2026-1-doc

Oleksii Lystopad METHODOLOGICAL POTENTIAL OF THE HERMENEUTIC APPROACH AS A FACTOR IN THE DEVELOPMENT OF PEDAGOGICAL CREATIVITY OF FUTURE TEACHERS

(2026) Science and education, 1, 140-144. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2026-1-18

Oleksii Lystopad,
Doctor of Pedagogical Sciences, Professor,
Head of the Department of Preschool Education,
The state institution "South Ukrainian National Pedagogical University named after K. D. Ushynsky",
26, Staroportofrankivska, Str., Odesa, Ukraine,
ORCID ID: https://orcid.org/0000-0002-3121-324X

METHODOLOGICAL POTENTIAL OF THE HERMENEUTIC APPROACH AS A FACTOR IN THE DEVELOPMENT OF PEDAGOGICAL CREATIVITY OF FUTURE TEACHERS

SUMMARY:

The relevance of the study is determined by the growing demands on the professional training of future teachers in the context of the transformation of modern education, the digitization of the educational environment, and the focus on developing the creative personality of specialists. The combination of these trends necessitates methodological approaches aimed at deepening the understanding of pedagogical activity and developing the creative and reflective position of future teachers. One such approach is hermeneutics, which focuses on interpreting the meanings of pedagogical phenomena, educational practices, and professional experience. The purpose of the article is to provide a theoretical justification of the methodological potential of the hermeneutic approach in shaping the creative pedagogical position of future teachers in the process of professional training. The study uses a set of theoretical methods, including analysis, synthesis, generalization, comparison, and systematization of scientific sources, which made it possible to reveal the essence of hermeneutics as a scientific concept and methodological tool for pedagogical research. The application of the hermeneutic approach made it possible to identify its key characteristics and determine the pedagogical conditions for its effective implementation in the educational process of a higher education institution. The results of the study show that the hermeneutic approach contributes to the development of pedagogical reflection, critical understanding of educational content, openness to the ambiguity of pedagogical phenomena, and readiness for creative solutions to professional tasks. The implementation of specific pedagogical conditions ensures the purposeful development of pedagogical creativity in future teachers and the formation of their creative pedagogical position.

KEYWORDS:

hermeneutics, hermeneutic approach, methodology of pedagogical research, pedagogical creativity, creative pedagogical position, professional training of teachers, pedagogical reflection, educational process, higher education institution

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REFERENCES:

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Viktor Kuzmin, Maria Kuzmina, Oleksii Zelenskyi, Yegor Usaty INNOVATIVE TECHNOLOGIES FOR FORMING PROFESSIONAL COMPETENCE OF FUTURE SOCIAL WORKERS IN THE HIGHER EDUCATION SYSTEM

(2026) Science and education, 1, 133-139. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2026-1-17

Viktor Kuzmin,
Candidate of Sociological Sciences, Associate Professor,
Associate Professor at the Department of Psychology,
Scientific Secretary of the Academic Council,
National University Zaporizhzhia Polytechnic,
64, Zhukovsky Str., Zaporizhzhia, Ukraine,
ORCID ID: https://orcid.org/0000-0003-4940-9395

Maria Kuzmina,
Doctor of Philosophy in specialty 231 “Social Work”,
Associate Professor at the Department of “Social Work”,
National University Zaporizhzhia Polytechnic,
64, Zhukovsky Str., Zaporizhzhia, Ukraine,
ORCID ID: https://orcid.org/0000-0003-2101-0630

Oleksii Zelenskyi,
Student of Speciality D3 “Management”, Educational and Professional Program “Human Resource Management”,
National University Zaporizhzhia Polytechnic,
64, Zhukovsky Str., Zaporizhzhia, Ukraine,
ORCID ID: https://orcid.org/0009-0008-3292-4706

Yegor Usaty,
Postgraduate Student at the Department of Social Work,
National University Zaporizhzhia Polytechnic,
64, Zhukovsky Str., Zaporizhzhia, Ukraine,
ORCID ID: https://orcid.org/0009-0006-8517-8757

INNOVATIVE TECHNOLOGIES FOR FORMING PROFESSIONAL COMPETENCE OF FUTURE SOCIAL WORKERS IN THE HIGHER EDUCATION SYSTEM

SUMMARY:

Relevance of the problem. Active digitalization of the educational environment and the dynamics of the labor market form new requirements for the skills and abilities of future social workers, which requires an upgrade of traditional pedagogical methods The purpose of the article is to analyze the potential of modern innovative educational technologies in the formation of professional competence of future social workers in the higher education environment. The research methodology is composed of a systemic method, comparative analysis, theoretical methods (analytical-synthetic, classification, systematization, generalization). Results. The study reveals the features of the formation of professional competence of future social specialists using innovative pedagogical tools: learning through argumentation, immersive projects, online learning, practice-oriented and independent learning, social methodology, personalized learning. The methodological basis for the development of soft skills is summarized. The dynamics of the implementation of innovative teaching methods in European countries and Ukraine for 2019–2023 are considered. Key opportunities for digitalization of the educational field of higher education are identified: development of competencies using interactive technologies and immersive experience, collaboration through educational social platforms, autonomy and individualization of learning using artificial intelligence, development of social and communicative skills in the digital ecosystem. It is proven that the integration of innovative pedagogical technologies into higher education allows to increase the level of student motivation, stimulates the development of basic skills for professional realization, supports competitiveness in the labor market, promotes continuous self-development and self-improvement. The need for integration of a systemic approach to the development of a competitive future social worker – a graduate of a higher educational institution, adapted to the requirements of the global labor market is substantiated.

KEYWORDS:

educational technologies, teaching methodology, digitalization, competence, soft skills, emotional intelligence, higher education, future social workers, motivation

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Lyudmila Kotlova, Anastasia Iskryzhytska CORRECTIONAL AND DEVELOPMENTAL POTENTIAL OF SENSORY INTEGRATION MEANS IN WORK ON SPEECH ACTIVATION OF PRESCHOOL CHILDREN

(2026) Science and education, 1, 126-132. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2026-1-16

Lyudmila Kotlova,
Candidate of Psychological Sciences, Associate Professor,
Head of the Department of Psychology, Speech Therapy and Inclusive Education,
Ivan Franko Zhytomyr State University,
40, Velyka Berdychivska Str., Zhytomyr, Ukraine,
ORCID ID: https://orcid.org/0000-0003-2994-6724

Anastasia Iskryzhytska,
Assistant at the Department of Psychology, Speech Therapy and Inclusive Education,
Ivan Franko Zhytomyr State University
40, Velyka Berdychivska Str., Zhytomyr, Ukraine,
ORCID ID: https://orcid.org/0009-0007-2999-8838

CORRECTIONAL AND DEVELOPMENTAL POTENTIAL OF SENSORY INTEGRATION MEANS IN WORK ON SPEECH ACTIVATION OF PRESCHOOL CHILDREN

SUMMARY:

The study is dedicated to analyzing the specifics of speech activation in preschool children through the engagement of sensory experience. The work is based on the principle of forming neural connections through sensory integration, which ensures the improvement of coordination, attention concentration, and speech activity. Methods employed include: Zaicev’s method (for developing reading skills through visual and auditory stimuli, such as cubes and charts); Chebotaryova’s method; the Montessori method; Glenn Doman’s system (chosen to stimulate visual memory and rapidly expand vocabulary); methods of play-based speech therapy; and the system of speech-therapeutic sensory integration. The study deepens scientific understanding of the role of sensory stimuli in the corrective process and reveals the mechanisms linking the quality of sensory information processing with the development of speech functions. Contemporary speech therapy approaches to the use of multisensory influence are systematized. The practical significance lies in the development and testing of a set of exercises based on tactile, vestibular, proprioceptive, and visual-auditory stimuli. The proposed toolkit is adapted for implementation in inclusive environments and for corrective and developmental work in preschool educational institutions.

KEYWORDS:

preschool age, speech therapy, sensory integration, speech development, sensory technologies, sensory diet, sensory stimulation, sensory profile of the child, behavioral regulation, complex influence, correctional and developmental process

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REFERENCES:

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Ihor Kniazhev DIGITAL TECHNOLOGIES AS A TOOL OF MODERN HIGHER PEDAGOGICAL EDUCATION

(2026) Science and education, 1, 121-125. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2026-1-15

Ihor Kniazhev,
Postgraduate Student at the Department of Pedagogy,
The state institution "South Ukrainian National Pedagogical University named after K. D. Ushynsky",
26, Staroportofrankivska, Str., Odesa, Ukraine,
ORCID ID: https//orcid.org/0009-0005-5754-9621

DIGITAL TECHNOLOGIES AS A TOOL OF MODERN HIGHER PEDAGOGICAL EDUCATION

SUMMARY:

Digital technologies, which are becoming a powerful driver of change in various spheres of society, play a key role in the modernization of higher education in Ukraine. The demand for the implementation of these technologies is driven by Ukraine’s European integration processes and corresponds to the requirements and standards set out in European Union policy documents. These technologies reflect the country’s aspiration to integrate into the European educational community and are oriented toward adaptation to common European principles of educational development, particularly in the context of digitalization and innovative approaches to the educational process. The article demonstrates that the introduction of such innovations into the educational process of higher pedagogical education institutions opens new opportunities for both students and teachers, making learning more effective, accessible, and interactive. The analysis of contemporary approaches to the digitalization of higher pedagogical education conducted in the study confirms their significance for training highly qualified teachers capable of working in a digital educational environment and actively integrating innovative technologies into teaching practice. The article characterizes key digital tools and platforms used in the educational process of higher education institutions to develop the professional competencies of future teachers. The possibilities of learning management systems, interactive online platforms, and specialized digital environments in supporting synchronous and asynchronous forms of learning, as well as in enhancing communication and collaboration among participants in the educational process, are analyzed. Particular attention is paid to the experience of implementing innovative digital solutions within the framework of the international MoPED (Erasmus+) project, specifically the use of interactive educational ecosystems that promote practice-oriented professional training and the professional development of future teachers.

KEYWORDS:

professional training, educational process, higher education institutions, future teachers, technologies, digital technologies, professional competence, digitalization, digital educational environment, innovative approaches

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Mykola-Oleg Yershov INTERDEPENDENCE OF SOCIAL AND HUMANITIES EDUCATION AND ACADEMIC FREEDOM IN CONTEMPORARY SCIENTIFIC DISCOURSE

(2026) Science and education, 1, 109-120. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2026-1-14

Mykola-Oleg Yershov,
PhD in Educational / Pedagogical Sciences,
Director of Ukrainian Center for Dual Education LLC,
17, Mala Berdychivska Str., Zhytomyr, Ukraine
ORCID ID: https://orcid.org/0000-0002-6839-622X

INTERDEPENDENCE OF SOCIAL AND HUMANITIES EDUCATION AND ACADEMIC FREEDOM IN CONTEMPORARY SCIENTIFIC DISCOURSE

SUMMARY:

In conditions of geopolitical instability, there is a growing need to develop worldview competencies in young people, which are the foundation for the effective realization of academic freedom and responsible personal choice. However, an analysis of the results of a survey of graduates and students (2025) reveals a systemic gap between declarative goals and practice: more than 37% of respondents did not have a real choice of disciplines and 58% are dissatisfied with the quality of social and humanitarian education due to its formalism. The need to overcome this imitation model and strengthen the role of social sciences and humanities in the training of subject-oriented, critically thinking specialists determines the relevance of this study. The purpose of the article is to identify and characterize the relationship between social and humanitarian education and academic freedom. To this end, a number of methods were used: information search analysis of publications from well-known scientometric databases – to study the state of research on the problem; content analysis – for systematic processing of information and identification of the frequency of use of key concepts; contextual analysis – to study academic freedom in inseparable connection with specific sociocultural, political, and historical circumstances that determine the transformation of the content of social and humanitarian education; philosophical and social analysis of source materials to study the phenomena of “academic freedom” and “social and humanities education” through the prism of philosophical questions about the nature, development, values, and laws of society; comparison and generalization for comparing foreign and domestic discourses; analysis of contemporary monitoring studies, analytical reports, and the results of the author's online survey of graduates and applicants to Ukrainian higher education institutions – to assess the state of academic freedom and social and humanitarian education in domestic educational institutions. The application of these methods yielded the following results: publications obtained as a result of monitoring scientific databases NRAT, Google Scholar, and Taylor & Francis were analyzed; educational programs of various levels were analyzed for the presence of a social and humanitarian component; a survey of graduates and higher education applicants was conducted to identify their attitudes towards academic freedom and the quality of socio-humanitarian training of students for life; an algorithm for monitoring the humanisation of educational programmes and a checklist for experts were developed. A summary of the results allows us to draw the following conclusions: the marginalization of social and humanitarian education and the decline in academic freedom are interdependent processes that form a single dynamic system; high-quality humanities education creates an environment for the realization of freedom of choice, while academic autonomy is a necessary condition for the development of the content and ethics of education itself; the balance of these elements affects the intellectual stability of society and its ability to engage in critical self-reflection in the context of military challenges. Educational institutions are offered tools for independent assessment of their educational programs in terms of the actual provision of academic freedom and improving the quality of socio-humanitarian training of future specialists..

KEYWORDS:

higher education, social and humanitarian education, freedom of choice, academic freedom, academic autonomy, educational program

FULL TEXT:

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