Ukrainian Engineering Pedagogics Academy

The development of entrepreneurs’ emotional intelligence (EI) ensures sustainable entrepreneurship. Enhancing EI among entrepreneurs contributes to an increase in successful startups, business projects, and innovative ideas. New opportunities provided by generative artificial intelligence (Gen AI) enable the acceleration and improvement of entrepreneurial training processes. This study aims to develop recommendations for implementing Gen AI to strengthen the components of entrepreneurs’ EI. The methodological foundation of the research is the 4-component instrumental model to develop EI (4EI Model). The possibilities of applying Gen AI for developing entrepreneurial competencies in each EI component are described, namely: Self-Awareness, Self-Management, Social Awareness, and Relationship Management. The study identifies key areas and the significant potential of Gen AI in developing entrepreneurs’ EI. Although chatbots are among the most common Gen AI tools for supporting each EI component, their application can be limited when aligning with specific EI frameworks. Enhancing chatbots through fine-tuning is an effective approach mitigating this limitation. Furthermore, the emergence of multimodal Gen AI tools with capabilities such as text-to-video conversion open up the possibility of delivering wholly immersive learning experiences, which can further help entrepreneurs refine their EI skills.

The work deals with the development and implementation of novel technical solutions aimed at substantially reducing static and dynamic errors in regulation systems. This enhances the accuracy of regulation and the quality of electricity production. Such methods and solutions include, in particular, structural-parametric synthesis methods for frequency and power regulators of turbo-generator plants, which are based on solving inverse problems of dynamics. For the first time, a comprehensive classification of all types of static and dynamic errors in frequency and power regulation of turbo-generator plants, highlighting their significant impact on the electricity quality, has been develop that this indicator should not ed. It is also proposed a unified precision regulator structure that provides compensation or significant reduction of these errors, resulting in increased regulation accuracy. The reliability of the developed mathematical models is confirmed through a series of experimental studies conducted on the operational turbine generator plants at Nuclear Power Stations in Ukraine.

The article deals with energy audit in EcoProject Based Learning for sustainability. The work discusses issues related to the formation of practical skills in metering consumed energy using meters of various designs and operating principles in consumer networks with different conductivity. The methodology of Eco-Project Based Learning has been developed for conducting laboratory work aimed at developing practical skills and identifying the causes of abnormal operation in energy consumption metering systems. In the energy saving context, students investigate both normal and abnormal operating modes of metering devices, as well as monitoring consumed electricity. The study analyzes the opportunity to implement the results of Eco-Project Based Learning in the educational process.

The paper provides an analysis of the state of energy management in Ukraine and ways to improve its efficiency. Based on the results of the analysis and application of statistical information, models of economic and social-ecological damages from poor-quality lighting of the urban environment are proposed. Taking them into account will provide a more accurate assessment of decisions made in the lighting systems of objects in the urban environment.

The authors analyze the current requirements for the professional activities of engineering and pedagogical staff, identify their needs for the continuous development of educational communication and interaction skills in the educational environment, and determine the appropriate tools that form the basis of content and technologies for teacher training in this area. The proposed technologies are aimed at providing technical and pedagogical staff with tools and mechanisms for realizing the main goal of pedagogical communication in digital learning, which is to organize joint activities of the teacher and the student to increase and interpret information, develop a common view of the subject of study. Considering this, the authors divide communication areas into oral digital communication (active participation and independent organization of online conferences, webinars, webquests, online events, streams on social networks by students) and written digital communication (participation and independent implementation of joint work in Google docs, Google presentations, etc., the Canva service, work with online boards (Twiddla, MIRO, IDroo, Groupboard, etc.), written communication through social networks and learning services). A system of educational tasks has been developed, which, due to their level of complexity and distribution in time, contribute to the gradual development of engineering and pedagogical staff’s abilities of educational communication and interaction in the educational environment, and also allow them to improve their relevant abilities in further professional pedagogical activities.