National Academy of Educational Sciences of Ukraine

У статті визначено зміст і конфігурації соціальних уявлень молоді в умовах проблемогенного соціму. З᾿ясовано особливості соціальних уявлень молоді про життєвий успіх та способи його досягнення в умовах проблемогенного соціуму та розкрито структуру соціальних уявлень молоді про статус людини в суспільстві. Проаналізовано результати трансформації суспільних відносин у соціальних уявленнях молоді про довіру (за когнітивним, емоційним, конативним компонентами та у вимірі експліцитної й імпліцитної довіри) та перспективи майбутнього. Виявлено особливості соціальних уявлень молоді про інформаційно-цифрове середовище та його вплив на їх формування і трансформацію у проблемогенному соціумі. Виокремлено дескриптори соціальних уявлень молоді про здоров᾿язберігаючі технології. Встановлено взаємозв᾿язок життєвих сценаріїв молоді та її соціальних уявлень в умовах проблемогенного соціуму. Наголошено, що соціальні уявлення молоді у проблемогенному соціумі є багаторівневою системою, яка включає різні аспекти соціальної дійсності та образу Я. Невизначеність умов сучасної соціальної ситуації проявляється у нестійкості і слабкій структурованості мережі соціальних уявлень молоді, а їх суперечливість проявляється в неузгодженні системи переконань, які лежать в основі оцінки значимості тієї чи іншої сфери життя і переживання цієї значимості молодою людиною, з її активністю і відповідальністю у цій сфері. Узагальнено, що в соціальних уявленнях молоді відбивається перехідний характер сучасного етапу розвитку суспільства, позначаються ключові тенденції його змін та провідних соціальних інститутів. Ключові слова: молодь, соціальні уявлення, формування соціальних уявлень молоді, трансформація соціальних уявлень молоді, самоефективність, проблемогенний соціум.

Relevance: The modern educational paradigm is undergoing a profound transformation driven by globalisation, digitalisation and increasing mobility. Traditional, geographically constrained models of education are being replaced by flexible networked systems. Despite extensive research into digital and distance learning, there remains a lack of a comprehensive theoretical framework that would explain the phenomenon of learning across geographical boundaries in the context of “physical” border crossings, particularly its systemic, social and political dimensions. Objective: This study aims to substantiate the phenomenon of cross-border learning through a comprehensive analysis of European Union education policy and the contemporary international scholarly discourse on learning beyond borders. Methods: The study is based on an interdisciplinary methodological framework that combines theoretical analysis, comparative methods, and the synthesis of international academic literature (2019–2026). It examines EU policy documents (e.g., the European Education Area, Erasmus+, and micro-credential initiatives) and integrates findings from recent scholarly publications indexed in Scopus and Web of Science. Conceptual modeling is applied to develop a structural representation of cross-border learning. Results: The study identifies a fundamental shift from territorially bounded education systems to networked, relational learning environments. The development of the cross-border learning phenomenon is underpinned by: the emergence of spatial independence, institutional flexibility, and the transnational integration of policies as key dimensions of educational globalization; the growing role of digital platforms, micro-credentials, and global educational networks in shaping a “fluid” model of education; the transformation of academic mobility into hybrid and virtual forms; and the creation of European-level mechanisms (EQF, Europass, Erasmus+) that ensure comparability and recognition of learning outcomes across countries. A structural model of cross-border learning is proposed, consisting of five interdependent components: the digital learning environment, international academic mobility, transnational educational programs, micro-credentials and digital badges, global learning networks. Conclusions: The findings of the study demonstrate that cross-border learning represents a systemic transformation of education rather than a mere technological expansion of distance learning. The proposed model contributes to theoretical advancement by conceptualizing education as a networked, post-territorial system with globally recognized learning outcomes. Practically, it provides a foundation for policy development and educational reform, which is particularly relevant for countries facing disruptions, such as Ukraine, by creating conditions for continuity, resilience, and the global integration of national education systems.

The article presents a theoretical and empirical substantiation of psychological factors influencing students’ choice of different learning content formats (text, video, and interactive) in the context of digitalization of education. The relevance of the study is determined by the rapid development of online and blended learning and the need to consider individual psychological characteristics of learners to enhance the effectiveness of knowledge acquisition. The aim of the study is to identify the relationship between cognitive, motivational, and regulatory characteristics of students and their preferences for different learning content formats. The theoretical framework is based on the cognitive theory of multimedia learning (R. Mayer), cognitive load theory (J. Sweller), dual coding theory (A. Paivio), as well as research on individual differences in learning (S. Kalyuga) and the effectiveness of digital educational technologies. It is substantiated that the choice of learning content format is a multifactorial psychological process determined by the level of academic motivation, self-regulation skills, cognitive style, and current cognitive load. The text format facilitates deep analytical processing of information, video provides visual clarity and reduces cognitive complexity, while interactive content enhances learning activity and increases student engagement. The empirical study conducted on a sample of students aged 18–22 showed a predominance of video format as the most preferred (38.9%), while text and interactive formats were chosen less frequently. It was found that students with a high level of academic motivation and self-regulation more often prefer text-based and combined formats, whereas under conditions of low motivation and increased cognitive load, video content is dominant. Statistically significant relationships were identified between self-regulation and preference for text format, motivation and interactive learning, as well as cognitive load and preference for video format. The key psychological factors influencing the choice of learning content were determined as cognitive processing characteristics, academic motivation level, self-regulation ability, and situational psycho-emotional state. The practical significance of the study lies in the possibility of using its results for designing adaptive digital learning environments that take into account individual differences among students and improve the effectiveness of the educational process. Keywords: learning content, text, video, interactive learning, cognitive load, cognitive styles, academic motivation, self-regulation, digital education, multimedia learning.

Prolonged stress, uncertainty, losses, and the necessity of continuous psychological adaptation accompany the full-scale war in Ukraine. Under such conditions, particular importance is attached to the study of internal personal resources that ensure resilience, preservation of meaning orientation, and the ability to cope with crisis circumstances. One such resource may be existential fulfilment, an integral indicator of the realisation of fundamental personal motivations. Purpose. To investigate the relationship between existential fulfilment and resilience among Ukrainians under wartime conditions. Methods. The study involved 113 respondents aged 18 to 70 years. The Test of Existential Motivations (TEM) and a resilience scale were used. Descriptive statistics, comparative analysis, and Spearman’s correlation analysis were applied to the data. Results. A moderately high level of existential fulfilment was identified in the sample. The highest indicators were found for fundamental value and meaning in life, whereas fundamental trust and self-worth appeared more vulnerable. A clear tendency toward increasing existential indicators with age was recorded. Resilience was positively and statistically significantly associated with all fundamental motivations (ρ = 0.51–0.57; p < .001). Conclusions. Existential fulfilment serves as an important resource of psychological adaptation and resilience under wartime conditions. Resilience should be considered not only as the ability to withstand stress, but also as a manifestation of a deeper personal capacity to preserve inner consent, values, and meaning in crisis circumstances. Keywords: existential fulfilment, resilience, war, adaptation, fundamental motivations.

The relevance of the research into students’ entrepreneurial thinking is underscored by the limited theoretical advancement of the issue as well as the critical importance of this aspect for future professionals’ practical training. The purpose of the article is to determine the conditions for effective partnership interaction with the business sector in cultivating of students’ entrepreneurial thinking. The study employed a formative pedagogical experiment designed to assess the impact of harmonizing pedagogical efforts with business representatives, which serves to be an essential condition for fostering students’ entrepreneurial thinking. The methodology employed included the T. Ehlers' achievement motivation assessment, the subtests from the R. Amthauer intelligence test, and a questionnaire aimed at evaluating entrepreneurial skills. Furthermore, a statistical analysis was conducted. The results of the formative experiment reveal the effectiveness of educational partnerships with the business sector in shaping motivation for success: a notable increase in the high level was observed in 30.3% of the participants. Additionally, there was a significant enhancement in students' entrepreneurial skills, with the high level increasing by 57.58%. However, the indicators reflecting the development of the cognitive core of entrepreneurial thinking among higher education students exhibited no substantial changes. Nevertheless, in the cohort in which only developmental classes were conducted, the high level of verbal intelligence increased by 31.58% among the participants. The trends identified can be attributed to the more pronounced integration of students into the business environment. The findings of this study may serve as a foundational guideline for reforming higher education to cultivate entrepreneurial thinking as one of the essential competencies for future specialists. We see prospects for further research in the development of standardized methods for assessing students’ entrepreneurial thinking.