Relevance of the research. Although the COVID-19 pandemic now seems like a distant memory and has been overshadowed by the grim reality of a full-scale invasion, it was precisely the quarantine restrictions imposed during the pandemic that brought to light a significant number of social issues, including the challenges of distance learning. The transition to distance learning has exacerbated issues of violations of academic integrity by students – the widespread use of technologies and artificial intelligence capabilities (Chat GPT, Compose AI, Gemini, Microsoft Copilot Search, Adobe Podcast) in the educational process and educational-scientific activities, as well as academic fraud: dishonest borrowing, appropriation, and use of others’ ideas and statements, plagiarism, and breaches of confidentiality. Problem statement. The Institute of Education in the realities of the digital society is forced to respond to a number of challenges in the educational process and educational and scientific activity, in particular, the problem of monitoring the educational achievements of higher education students and their compliance with the principles of academic integrity. Analysis of recent research and publications. The issues of academic integrity, its principles, and the standards for upholding it in the context of distance learning – a consequence of the pandemic – are being studied by scholars in the fields of education, sociocultural studies, philosophy, and law. The issues of distance education and academic integrity are addressed in the works of the following researchers: O. V. Galkin [3], N. V. Kamardash [2], K. Kovalenko [7], O. M. Makovey, R. G. Makovey [8], D. Andres, M. Moritz, W. Oestreicher [4], R. J. Fendler, J. M. Godbey [5]. Despite the large number of studies on the phenomenon of distance education, the issues and principles of academic integrity, the use of artificial intelligence technologies and their impact on the educational process, these topics continue to generate keen interest in both domestic and Western academic discourse. Research task. The purpose of the article is to conduct a study of the problems of academic integrity in the domestic educational environment in the conditions of distance learning and mass use of technologies and capabilities of artificial intelligence during the COVID-19 pandemic. Main material presentation. The 21st century is a century of digital breakthroughs and digital technologies that are driving fundamental transformations in all social institutions, as well as in individuals’ consciousness and worldviews. The emergence and rapid development of artificial intelligence technologies have also significantly diversified the nature of how digital society functions. These changes also affect the field of education, as a result of the pandemic and lockdowns – and, in the Ukrainian context, full-scale aggression – offline learning has rapidly shifted to a remote format, transforming into learning that utilizes gadgets and information and computer technologies, resulting in changes to curricula and the modernization of teaching methods, the development of online versions of educational modules, and the transformation of traditional lectures and seminars into webinars (an information and communication technology-based learning method involving interactive remote classes in a synchronous virtual classroom) and web seminars. Online learning has become possible thanks to the development and widespread adoption of remote communication and data-sharing platforms, the most commonly used of which in Ukraine’s educational sector are Zoom, Google Meet, Google Classroom, and Microsoft Teams. It is becoming evident that online learning is extremely promising; it frees participants in the educational process from spatial constraints, as it enables participation in educational communication from any country – the only requirement being access to devices and the internet – and the ability to record classes allows students to review them at their convenience. However, distance learning significantly exacerbates the challenges of monitoring the academic performance of higher education students and, consequently, ensuring their adherence to the principles of academic integrity. According to the Law of Ukraine “On Education”, academic integrity is the set of ethical principles and rules defined by this Law and other regulatory acts of Ukraine, which participants in the educational process must follow during learning, teaching, and conducting scientific (creative) activities in order to ensure trust in learning outcomes and/or scientific (creative) achievements. The legislature recognizes the following as the means and principles intended to ensure academic integrity: the adequacy and good faith of citation practices in scholarly texts, compliance with copyright and related rights legislation, the provision of accurate information, and the objectivity of the assessment of learning outcomes. The period of quarantine restrictions established distance learning as a response to the need for social distancing; however, in the Ukrainian context, distance learning continues to play a significant role. One of the prerequisites for a new, high-quality level of distance learning is an awareness of the need to adhere to the principles of academic integrity. Conclusions. Distance learning has become firmly established in the domestic educational landscape during the COVID-19 pandemic. One consequence of the shift to distance learning has been an increase in violations of academic integrity by students. While distance learning was initially perceived as a necessary response to societal challenges related to the COVID-19 pandemic and subsequent full-scale aggression, it is now becoming a fully-fledged form of organizing the educational process, with both advantages and disadvantages, among which the issues of academic integrity and the use of artificial intelligence tools (ChatGPT, Compose AI, Gemini, Microsoft Copilot Search, Adobe Podcast) in the educational and scientific process stand out. Adherence to the principles of academic integrity and an understanding of the consequences of violating them must serve as a guarantee of a responsible approach to the use of artificial intelligence tools in the educational and scientific process.
Relevance of the research. The relevance of this study stems from the fact that the experience of war, as lived by modern people, brings about profound changes in the cultural, linguistic, and existential dimensions of existence, which, in turn, gives rise to new forms of literary writing and calls for philosophical reflection. In the context of Ukrainian society, war emerges not merely as a historical event, but as a means of constituting an individual’s thought, memory, and self-reflection. Contemporary Ukrainian and European philosophers and writers, by representing images of war, open up the possibility of analytically grasping traumatic experience, revealing the specificity of human existence in extreme conditions while simultaneously forming new linguistic models for its description. Problem statement. In this article, the author explores the conceptual understanding of literary representations of war. War is presented as a specific, representative depiction of a traumatic experience, and the time to which participants in military conflicts refer is marked by destruction. Analysis of recent research and publications. In literature and philosophy, the issue of how images of war are portrayed in paradigmatic forms is explored in the works of Paul Fassel, Michael Rothberg, and Katie Karut, whose research takes an existential-traumatic approach. Dominic LaCapra, who distinguishes between the experience of war trauma and the reflection on this issue, and Lynn Henley point to the literary representation of images of war as a means of remembrance. Research task. To analyze the concept of war as an ontological and spatial rupture; to examine the issue of silence and apophaticism in the representation of wartime experience; to explore the temporal dimension of war through the concept of unfinished time; to define the ethical and aesthetic boundaries of literary depictions of war; to conduct a hermeneutic analysis of contemporary Ukrainian philosophical prose (in particular, the works of Bohdan Zhuravlia and Yevhen Herasymenko). Main material presentation.. The article highlights that philosophical prose—specifically, a literary text—serves as a vehicle for spatial thinking, where the traumatic experience of war introduces new forms of thought, since literary depictions of war have practical reflections and applications in the literary works of contemporary Ukrainian writers. War, as an extreme situation of human existence, introduces destructive shifts in the perception of the categories of time and the subjective perception of world space, which involves the concept of existential emptiness. Contemporary philosophical prose largely attempts to recreate images of war through literary creation, since this subject matter should not be lacking in the representation of war imagery. Conclusions. Based on the analysis conducted in this study, it has been established that literary images of war in contemporary philosophical prose transcend the boundaries of traditional representations of events and acquire the status of an ontological phenomenon. Literary images of war become an event of thought in which philosophical analysis and artistic reflection are combined, forming a new language for describing the extreme states of human existence and the human condition.
Relevance of the research lies in the need for philosophical substantiation of educational strategies that would contribute to the preservation and development of Ukraine’s science capital in the face of the challenges of armed aggression and post-war reconstruction. Problem statement. The term “science capital” remains little used in the domestic socio-humanitarian discourse, and its heuristic potential is not sufficiently revealed. Therefore, philosophical reflection on educational strategies for the preservation and development of science capital should also be carried out subject to a preliminary analysis of the essence of the concept. Analysis of recent research and publications. The studies of theorists of science capital (L. Archer, B. Wong, J. DeWitt, etc.) proved fruitful for the study. In the current socio-cultural situation, studies of the potential of civic education and civic science for the development of research skills of young people (A. Bowser, S. Hecker, M. Hackley, etc.) became important. The work used the approaches of domestic authors (O. Kostrytsia, S. Lazurkevych, O. Popovych), who consider the problem of the development of science capital with a focus on the challenges of armed aggression, the problem of its preservation and development in the post-war period, as well as domestic theorists in the field of STEM education (O. Borzyk, O. Yemets, etc.). Research task: to conceptually develop the concept of “science capital” for its further heuristic use in Ukrainian philosophical and educational discourse, and to analyze the philosophical strategies of Ukrainian education as a tool for the preservation and development of science capital. Main material presentation. The article consistently considers the issues of researching the conceptual content of the concept of “science capital” in modern socio-humanitarian discourses, and the analysis of education as a factor in its preservation and development. It was possible to consider it as a component of philosophical and educational studies in connection with the theoretical heritage of P. Bourdieu, to reveal the problems of science capital as a result of involving educational subjects in research activities, to demonstrate the potential of civic science (education), to explore the challenges of preserving and developing science capital precisely in the conditions of socio-cultural upheavals of modern Ukraine. Conclusions. The development of science capital should become the center of educational reforms with the corresponding development of cultural and social capital, the formation of specific behavioral patterns and educational practices in education. This also requires the creation of a holistic ecosystem of engagement with science in educational institutions, support for citizen science practices, and STEM (STEAM, STREAM, etc.) education should be considered as an effective strategy for the development of science capital, focusing on the development of skills and abilities in young people necessary for the future research (science-intensive) profession.
Relevance of the research. The formation of digital culture is becoming increasingly relevant amid rapid digital transformation and the growing influence of artificial intelligence on social and educational processes. At the same time, the development of digital technologies raises questions about preserving human-centred values, reflected in the concept of digital humanism. Problem statement. Digital culture is often reduced to technological competence, while its ethical and humanistic dimensions remain underdeveloped. This creates a contradiction between technological progress and the need to preserve human dignity, responsibility and critical thinking in digital environments. Analysis of recent research and publications. Contemporary studies of technological development and its impact on humanity are represented in the works of Yuval Noah Harari and Nick Bostrom, who analyze global transformations of society and risks of emerging technologies. The philosophical interpretation of technology is grounded in the ideas of Martin Heidegger, who conceptualises technology as a mode of revealing reality. Within Ukrainian philosophical thought, the humanistic dimension of culture is developed in the works of Serhii Krymskyi and Vakhtang Kebuladze. Research task. The purpose of the article is to analyse the formation of digital culture in the era of digital humanism and to determine the role of human-centred values in this process. Main material presentation. Digital culture is interpreted not only as a set of technical skills, but also as a system of values, ethical norms and behavioural models in the digital space. Digital humanism is a conceptual framework that prioritises human values in technological development. The interrelation between these concepts is revealed through the role of education in shaping critical thinking and responsible use of digital technologies. Conclusions. It is established that the formation of digital culture requires a comprehensive approach that combines technological competence with ethical awareness and humanistic values. Digital humanism is a key factor in ensuring the sustainable and human-centred development of digital society.
Relevance of the research. Contemporary higher education is facing challenges associated with the mismatch between the traditional university model and the new socio-economic conditions of the post-industrial era. Particular importance is attached to the ability to acquire new knowledge or adapt existing knowledge to new contexts. This implies the need to think beyond clearly given information and to act in situations where ready-made solutions are absent. In this sense, the emphasis shifts from the accumulation of knowledge to the development of the ability to reinterpret and apply it flexibly. The dynamics of the labor market are associated not only with the disappearance of certain professions, but primarily with the rapid transformation of skill sets within existing ones. This renders the current model of training insufficient and reinforces the need for continuous updating of the competence profile. The situation is further complicated by the rapid spread of generative artificial intelligence (AI). Alongside its significant potential for the personalization of learning, there emerge risks of academic misconduct, simulation of learning activity, and the weakening of students’ cognitive autonomy. Under such conditions, particular importance is attached not only to the renewal of educational practices but also to the reconsideration of the very phenomenon of education as a space for forming the individual’s capacity to remain a subject of thinking in a technologically mediated world. Problem statement. Despite the growing attention to the transformation of higher education in the context of digitalization, the philosophical and pedagogical discourse still reveals a number of unresolved contradictions that indicate a gap between shifting educational orientations and the persistence of institutional practices. This primarily concerns the mismatch between the competence-based model of training and test-centered forms of assessment, which mainly evaluate the reproduction of knowledge rather than complex learning outcomes. At the same time, the issue of integrating generative artificial intelligence into the educational process remains insufficiently defined, particularly in terms of combining its capabilities with the preservation of students’ independent thinking. Further clarification is also required regarding the mechanisms for implementing the concept of lifelong learning, especially in terms of aligning fundamental education with modular formats and recognizing the results of non-formal learning. A separate challenge is posed by micro-credentials, which, on the one hand, expand educational opportunities, but, on the other hand, raise concerns about the quality and trustworthiness of learning outcomes. Analysis of recent research and publications. The theoretical foundation for understanding educational transformations in the post-industrial era has been established by classical works that analyze the transition from stability to dynamic uncertainty. Alvin Toffler, in his concept of “future shock”, already in the second half of the twentieth century emphasized the need for an educational model that develops the individual’s ability to continuously update both knowledge and modes of thinking. A fundamental shift in the educational paradigm—from an exclusive focus on knowledge transmission to personalized learning—is discussed in the work of Robert Barr and John Tagg. The necessity of overcoming the mechanistic and standardized “factory model” of schooling is highlighted in the research of Ken Robinson. For Ukrainian scholars, Dmytro Lievit and Tetiana Yevtukhova, the development of soft technologies is considered a key factor in the sustainable development of contemporary education. Issues of digital anthropology and the impact of globalization on the formation of personality within the modern educational space have been explored in the works of Valentyna Voronkova, who addresses the transformation of identity and cognitive practices as factors directly influencing educational processes. The philosophical and anthropological dimension of the emergence of Homo Digitalis has been examined by Maryna Kultaieva. Anatolii Kolot and Olha Herasymenko analyze the interaction of Generation Z with the “Work 4.0” labor platform, reflecting transformations in socio-labor relations in the digital age. In recent years, scholarly attention has increasingly focused on the integration of artificial intelligence into the educational process. Research task. The purpose of the study is to analyze the directions of updating university education oriented toward the development of meta-skills, AI literacy, and the personalization of learning in the context of digitalization and the spread of generative artificial intelligence, as well as to substantiate the model of lifelong learning as a response to the challenges of technological transformation. Achieving this purpose requires addressing the following objectives: to analyze the transformation of the functions of the university in the context of a post-industrial society; to characterize the impact of labor market dynamics on changing requirements for educational outcomes and the competence profile of graduates; to examine the potential and risks of using generative artificial intelligence in the educational process; and to substantiate the necessity of developing AI literacy as a component of contemporary university education. Main material presentation. The post-industrial era is radically transforming the functions of the university: the value of education is increasingly determined not by the volume of acquired information, but by the individual’s ability to act under conditions of uncertainty arising from the technologicalization of contemporary society. The university is gradually moving away from its role as a space for transmitting a fixed body of knowledge and is increasingly emerging as an institution that creates an environment for development: it teaches how to think, collaborate, make responsible decisions, build individual learning trajectories, and sustain professional mobility. This shift necessitates a reconsideration of the content of educational programs, approaches to assessment, and the roles of both teachers and students. In contemporary philosophical and scientific discourse, the concept of AI literacy is being formed as a new component of general literacy alongside digital and information literacy. Within the framework of lifelong learning, micro-credentials acquire particular significance as a tool for the rapid and standardized supplementation of the competence profile. The combination of these transformations—the changing role of the university, the restructuring of skill sets under the influence of automation, the emergence of the requirement for AI literacy, and the challenges posed by generative AI to academic integrity—renders the preservation of test-centered assessment logic increasingly untenable. Conclusions. The conducted analysis has demonstrated that the transformation of higher education in the post-industrial era is of a paradigmatic nature: the traditional knowledge-transmission (“factory”) model is becoming increasingly inadequate to the conditions of digitalization, the dynamic change of professional requirements, and the spread of generative artificial intelligence. It has been substantiated that the key outcome of contemporary university education should not be the reproduction of information, but the development of meta-skills, cognitive autonomy, critical thinking, collaboration, and the capacity for continuous updating of competencies. The dual impact of generative AI has been revealed: while it expands opportunities for the personalization of learning, it simultaneously brings to the forefront the risks of academic misconduct, the simulation of learning activity, and the weakening of independent judgment, which necessitates the systematic implementation of AI literacy and the reorientation of assessment practices. It has been established that lifelong learning and micro-credentials are important tools for professional mobility and resilience; however, their integration requires ensuring the quality, transparency, and comparability of learning outcomes. At the same time, the digital transformation of higher education must be carried out with due consideration of the inclusive dimension.
