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.
This paper proposes a conceptual framework integrating agile methodologies with artificial intelligence tools to transform web programming education. Through design science research methodology combining systematic literature synthesis with thematic analysis of published implementation studies, we derive a three-pillar architecture combining iterative learning cycles, AI-augmented scaffolding, and continuous assessment. The framework addresses critical gaps between traditional educational approaches and contemporary professional practices while providing strategies for managing AI over-reliance, ensuring accessibility for diverse learners including neurodiverse and multilingual students, and maintaining assessment integrity. We position this work as a theoretical contribution requiring empirical validation, offering testable propositions and implementation guidance for future research.
The integration of Geospatial Artificial Intelligence (GeoAI) into geography education represents a critical frontier for twenty-first-century pedagogy, yet teacher preparation in this domain remains severely underexplored. This study employs bibliometric analysis to examine the convergence gap between established research fields and the emerging area of GeoAI teacher education. Through systematic analysis of 1471 publications from the Dimensions database spanning January 2010 through March 2025, we investigated five interconnected datasets using advanced network analysis techniques. Drawing on convergence science theory and adapting interdisciplinary measurement approaches, our findings reveal an extreme convergence gap (Gap Index = 0.941, where values approaching 1.0 indicate greater disconnection between fields) between well-established foundational domains—geography teacher education (470 papers), AI teacher education (382 papers), and spatial thinking education (312 papers)—and their intersection. Only 25 papers directly address AI integration in geography education, representing 1.7
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.
Web design education using HTML and CSS represents a critical component of digital literacy in secondary schools, yet empirical research on effective pedagogical approaches remains remarkably limited. This systematic review synthesizes evidence from eight rigorous studies conducted between 2007 and 2023, examining instructional methods, learning outcomes, and implementation challenges. Through comprehensive quality assessment using the Mixed Methods Appraisal Tool and calculation of effect sizes where data permitted, we identify moderate to large positive effects for innovative pedagogical approaches, particularly gamification (d = 0.58) and mobile-supported learning (d = 0.70). Our thematic synthesis reveals that successful web design instruction requires careful orchestration of technological tools, pedagogical strategies, and motivational elements while managing cognitive load and infrastructure constraints. The geographic concentration of research in Indonesia and the United States, combined with the scarcity of rigorous studies, highlights significant gaps in the global research landscape. We present an evidence-based framework that translates these findings into practical guidelines for educators, addressing persistent challenges including syntax comprehension difficulties, student engagement, and teacher preparation needs. The limited research corpus paradoxically strengthens our analysis by enabling comprehensive examination of all existing rigorous evidence, establishing a critical baseline for future investigation as web technologies become increasingly central to educational and vocational preparation.
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.
