Svitlana Mykoliuk EFFECTIVENESS OF SOCIAL SUPPORT FOR ORPHANS AND CHILDREN DEPRIVED OF PARENTAL CARE IN UKRAINE

(2026) Science and education, 3, 166-174. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2026-3-19

Svitlana Mykoliuk,
Candidate of Economic Sciences, Associate Professor,
Associate Professor at the Department of Psychology and Social Work,
Western Ukrainian National University,
11, Lvivska Str., Ternopil, Ukraine,
ORCID ID: https://orcid.org/0000-0001-8447-6409

 

EFFECTIVENESS OF SOCIAL SUPPORT FOR ORPHANS AND CHILDREN DEPRIVED OF PARENTAL CARE IN UKRAINE

SUMMARY:

The article provides a comprehensive theoretical and methodological substantiation of approaches to evaluating the effectiveness of social support for orphans and children deprived of parental care in Ukraine. The relevance of the study is determined by the need to improve the quality of social services in the field of child protection, enhance the social support system, and develop objective criteria for assessing its effectiveness in the context of social protection reform and decentralization processes. Social support is considered as a complex, multi-level system of assistance aimed at ensuring social adaptation, psychological well-being, and integration of a child into society. It is emphasized that its effectiveness cannot be assessed solely through quantitative indicators but requires a comprehensive approach that includes resource, process, and outcome dimensions of social work. The study substantiates key approaches to evaluating the effectiveness of social support, including the resource-institutional, process-management, and outcome-oriented approaches. It is highlighted that the most appropriate approach in contemporary conditions is an integrated one, combining the assessment of service provision conditions, quality of implementation, and actual changes in the child’s life situation. The article systematizes the criteria for evaluating the effectiveness of social support, including social, psychological, educational, behavioral, institutional-organizational, and long-term life criteria. Their application enables a comprehensive assessment of social work outcomes and identification of areas for improvement. An integrated model of social support effectiveness is proposed, consisting of resource-institutional, process-management, and result-personal levels. This model allows social support to be viewed as a dynamic system aimed at achieving sustainable positive changes in a child’s life. It is concluded that improving the effectiveness of social support for orphans in Ukraine requires the implementation of integrated assessment models, strengthening interagency cooperation, developing professional competencies of specialists, and focusing on long-term outcomes of social assistance.

KEYWORDS:

social support, orphans, effectiveness, social work, social services, evaluation criteria, interagency cooperation

FULL TEXT:

REFERENCES:
  1. Batareina, I., & Chyzhykova, H. (2024). Nadannia sotsialnykh posluh simiam, yaki opynylys v skladnykh zhyttievykh obstavynakh [Provision of social services to families who find themselves in difficult life circumstances]. Naukovyi visnyk Melitopolskoho derzhavnoho pedahohichnoho universytetu – Scientific Bulletin of the Melitopol State Pedagogical University, 2 (33), 23–29. DOI: https://doi.org/10.33842/22195203-2024-2-33-23-29 [in Ukrainian].
  2. Batishcheva, O. S. (2007). Derzhavne upravlinnia rozvytkom natsionalnoi kultury v umovakh hlobalizatsii [State management of the development of national culture in the context of globalization]. Extended abstract of Сandidate’s thesis. Ostroh: Natsionalnyi universytet «Ostrozka akademiia». Retrieved from: https://uacademic.info/ua/document/0407U003400 [in Ukrainian].
  3. Bezpalko, O. V. (2005). Sotsialna robota v hromadi: teoriia i praktyka [Social work in the community: theory and practice]. Kyiv : Tsentr uchbovoi literatury». Retrieved from: https://elibrary.kubg.edu.ua/id/eprint/5126 [in Ukrainian].
  4. Brych, V. Ya., & Mykoliuk, S. M. (2019). Sotsialnyi zakhyst syrit v Ukraini: monohrafiia [Social protection of orphans in Ukraine: monograph]. Ternopil : TNEU». Retrieved from: http://dspace.tneu.edu.ua/handle/316497/37769 [in Ukrainian].
  5. Dulia, A., Lekholetova, M., & Nemtsova, A. (2025). Sotsialnyi suprovid vrazlyvykh simei z ditmy u skladnykh zhyttievykh obstavynakh [Social support of vulnerable families with children in difficult life circumstances]. Sotsialna robota ta sotsialna osvita – Social work and social education, 2 (15), 79–90. DOI: https://doi.org/10.31499/2618-0715.2(15).2025.343449 [in Ukrainian].
  6. Zvierieva, I. D. (2011). Sotsialna robota v Ukraini [Social work in Ukraine]. Kyiv: Naukovyi svit» [in Ukrainian].
  7. Kapska, A. Y. (2011). Sotsialna pedahohika [Social pedagogy]. Kyiv : Tsentr uchbovoi literatury» [in Ukrainian].
  8. Karpenko, O. H. (2011). Vstup do spetsialnosti «Sotsialna robota» [Introduction to the specialty «Social Work»]. Kyiv : Slovo» [in Ukrainian].
  9. Karpenko, O. H., Spirina, T. P., & Lekholetova, M. M. (2025). Mizhdystsyplinarna vzaiemodiia u nadanni sotsialnykh posluh vrazlyvym hrupam naselennia [Interdisciplinary interaction in the provision of social services to vulnerable population groups]. Sotsialna pedahohika: teoriia ta praktyka – Social pedagogy: theory and practice, 1, 42–50. DOI: https://doi.org/10.12958/1817-3764-2025-1-42-50 [in Ukrainian].
  10. Komarova, N. M., & Piesha I. V. (2006). Posibnyk dlia sotsialnykh pratsivnykiv shchodo pidhotovky ta sotsialnoho suprovodu pryiomnykh simei ta dytiachykh budynkiv simeinoho typu. Kn. 1 [Manual for social workers on training and social support of foster families and family-type orphanages. Book 1]. Kyiv : Derzhsotssluzhba» [in Ukrainian].
  11. Lekholetova, M., Spirina, T., Dulia, A. (2025). Etapy ta metody pryiniattia efektyvnykh rishen u profesiinii diialnosti sotsialnykh pratsivnykiv [Stages and methods of making effective decisions in the professional activities of social workers]. Humanitas – Politeness. Humanitas, 2, 123–133. DOI: https://doi.org/10.32782/humanitas/2025.2.17 [in Ukrainian].
  12. Mishchyk, L. I., & Demchenko O. P. (2013). Vstup do spetsialnosti «Sotsialna pedahohika» [Introduction to the specialty «Social Pedagogy»]. Kyiv : Slovo» [in Ukrainian].
  13. Polovyk, O. V. (2025). Sotsialnyi suprovid pryiomnykh simei yak napriam diialnosti tsentriv sotsialnykh sluzhb: vid teorii do realii [Social support of foster families as a direction of activity of social service centers: from theory to reality]. Naukovyi visnyk Pivdennoukrainskoho natsionalnoho pedahohichnoho universytetu imeni K. D. Ushynskoho – Scientific Bulletin of the South Ukrainian National Pedagogical University named after K. D. Ushynsky, 3 (152), 154–162. DOI: https://doi.org/10.24195/2617-6688-2025-3-21 [in Ukrainian].
  14. Cabinet of Ministers of Ukraine. (2026). Some issues of organizing the provision of social services (resolution of the Cabinet of Ministers of Ukraine dated 14.01.2026 No. 64). Retrieved from: https://zakon.rada.gov.ua/laws/show/64-2026-%D0%BF#Text [in Ukrainian].
  15. Ministry of Social Policy of Ukraine. (2016). On approval of the State Standard of Social Support for Families (Persons) in Difficult Life Circumstances (order of the Ministry of Social Policy of Ukraine dated 31.03.2016 No. 318 as of 1.07.2022). Retrieved from: https://zakon.rada.gov.ua/laws/show/z0621-16#Text [in Ukrainian].
  16. Semyhina, T. V. (2020). Suchasna sotsialna robota [Modern Social Work]. Kyiv : Akademiia pratsi, sotsialnykh vidnosyn i turyzmu» [in Ukrainian].
  17. Kharchenko, S. Ya. (2006). Sotsializatsiia ditei ta molodi v protsesi sotsialno-pedahohichnoi diialnosti: teoriia i praktyka [Socialization of children and youth in the process of socio-pedagogical activity: theory and practice]. Luhansk : Alma-mater» [in Ukrainian].

Liudmyla Krymchak DEVELOPMENT OF PROFESSIONAL RESILIENCE OF FUTURE SOCIAL WORK SPECIALISTS

(2026) Science and education, 3, 157-165. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2026-3-18

Liudmyla Krymchak,
Candidate of Pedagogical Sciences, Associate Professor,
Head of the Department of Social Work
and Management of Social Processes,
Oles Honchar Dnipro National University,
72, Nauky Ave., Dnipro, Ukraine,
ORCID ID: https://orcid.org/0009-0006-9624-2953

 

DEVELOPMENT OF PROFESSIONAL RESILIENCE OF FUTURE SOCIAL WORK SPECIALISTS

SUMMARY:

The article provides a theoretical and empirical justification of the problem of developing professional resilience of future social work specialists in conditions of military challenges. The relevance of the study is due to the need to overcome the paradox, in which a specialist, providing socio-psychological support to vulnerable categories of the population (veterans, IDPs, persons with disabilities), himself becomes vulnerable to secondary traumatization and professional burnout. The aim of the work is to theoretically substantiate and determine the pedagogical conditions for the development of professional resilience as a key factor in the readiness of specialists to work in conditions of crisis challenges. The methodological apparatus of the study was based on a systemic approach, which allowed integrating theoretical analysis of the phenomenon with empirical study of professional difficulties of social sphere specialists (n=85). In the course of the work, a set of methods was used, in particular theoretical and methodological analysis, questionnaires, case studies and the method of pedagogical modeling. The results of the study show that professional resilience is a dynamic systemic quality that combines cognitive, emotional, behavioral and motivational components. The existence of a «methodological gap» and a deficit of institutional supervision (the need for support is x = 7.59 on a 10-point scale) has been empirically proven, which are the main factors of depletion of specialists’ resources. Based on the identified professional risks (cognitive-bureaucratic pressure, secondary traumatization), a model of professional resilience formation through the implementation of problem-oriented case management, Balint training groups, crisis management training and Socratic dialogues has been substantiated. The proposed set of methods allows transforming the state of professional powerlessness into expert confidence, which is critically important for maintaining the quality of social services.

KEYWORDS:

professional resilience, social work, professional burnout, secondary traumatization, institutional support, supervision, pedagogical conditions, professional identity, case management

FULL TEXT:

REFERENCES:
  1. Horoshkova, L. A., Zasiekina, T. M., & Herasymenko, Yu. S. (2026). Profesiine blahopoluchchia ta psykholohichna stiikist vykladachiv vyshchoi shkoly v umovakh viiny [Professional well-being and psychological resilience of higher education teachers in wartime]. Nauka i tekhnika sohodni – Science and Technology Today (Series «Pedagogy», Series «Law», Series «Economics», Series «Physics and Mathematics», Series «Engineering»), 1 (55), 1218–1231. DOI: https://doi.org/10.52058/2786-6025-2026-1(55)-1218-1231 [in Ukrainian].
  2. Karpenko, O., & Lisovtseva, O. (2026). Formy i metody profilaktyky profesiinoho vyhorannia sotsialnykh pratsivnykiv: teoretychni pidkhody ta suchasni vyklyky [Forms and methods of preventing professional burnout of social workers: theoretical approaches and modern challenges]. Sotsialna robota ta sotsialna osvita – Social Work and Social Education, 2 (17), 34–47. https://doi.org/10.31499/2618-0715.2(17).2026.361098 [in Ukrainian].
  3. Kokun, O. M. (2025). Zhyttiestiikist i rezyliientnist liudyny v suchasnomu sviti: teoriia, doslidzhennia, praktyka [Human resilience and buoyancy in the modern world: theory, research, practice]. Kyiv : Instytut psykholohii imeni H. S. Kostiuka NAPN Ukrainy, 214 p. [in Ukrainian].
  4. Merzliakova, O. L. (2023). Rezyliientnist abo psykholohichna stiikist: kontsept, vymiriuvannia, rozvytok (analitychnyi ohliad) [Resilience or psychological stability: concept, measurement, development (analytical review)]. Analitychnyi visnyk u sferi osvity i nauky – Analytical Bulletin in the Field of Education and Science, 18, 96–120. DOI: https://doi.org/10.33407/lib.NAES.737306 [in Ukrainian].
  5. Moiseіuk, V. P., Stoliarenko, O. B., & Zhyliak, N. V. (2025). Naukovi osnovy formuvannia rezyliientnosti sotsialnykh pratsivnykiv i psykholohiv [Scientific foundations of forming resilience of social workers and psychologists]. Inkliuziia i suspilstvo – Inclusion and Society, (1), 100–106. DOI: https://doi.org/10.32782/2787-5137-2025-1-12 [in Ukrainian].
  6. Misailova, K., Lavrynenko, D., & Kredentser, O. (2025). Shkala rezyliientnosti na robochomu mistsi (R@W SCALE): adaptatsiia ta psykhometrychni vlastyvosti [Resilience at Work Scale (R@W SCALE): adaptation and psychometric properties]. Nauka i osvita – Science and Education, (4), 60–69. https://doi.org/10.24195/2414-4665-2025-4-7 [in Ukrainian].
  7. Seiko, N. A., Kotlovyi, S. A., & Litiaha, I. V. (2025). Navchalna praktyka maibutnikh mahistriv sotsialnoi roboty: keisy dlia rozvytku rezyliientnosti [Educational practice of future masters in social work: cases for development resilience]. Naukovyi visnyk Kremenetskoi oblasnoi humanitarno-pedahohichnoi akademii imeni Tarasa Shevchenka. Seriia: Pedahohichni nauky – Scientific Bulletin of Kremenets Taras Shevchenko Regional Humanitarian-Pedagogical Academy. Series: Pedagogical Sciences, 20, 148–155. DOI: https://doi.org/10.32782/2410-2075-2025-20.19 [in Ukrainian].
  8. Synenkyi, V. M., Kurliak, M. D. & Kruk, A. Ya. (2024). Psykholohichni chynnyky rozvytku stresostiikosti pratsivnykiv pravookhoronnykh orhaniv v umovakh voiennoho stanu: ukrainski realii ta zakordonnyi dosvid [Psychological factors influencing the development of stress resistance among law enforcement officers in conditions of martial law: Ukrainian realities and foreign experience]. Naukovyi visnyk Lvivskoho derzhavnoho universytetu vnutrishnikh sprav (seriia yurydychna) – Scientific Bulletin of Lviv State University of Internal Affairs (juridical series), (2), 66–72. URL: https://doi.org/10.32782/2311-8040/2024-2-10 [in Ukrainian].
  9. Stavytska, S. O. (2026). Teoretychnyi analiz psykholohichnykh chynnykiv stiikosti profesiinoho «Ya» vykladachiv sotsionomichnoi sfery v umovakh osvitnoho stresu [Theoretical analysis of psychological factors of professional «Self» stability of socionomic sphere teachers under educational stress]. Naukovyi visnyk Uzhhorodskoho natsionalnoho universytetu. Seriia: Psykholohiia – Scientific Bulletin of Uzhhorod National University. Series: Psychology, (1), 94–99. DOI: https://doi.org/10.32782/psy-visnyk/2026.1.16 [in Ukrainian].
  10. Chikhantsova, O. A. (2023). Rozvytok rezyliientnosti osobystosti v sytuatsiiakh nevyznachenosti [Development of personality resilience in situations of uncertainty]. Vcheni zapysky TNU imeni V. I. Vernadskoho. Seriia: Psykholohiia – Scientific Notes of V. I. Vernadsky TNU. Series: Psychology, 34 (73), 1, 35–40. DOI: https://doi.org/10.32782/2709-3093/2023.1/07 [in Ukrainian].
  11. Bonanno, G. A. (2004). Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? American Psychologist, 59 (1), 20–28. DOI: https://doi.org/10.1037/0003-066X.59.1.20 [in English].
  12. Connor, K. M., & Davidson, J. R. T. (2003). Development of a new resilience scale: The Connor-Davidson Resilience Scale (CD-RISC). Depression and Anxiety, 18 (2), 76–82. DOI: https://doi.org/10.1002/da.10113 [in English].
  13. Hobfoll, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44 (3), 513–524. DOI: https://doi.org/10.1037/0003-066X.44.3.513 [in English].
  14. Kannai, R., Krontal, S., Freud, T., & Biderman, A. (2024). Balint groups: an effective tool for improving health professionals’ perceived well-being. Israel Journal of Health Policy Research, 13 (1), 31. DOI: https://doi.org/10.1186/s13584-024-00618-8 [in English].
  15. Kobasa, S. C. (1979). Stressful life events, personality, and health: An inquiry into hardiness. Journal of Personality and Social Psychology, 37 (1), 1–11. DOI: https://doi.org/10.1037/0022-3514.37.1.1 [in English].
  16. Koss, V. (2025). The concept and essence of professional resilience in psychology and professional resilience as a psychological characteristic of activity in extreme conditions. Baltic Journal of Legal and Social Sciences, (4), 271–278. DOI: https://doi.org/10.30525/2592-8813-2025-4-34 [in English].
  17. Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. World Psychiatry, 15 (2), 103–111. DOI: https://doi.org/10.1002/wps.20311 [in English].
  18. Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Washington, DC: American Psychological Association; New York: Oxford University Press. URL: https://www.scirp.org/reference/referencespapers?referenceid=138655 [in English].
  19. Reivich, K., & Shatté, A. (2002). The resilience factor: 7 essential skills for overcoming life’s inevitable obstacles. Broadway Books. 308 p. [in English].
  20. Southwick, S. M., & Charney, D. S. (2012). Resilience: The Science of Mastering Life’s Greatest Challenges. Cambridge University Press. 340 p. DOI: https://doi.org/10.1017/CBO9781139013857 [in English].
  21. Werner, E. E. (1995). Resilience in development. Current Directions in Psychological Science, 4 (3), 81–85. DOI: https://doi.org/10.1111/1467-8721.ep10772327 [in English].
  22. Zimbardo, P. G. (2007). The Lucifer effect: Understanding how good people turn evil. Random House. URL: https://www.academia.edu/59130385/The_Lucifer_Effect_Understanding_How_Good_People_Turn_Evil [in English].

Liudmyla Shvydun, Liybov Pasichnyk DEVELOPING A CULTURE OF PROFESSIONAL SPEECH AMONG FUTURE EDUCATORS: THEORETICAL AND PRACTICAL DIMENSIONS

(2026) Science and education, 3, 149-156. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2026-3-17

Liudmyla Shvydun,
PhD, Associate Professor,
Associate Professor at the Department of Preschool and Primary Education,
Communal Institution of Higher Education «Dnipro Academy of Continuing
Education» of Dnipropetrovsk Regional Council,
70, Volodymyra Antonovycha Str., Dnipro, Ukraine,
ORCID ID: https://orcid.org/0000-0002-7286-8103

Liybov Pasichnyk,
Candidate of Pedagogical Sciences,
Associate Professor at the Department of Social and Humanitarian Education,
Communal Institution of Higher Education «Dnipro Academy of Continuing
Education» of Dnipropetrovsk Regional Council,
70, Volodymyra Antonovycha Str., Dnipro, Ukraine,
ORCID ID: https://orcid.org/0000-0002-0105-7944

 

DEVELOPING A CULTURE OF PROFESSIONAL SPEECH AMONG FUTURE EDUCATORS: THEORETICAL AND PRACTICAL DIMENSIONS

SUMMARY:

The relevance of the study is determined by the increasing requirements for the professional training of future teachers in the context of higher education modernization and the need to develop a high level of professional speech culture as an integral component of their professional competence. The effectiveness of pedagogical activity largely depends on future teachers’ ability to communicate professionally, adhere to the norms of the modern Ukrainian literary language, appropriately use linguistic means in various communicative situations, and ensure effective interaction among all participants in the educational process. The purpose of the article is to provide a theoretical substantiation of the essence of the professional speech culture of future teachers, identify its structural components, and determine practical means of its development within professional training in higher education institutions. The study employs a set of theoretical research methods, including analysis, synthesis, systematization, and generalization of scientific sources, regulatory documents, and the content of the educational components «Modern Ukrainian Language with Practicum», «Ukrainian Language for Professional Purposes», and «Academic Writing». The findings indicate that professional speech culture is an integrative component of future teachers’ professional training that encompasses linguistic, communicative, and academic dimensions. It has been established that the development of professional speech culture requires the integrated implementation of competency-based, practice-oriented, and learner-centered approaches. The study substantiates the significance of language-related disciplines in developing professional communication skills, mastering professional terminology, fostering academic writing competencies, and adhering to the principles of academic integrity. The scientific novelty of the study lies in the comprehensive theoretical substantiation of the potential of the educational components «Modern Ukrainian Language with Practicum», «Ukrainian Language for Professional Purposes» and «Academic Writing» for developing the professional speech culture of future teachers and identifying practical means of its formation within professional training. The practical significance of the study is associated with identifying ways to improve the linguistic training of higher education students by strengthening the practice-oriented content of language-related disciplines, implementing interactive teaching technologies, and employing modern digital resources in the educational process. The study concludes that the effective development of the professional speech culture of future teachers is ensured through the integration of linguistic, professional, and academic training, which contributes to the formation of professionally significant communicative skills and readiness for successful pedagogical activity.

KEYWORDS:

professional speech culture, teacher professional training, future teachers, professional competence, speech culture, language training, pedagogical education, professional communication, academic writing

FULL TEXT:

REFERENCES:
  1. Holubovska I., & Pidhurska V. (2024). Praktychni aspekty formuvannia kultury naukovoho movlennia maibutnikh uchyteliv u protsesi vyvchennia ukrainskoi movy za profesiinym spriamuvanniam [Practical aspects of forming the culture of scientific speech of future teachers in the process of studying Ukrainian for professional purposes]. Aktualni pytannia humanitarnykh nauk, 82 (1), 415–421. DOI: https://doi.org/10.24919/2308-4863/82-1-60 [in Ukrainian].
  2. Iliichuk L. (2025). Struktura profesiinoi kompetentnosti vchytelia pochatkovykh klasiv u konteksti standartyzatsii vyshchoi pedahohichnoi osvity [The structure of professional competence of primary school teachers in the context of standardization of higher pedagogical education]. Profesionalizm pedahoha: teoretychni y metodychni aspekty, 24, 140–154. DOI: https://doi.org/10.31865/2414-9292.24.2025.349764 [in Ukrainian].
  3. Komarivska N., Liubchak L., & Dabizha L. (2023). Kultura movlennia i spilkuvannia yak skladovi fakhovoi pidhotovky maibutnikh uchyteliv pochatkovoi shkoly [Speech and communication culture as components of professional training of future primary school teachers]. Naukovi zapysky Vinnytskoho derzhavnoho pedahohichnoho universytetu imeni Mykhaila Kotsiubynskoho. Seriia: Pedahohika i psykholohiia, 73, 63–68. DOI: https://doi.org/10.31652/2415-7872-2023-73-63-68 [in Ukrainian].
  4. Klymenko S. I. (2017). Formuvannia kultury profesiinoho movlennia maibutnikh uchyteliv ukrainskoi movy ta literatury u protsesi fakhovoi pidhotovky [Formation of the culture of professional speech of future teachers of Ukrainian language and literature in the process of professional training]. Candidate’s thesis. Kyiv: Open International University of Human Development «Ukraine» and National Pedagogical Dragomanov University [in Ukrainian].
  5. Levchuk D. (2015). Formuvannia movlennievoi kultury maibutnikh uchyteliv filolohichnykh spetsialnostei yak naukovo-pedahohichna problema [Formation of speech culture of future teachers of philological specialties as a scientific and pedagogical problem]. Pedahohika vyshchoi ta serednoi shkoly, 46, 258–261 [in Ukrainian].
  6. Mezhov O. H. (2024). Komunikatyvnyi aspekt vykladannia linhvistychnykh dystsyplin u ZVO [The communicative aspect of teaching linguistic disciplines in higher education institutions]. Aktualni pytannia suchasnoi humanitarystyky: komunikatyvno-kulturolohichnyi aspekt: zbirnyk materialiv Vseukrainskoi naukovo-praktychnoi konferentsii (pp. 151–155). Kamianets-Podilskyi. URL: https://evnuir.vnu.edu.ua/handle/123456789/24243 (accessed: 16.07.2026) [in Ukrainian].
  7. Mytiai Z. O. (2018). Komunikatyvnyi pidkhid do vyvchennia ridnoi movy [The communicative approach to learning the native language]. Naukovyi visnyk Melitopolskoho derzhavnoho pedahohichnoho universytetu. Seriia: Pedahohika, 1 (20), 45–60. URL: https://eprints.mdpu.org.ua/id/eprint/4182/1/409567.pdf (accessed: 16.07.2026) [in Ukrainian].
  8. Perepolka V. (2019). Formuvannia profesiinoi movno-komunikatyvnoi kompetentnosti maibutnikh uchyteliv pochatkovykh klasiv [Formation of professional linguistic and communicative competence of future primary school teachers]. Pedahohika vyshchoi ta serednoi shkoly, 47, 55–60. DOI: https://doi.org/10.31812/educdim.v47i0.2428 [in Ukrainian].
  9. Pro zatverdzhennia profesiinoho standartu «Vchytel zakladu zahalnoi serednoi osvity»: nakaz Ministerstva osvity i nauky Ukrainy vid 29 serpnia 2024 roku № 1225 [On approval of the Professional Standard «Teacher of General Secondary Education Institution» : Order of the Ministry of Education and Science of Ukraine No. 1225 of August 29, 2024]. URL: https://mon.gov.ua/npa/pro-zatverdzhennia-profesiinoho-standartu-vchytel-zakladu-zahalnoi-serednoi-osvity (accessed: 18.07.2026) [in Ukrainian].
  10. Pro zatverdzhennia standartu vyshchoi osvity za spetsialnistiu 013 Pochatkova osvita dlia pershoho (bakalavrskoho) rivnia vyshchoi osvity : Nakaz Ministerstva osvity i nauky Ukrainy vid 23 bereznia 2021 roku № 357 [On approval of the Higher Education Standard for specialty 013 Primary Education for the first (Bachelor’s) level of higher education : Order of the Ministry of Education and Science of Ukraine No. 357 of March 23, 2021]. URL: https://mon.gov.ua/static-objects/mon/sites/1/vishcha-osvita/zatverdzeni%20standarty/2021/07/28/013-Pochatk.osvita-bakalavr.28.07.pdf (accessed: 18.07.2026) [in Ukrainian].
  11. Stambulska, T. I. (2018). Formuvannia kultury movlennia maibutnikh uchyteliv pochatkovoi shkoly u protsesi profesiinoi pidhotovky [Formation of speech culture of future primary school teachers in the process of professional training]. Candidate’s thesis. Ivano-Frankivsk : Vasyl Stefanyk Precarpathian National University [in Ukrainian].
  12. Fedina O. (2025). Robocha prohrama navchalʹnoyi dystsypliny «Ukrayinsʹka mova za profesiynym spryamuvannyam» dlya zdobuvachiv vyshchoyi osvity pershoho (bakalavrsʹkoho) rivnya haluzi znanʹ A Osvita spetsialʹnosti A3 Pochatkova osvita osvitnʹo-profesiynoyi prohramy «Pochatkova osvita» [Course Syllabus: «Ukrainian Language for Professional Purposes» for higher education students (first/Bachelor’s level) in the field of knowledge «Education» (Specialty: «Primary Education»; Educational-Professional Program: «Primary Education»)]. KZVO «DANO» DOR» [in Ukrainian].

Nataliia Sukhoviienko, Inna Litvin CRITERIA AND INDICATORS FOR ASSESSING THE SPEECH DEVELOPMENT OF CHILDREN: A STRUCTURAL-FUNCTIONAL APPROACH

(2026) Science and education, 3, 142-148. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2026-3-16

Nataliia Sukhoviienko,
Candidate of Pedagogical Sciences,
Speech Therapist of the Highest Category,
Deaf Educator, Certified Gestalt Psychotherapist,
Lecturer at the Department of Primary and Special Education,
Bohdan Khmelnytskyi National University of Cherkasy,
81, Shevchenka Blvd., Cherkasy, Ukraine,
ORCID ID: https://orcid.org/0000-0002-0528-9494

Inna Litvin,
Candidate of Pedagogical Sciences,
Speech Therapist,
Senior Lecturer at the Department of Primary and Special Education,
Bohdan Khmelnytsky National University of Cherkasy,
81, Shevchenka Blvd., Cherkasy, Ukraine,
ORCID ID: https://orcid.org/0000-0002-8946-1449

 

CRITERIA AND INDICATORS FOR ASSESSING THE SPEECH DEVELOPMENT OF CHILDREN: A STRUCTURAL-FUNCTIONAL APPROACH

SUMMARY:

The article substantiates the criteria and indicators for assessing the speech development of preschool children based on the structural-functional approach. The relevance of the research is determined by the updated Basic Component of Preschool Education, which establishes qualitatively new requirements for the results of speech development of preschool children and requires appropriate diagnostic tools. The purpose of the article is to substantiate the system of criteria and indicators for assessing the speech development of preschool children based on the structural-functional approach and to determine the levels of formation of speech development of preschoolers. Research methods: theoretical analysis, synthesis, structural-functional analysis, systematization and generalization of scientific sources. The essence of the structural-functional approach as the methodological basis for assessing the speech development of preschoolers is defined; it involves analysing the speech system as an integral formation in the unity of its structural components (phonetic, lexical, grammatical, coherent speech) and functions (communicative, cognitive, regulatory). A system of criteria for assessing the speech development of preschoolers has been developed and substantiated: phonetic-phonemic, lexical, grammatical, coherent speech, communicative-speech, and cognitivespeech criteria. For each criterion, a system of corresponding indicators is defined and four levels of speech development formation are described: high, sufficient, average, and low. The methods of assessing the speech development of preschoolers are characterised: observation, diagnostic conversation, study of speech activity products, pedagogical experiment, and psycholinguistic examination. The specifics of applying the structural-functional approach to assessing the speech development of children in different age groups of the preschool institution and in inclusive education are considered. The proposed system of criteria and indicators can be used by educators, speech therapists, and psychologists of preschool education institutions for comprehensive monitoring of the speech development of their pupils. The practical significance of the study lies in the possibility of using the developed system for timely detection of deviations in speech development and construction of individual educational routes for preschool children.

KEYWORDS:

speech development, preschool age, assessment criteria, indicators, structural-functional approach, speech competence, preschool education institution

FULL TEXT:

REFERENCES:
  1. Bazovyi komponent doshkilnoi osvity (Derzhavnyi standart doshkilnoi osvity) [Basic component of preschool education (State standard of preschool education)] : Nakaz Ministerstva osvity i nauky Ukrainy vid 12.01.2021 № 33. URL: https://mon.gov.ua/storage/app/media/rizne/2021/12.01/Pro_novu_redaktsiyuBazovoho-komponenta-doshkilnoyi-osvity.pdf [in Ukrainian].
  2. Bielova, O. B. (2024). Dynamika rozvytku movlennievoi diialnosti ditei starshoho doshkilnoho viku z lohopatolohiieiu [Dynamics of speech activity development in older preschool children with logopathology]. Nauka i osvita, 1, 7–12. DOI: https://doi.org/10.24195/2414-4665-2024-1-1 [in Ukrainian].
  3. Bielova, O. B. (2022). Kontseptualni pidkhody do otsinky movlennievoi diialnosti ditei starshoho doshkilnoho viku z lohopatolohiieiu [Conceptual approaches to the assessment of speech activity of older preschool children with logopathology]. Naukovyi chasopys NPU imeni M. P. Drahomanova. Seriia 5: Pedahohichni nauky: realii ta perspektyvy, 86, 29–34. DOI https://doi.org/10.31392/NPU-nc.series5.2022.86.06 [in Ukrainian].
  4. Zaliznyak, A. M. (2023). Formuvannia movlennievoi kompetentsii v doshkilnykiv u polikulturnomu seredovyshchi [Formation of speech competence in preschoolers in a multicultural environment]. Aktualni pytannia humanitarnykh nauk, 63(1), 285–290. DOI: https://doi.org/10.24919/2308-4863/63-1-44 [in Ukrainian].
  5. Zimakova, L. V. (2026). F o r m u v a n n i a movlennievoi kompetentnosti ditei doshkilnoho viku v partnerskii khudozhno-produktyvnii diialnosti [Formation of speech competence of preschool children in collaborative artistic and productive activities]. Imidzh suchasnoho pedahoha, 1(226), 109–113. DOI: https://doi.org/10.33272/2522-9729-2026-1(226)-109-113 [in Ukrainian].
  6. Kalmykova, L., Kharchenko, N., Kyuchukov, Kh., & Mysan, I. (2022). Vplyv movlennievo-movnoi kompetentnosti doshkilnykiv na uspishnist podalshoho ovolodinnia i rozvytku movlennia v shkoli: rezultaty porivnialnoho psykholinhvistychnoho analizu [The influence of speech-language competence of preschoolers on the success of subsequent language acquisition and development at school: results of a comparative psycholinguistic analysis]. Preschool Education: Global Trends, 2, 7–37. DOI: https://doi.org/10.31470/2786-703X-2022-2-7-37 [in Ukrainian].
  7. Kolesnyk, K. A., Ishchenko, L. V., & Karuk, I. V. (2024). Formuvannia hramatychnoi pravylnosti movlennia v ditei starshoho doshkilnoho viku zasobamy heimifikatsii [Formation of grammatical correctness of speech in older preschool children by means of gamification]. Innovatsii v doshkilnii i pochatkovii osviti, 1, 36–46. DOI: https://doi.org/10.31652/3041-2439-2024-2-36-46 [in Ukrainian].
  8. Kryvosheia, T., Kolesnyk, K., Karuk, I., & Pokhyla, S. (2024). Movlennievyi rozvytok ditei doshkilnoho viku zasobamy khudozhnoi kartyny: intehratsiia movlennievoi ta obrazotvorchoi diialnostei [Speech development of preschool children through fine art paintings: integration of speech and visual activities]. Suchasni informatsiini tekhnolohii ta innovatsiini metodyky navchannia v pidhotovtsi fakhivtsiv: metodolohiia, teoriia, dosvid, problemy, 71, 82–90. DOI: 10.31652/2412-1142-2024-71-82-90 [in Ukrainian].
  9. Trofymenko, L. I. (2024). Psykholinhvistychnyi analiz osoblyvostei movlennevoho rozvytku ditei z osoblyvymy osvitnimy potrebamy [Psycholinguistic analysis of the peculiarities of speech development of children with special educational needs]. Osoblyva dytyna: navchannia i vykhovannia, 113(1). DOI: https://doi.org/10.33189/ectu.v113i1.255 [in Ukrainian].
  10. Feshchenko, O., & Shopsha, O. (2025). Osoblyvosti rozvytku komunikatyvnykh zdibnostei ditei doshkilnoho viku [Peculiarities of the development of communicative abilities of preschool children]. UNIVERSUM, 25, 560–568. https://archive.liga.science/index.php/universum/article/view/2203 [in Ukrainian].

Iryna Poliakova ACADEMIC INTEGRITY IN THE USE OF ARTIFICIAL INTELLIGENCE IN THE PROCESS OF TRAINING FUTURE PHILOLOGISTS

(2026) Science and education, 3, 136-141. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2026-3-15

Iryna Poliakova,
Candidate of Pedagogic Sciences,
Director of the Kharkiv Pedagogical Professional College,
Associate Professor at Ukrainian Linguistics,
Literature and Teaching Methods,
Municipal Establishment «Kharkiv Humanitarian-
Pedagogical Academy» of the Kharkiv Regional Council,
7, Lane Rustaveli Str., Kharkiv, Ukraine,
ORCID ID: https://orcid.org/0000-0002-4931-2203

 

ACADEMIC INTEGRITY IN THE USE OF ARTIFICIAL INTELLIGENCE IN THE PROCESS OF TRAINING FUTURE PHILOLOGISTS

SUMMARY:

The article analyzes the problem of adhering to the principles of academic integrity in the context of the mass introduction of generative artificial intelligence technologies into the process of training future teachers of the Ukrainian language and literature. The relevance of the study is due to the paradigmatic crisis of traditional models of academic control and the emergence of a regulatory vacuum regarding the regulation of the use of neural networks in higher education. The axiological, ontological-legal and didactic-methodological dimensions of the transformation of the category of authorship in the era of AI, where the role of a higher education student moves from ordinary text creation to critical creation and verification of information, are analyzed. The differences between traditional plagiarism and the latest phenomena of dishonesty («AI-giarism») are systematized, the essence of the «detection crisis» of generated content is substantiated. Special attention is paid to the specifics of philological education, where language and text are direct objects of professional training. Specific risks of hidden delegation of tasks to AI are identified in three components: methodological (loss of didactic individuality, template nature of NUS lesson summaries), literary studies (simulation of personal aesthetic experience of analyzing works, refusal to read primary sources) and linguistic (complicity in the falsification of scientific truthfulness through «artificial hallucinations» of AI). The concept of «digital surrogate» as intellectually devalued content and imitative activity, which leads to the erosion of internal responsibility and the destruction of the linguistic and ethical competence of the future linguist, is explored. The emphasis is placed on the ineffectiveness of the punitive-reactive approach and the need to transition to proactive design of the educational environment, where the evaluation is not the final text, but the process of cognitive and methodological activity of the student.

KEYWORDS:

academic integrity, artificial intelligence, generative language models, training of philologists, New Ukrainian School

FULL TEXT:

REFERENCES:
  1. Kudla, M. V. (2024). Formuvannia akademichnoi dobrochesnosti maibutnikh pedahohiv u protsesi profesiinoi pidhotovky: teoretychnyi aspekt [Formation of academic integrity of future teachers in the process of professional training: a theoretical aspect]. Perspektyvy ta innovatsii nauky (Seriia «Pedahohika», Seriia «Psykholohiia», Seriia «Medytsyna»), 3 (37), 360–369. https://doi.org/10.52058/2786-4952-2024-3(37)-360-369 [in Ukrainian].
  2. Verkhovna Rada of Ukraine. (2025). Pro akademichnu dobrochesnist [On academic integrity] (Law of Ukraine № 4742-IX). Retrieved from https://zakon.rada.gov.ua/laws/show/4742-20#Text. [in Ukrainian].
  3. Ministry of Digital Transformation of Ukraine, Ministry of Education and Science of Ukraine, UK International Development, & EF. (2025). Rekomendatsii shchodo vidpovidalnoho vprovadzhennia ta vykorystannia tekhnolohii shtuchnoho intelektu v zakladakh vyshchoi osvity [Recommendations on the responsible implementation and use of artificial intelligence technologies in higher education institutions]. Retrieved from https://mon.gov.ua/static-objects/mon/sites/1/news/2025/04/24/shi-v-zakladakh-vyshchoi-osvity-24-04-2025.pdf [in Ukrainian].
  4. Sobolieva, S. M., Filippova, L. V., & Krasylnykova, I. V. (2025). Akademichna dobrochesnist v epokhu shtuchnoho intelektu ta validnist instrumentiv vyiavlennia porushen [Academic integrity in the era of artificial intelligence and the validity of violation detection tools]. Pedahohichna akademiia: naukovi zapysky [Pedagogical Academy: Scientific Notes], (11). https://doi.org/10.5281/zenodo.17523489 [in Ukrainian].
  5. Sopova, D. (2018). Akademichna dobrochesnist u systemi profesiinoi pidhotovky maibutnoho pedahoho [Academic integrity in the system of professional training of the future teacher]. Neperervna profesiina osvita: teoriia i praktyka (Seriia: Pedahohichni nauky) [Continuing Professional Education: Theory and Practice (Series: Pedagogical Sciences)], (3–4), 52–56. https://doi.org/10.28925/1609-8595.2018(3-4)5256 [in Ukrainian].
  6. Torchynska, N. M., & Torchynskyi, M. M. (2021). Formuvannia kompetentnostei akademichnoi dobrochesnosti v studentiv-filolohiv [Formation of competencies of academic integrity in students-philologists]. In L. H. Bilyi (Ed.), Akademichna dobrochesnist: praktychnyi dosvid [Academic integrity: practical experience] (Iss. 1, pp. 127–133). Khmelnytskyi: Vyd-vo MAUP. [in Ukrainian].
  7. Avsheniuk, N., Seminikhyna, N., Ruban, L., & Sviatiuk, Y. (2025). Exploring Overreliance on AI Tools in English for Specific Purposes Courses: Challenges and Implications for Learning and Academic Integrity. Arab World English Journal, (Special Issue on Artificial Intelligence), 3–20. https://dx.doi.org/10.24093/awej/AI.1 [in English].
  8. Committee on Publication Ethics. (2023). COPE Position Statement: Authorship and AI tools. Retrieved from https://publicationethics.org/cope-focus/artificial-intelligence [in English].
  9. Miao, F., & Holmes, W. (2023). Guidance for generative AI in education and research. UNESCO. Retrieved from https://www.unesco.org/en/articles/guidance-generative-ai-education-and-research [in English].
  10. Matjola, I. (2025). Academic integrity and generative AI research for higher education: a systematic literature review. In Human, Technologies and Quality of Education (pp. 358–371). University of Latvia. https://doi.org/10.22364/htqe.2025.25 [in English].
  11. Selwyn, N. (2019). Should robots replace teachers? AI and the future of education. Polity. [in English].
  12. Ji, Z., Lee, N., Frieske, R., Yu, T., Su, D., Xu, Y., & [et al.]. (2022). Survey of Hallucination in Natural Language Generation. ACM Computing Surveys, 1(1), 1–41. https://doi.org/10.1145/3571730 [in English].
  13. Sanz-Tejeda, A., Domínguez-Oller, J. C., Baldaquí- Escandell, J. M., Gómez-Díaz, R., & García-Rodríguez, A. (2026). The impact of generative AI on academic reading and writing: a synthesis of recent evidence (2023–2025). Frontiers in Education, 10, Article 1711718. https://doi.org/10.3389/feduc.2025.1711718 [in English].