Kherson State University

The aim of the study is to compare the structures of bullying participants' behaviors in the school environment. The study involved students aged 10 to 16 who attended secondary schools in Kyiv (Ukraine), with a total number of n = 173. We created a diagram of bullying participants' aggressive behaviors in the school environment. It was found that bullies significantly surpassed victims in four aggressiveness parameters (p <=. 010; p < .001): "physical aggression", "indirect aggression", "irritation", "pangs of conscience", and on the integral aggressiveness scale. Victims significantly surpassed (p <=. 050; p <=. 010; p < .001) active bystanders in eight aggressiveness parameters and on two integral scales, passive bystanders-in three aggressiveness parameters and on the integral aggressiveness scales, and participants with no school-based bullying experience-in eight aggressiveness parameters and on two integral scales. It was substantiated that our comparative research is a confirmatory strategy with the elements of comparison that operationalize the most relevant dimensions characterizing the bullying phenomenon-aggressiveness parameters. It was summarized that bullying was considered a systemic model of the interrelated aggressive behaviors of all participants in this process. We obtained important scientific facts that should be learnt by the organizers of the educational activities in secondary education institutions to develop prevention and psycho-correction training courses on school bullying.

The study examines interactive learning as a key factor in the professional development of higher education students within the context of digitalization and educational innovation. Its main objective is to develop and empirically verify the effectiveness of a pedagogical system and conditions designed to foster interactive learning in the training of future professionals. The methodology combined observation, questionnaires, structured interviews, pedagogical testing, and comparative diagnostics. Interactive engagement was assessed through three components: motivational, epistemological, and praxeological. Statistical analysis was conducted using the Pearson chi-square test. During the formative stage, various digital tools were implemented, including virtual laboratories, simulations, artificial intelligence applications, online platforms, webquests, and collaborative cloud services. The results showed a significant increase in interactive engagement levels among students in the experimental group compared to the control group (chi 2emp = 15.001, p < 0.05). The findings indicate that integrating interactive technologies with well-defined pedagogical conditions enhances students' motivation, knowledge acquisition, and practical collaborative skills. The proposed system supports the development of professional competencies and promotes effective engagement in higher education. These results offer valuable insights for improving contemporary educational practices and designing digitally enriched learning environments.

The article is devoted to institutional, legislative, philosophical and communicative analysis of the activities of religious higher education institutions in modern Ukraine, taking into account political, social, legal, religious and communicative contexts. The authors examine the demand for religious education in modern Ukraine, which demonstrates high internal dynamics and promising prospects for the development of the domestic religious educational space. It is emphasized that the functioning of religious higher education institutions in Ukraine is regulated by the principle of constitutional separation of education from religion, while at the same time basic legal norms create specific conditions for the functioning of the private religious education sector. Attention is paid to the development of religious higher education institutions in Ukraine, taking into account its orientation towards the European space with its focus on a pluralistic worldview, since in a secular state the development of religious higher education institutions can be seen both as a demonstration of freedom of religion and as a violation of the law in relation to persons who do not profess any religion. The authors conclude that positive developments in Ukrainian religious higher education institutions are accompanied by a range of problems that are naturally integrated into the conflict between the dichotomy of & laquo;secular-religious & raquo;.

The article substantiates the features of vocational training of specialists through the integration of knowledge, skills, abilities, competencies in craft production and food technologies and pedagogy, psychology and methodology. Leading trends are associated with the introduction of innovative technologies to improve the quality, safety and competitiveness of products in the domestic and foreign markets; innovative processing of plant raw materials to create functional food products; the introduction of intelligent quality control systems, digital product labeling, online sales through electronic platforms; the implementation of bioengineering and functional food industry technologies. The analysis of psychological and pedagogical literature indicates the systematic use of digital technologies; modernization of educational programs for vocational training; differentiated and high-quality training of all levels of specialists; use of project learning technology and opportunities for advanced education. The essence of integrated vocational training of specialists under the EPP "Vocational Education (Craft Production and Food Technologies)" is analyzed. Its uniqueness is proven, which is manifested in the training of specialists for the implementation of educational activities in the vocational training of technical specialists, qualified workers and employees of enterprises, institutions and organizations in the fields of education, agricultural production, product processing and food technologies, the formation of readiness for self-education and professional self-improvement throughout life. Recommendations are proposed for the implementation of the specified EPP in a higher education institution, which include a number of reasoned provisions: ensuring the conceptual and methodological compliance of EPP with modern educational standards and labor market needs, implementing a practice-oriented mechanism for vocational training of education seekers, integrating digital technologies into the educational process of vocational training of specialists, developing the pedagogical component of training for teachers of vocational education, forming entrepreneurial and innovative competence of future specialists, implementing a system for ensuring the quality of education, developing international cooperation and academic mobility

The preparation of wrestlers is a long-term, stage-based process in which training content, methodology, and coach-athlete interaction must be adapted to age-related biopsychosocial characteristics and competitive level. Recent research in wrestling and long-term athlete development (LTAD) emphasizes the need to integrate technical-tactical, physical, and psychological preparation within a coherent framework that supports progression from initial instruction to elite performance. This narrative review synthesizes contemporary literature to (1) systematize methodological approaches to working with novice, youth, and adult wrestlers; (2) describe age-appropriate adaptation of training loads and tasks; and (3) formulate principles for ensuring continuity of the training process from entry level to international competition. The reviewed sources consistently indicate that novice wrestlers (ages 8–12) benefit most from broad motor development, play-based learning of basic wrestling positions and movements, and strict limits on external loading. For youth wrestlers (13–17 years), the literature highlights the need for greater individualization of strength and conditioning, more structured technical-tactical progressions (including combinations and situational drills), and early psychological skills training, while maintaining a focus on long-term development rather than short-term outcomes. At the adult and high-performance levels, publications emphasize highly specific preparation, including microperiodization of loads, systematic monitoring of the functional state, and differentiation of training according to individual style and weight category. Three structured conclusions follow from this synthesis. First, coaching methodology, training loads, and feedback should suit the athlete’s age and stage. Second, physical, technical-tactical, and psychological preparation must be unified into a single training logic for each stage. Third, transitions between stages need planning and monitoring. This protects health, maintains motivation, and supports progression to elite performance.