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.

Type of the article: Research Article The study aims to analyze institutional policies governing the use of generative artificial intelligence (GenAI) in Ukrainian universities and assess their regulatory maturity. Drawing on the authors’ Taxonomy of Institutional AI Policy Maturity (AI-PMT), which comprises twelve analytical dimensions, the study examines a sample of 23 publicly available institutional policy documents adopted between 2023 and 2025. The analysis combines qualitative and quantitative approaches. A directed content analysis was used to assign ordinal scores (0-2) across twelve dimensions, enabling the construction of a cumulative maturity index (0-24) for each institution. The results reveal an uneven distribution of regulatory development, with more elaborated provisions related to teaching and learning, and comparatively less developed components addressing research practices, data governance, and infrastructural support. To synthesize these patterns, an analytical typology of institutions was developed based on cumulative maturity scores, identifying three broad groups that differ in the degree of regulatory completeness and procedural specification. In parallel, thematic analysis of policy content identified recurring patterns, including the normalization of AI use in education, the emphasis on transparency and disclosure, the prevalence of precautionary approaches to data and confidentiality, and several contested provisions. Comparison with international policy frameworks suggests that Ukrainian universities broadly align with global normative trends in principles, but exhibit limited operationalization of governance mechanisms and research-related provisions. The findings highlight structural imbalances in institutional AI governance and underscore the need to further develop research-oriented regulation, institutional support mechanisms, and coordinated policy approaches. Acknowledgment We thank the Armed Forces of Ukraine for providing security for this work, which was made possible only thanks to the resilience and bravery of the Ukrainian Army.

Background and purpos The empirical research aims to establish and substantiate psychological correlations and differences in emotional dysregulation states among students of sports schools for children and youth (SSCYs) in relation to their motivation. Materials and methods The sample (n = 210) consisted of students who attended and regularly trained at SSCYs. Junior athletes, engaging in individual (n = 72; 34.29%) and team sports (n = 138; 65.71%), represented teams U-15, U-17, and U-19 and participated in regional and world sports competitions. The gender ratio was as follows: male athletes (n = 122; 58.10%) and female athletes (n = 88; 41.90%). Results The values of emotional dysregulation states demonstrated a representative cross-section regarding the research problem. The junior athlete’s motivation profile reflected the general picture of students’ aspirations. A correlation matrix, showing fourteen significant correlations, was created. It was explained that mentalising difficulties are the most loaded state (seven correlations), which indicates emotional immaturity and, accordingly, emotional incompetence, which instantly manifests in extreme situations of training and competitive activities. The block “achieving difficult competitive goals” (eight correlations) depends most on emotional dysregulation states. The “significance of competitive outcomes” (p ≤ 0.050; p ≤ 0.010; р < 0.001) is the key dimension depending on all three states. Eight significant correlations were established for all grouping variables using Student’s t-test. It was found that motivation parameters in the block “achieving difficult competitive goals” have the largest number of differences, four, which indicates the importance of their development in the context of sports activities. Сonclusions It was substantiated that studying emotional dysregulation states allowed for observing disruptions in the system of dynamic and structural characteristics within the context of learning and training activities. The hypotheses were tested. It was recommended that the results obtained should be implemented in the learning and training process at SSCYs.

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;.