordances. Engineering notes were linear and monochrome, optimised for application and exams; medical notes relied on schematic icons and comparative tables for memorisation; socialscience notes showed the widest variety, including humour, mind maps, and collaborative artefacts that supported reflection. We do not assess learning outcomes; rather, we interpret note-taking as information practices and extended cognition. Findings suggest that instruction should move beyond uniform, reproduction-based habits towards adaptive strategies that align with disciplinary demands whilst supporting metacognition and collaborative sense-making. We provide implications for teaching note-taking as a transferable, lifelong skill.

KEYWORDS:

note-taking, mind mapping, disciplinary epistemologies, information practices, extended cognition, higher education

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Kyrylo Harashchu USE OF PECS CARDS AS A MEANS OF SUPPORTING FOREIGN-LANGUAGE COMMUNICATIVE ACTIVITY OF PRIMARY SCHOOL STUDENTS IN AN INCLUSIVE LEARNING ENVIRONMENT

(2026) Science and education, 1, 89-93. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2026-1-11

Kyrylo Harashchuk,
Candidate of Pedagogical Sciences,
Associate Professor at the Department
of English with Teaching Methods in Preschool and Primary Education,
Zhytomyr Ivan Franko State University,
40, Velyka Berdychivska Str. Zhytomyr, Ukraine,
ORCID ID: https://orcid.org/0000-0003-4518-3114

USE OF PECS CARDS AS A MEANS OF SUPPORTING FOREIGN-LANGUAGE COMMUNICATIVE ACTIVITY OF PRIMARY SCHOOL STUDENTS IN AN INCLUSIVE LEARNING ENVIRONMENT

SUMMARY:

The article examines the possibilities of using the alternative communication system PECS (Picture Exchange Communication System) in the process of teaching English. The essence, stages, and pedagogical potential of this method are defined. The aim of the study was to determine the effectiveness of using PECS cards as a means of supporting foreign-language communicative activity of primary school students in the context of inclusive education. The research methods included analysis, systematization, and generalization of scientific sources on the use of augmentative and alternative communication (AAC), in particular PECS cards, in foreign language teaching; comparison of scientific approaches of domestic and foreign researchers in order to substantiate the pedagogical feasibility of using PECS cards in primary school; pedagogical observation of students’ learning activities during English lessons; interviews with teachers and teacher assistants; and analysis of students’ learning products. The feasibility of introducing PECS cards into the educational process was analyzed, particularly in the formation of students’ lexical, grammatical, and communicative skills. It was proven that the use of PECS cards contributes to the development of speech activity, the formation of positive learning motivation, and the creation of an inclusive educational environment.

KEYWORDS:

PECS, English language, inclusive education, communication, alternative teaching methods, speech development

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REFERENCES:

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Kateryna Halatsyn, Alla Feshchuk INNOVATIVE ONLINE TOOLS FOR DEVELOPING ENGLISH COMMUNICATIVE COMPETENCE IN FUTURE ENGINEERS

(2026) Science and education, 1, 83-88. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2026-1-10

Kateryna Halatsyn,
Candidate of Pedagogical Sciences, Associate Professor,
Associate Professor at the Department of English for Engineering № 2,
National Technical University of Ukraine
“Igor Sikorsky Kyiv Polytechnic Institute”,
37, Beresteiskyi avenue Kyiv, Ukraine,
ORCID ID: https//orcid.org/0000-0003-3297-8284

Alla Feshchuk,
Lecturer at the Department of English for Engineering № 2,
National Technical University of Ukraine
“Igor Sikorsky Kyiv Polytechnic Institute”,
37, Beresteiskyi avenue, Kyiv, Ukraine,
ORCID ID: https//orcid.org/0000-0003-3683-099X

INNOVATIVE ONLINE TOOLS FOR DEVELOPING ENGLISH COMMUNICATIVE COMPETENCE IN FUTURE ENGINEERS

SUMMARY:

The relevance of the problem consists in the fact that, in the context of globalisation and integration processes in contemporary Ukrainian society, there is a critical need to train technical specialists who, utilizing various information and communication technologies, demonstrate proficiency in vocational vocabulary, promote the achievements of Ukrainian science at the European and global levels, and organize English-language communication with international partners. At the same time, within the practice of higher technical education, the pedagogical potential of innovative online tools for the development of English-language communicative competence among master’s students in engineering disciplines remains insufficiently explored and substantiated. The aim of the article is to substantiate the use of innovative online tools for the effective development of English-language communicative competence in future engineers at the master’s level. To achieve this aim, the study addresses the following objectives: (1) to define the essence and classification of online tools; (2) to justify the specifics of implementing innovative online tools in teaching the educational component (hereinafter referred to as the EC) “Foreign Language for Academic Communication” to master’s students at higher technical education institutions. The study employs methods of analysis, synthesis, generalization, systematization, inference, and modeling to substantiate its key propositions. The concept of innovative online tools was clarified, highlighting their capacity to facilitate diverse interactions within the educational process, ensuring interactivity, collaborative learning, and the development of soft skills. The study identifies and justifies the feasibility of using online tools such as WebEx, GoToMeeting, Slack, MindMaps, Mural, Padlet, Dropbox, Trello, Playbuzz, among others, for effectively developing English-language communicative competence. Practical examples of their application (Mural, Trello, Playbuzz) are provided within the framework of the EC “Foreign Language for Academic Communication (English)”. The use of these platforms in both synchronous and asynchronous formats supports effective teamwork, project implementation, preparation of presentations and mental maps, and allows assessment of the development of both linguistic and professional competencies. The integration of interactive online tools into the learning process of master’s students in technical fields enhances motivation, improves the acquisition of English terminology, and fosters interpersonal skills. Online platforms provide opportunities for individualised learning and create conditions for cultivating highly qualified specialists with English-language competence. Further research should focus on the experimental evaluation of the impact of innovative online tools on the communicative competence of future engineers.

KEYWORDS:

English-language communicative competence, future engineers, online tools, artificial intelligence

FULL TEXT:

REFERENCES:

1. Vorobiienko, P., & Kuznietsova H. (2024). Osoblyvosti vykladannia anhliiskoi movy na tekhnichnykh fakultetakh u suchasnykh umovakh [The particular features of the English language teaching at technical faculties under modern conditions]. Nauka i osvita, 2, 12–18. https://doi.org/10.24195/2414-4665-2024-2-2 [in Ukrainian].
2. Halatsyn, K.O. (2025). Sylabus osvitnoho komponentu “Praktychnyi kurs inozemnoi movy dlia naukovoi komunikatsii. Chastyna 1” [Syllabus of the educational component “Foreign Language for Academic Communication, Part 1”]. Retrieved from https://lnk.ua/LVbrjbRVy [in Ukrainian].
3. Halatsyn, K.O., Feshchuk, A.M., & Yaroshenko, O.L. (2021). Pedahohichni umovy efektyvnoho formuvannia anhlomovnoi komunikatyvnoi kompetentnosti maibutnikh inzheneriv [Pedagogical conditions for effective formation of English-language communicative competence of future engineers]. Aktualni pytannia humanitarnykh nauk, 44(1), 254–260. https://doi.org/10.24919/2308-4863/44-1-40 [in Ukrainian].
4. Hladun, M.A., & Sablina, M.A. (2018). Suchasni onlain instrumenty interaktyvnoho navchannia yak tekhnolohiia spivrobitnytstva [Modern online instruments of interactive education as technology of cooperation]. Open educational e-environment of modern University, 4, 33–43. Retrieved from https://openedu.kubg.edu.ua/journal/index.php/openedu/article/view/125/170 [in Ukrainian].
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Kateryna Brovko THE USE OF THE TEST ENGLISH ONLINE PLATFORM AS A TOOL FOR SHAPING THE STUDENT'S COGNITIVE ORIENTATION IN THE PROCESS OF LEARNING A FOREIGN LANGUAGE

(2026) Science and education, 1, 79-82. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2026-1-9

Kateryna Brovko,
Doctor of Philosophy in Pedagogy,
Senior Lecturer at the English Language and Communication Department,
Borys Grinchenko Kyiv Metropolian University,
13B, Levka Lukianenka Str., Kyiv, Ukraine
ORCID ID: https://orcid.org/0000-0001-8572-9316

THE USE OF THE TEST ENGLISH ONLINE PLATFORM AS A TOOL FOR SHAPING THE STUDENT'S COGNITIVE ORIENTATION IN THE PROCESS OF LEARNING A FOREIGN LANGUAGE

SUMMARY:

The relevance of the research is determined by the need to integrate modern technologies into the process of learning foreign languages at universities to shape students' cognitive orientation. Since traditional teaching methods do not meet modern requirements, an important tool is the use of online platforms, in particular Test English. This platform provides opportunities for effective knowledge testing, self-assessment of language proficiency, and contributes to the development of students' cognitive and language skills through interactive methods. The process of forming foreign language competence at universities is interdisciplinary in nature, combining linguistic knowledge, the development of communication and cultural competencies, and also fostering readiness for professional mobility in a globalized world. In the context of digitalization of the educational process, online platforms become an important tool for ensuring personalized learning, interactivity, independence, and the development of students' digital literacy. The study emphasizes the importance of using information and communication technologies (ICT) to enhance students' cognitive orientation and to form motivation for learning foreign languages through interactive tasks. It is determined that the integration of such technologies into the learning process allows for the creation of an environment for open communication and support for individual educational trajectories. The article discusses the use of the Test English online platform as a tool for developing students' cognitive orientation in the process of learning foreign languages, particularly English. The advantages of this platform, such as knowledge testing, access to authentic materials, training of all language skills, which ensures an integrated approach to learning and stimulates critical thinking and reflection, are highlighted. The conclusion is that effective cognitive orientation formation requires the use of innovative approaches such as ICT, which contribute to the development of professional competence, independence, and critical thinking in students. The prospects for further research are related to conducting a comparative analysis of different online platforms for learning foreign languages in order to compare their impact on the formation of cognitive orientation in university students.

KEYWORDS:

cognitive orientation, students, university, foreign language (FL), online platforms

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