This study aims to substantiate and experimentally verify the effectiveness of digitally oriented pedagogical technology for developing professional competence among undergraduate students majoring in foreign languages. A quasi-experimental mixed-methods research design was employed, involving control (n = 77) and experimental (n = 79) groups. The pedagogical intervention integrated digital learning platforms, language learning applications, artificial intelligence-based tools, digital portfolios, and gamified learning activities into the instructional process. Data were collected through questionnaires, diagnostic tests, structured observations, and self-assessment scales, covering motivational, cognitive, epistemological, activity-based, and communicative components of professional competence. Quantitative data were analyzed using Pearson's chi-square test (chi 2) at a significance level of alpha = 0.05. The findings reveal statistically significant improvements in the overall level of professional competence and its individual components in the experimental group compared to the control group. The results confirm that the implementation of digitally oriented pedagogical technology contributes to higher levels of student motivation, professional knowledge acquisition, communicative skills, and practical language use. The study provides empirical evidence supporting the effectiveness of digital technologies in foreign language teacher education and offers practical implications for modernizing professional training in higher education institutions.
This study analyzes the transformation of youth civic engagement in the context of digitalization, specifically among Ukrainian university students. The objective is to identify the forms of digital participation and the barriers hindering active citizenship. The research employed a quantitative methodology based on a survey of 486 students from pedagogical universities. Results indicate a high level of digital connectivity, with 92% of respondents using social media for news consumption. However, a significant gap exists between passive consumption and active engagement; only 38% participate in online debates and 45% sign petitions. The study identifies "clicktivism" as the dominant form of participation. Key barriers include low media literacy, distrust in political institutions, and susceptibility to information manipulation. The authors conclude that while digitalization provides tools for mobilization, it does not automatically translate into effective civic action without targeted educational interventions. Recommendations include integrating media literacy into university curricula to foster critical thinking and responsible digital citizenship.
This study explores the effects of integrating block-based coding and Arduino into preservice science teacher education from an information and communication technologies (ICT) perspective. The study, conducted with 37 preservice science teachers enrolled in a science teacher education program at a state university in T & uuml;rkiye, adopted an explanatory sequential mixed methods design. Quantitative data were collected using achievement tests in algorithmic thinking, basic electronics, Arduino, and mBlock, along with a programming self-efficacy perception scale. Qualitative data were obtained through semi-structured interviews to explain the quantitative findings. Results indicated significant improvements in participants' learning outcomes, sustained achievement on retention tests, and notable increases in programming self-efficacy. Qualitative findings revealed that block-based coding and Arduino were perceived as effective ICT tools for material design, active participation, and the concretization of abstract science concepts, despite some initial technical challenges. Overall, the study highlights the pedagogical potential of ICT supported coding environments in strengthening both the cognitive and affective dimensions of preservice science teacher training.
This study aims to substantiate and experimentally verify the effectiveness of integrating digital technologies and artificial intelligence (AI) into the professional training of future Human-Interaction Specialists in higher education. A quasi-experimental mixed-methods design with a pretest-posttest control group structure was conducted during 2022-2025. Participants were undergraduate and graduate students of socio-humanitarian and pedagogical specialties. Professional readiness was defined as a multidimensional construct including motivational, procedural, creative, and reflective-evaluative components. Data were collected through questionnaires, competence-based testing, creative tasks, observation, and reflective assessment. Pearson's chi-square test (chi(2); p < .05) was applied to determine statistical significance. At the baseline stage, most students demonstrated low readiness levels (motivational-56%; procedural-62%; creative-38%). After implementing the digital pedagogical model in the Experimental Group, the proportion of students with high levels increased significantly: motivational (4%-> 29%), procedural (20%-> 47%), creative (10%-> 29%), and reflective-evaluative (28%-> 44%). Posttest chi(2) values exceeded the critical threshold (5.991), confirming statistically significant differences between groups. The findings demonstrate that a structured digital educational environment integrating AI-based tools significantly enhances professional readiness. The study empirically validates a multi-component model of readiness formation and supports the pedagogical effectiveness of AI integration in higher education.
This study analyzes the linguistic readiness of higher education students to participate in international academic exchanges and identifies barriers to successful language acquisition. Utilizing a quantitative correlational-descriptive design, the research surveyed 220 Ukrainian university students involved in academic mobility programs. Readiness was assessed through a proficiency test and self-assessment scales. Data analysis included descriptive statistics, Pearson correlation, and multiple linear regression. Results indicatethatwhile most students possess average readiness, they excel in reading but struggle with academic writing and speaking. Three barrier groups emerged: linguistic, psycho-emotional, and organizational. Regression analysis revealed that academic confidence ((3 = .45), language anxiety ((3 = -.29), and self-assessment ((3 = .24) are key predictors, with the model explaining 40% of the variance in linguistic readiness. The study highlights the critical role of psychological factors and individual learning strategies over institutional support. Recommendations include integrating systematic English for Academic Purposes (EAP) courses and anxiety-reduction strategies to better prepare prospective exchange students.
The study examines interactive learning as a key factor in the professional development of higher education students within the context of digitalization and educational innovation. Its main objective is to develop and empirically verify the effectiveness of a pedagogical system and conditions designed to foster interactive learning in the training of future professionals. The methodology combined observation, questionnaires, structured interviews, pedagogical testing, and comparative diagnostics. Interactive engagement was assessed through three components: motivational, epistemological, and praxeological. Statistical analysis was conducted using the Pearson chi-square test. During the formative stage, various digital tools were implemented, including virtual laboratories, simulations, artificial intelligence applications, online platforms, webquests, and collaborative cloud services. The results showed a significant increase in interactive engagement levels among students in the experimental group compared to the control group (chi 2emp = 15.001, p < 0.05). The findings indicate that integrating interactive technologies with well-defined pedagogical conditions enhances students' motivation, knowledge acquisition, and practical collaborative skills. The proposed system supports the development of professional competencies and promotes effective engagement in higher education. These results offer valuable insights for improving contemporary educational practices and designing digitally enriched learning environments.
This study evaluates the impact of a digitally enriched educational environment on the development of digital competence among students in social-interaction specialties in higher education. A quasi-experimental design was implemented with control and experimental groups, integrating structured digital learning activities aimed at strengthening technological, cognitive, and motivational components of digital competence. Data were collected through validated diagnostic tools and analyzed using statistical procedures to determine the effectiveness of the intervention. The results indicate significant improvements in the digital competence levels of students exposed to the digitally enriched learning environment compared with those in the control group. These findings highlight the pedagogical value of systematically integrating digital environments into higher education curricula and support their role in enhancing students' readiness to operate in digitally mediated professional contexts.
The full-scale war in Ukraine has significantly altered students' educational trajectories, forcing many to continue their studies abroad while facing digital, organizational, and psychosocial barriers. This study addresses the challenge of maintaining accessibility and quality of higher education under conditions of high mobility, instability, and emotional stress. Its purpose is to identify key obstacles to studying abroad during wartime and to assess the effectiveness of adaptive mechanisms implemented by Ukrainian universities. The research applies content analysis of academic sources and statistical and comparative analysis using data from the United Nations Development Programme and Ukrainian educational analytics. The findings indicate that flexible educational pathways, supported by digital competencies, organizational agility, and psychosocial assistance, contribute to the stability of students' learning trajectories. Despite a decline in the number of universities, student enrollment remains relatively stable, indicating structural adjustment rather than system degradation. Although displaced students experience greater psychological and communicative challenges, flexible schedules, blended learning, and digital technologies are associated with reduced dropout rates and improved academic outcomes.
The study aims to evaluate the effectiveness of structured pedagogical conditions for preparing future teachers for innovative professional activity in inclusive educational environments within higher education institutions. The relevance of the research is determined by the discrepancy between the formally declared principles of inclusive education and the insufficient level of readiness of pre-service teachers for inclusive practice. A mixed-methods quasi-experimental design was implemented involved experimental and control groups of future teachers. Readiness for innovative activity in inclusive education was conceptualized as an integrated construct comprising motivational-value, operational-activity, and reflective-evaluative components. The results of the ascertaining stage revealed predominantly low and medium levels of readiness in both groups. Following the implementation of targeted pedagogical conditions in the experimental group-including motivational support, methodological guidance, immersion in inclusive practice, application of innovative and digital technologies, and structured reflection-a statistically significant increase was observed across all readiness components (p < .05). The findings confirm that the systematic integration of motivational, methodological, and reflective elements within teacher education programs significantly enhances readiness for innovative activity in inclusive education. The study contributes empirical evidence to inclusive pedagogy research and provides a validated framework for modernizing teacher preparation in the context of educational inclusion and digital transformation.
This research article aimed to explore the meanings embedded in the experiences arising from interactions with generative artificial intelligence tools such as ChatGPT, Gemini, and Copilot, to understand how these interactions contribute to redefining research and learning processes in university life. The study was developed from a hermeneutic phenomenological perspective, following the Heideggerian method, which consists of a phenomenological phase and the organization of each participant's arguments. The interpretive reconstruction yielded findings represented in two macro-categories: redefinition or new reading of research and learning, and ethical challenges of authorship associated with the use of AI. The article concludes with a proposal for redefining university research and learning, which constitutes a theoretical and conceptual contribution and is consolidated as a methodological contribution to understanding the epistemic dynamics in knowledge production with AI.
The study describes the content, components, and specific features of research competence. The importance of the problem of the modern scientific space of human existence is shown in compliance with academic integrity. The roles of virtual reality technologies, artificial intelligence, and blockchain in developing students' research competence are clarified, and the role of the pan-European platform for higher digital education for students is demonstrated. The significance of independent work by higher education applicants in developing research competence and participating in academic mobility programs through the use of digital technologies is demonstrated. In the course of the study, a technology for the formation of research competence in future specialists through the use of digital technologies, which is necessary for modern professional human activity, was developed and substantiated, along with pedagogical conditions and a special course.
The article aimed to analyze the impact of chatbot-assisted support on the development of academic writing and research competencies of higher education students. The proposed study was implemented using a quasi-experimental mixed design with control and experimental groups (n = 180) and measurements before and after the intervention. The assessment was carried out using the analytical rubric of academic writing, the research competencies index, as well as through AI literacy questionnaires and qualitative analysis of student reflections. The results showed a significant and moderate positive impact of the intervention. In particular, the quality of academic writing, its organization, sentence construction, and logic of argumentation improved. An increase in research competencies was also found in the experimental group of students. Besides, correlation and regression analyses showed that the level of AI literacy is a more important predictor of academic outcomes than the frequency of use of the digital assistant. The conclusion states that chatbots and virtual assistants effectively performed the function of cognitive and methodological support for academic writing and research under conditions of clear pedagogical integration and adherence to the principles of academic integrity.
The study examines the effectiveness of digitally oriented pedagogical conditions for the formation of professional competence in future art teachers. The aim of this study is to evaluate the effectiveness of pedagogical conditions for the formation of professional competence in future art teachers through the integration of digital technologies. The research employed a mixed-methods quasi-experimental design involving 124 pre-service art teachers, divided into an experimental group (n = 60) and a control group (n = 64). Professional competence was assessed using motivational, cognitive, and creative-activity criteria through questionnaires, tests, self-assessment tools, interviews, and pedagogical observation. The experimental group was trained using a competency-based digital model, while the control group followed a traditional program. The findings confirm that the systematic integration of digital technologies within a competency-based framework leads to measurable improvements in the professional competence of future art teachers.
This study examined collaboration in the certification and evaluation of educators' preparedness. It assesses attitudes of teachers and the influence of certification standards acceptance in comparison with international standards. A cross-sectional survey of 300 educators as respondents across colleges, schools, and higher education institutions (HEIs) in Ukraine was initiated. The key variables (competence in digital use, preparedness for certification, attitudes in order to obtain certification, and perceived barriers) were analysed. The analysis tools used in the study were descriptive statistics, correlation, t-tests, and multiple regression. The outcomes of the investigation revealed a notable relation among numerical competence as well preparedness for certification, while barriers had a negative correlation with preparedness. Educators who had international experience notably signified a higher level of preparedness. The importance of frameworks on international certification, especially those with Latin American origin are identified with emphasis on contemporary standards of teaching. It is suggested that international cooperation through UNESCO, EU, and OECD will improve the system of certification in Ukraine.
The main objective of this research was to analyze the teaching of mathematics enriched with technologies at the educational level. Methodologically, it was immersed in a qualitative paradigm, due to the absence of numerical or statistical resources in the treatment of the information. The type of research was documental, which allowed consulting sources and studies that provided the epistemological basis for the study. In this regard, the technique used was a literature review, exploring databases such as Scopus, Scielo, ERIH, EBSCO, and Google Scholar, in addition to master's and doctoral theses in the field. From the 36 sources explored, 10 key sources were selected, with publications not older than 8 years. The results highlight that the propositions put forward by the references and foundational authors of the study establish that technology nowadays represents a necessary tool. In the conclusions, the teaching of mathematics, enriched by technology at the educational level, constitutes in the contemporary context a possibility that provides teachers and researchers with tools to explore new avenues.
The development of skills to effectively interact, adapt, and maintain relationships in diverse socio-cultural environment is becoming particularly relevant in the education system. The aim of the research was to study the possibilities of building students' multicultural competence in literature lessons using digital technologies. The study used empirical methods such as experiment, observation, evaluation and questionnaire. During the experiment, services for creating text, visual and video content based on artificial intelligence were used, in particular: OpenAI, MidJourney, Synthesia, DeepAI, Runway ML. Student collaboration, discussions and debates were implemented using Google Teams, Telegram and Zoom services. Assessment was carried out using a mobile application developed on the SkillzRun platform. The concept of the online Foreign Literature course was elaborated to develop multicultural competence in secondary school students in a digital environment. An educational experiment was conducted with the participation of 130 students of 10 grades aged 15-16 years of secondary schools of Ukraine. The level of development of multicultural competence in students of the control group (CG) and experimental group (EG)was assessed afterthe educational experiment. The testing results showed that digital technologies enable students to expand their perception of literary works and motivate them to carry out more detailed analysis. This, in turn, contributes to active interaction with texts, the development of cultural intelligence, and the intercultural communication skills. The level of knowledge in the subject showed that students who participated in the educational experiment had higher scores. They scored 9.1 points on average, while the CG students scored 7.8 points only. The study confirmed that studying foreign literature through IT technologies enhances students' interest in the cultural diversity of the peoples of the world, develops cultural sensitivity, and stimulates the practice of key multicultural skills. Prospects for further research will be creating a universal pedagogical model for the development of multicultural competencies for secondary school students with an orientation to the cognitive, value-motivational, emotional and behavioral components. Special attention will be paid to the development of effective pedagogical approaches to the integration of cultural diversity into the educational space.
This study investigates the characteristics of the digital educational environment that influence the development of teachers' inclusive competence. Utilizing a quantitative, correlational-regression design with mediation analysis, the research involved 214 undergraduate students from pedagogical specialties in Ukraine. Standardized instruments based on DigCompEdu and UNESCO frameworks were employed to assess the digital environment's supportive potential and students' inclusive competence. Results indicate that participants possess an above-average level of inclusive competence, particularly in value-motivational aspects. Statistical analysis reveals that a supportive digital context ((3 = 0.36) and the accessibility of digital services ((3 = 0.24) are significant predictors of inclusive competence. Furthermore, mediation analysis confirms that the accessibility of digital services partially mediates the relationship between a supportive environment and inclusive competence (indirect effect = 0.16). The findings suggest that higher education institutions should prioritize creating supportive, accessible digital ecosystems to foster future teachers' readiness for inclusive education effectively.
The article develops the content and justifies the features of professional training for specialists by creating a digital higher-education environment to develop their information and digital competence. The factors most influencing a student's level of information and digital competence are identified. The content of the digital environment of higher education is substantiated. The core idea of the experimental study is that our system for training future specialists in higher education, by creating a digital environment to develop students' information and digital competence, is an effective means of preparing competitive specialists. We, based on statistical analysis, have proven that the developed system of training future specialists of higher education by creating a digital environment for the formation of information and digital competence of students makes it possible to form a value component, a technological component, an activity component, and a reflexive component of the specified competence of future specialists. Thus, our experiment confirmed the study's hypothesis and demonstrated the effectiveness of the proposed system in developing the information and digital competence of future specialists.
The integration of Generative Artificial Intelligence tools such as ChatGPT, Gemini, and Claude is transforming higher education, yet little is known about how different academic stakeholders perceive these technologies within the same institutional context. This study presents a comparative analysis of faculty and student perceptions of Gen-AI in a Spanish university, based on two surveys conducted during the 2024-2025 academic year. Using a descriptive-comparative approach and independent samples t-tests, the study identifies statistically significant differences in attitudes toward Gen-AI across dimensions such as trust, ease of use, institutional support, and ethical concerns. Results show that students exhibit greater enthusiasm, confidence, and willingness to adopt Gen-AI tools, while faculty express more caution, particularly regarding reliability and pedagogical alignment. These findings underscore the need for differentiated institutional strategies that address the distinct expectations and challenges faced by both groups. These findings provide actionable insights for designing institutional strategies and training programs that foster ethical and effective integration of AI in teaching and learning.
The objective of this study is to analyze innovative methods for teaching private law in the context of digitalization and to identify the most effective practices. The methodology includes comparative law, formal legal analysis, and policy analysis to examine the integration of digital technologies into legal education. The results show that tools such as artificial intelligence, learning management systems, virtual and augmented reality, and blockchain can enhance the teaching of civil, contractual, and family law. Pedagogical innovations including gamification, project-based learning, simulation of court proceedings, and AI-assisted legal research improve student engagement and practical skill development. The study also identifies challenges in implementing digital tools, such as teacher adaptation, ensuring equal digital access, ethical AI use, and student data protection. Based on these findings, the study formulates recommendations for a model of digital transformation in private law education that combines traditional teaching methods with innovative approaches, fostering not only theoretical knowledge but also practical skills, critical thinking, and adaptability in future lawyers facing technological change.
