The article is devoted to a comprehensive socio-philosophical analysis of the transformation of gender stereotypes within the contemporary religious discourse of Ukraine. The study is based on the concept of "mental correction" of national identity occurring under the conditions of the limit challenges of modernity. The authors substantiate that religious gender stereotypes are the most rigid components of the mentality, functioning as structures of "longue durée" (according to F. Braudel). For a long time, they served as instruments for preserving the patriarchal order, appealing to the sacred as an immutable basis for the hierarchical distribution of social roles. The work performs a deconstruction of archetypal images of the "masculine" and "feminine" rooted in religious consciousness. Special attention is paid to the analysis of the transition from the passive model of the "berehynia" (protector of the hearth) as an object of guardianship to the model of the "subjective human" formed in the crucible of existential resistance. It is proved that the limit situation of war becomes a catalyst for the destruction of archaic patterns, shifting gender identity from the plane of biological determinism to the plane of conscious axiological choice. The authors analyze the role of "digital religiosity" as a space of "algorithmic hacking" of traditional hierarchies, where network subjectivity allows for the formation of horizontal ties and solidarity beyond institutional control. It is revealed that the transformation of the sacred field in Ukraine today occurs through the replacement of dogmatic hierarchies with the values of freedom, dignity, and sovereignty, which become the foundation of a new "civil religion." The conclusions emphasize the emergence of a new anthropological type — the "integral human," for whom religious experience is not a limiting factor but acts as an internal resource for self-affirmation. Overcoming gender stereotyping in the religious sphere is defined as a strategic condition for surmounting the paternalistic heritage and for the Ukrainian nation's transition to full civilizational subjectivity.
The relevance of the study is determined by the growing role of digital technologies in STEAM education and the need to empirically assess their impact on educational outcomes through the integration of project-based, technological, and exhibition activities. The study aims to determine the effect of digital integration levels in STEAM projects on generalized educational outcomes. The object of the study comprises STEAM projects implemented in secondary schools, higher education institutions, and museum-exhibition educational spaces. The methodology is based on quantitative analysis, including descriptive statistics, Student's t-test, Mann-Whitney U test, Spearman's correlation, and z-standardization of composite indicators. The empirical sample included 48 STEAM projects selected in 2024-2025, with high inter-rater agreement (Cohen's kappa = 0.82). The results show that 73.0% of projects demonstrate medium or high digital saturation, while 31.3% fully integrate digital tools into the project cycle. A statistically significant positive correlation was identified between digital integration and educational outcomes (p < 0.05). The practical significance lies in the application of the obtained quantitative benchmarks for designing and evaluating STEAM projects in formal and informal education.
The study investigates the effectiveness of digital technologies in preparing future specialists to work in inclusive educational environments. A mixed-methods design combining theoretical, empirical, experimental, and statistical approaches was employed. The participants included 90 higher education students, divided into an experimental group (EG, n = 48) and a control group (CG, n = 42). The intervention was based on the creation of an inclusive digital educational environment, the implementation of digital learning technologies, individualized educational trajectories, and innovative teaching methods. Readiness for professional activity in inclusive education was assessed through motivational, cognitive, and activity-related components. Statistical analysis was conducted using Pearson’s chi-square test and Cramer's V effect size coefficient. The results demonstrated substantially higher readiness levels among students in the EG compared with the CG. At the end of the experiment, a high level of readiness was identified in 73.8% of EG students versus 19.2% of CG students, while low readiness was observed in 3.2% and 32.1% of students, respectively. The obtained Student’s t-values exceeded the critical value (t > 2), confirming a positive experimental effect. The findings indicate that the integration of digital technologies and targeted pedagogical conditions significantly enhances future specialists’ readiness to work in inclusive educational environments.
ObjectiveTo assess the predictive significance of alexithymia regarding the risk of developing adjustment disorder among students continuing face-to-face education under conditions of full-scale war.MethodsA cross-sectional online survey of 445 Ukrainian university students was conducted between April and December 2022. Participants completed the Toronto Alexithymia Scale-20 (TAS-20) and Adjustment Disorder New Module-8 (ADNM-8). Based on ADNM-8 scores, students were categorised into an adjustment disorder group (n = 228) and a control group (n = 217). Two logistic regression models were constructed to assess the predictive significance of total alexithymia score and individual subscale scores.ResultsAlexithymia was identified in 41.3% of participants and was significantly more prevalent among females (44.9% vs 25.6%; p < .001) and in the adjustment disorder group (54.4% vs 27.6%; p < .001). Difficulty identifying feelings (DIF) demonstrated the strongest correlation with adjustment disorder indicators (r = 0.460; p < .001) and was the sole significant predictor in the multivariate model (OR = 1.14; 95% CI: 1.097-1.19).ConclusionsDIF is the strongest alexithymic predictor of adjustment disorder in wartime students. Findings support implementing targeted alexithymia screening in student mental health programmes and developing interventions focused on emotional literacy as a protective factor for psychological adaptation under extreme conditions.
