Ternopil Volodymyr Hnatiuk National Pedagogical University

Introduction and purpose. The digital transformation of vocational education and the human-centred priorities of Industry 5.0 require that the pedagogical and the digital-technological components of teacher training cease to be delivered in parallel and become genuinely interpenetrating. Theoretical substantiation of the integrative approach does not by itself guarantee an educational result: it becomes operational only when supported by a controllable set of pedagogical conditions. The purpose is to substantiate and structurally describe such a set for the training of future bachelors of vocational education specialising in digital technologies. Brief description of the state of knowledge. Pedagogical conditions are most often presented in the literature as unordered lists, without an explicit derivation procedure and without showing which component of competence each condition supports and which educational barrier it neutralises. Here five conditions were derived from three complementary sources: the seven-component structure of professional competence, the methodological triad of the systems, competence and activity approaches, and the educational barriers identified in the analysis of the state of the problem. A conditions-components matrix was constructed and two analytical indices were computed from it. Summary. The set comprises content integration; a human-centred integrative digital learning environment; practice-oriented and project technologies; readiness of the teaching staff; and the subject position of students. Readiness of the teaching staff possesses the highest integrative capacity and is system-forming, whereas the cognitive-content and reflective-evaluative components receive the weakest support and form the principal risk zone of the design.

The article presents an analysis of the calendar reform in the Ukrainian Greek-Catholic Church as a complex historical, theological, and pastoral phenomenon. It has been shown that, throughout the 20th and early 21st centuries, the church calendar served not only a liturgical function but also an identity-forming role, acting as a marker of Eastern Christian liturgical tradition and national distinctiveness. Particular attention is given to the factors that prompted the calendar reform in the context of globalization, mass migration of Ukrainians, and the Russian-Ukrainian war. The study analyzes the decisions of the 2023 Synod of Bishops of the Ukrainian Greek-Catholic Church and their impact on the activities of Ukrainian Greek-Catholic parishes in Canada, Italy, and the United Kingdom. The purpose of the article is to examine the calendar reform in the Ukrainian Greek-Catholic Church as a significant factor in the development of church life under contemporary conditions. The research methodology is based on an interdisciplinary approach. The scientific novelty of the article lies in the comprehensive interpretation of the Ukrainian Greek-Catholic Church calendar reform as a factor in the transformation of church identity. Special attention is paid to the particularities of implementing the calendar reform in Greek-Catholic parishes abroad. It is demonstrated that the calendar reform in the Ukrainian Greek-Catholic Church is gradual and aims to adapt liturgical practice to contemporary conditions without breaking from the Eastern Christian tradition.

The purpose of the article is to analyze the concept of authenticity in virtual museums through the theoretical perspectives of museum anthropology and heritage studies, to assess how digitization transforms traditional understandings of authentic cultural experience, and to develop an anthropological interpretation of authenticity applicable to virtual museums under conditions of cultural loss and armed conflict. The research methodology combines interdisciplinary approaches drawn from cultural anthropology, museum studies, heritage studies, and digital humanities. The study employs historical-comparative, historical-genetic, analytical, and interpretive methods, together with conceptual analysis of anthropological theories of authenticity. Comparative analysis is used to examine the evolution of authenticity from material to digital heritage, while a case-study approach is applied to the Ukrainian experience of wartime digitization, including the Saving Ukrainian Cultural Heritage Online (SUCHO) initiative and digital preservation projects undertaken by Ukrainian and international institutions. The scientific novelty of the study lies in integrating anthropological theories of authenticity with contemporary virtual museology and digital heritage research. The article demonstrates that authenticity in virtual museums cannot be reduced to the technical accuracy of digital reproductions but should be understood as a multidimensional phenomenon encompassing objective, constructive, existential, and socially negotiated forms of authenticity. The conclusions demonstrate that virtual museums constitute not merely digital extensions of conventional museums but independent cultural environments in which authenticity is continuously negotiated through technological mediation, curatorial interpretation, and community participation. Digital representations do not simply replace material heritage; rather, they generate new forms of cultural experience and memory while expanding public access to heritage resources. At the same time, the Ukrainian experience illustrates that under conditions of armed conflict virtual museums perform additional functions of emergency documentation, legal evidence, cultural resilience, and international heritage protection. Consequently, authenticity in virtual museums should be interpreted as a dynamic anthropological category shaped by the interaction of material culture, digital technologies, institutional practices, and the social contexts in which cultural heritage is preserved, interpreted, and experienced. Keywords: virtual museums, authenticity, digital heritage, museum anthropology, cultural memory, Ukraine, digitization, material culture, war and heritage.

This study explores the professional training of future physical education and sports specialists, focusing on the development of key competencies within Ukrainian higher education programs. It examines the impact of current educational innovations, including the integration of digital technologies and the shift toward distance learning due to the COVID-19 pandemic and ongoing military conflict. The research evaluates the educational programs in specializations 014.11 ‘Secondary Education (Physical Education)’ and 017 ‘Physical Education and Sports’ at Ternopil Volodymyr Hnatiuk National Pedagogical University. Findings highlight the importance of incorporating innovative pedagogical models, such as blended and dual education, to bridge the gap between theoretical knowledge and practical experience. Despite the inclusion of some digital and inclusive education components, the study reveals significant gaps in psychological training, the use of modern technologies like virtual and augmented reality, and soft skills development. The study concludes with recommendations for enhancing curricula to better align with the evolving demands of the labor market and improve the professional competencies of future physical education teachers, coaches, and instructors.

Purpose. Doctoral students writing in English as a foreign language frequently encounter linguistic, rhetorical, and affective challenges that undermine engagement and progress on their dissertations. Although artificial intelligence-powered writing tools (AI-PWTs) are increasingly used in higher education, empirical evidence regarding their pedagogical integration at the doctoral level remains limited. This study examines PhD students’ knowledge, attitudes, and practices regarding AI tools and assesses the potential contribution of integrating Paperpal into an Academic Writing course. Method. A mixed-methods classroom-based case study was conducted with 42 PhD students at a Ukrainian pedagogical university. Quantitative data were collected through two structured surveys and pre- and post-intervention evaluation of writing drafts assessed across seven criteria. Paired-samples t-tests were used to examine within-subject changes. Qualitative data were obtained from open-ended questions in surveys, reflective accounts, and a SWOT analysis and analysed thematically. Findings. Results indicate widespread, but predominantly unsystematic, use of general-purpose AI tools prior to the intervention. Following structured integration of Paperpal, statistically significant improvements in the analysed writing samples were observed across all seven criteria, with the largest improvement in ethical AI use. Participants reported increased motivation, greater confidence, and more responsible AI practices. Implications for research and practice. The findings suggest that AI-PWTs can function as formative scaffolds in doctoral writing pedagogy when embedded within structured instruction and ethical guidance. The study provides empirical evidence supporting the integration of supervised AI in postgraduate education and highlights the need for institutional frameworks, digital literacy training, and longitudinal research.