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Convention for the Protection of Human Rights and Fundamental Freedoms simultaneously complements the content of European public order, introducing human rights as a new component and providing two powerful mechanisms for implementing and guaranteeing this order, namely the Convention and a judicial body - the ECtHR. The results obtained allow us to formulate new concepts of unification of terms and approaches to the public order in Europe, which will integrate this region even more into the common legal space and provide the protection of human rights and freedoms at a new, higher level.
The article is devoted to the problem of development of critical thinking. The essence of critical thinking is investigated and its meaning is rethought as an evaluation stage of intellectual action. The value of critical thinking in comparison with analytical is clarified. The definitions and conditions of critical thinking, the difference between critical thinking and non-critical thinking are analyzed. An increase in the quality of thinking in critical thinking, carried out according to logical norms, has been found out. The reflexive nature of critical thinking as thinking of the highest order, its difference with respect to understanding, is determined. The stage of critical thinking is characterized as metacognition, which causes effective communication. The importance of critical thinking in curbing egoism is investigated, thanks to developed intellectual abilities, conscious use of criteria of objectivity and truth. The special importance of critical thinking in overcoming logical errors, making the right decisions is noted. The difference between critical thinking and analytical thinking, as well as the stages of critical thinking, is determined. Developed opinion on the meaning of understanding in critical thinking, the use of hermeneutic logic as a tool for understanding and interpretation. Established features of strong and weak criticism, «blind» or «unreasonable» criticism, «false refutation», etc. The connection between logical methods and emotional intelligence is clarified; practical, creative and emotional critical thinking. The actual tasks in the development of critical thinking in the system of logical education in higher education for increasing the level of development of intellectual abilities and educational tasks for improving the critical approach in the analysis of scientific texts, critical thinking, in particular, in the context of hybrid warfare, as metacognition and anti-trolling tool are indicated. It focuses on intellectual virtues in critical thinking. Perfect criticism is characterized by intellectual courage, which involves intellectual freedom and courage, intellectual independence and sincerity, intellectual perseverance, adherence to intellectual standards, trust in reason and faith in truth. Intellectual virtues oppose egocentrism and intellectual arrogance, intellectual limitation, and false points of view in communication.
In the context of increasing anthropogenic pressure on natural ecosystems and the growing number of violations in the field of natural resource use, the issue of the effectiveness of legal mechanisms for compensation of environmental damage has become particularly relevant. The practice of compensation for environmental damage in Ukraine remains insufficiently effective, which necessitates a doctrinal understanding of the legal nature of such damage and the methods for its assessment. The purpose of the article is to provide a comprehensive analysis of the legal regulation of compensation for damage caused by violations of environmental protection legislation, as well as to identify problems of law enforcement and substantiate directions for improving the relevant legal mechanism. The article reveals the legal nature of environmental damage as a complex and multidimensional phenomenon that encompasses both direct losses of natural resources and secondary socio-economic consequences. It analyses the regulatory and legal foundations of environmental damage compensation and the specific features of applying civil law mechanisms for damages in the f ield of environmental relations. The key approaches of judicial practice to determining the amount and procedure of compensation for environmental damage are summarized. The study identifies the main problems of legal regulation, including the difficulty of proving causation, the imperfection of existing methodologies for calculating environmental damage, and the limited effectiveness of mechanisms aimed at ecosystem restoration. The necessity of improving national legislation with due regard to European approaches to environmental liability is substantiated. It is concluded that increasing the effectiveness of the compensation mechanism requires strengthening evidentiary standards in environmental damage disputes, modernizing methodologies for environmental damage assessment, and prioritizing restorative measures alongside monetary compensation. The results of the research may be used by legislators, environmental control authorities, courts, lawyers, and scholars in improving law enforcement practice and developing environmental protection policies. The article reflects the results of a comprehensive study of the issues and peculiarities of legal regulation of compensation for damage caused by violations of environmental protection legislation, some preliminary results of which have been partially presented in other publications of the authors.
Contemporary challenges of globalization and climate change highlight the urgent need to identify legal mechanisms that stimulate sustainable development. The concept of ESG (Environmental, Social, Governance) has acquired a pivotal role as an integrative framework that aligns business economic interests with environmental and social responsibility. Within this context, particular attention is drawn to environmental innovations that reduce the carbon footprint, promote the rational use of resources, and enable the transition towards a circular economy. This article examines the role of ESG in shaping a favorable environment for the development and implementation of such innovations, with a particular focus on European legal experience. The European Union stands out as one of the leading regions in institutionalizing ESG principles, introducing directives on non-financial reporting, sustainable finance, and corporate responsibility. These instruments not only enhance the transparency of business practices but also create additional incentives for innovative activity in the field of environmental technologies. By analyzing the European experience, it becomes possible to outline prospects for its adaptation within national legal systems, which, in turn, would enhance economic competitiveness, foster integration into international markets, and contribute to achieving the UN Sustainable Development Goals. Thus, ESG serves not only as a criterion for evaluating corporate activity but also as an essential legal instrument for supporting environmental innovation, ensuring a balance between economic, social, and environmental interests.
BackgroundThe ongoing conflict in Ukraine has forced higher education institutions in frontline regions to transition to long-term remote learning, significantly increasing the risk of sedentary behavior and psychological stress among undergraduate students. Consequently, traditional physical education programs face critical organizational and pedagogical challenges within this exclusively online format.ObjectivesThis study aimed to evaluate the effectiveness of a 15-week comprehensive online physical education course integrating digital platforms and interactive tools on the physical activity levels and psycho-emotional wellbeing of undergraduate students at a frontline university.MethodsA single-group pretest-posttest design was employed with 735 first-year volunteers (361 males, 374 females). The intervention utilized a multimodal approach via Zoom and Moodle, incorporating digital quizzes, social media challenges, and diverse practical modalities (e.g., Tabata, Pilates). Assessments included the International Physical Activity Questionnaire (IPAQ-SF), Body Mass Index (BMI), and the “Well-being, Activity, and Mood” (WAM) questionnaire.ResultsAfter 15 weeks, students showed a statistically significant increase in physical activity: females by 20.15 MET-min/week (p = 0.030) and males by 18.15 MET-min/week (p = 0.050). BMI values remained stable for the group. The most pronounced improvements were observed in the psycho-emotional sphere; notably, female students’ mood scores increased significantly by 1.2 points (p = 0.001). Overall, the group demonstrated positive dynamics across all WAM scales: wellbeing (+0.92%), activity (+1.33%), and mood (+1.56%).ConclusionThe integration of synchronous and asynchronous digital tools into physical education is associated with positive trends in counteracting hypodynamia and supporting mental health during periods of social isolation and conflict. This adaptive pedagogical approach could be recommended for universities and secondary educational institutions operating in distance or blended formats under crisis conditions.
