This study aims to substantiate and experimentally verify the effectiveness of digitally oriented pedagogical technology for developing professional competence among undergraduate students majoring in foreign languages. A quasi-experimental mixed-methods research design was employed, involving control (n = 77) and experimental (n = 79) groups. The pedagogical intervention integrated digital learning platforms, language learning applications, artificial intelligence-based tools, digital portfolios, and gamified learning activities into the instructional process. Data were collected through questionnaires, diagnostic tests, structured observations, and self-assessment scales, covering motivational, cognitive, epistemological, activity-based, and communicative components of professional competence. Quantitative data were analyzed using Pearson's chi-square test (chi 2) at a significance level of alpha = 0.05. The findings reveal statistically significant improvements in the overall level of professional competence and its individual components in the experimental group compared to the control group. The results confirm that the implementation of digitally oriented pedagogical technology contributes to higher levels of student motivation, professional knowledge acquisition, communicative skills, and practical language use. The study provides empirical evidence supporting the effectiveness of digital technologies in foreign language teacher education and offers practical implications for modernizing professional training in higher education institutions.
The aim of the article is to theoretically substantiate the content, didactic possibilities and methodological conditions for using STEM-oriented tasks with elements of robotics in the technological educational field of primary school. The research focuses on Design and Technology lessons as an environment where pupils can combine practical making, elementary engineering thinking, modelling, testing and reflection. The research methods include analysis of regulatory documents on primary and STEM education, analysis of standard educational programmes, review and generalisation of Ukrainian and foreign scientific sources, systematisation, comparison and pedagogical modelling. The results show that robotics in primary school should be used not as a separate technical course, but as an accessible element of project and technological activity. It may involve creating a moving model, determining the function of parts, planning actions, testing a construction, finding shortcomings and improving the product. The article defines the main stages of STEM-oriented work: creating a problem situation, exploring materials and connection methods, preparing a sketch and plan, making a model, testing it, improving it and reflecting on the result. The effectiveness of such tasks depends on age appropriateness, safe materials, open-ended results, cooperation, a reasonable balance between instruction and pupils' freedom, and formative assessment. The practical significance of the study lies in the possibility of using the proposed sequence in grades 1-4 during Design and Technology lessons. This approach helps teachers transform ordinary craft tasks into problem-based learning situations in which pupils design, construct, test, explain and improve their solutions. The study concludes that STEM-oriented tasks with elements of robotics support creative activity, independence, responsibility, spatial imagination, constructive and technical thinking, algorithmic thinking, communication and cooperation skills. Prospects for further scientific research include developing a graded system of tasks, preparing methodological recommendations for teachers and experimentally verifying their influence on pupils' thinking, motivation and readiness to apply knowledge in practical situations. Further work should also specify assessment criteria for pupils' models and describe examples of tasks suitable for different age groups, available materials and classroom conditions.
У статті розроблено підхід до сценарного моделювання трансформації адаптивно-резильєнтного організаційно-економічного механізму державного впливу в умовах війни та післявоєнного відновлення. Запропоновано динамічну модель, яка враховує зміну структури функціональних блоків та їх вагових коефіцієнтів залежно від фазового стану економіки. Побудовано три альтернативні сценарії розвитку - песимістичний, базовий та оптимістичний - і визначено відповідні траєкторії інтегрального індексу ефективності. Обґрунтовано, що результативність державної політики залежить не лише від рівня розвитку окремих складових, а й від своєчасності структурної перебудови механізму. Отримані результати можуть бути використані для формування адаптивної економічної політики в умовах високої невизначеності.
This article presents a comprehensive analysis of the investment attractiveness of entrepreneurial activity in Ukraine during the prewar period and during the active phase of hostilities. It evaluates and compares key performance indicators of large, medium, small, and micro-enterprises in Ukraine during the pre-war period and during the active phase of hostilities, and identifies major trends in the transformation of the business environment and their impact on investment attractiveness. It was found that during the pre-war period, the development of entrepreneurship was largely determined by economic, financial, tax, and regulatory factors. With the onset of full-scale war, the priority factors became physical security, access to energy resources, preservation of the labor force, logistical support, the possibility of relocation, and enterprises’ ability to adapt their business models to crisis conditions. A decline in employee numbers was observed across most enterprise categories, indicating the negative impact of war-related risks on the labor market. At the same time, enterprises’ sales volumes and financial results showed a trend toward recovery and growth. The case has been made for strengthening the role of small and microenterprises as the most flexible segment of the economy. Small enterprises have demonstrated their ability to adapt quickly to changing economic conditions, adopt digital technologies, relocate operations, and respond to new consumer needs. At the same time, this segment remains the most vulnerable to insufficient financial resources, rising costs, and external risks. Significant sectoral and regional differentiation in entrepreneurial activity has also been identified. The study found that the investment attractiveness of entrepreneurial activity in Ukraine during wartime has not diminished but is transforming in line with new economic and security realities. For a potential investor, not only the profitability and financial stability of a business are important, but also the level of military risks, geographical location, energy independence, logistical stability, human resources, and the ability to adapt quickly. Keywords: entrepreneurial activity, investment attractiveness, investments, the prewar period, the active phase of hostilities.
