In the prewar period the university has trained about 1,000 teachers. in 1999 on the basis of the State Pedagogical University was established Kryvyi Rih State Pedagogical University. The proclamation of the independence of Ukraine in 1991 brought about radical changes in every sphere of University life. In 2011 Cabinet of Ukraine founded Kryvyi Rih National University. It existed for 5 years and was divided into three separate institutions again in 2016.The university is administered in nine divisions — PhysMath, Biological, Geographical, Historical, Ukrainian philology, Foreign languages, Education and Fine Arts — and its faculty are divided into 29 departments and programs. Many of these programs are terminate with the master's degree.
The rapid evolution of immersive technologies has created a fragmented landscape of definitions and frameworks that fail to connect philosophical foundations with practical educational implementations. This paper addresses this gap through a theoretical analysis proposing the Philosophical-Technical Immersion Framework (PTIF), which bridges pre-digital concepts of immersion with modern VR, AR, MR, and XR technologies. Through systematic philosophical inquiry and historical analysis, we develop a three-dimensional classification space integrating perceptual, cognitive, and embodied immersion. Our theoretical analysis synthesizes insights from phenomenology, cognitive science, learning theory, and human–computer interaction, grounded in extensive literature review of 127 empirical studies (2018–2024). Comparative analysis with eight established frameworks demonstrates PTIF’s superior theoretical coherence and coverage. The framework maps philosophical concepts to technical parameters, providing theoretical guidance for educational technology design. Our analysis reveals that successful educational immersive experiences require dimensional balance aligned with learning objectives rather than technical maximization. PTIF offers researchers and educators a theoretical tool for understanding and designing immersive learning experiences that align with fundamental principles of human cognition and perception, addressing a critical need for theoretically-grounded frameworks in educational technology.
The article examines project activity as an integral component of the educational process of future specialists in economic specialities, and as effective didactic resources for forming linguistic and communicative competence in the process of learning linguistic disciplines. The vectors of implementation of student projects, namely, educational, research and innovative, which are focused on the development of linguistic-and-communicative competence as one of the specified general competences in the professional training of students of economic specialties, as well as interdisciplinary thinking and personal potential competences are outlined. It was established that project activity contributes to the integration of academic education into the professional context. It is substantiated that innovative methods of project activity enable adjustment of the educational process of future specialists in economic specialties, transforming the traditional approach to teaching linguistic disciplines into a dynamic process of forming the linguistic and communicative competence of students of economic specialties, developing their personal potential, harmonious combining personal interests with modern professional benchmarks, needs and necessities. The importance of the project activity for students of economic specialties to develop leadership qualities, professional thinking, and the ability to predict and analyze trends in the economic field of their country in the context of the international economy growth, adhering to the etiquette standards of the international level, and applying profound fundamental knowledge, critical thinking, professionally determined prognostic skills, and linguistic-and-communicative competence as a feature of high-level personal adaptability of the employee is accentuated. In this article, the content of the concept of “linguistic and communicative competence of future specialists of the economic specialty” is considered as a multi-vector personal phenomenon that includes fundamental linguistic knowledge, proficiency in both national and international professional terminology system, developed discursive competence, as well as a range of personal qualities (developed emotional intelligence, consistent motivation for self-development and professional self-actualization, and the ability to reflect).
Abstract The electronic properties of BaHfO 3 nanostructures containing oxygen vacancies of different coordination and spatial arrangement were investigated using density functional theory and the pseudopotential method. Finite atomic clusters with characteristic sizes of ∼0.9–1.85 nm were constructed, representing fragments of the cubic perovskite lattice with vacancy concentrations ranging from 2.24% to 13.3%. Spatial distributions of valence electron density, electronic states, and charge localization near vacancies in different crystallographic positions were analysed to reveal vacancy-induced modifications of the electronic structure. It is shown that both the coordination type and geometrical placement of oxygen vacancies (surface vacancies, internal vacancies) strongly influence the redistribution of electronic charge and the separation between occupied and unoccupied energy levels. These effects govern the intrinsic conductivity behaviour of BaHfO 3 nanoclusters, underscoring the critical role of oxygen-related defects in tuning the electronic characteristics of perovskite-based nanoscale systems.
У статті досліджується автобіографічний наратив як одна з ключових стратегій модерністської прози першої половини ХХ століття та форма авторської саморепрезентації в художньому тексті. Окреслено основні теоретичні підходи до вивчення автобіографічного письма, зокрема концепції автобіографічного пакту, наративної ідентичності та автофікції. Наголошено на поєднанні документального та художнього начал як важливих рисах автобіографічного дискурсу. Проаналізовано трансформацію реальних подій життєвого досвіду митця в художню структуру твору, а також співвідношення автора, оповідача й персонажа в прозі українських митців 20-30-х років ХХ століття – Валер’яна Підмогильного, Миколи Хвильового, Юрія Яновського. На матеріалі творів Джеймса Джойса, Марселя Пруста та Вірджинії Вулф окреслено специфіку художнього осмислення особистого досвіду, проблеми пам’яті, часу та наративної ідентичності. Увагу зосереджено на трансформації біографії митців, на проблемах саморепрезентації, історичного досвіду та травматичного осмислення дійсності, характерних для модернізму. У дослідженні окреслено спільні та відмінні риси функціонування автобіографічного наративу в українській і зарубіжній модерністській традиції та визначено його роль у формуванні образу митця-інтелектуала в контексті соціокультурних змін. Спільною є орієнтація на внутрішній досвід як головний об’єкт нарації, що засвідчує модерністське переосмислення автобіографічного письма. Доведено, що автобіографічний наратив у творах українських та зарубіжних письменників виконує не документальну, а конструктивну, естетичну та ідентифікаційну функції, стаючи формою художнього опрацювання особистого й національного досвіду, оновлення роману як жанру.
