Borys Grinchenko Kyiv Metropolitan University (Ukrainian: Київський столичний університет імені Бориса Грінченка) is a higher education institution. The university was established by Kyiv municipal council through reorganization of Kyiv regional Teachers Training Institute named after Borys Hrinchenko. The university is communal property.According to the decision of Kyiv municipal council of 8 October 2009 Kyiv Municipal Pedagogical University named after Borys Grinchenko was renamed Borys Grinchenko Kyiv University and its status changed. The university was transformed from a pedagogical profile to a multi-profile classic educational institution. This enabled it to expand its activities and have more majors, ensuring full satisfaction of educational requirements of Kyiv dwellers, meeting the needs of Kyiv and its region. In implementing these tasks the university's activity is aimed at achieving high standards and becoming a European-level institution.The university consists of six institutes, four faculties and one university college with more than 9,000 students. There are 35 operating departments. The scientific-pedagogical staff includes 49 PhDs, 184 EdSs, and 434 teachers. The university offers 10 masters, 12 specialist and 12 bachelor level programmes. Each year around 6000 teachers and school principals enhance their skills and gain qualifications at the university. The university gives PhD training.
This article re-examines contemporary martial-patriotic education in Ukraine through the lens of Aristotle's virtue ethics. Drawing on Nicomachean Ethics II-V, we argue that systematic training in courage (andreia) and practical wisdom (phron & emacr;sis) can foster a resilient civic identity capable of withstanding wartime disruption. After sketching the historical emergence of martial-patriotic syllabi since 2014, we build an Aristotelian framework that treats virtue as a cultivated "second nature" acquired through habituated action and guided reflection. A qualitative content analysis of national curricula (2015-2024) and ten exemplar school programmes reveals that effective initiatives balance physical drill with deliberative exercises-debates, ethical simulations, community service-thereby uniting bodily disposition and rational choice. We show that programmes lacking the phron & emacr;sis component risk sliding into mere technocratic discipline, whereas those integrating judgment-oriented practices promote students' capacity to identify the "mean" between blind aggression and passive compliance. Finally, we propose design principles for educators: (1) embed iterative moral evaluation in training cycles; (2) link martial scenarios to civic responsibilities; (3) assess growth via dispositional rather than purely performance metrics. By restoring Aristotle's holistic concept of virtue to martial-patriotic education, the study offers a philosophically grounded strategy for strengthening democratic resilience in Ukraine's secondary schools.
The purpose of the work is to analyze the impact of digital technologies on the sustainable development of contemporary art - an overview of the main trends that have emerged as a result of the integration of new media into artistic practices. The article methodologically classifies various genres of digital art by means of a critical qualitative analysis of practices, artworks, installations, exhibitions, collectives and events at the forefront of artistic innovation with new technologies. The scientific novelty lies in a comprehensive analysis of digital art through the prism of the concept of sustainable development. The work considers digital art not just as another technological innovation, but as a full-fledged artistic phenomenon of our time. The systematization of artistic practices associated with the use of the latest technologies is carried out, their common conceptual foundations are revealed. In addition, the article deals with issues of environmental sustainability, social responsibility, inclusiveness of digital practices. The dilemmas around the balance of technological innovation and artistic freedom from the perspective of sustainability ethics are outlined. The conclusions provide a conceptual understanding of optimal pathways for developing digital art in relation to societal sustainability. Keywords: digital art, sustainable development, new media art, network art, generative art, interactive art, AI, VR, AR, digital culture
The issue of maintaining group dynamics in flexible remote teams is currently in the focal point of attention not only of commercial companies and government agencies as a response to the changing conditions of work organisation, including those associated with the effects of the COVID19 pandemic, but also of higher education institutions that train future professionals. Since intragroup dynamics is a key factor affecting team performance, this paper is the result of the study conducted as part of the Group Dynamics and Communications course at National University of Life and Environmental Sciences of Ukraine (NULES) to determine the potential of using AI tools as tools to support the group dynamics of self -organised teams during the implementation of educational projects. Based on the results of the free choice of project and team management tools, we categorised three groups among the 56 participants of the experiment according to the use or non-use of AI tools to enhance group dynamics, followed by self -assessment of the effectiveness of the selected tools in increasing their levels of self -efficacy and social engagement. The survey was based on a Likert scale measurement, and non -parametric methods of analysis and statistical hypothesis testing were used to process the results. The self -assessment confirmed that the incorporation of AI tools in the implementation of a team -based learning project did not influence the improvement of students' social engagement and the dynamics of self -efficacy for both effective and ineffective students. The authors identified the positive impact of using AI tools on its development for students with the average level of self -efficacy. We also presented an example of the use of Notion AI for enhancing group dynamics at each stage of team development according to B. Tuckman. The authors suggest that the impact of using AI tools in the process of implementing a group learning project depends more on personal characteristics of team members than on the choice of a specific AI model. Determination of application specifics of individual AI tools in the process of training future specialists in the implementation of various types of educational activities, particularly ethical considerations is recognised as an area for further research.
The aim of the study is to identify the most significant indicators of the national team's performance at the European Rugby Championships 15 and to design a model for predicting the outcomes of matches. Data was collected from teams’ performance at the European Rugby 15 Championships 2021, 2022 and 2023 for the analysis. The total number of matches was 41. All indicators presented in the official reports were taken: 22 for the home and away teams. The analysis of the team results was carried out according to all indicators: mean value, standard deviation, and test were used to compare the performance indicators of the winning and losing teams. Machine learning techniques were utilized to develop a predictive model for match outcomes. On one hand, 15 indicators (68.2%) are higher for teams that won (winning teams). On the other hand, 7 (31.8%) indicators are higher for teams that lost. The difference between the teams' means varies from -56.46% (the minus indicates that this indicator is higher for the teams that lost) to 273.68%. Based on the results, the Random Forest Classifier and Extra Trees Classifier algorithms have the best prediction accuracy (0.92). The most significant indicators of team performance that affect the final result of the match are tries (196.3% – the difference between the average values of winning and losing teams), conversions (176.7%), missed tackles (- 56.46%), offload (126.3%). Based on the data obtained, refining the team training process in Rugby 15 is possible.
The article closely reads Cormac McCarthy’s Border Trilogy in light of the existentialist motifs of alienation and death. The aim of the study is to analyse the literary representation of these motifs in the trilogy. The applied methodology involves close reading, which facilitates identifying the motifs of death and alienation in the novels; character analysis, focused on exploring the main characters’ experiences of death and alienation; and comparative analysis, which is used to compare the representation of the existentialist motifs in the novels. The study reveals that in The Border Trilogy, the existentialist motif of alienation manifests itself through the desire of the main characters to free themselves from social conventions and to mend the wrongness of the world they live in. This motif takes forms of madness, alienation from other characters, and isolation from society. The protagonists, looking for their place in the world, face hardships, encounter resistance, and therefore constantly feel estrangement. In the novels, the existentialist motif of death serves for a better understanding of human nature and is one of the driving forces of the protagonists’ existence. This motif manifests itself through blood and bones, dreams, natural and violent deaths, the extermination of nature, and the disappearance of established traditions. Symbolising the end of existence, death prompts the main characters to search for the purpose of their lives and strive for authenticity.
