The article covers the main principles of the contextual approach in studying the elective course “Theory of Mass Communication” in pedagogical universities. The aim of the article is to substantiate the effectiveness of applying the contextual approach to teaching the elective course “Theory of Mass Communication” to undergraduate students in pedagogical universities (specialties “Geography” and “Music Art”); to develop situational tasks aimed at fostering media literacy, the ability to codify, and the creation of informational sectoral blocks for dissemination in educational and media spaces. In the research, methods of content analysis, specification, problem-posing, as well as task-based and contextual approaches were used. It has been found that the study of university-wide elective courses appeals to interdisciplinarity in thematic correlation. On the one hand, it involves developing a system of situational tasks that contribute to improving the professional training of students in the specialties “Geography” and “Music Art”. It has been substantiated that the contextual approach is oriented towards teaching material based on methodological foundations, theoretical sectoral knowledge, and forms of activity. The context in the study of academic disciplines involves transforming didactic material, where the objective meanings and significance of sectoral knowledge are transformed into the personal experience of the future teacher. The integral platform allows for the design of situational tasks, the resolution of which combines educational and educational-professional experience. Situational tasks, based on the contextual approach to teaching the course “Theory of Mass Communication”, are built considering the professional training of students in higher pedagogical institutions in the specified specialties (“Geography” and “Music Art”). The didactically processed field of mass communication as a university-wide discipline encompasses thematic blocks such as “Basics of Mass Communication”, “Artistic and Aesthetic Parameters of Mass Communication”, “Sociological and Psychological Dimensions of Mass Communication”, and “Mass Communication in the Conditions of Digital Society”. A diachronic consideration of the development of mass communications allows for identifying the cultural and historical factors that shape the transmission paths of channels aimed at the recipients of certain knowledge. Addressing the diachronic consideration of mass media information significantly expands the understanding of its essence and the processes of information transmission within mass communication models. It has been outlined that the social and psychological aspects of mass communication determine the language behaviour of professional communicators. This specific feature was taken as the basis in developing situational tasks for communicators – future geographers and musicians. The prepared tasks were correlated with the normative disciplines studied at the stage of professional training. It has been concluded that studying the elective course “Theory of Mass Communication” based on the contextual approach contributes to the development of professional competencies of teachers who transmit sectoral information in the conditions of the informational educational environment. It has been proved that the study of semiotics of mass communication should be considered at the level of modelling cultural codes (since geographical names, musical and artistic works contain cultural and historical information, which is actualized in educational discourse at the stage of transmitting sectoral knowledge). Situational tasks, aimed at transmitting sectoral information at the level of a professional communicator (manifestation of language culture), should appeal to conducting press conferences as a type of communication, building one’s professional image. The experience of students working with advertising material considering the professional training direction is positive.
The aim of the article is analysing the advantages and disadvantages of group work for students while teaching foreign languages at university, showing the feasibility of using group work in higher education. Methods of analysis and systematization of primary sources, interviews, questionnaires, and focus groups were used during the consideration of the problem. The process of teaching English in higher education has certain features that are associated with different initial levels of language training of freshmen; the number of hours to study the subject; the number of groups; and sometimes absent enthusiasm for learning a foreign language. We emphasize that group work plays an important role in the educational process, and its introduction into the educational process should be one of the main tasks for students of philological specialties. Practice has proved that high-quality training in foreign languages for philological specialties can be carried out through the introduction of modern educational technologies, such as: vocational training, project methodology, technology, such as: vocational training, project methodology, technology of fixing and distance learning, information and communication technologies, and educational and control work. The study found that the use of interactive learning technology involves seeking help in communication, including cognitive communication and constructivist methods of teaching a foreign language. The facts proved that the use of innovative methods of teaching English and multimedia teaching methods can enhance the motivation of students to study foreign languages, provide access to new alternative sources of information, develop independent psychological activity, and develop communication skills, intercultural and professional abilities. Interactive technologies and online resources play an important role in group work while learning foreign languages, providing an effective and engaging learning process. They promote active interaction between students, stimulate involvement in language learning and improve language skills. To determine the advantages and disadvantages of group work, we conducted interviews with teachers and students to collect their impressions and thoughts about group work in the context of teaching foreign languages. Subsequently, the reviews of teachers and students about their experience in groups during the study of foreign languages were analysed. Questionnaires were compiled, which included questions about impressions and thoughts about group work in the context of studying foreign languages. The questions concerned the advantages and disadvantages of this training method, the efficiency from group work, the influence on motivation, etc. Focus groups were held with students and separately with teachers to discuss their impressions and thoughts about group work. This allowed us to gain a deeper understanding of different points of view and identify general trends. In group work during the study of foreign languages, the teacher and students play different roles, each of which has its own importance for successful learning. We will discuss the role of the teacher-facilitator. The teacher acts as an organizer and leader of group work, promoting structured learning and problem solving. Students actively interact with each other and with the teacher, exchanging ideas and opinions, completing tasks and solving problems. Scientists have demonstrated that the active participation of students in group work contributes to the improvement of critical thinking and the development of communication skills. The use of group work while teaching foreign languages at university has its advantages and disadvantages. On the one hand, it promotes the development of communication skills, and stimulates cooperation and motivation of students. On the other hand, there may be a risk of social blind steering, problems with the distribution of responsibilities and conflicts between group members. It has been concluded that it is important to properly organize and control the process of group work to achieve maximum efficiency in teaching foreign languages.
The article considers the issue and expediency of organizing interactive training in the process of future translators’ training for intercultural interaction in Ukrainian higher education institutions. The article aims to investigate and define the essence and specifics of interactive technologies in the educational process; to establish the conditions for their use in forming the professional identity and skills in the training of translators as specialists in intercultural communication. The research used content and terminological analysis, comparison, classification, and modelling methods. It has been proven that interactive learning is of crucial significance to the high-quality professional training of translators; it has highlighted its positive impact on preparing future translators for cross- cultural communication in their professional activities. The concept, essence, and specifics of interactive technologies in the educational process have been investigated and defined. The criteria for selecting interactive technologies according to the educational conditions have been identified. It has been determined that the peculiarities of the subject, the nature of the study material, the time allocated for studying the material, the general preparedness level of the learners, and the educational institution’s resources should be taken into account. It has been established that most interactive methods are most effective with a small number of participants. Classifications and interactive teaching methods that effectively contribute to the professional competence of future translators have been examined. The conditions for the successful use of interactive methods in forming the professional identity and skills in the training of translators as specialists in intercultural communication have been defined. It has been established that the application of interactive methods will contribute to forming a comprehensive understanding of the future profession among future philologists. The significance of the cultural aspect in translation activities has been outlined, ensuring acquisition of a set of knowledge and skills necessary to enhance the communicative culture of future translators. The article considers four groups depending on the course purpose and the forms of organizing educational activities of those who study: interactive technologies of cooperative learning, technologies of situational modelling, interactive technologies of collective and group learning, and technologies for working out discussion issues. Some of the most common interactive learning methods in the future specialists’ training in higher education institutions, the following were highlighted: dialogic-discussion (dialogue-conversation, dispute, debate), interactive (brainstorming, round table, role-playing game, online seminar-forum), practical (exercises, blitz tournament, creative works), and situational ones (problem situations, situational exercises, cases). Their usage has been analysed in conducting specialized disciplines of philology students. It has been argued that that thanks to the use of interactive methods it is possible to activate cognitive processes, increase the speed of obtaining and processing information; develop the ability to analyse difficult situations and prevent their occurrence, which in the future will form readiness for making important decisions in professional activities. Several advantages of interactive learning have been substantiated, and the effectiveness of interactive methods in improving the level of professional competence of future translators has been proven. Following European educational standards, labour market requirements, and modern realities, the necessity of implementing interactive technologies in translator training for the successful modernisation of the educational process in the domestic higher education system has been demonstrated. It has been concluded that interactive teaching methods have significant advantages compared to traditional teaching methods, primarily in terms of their impact on the professional and personal development of future translators, as well as their understanding of the theory and practice of intercultural interaction.
The article investigates the development of visual aids and visualization ideas in the organization of the educational process, particularly in teaching general technical disciplines. The article aims to review the development of visual aids and visualization ideas in education, clarify the essence of computer visualiza- tion, classify its types and kinds, and determine the directions of computer visualization usage in teaching general technical disciplines and the software applications that ensure their development for educational purposes. The study operates methods of retrospective, content, and semantic analysis, classification, gen- eralization, and modelling. The historical context of introducing electronic visualization tools in education has been considered in the study, starting from the first projectors in the 1930s to modern computer visualization technologies such as 2D and 3D visualization, stereoscopic 3D, virtual reality (VR), and augmented reality (AR). The es- sence of computer visualization as a general term for graphic methods of creating, analysing, and transmit- ting information has been defined. Differences between the didactic principles of visual aids and visualiza- tion have been clarified. It has been highlighted that visualization has a more complex structure since it in- cludes actions for constructing images of investigated objects or phenomena. The article identifies the directions for implementing computer visualization, including scientific, soft- ware, and information visualization. It has been established that all visual content can be divided into three subgroups: structured, artistic, and demonstrative visual objects, which can be static or dynamic, in one plane or three-dimensional space. The impact of computer visualization on the methods of teaching general technical disciplines has been analysed. It has been shown that modern approaches to using computer visualization provide new opportunities for more effective and interactive learning, promoting the development of students’ technical and spatial imagination, which is crucial for future engineers and technical specialists. An approximate list of software for creating computer visualization tools, which can be useful in teaching general technical disciplines, has been provided. Among them are applications for creating presentations and infographics, 3D modelling, VR and AR-based applications and services, simulators, and emulators. The main directions for using computer visualization aids in teaching general technical disciplines are identified, including auxiliary synopsis, diagrams, tables, block diagrams, graphs, frames, word clouds, domain structures, memory cards, comics, heuristic sketches, knowledge animation, infographics, multimedia presentations, educational videos, static and dynamic 2D and 3D models, VR and AR objects. It has been concluded, that the didactic effectiveness of computer visualization in teaching general technical disciplines is ensured by certain provisions, namely: the focus on the quick and complete memorization of studied concepts, theories, and ideas by students; adherence to the principles of reliability, quality, completeness, sufficiency, logic, simplicity of perception, optimality, unity of graphics and text, and emphasis on key points; encouraging students to independently analyse and construct new, non-trivial didactic tasks allowing them to explore concepts, phenomena, or objects in terms of independent search and educational experimentation.
The article examines the impact of aerobics and physical education programs including aerobics on the physical and mental health of the younger generation. The purpose of the study is to analyse the peculiarities of using aerobics in different countries of the world and to identify the positive/negative aspects of physical activity. The article employs methods of retrospective and comparative analysis of primary sources, as well as generalization and systematization of innovative points regarding the integration of aerobics into edu- cational programs. It has been stated that aerobics is a universal form of physical activity that can be adapted to the needs of each person, regardless of gender. Today, aerobics is a popular form of fitness that includes a va- riety of training styles and methods, from classic group classes to modern interactive online training. It not only helps to strengthen the cardiovascular system, but also enhances the general tone of the body and im- proves mood. To get the most out of training, it is important to consider individual physiological charac- teristics and goals. Aerobics has been increasingly integrated into physical education programs in various countries such as Great Britain, Australia, the United States of America, China, the Philippines, and South Korea. Integrating aerobics into a physical education program helps develop discipline and self-discipline, as well as promotes a healthy and active lifestyle among the growing generation, giving them the tools to stay fit throughout life. Regular physical activity, including aerobic exercise, can improve cognitive func- tion and concentration, which has a positive effect on the academic achievement of young people. Positive aspects are as follows: improvement of cardiovascular health; improvement of mood and mental health; weight control due to assistance in burning calories, which helps maintain a healthy weight and prevent obesity; improving physical shape, increasing endurance and strengthening muscles; formation of disci- pline; improvement of cognitive functions; promoting socialization, helping to make new friends and gain- ing support from like-minded people in group aerobics. Meanwhile, certain negative consequences that may arise from improper organization of aerobics classes have been identified, including the risk of inju- ry, overloading the cardiovascular system, the necessity of adhering to proper technique, and psychologi- cal stress. The characteristic features of modern health aerobics are: accessibility and ease of performing exercises; increased emotionality of classes due to musical accompaniment and different movements; high effectiveness of the health-improving effect due to the continuity of physical exercises aimed at the devel- opment of general endurance, flexibility and strength, as well as improving the work of the cardiovascular, respiratory systems and musculoskeletal system; a high level of scientific substantiation of training meth- ods, constant development of the material and technical base and development of new types of equipment for aerobics. Quality of life and level of well-being mainly depend on a person’s ability to live fully and ac- tively, unencumbered by health problems. That is why, nowadays, aerobic exercises are becoming more and more popular, as they contribute to health and general strengthening of the body. Conclusion. A comparative analysis of the role and significance of aerobics in the physical education systems of developed countries highlights the importance of integrating physical activity into the curricu- lum for the overall health and well-being of the younger generation.
The aim of the article is to substantiate the essence and component structure of psychological maturity, and the set of soft skills as an integral part of an individual’s psychological maturity. For this research, the author employed general scientific theoretical research methods including anal- ysis, synthesis, generalisation, induction, deduction, explanation, and classification. The author has found that a modern person should be able to question established opinions and judg- ments, engage in competent and rational dialogue, determine the essence of problems and seek alterna- tive solutions, and always be able to distinguish verifiable facts from assumptions and personal subjective opinions. This, in turn, should be inherent in every mature personality, since all modern specialists are peo- ple with a wide range of knowledge and the ability to quickly adapt to new situations. As a result, they can effectively interact with colleagues and solve theoretical and practical problems. Today, the labour market requires their comprehensive development, so along with this, the ability to quickly respond to labour mar- ket demands, ensure continuous self-education, communication skills and a sense of responsibility for the results of their activities play an important role for each individual. In general, to succeed in the modern labour market, it is important to develop not only professional skills but also a wide range of so called soft skills. Only when these qualities are combined can future pro- fessionals be competitive and advance their professional careers. In order to carry out a comprehensive analysis and further practical application of the research re- sults, the author analysed 76 scientific publications related to the subject of scientific research, namely psy- chological maturity and soft skills of a modern personality. It has been determined that the characteristics of psychological maturity can be interpreted as soft skills of a personality through the prism of the defini- tion of “hard kills”, “soft skills” and “meta skills”, because they have a fundamental difference, but are in- terdependent. In general, the development of soft skills leads to an increase in self-awareness and self-un- derstanding, the formation of clear life values and goals, an increase in the ability of self-regulation and ad- aptation, and a level of life satisfaction, and are important factors in a person’s overall mental well-being. Scientific research shows that psychological maturity, which describes a set of characteristics neces- sary for successful functioning in society, is closely related to soft skills, as the study of psychological maturi- ty can help in better understanding and development of soft skills, which is extremely relevant today. There- fore, the purpose of this study is to theoretically analyse the available publications describing psychological maturity in order to identify the main (most frequently mentioned) characteristics of psychological matu- rity. To conduct this study, the author used general scientific theoretical methods of information research, namely analysis, synthesis, generalisation, induction, deduction, explanation and classification. The author determines that modern research and the experience of leaders in various fields of work indicate an increase in the role of soft skills in occupational programs and requirements for candidates for employment, which in turn leads to an improvement in positive emotional integrity in terms of increasing the team’s performance, the effectiveness of training and mutual development, a positive perception of any challenges and solving urgent problems of the enterprise, and the way to use one’s own creativity, flexibil- ity, responsibility and independence. The results of the study suggest that further research will be aimed at studying methods and tools for developing soft skills of a psychologically mature personality, as well as at studying the impact of these qualities on various aspects of human life. The study is based on the analysis of scientific publications and requires further empirical confirmation.
The article deals with the problem of the effectiveness of correctional work of higher education students with younger students with autism spectrum disorders. The aim of the article is to theoretically substantiate the problem and highlight the results of an empirical study on identifying the level of development of interpersonal interaction skills in primary school children with autism spectrum disorders through the means of theatrical art. The theoretical analysis of the problem has shown that the acquisition of experience of interaction, and skills of contact with children is recognized as one of the priority directions of personality development at the primary school age. In science, communication is considered as the interaction and establishment of contacts between individuals, which results in influencing each other, exchanging information, choosing a certain direction of joint action, as well as perceiving and understanding the interlocutor. It was determined that the artistic and communicative experience gained at the primary school age is a guarantee not only of the child’s general cultural development, but also of his or her liberation, confidence, and personal activity in later life. The emphasis was placed on the fact that theatrical activity proves to be an effective means of socialisation of primary schoolchildren, as it promotes comprehension of the moral implications of a literary work and participation in the game. This form of activity creates favourable conditions for development, focused on the holistic development of the personality of a child with ASD, activation of his/her creativity, and key mental processes. It is emphasised that the solution to the problem will be the implementation of a correctional and developmental program by higher education students aimed at developing interpersonal skills in primary school children with autism spectrum disorders. Under our supervision, students of Oles Honchar Dnipro National University conducted a study of the level of development of interpersonal skills in primary school children with autism spectrum disorders. The study involved primary school children with autism spectrum disorders in grades 1-A: 13 children – experimental group, and 1-B: 14 children – control group. The results of the study allowed higher education students to conclude that the development of interpersonal skills in primary school children with autism spectrum disorders can be successful under conditions of specially organised, systematised, and regular classes in the correctional and developmental program «Young Actors». The empirical study applied methods and strategies for implementing theatrical classes in the educational process with children with autism spectrum disorders. The use of theatrical art helps to improve communication skills, emotional understanding and social adaptation in children with autism spectrum disorders. The results obtained indicate the effectiveness of the correctional work of higher education students with children with autism spectrum disorders. Conclusions have been drawn regarding the effectiveness of the corrective developmental program in shaping interpersonal interaction skills in children with autism spectrum disorders through theatrical art. The practical results of the work can be useful for teachers, psychologists and parents who work with this category of children and seek to improve their quality of life and social interaction. In addition, the educational environment will contribute to social adaptation and the development of interaction skills in children with autism spectrum disorders.
This paper aims to investigate the efficacy of project-based learning in teaching English for specific purposes, particularly in technical universities within the energy sector. A number of methods helped to achieve this task. They include establishing the practical value of ESP for the energy sector and designing special methodology and training forms according to the tasks of the discipline. Our approach focuses on developing language skills by applying speaking abilities in practice in real-life situations that can facilitate learning English in a professional context. In this article, we examine two crucial components of project work: role-play and case study. These activities facilitate collaboration, communication, and problem-solving skills. Such kinds of projects help students expand their vocabulary and reinforce its usage in spoken English. Furthermore, presenting their findings and conclusions before their peers and teachers enhances their public speaking and presentation abilities. This paper advocates the use of project-based learning as a powerful tool for creating an immersive and meaningful language-learning experience. It showcases practical scenarios that students can simulate to enhance their learning experience. It also delves into the essential guidelines to ensure the success of this immersive teaching approach. In this paper, we provide a specific case study tailored for students in the energy sector, namely wind power integration in Ukraine. We detail the key stages of the implementation, the aims, and the critical highlights of this methodology. In the initial phase, the instructor should familiarize the students with new vocabulary and terminologies that are relevant to the renewable energy domain. It is recommended that students use industry-specific language in their discussions to augment their comprehension of the domain. This approach will help them build a solid foundation of the terminologies and lingo that are commonly employed in the renewable energy sector. The assignment objective is to provide a detailed and comprehensive overview of wind power as a renewable energy source in Ukraine, its prospects, and its feasibility. To accomplish this task, students must explore the intricacies of the project’s technological challenges, as well as its economic impact and public perception. Furthermore, students must analyse communication strategies that have been utilized to influence public opinion, while considering the potential environmental impacts and anticipating sustainability project outcomes. For students to excel in this assignment, they must conduct thorough research and thoughtfully organize their findings. They must also evaluate all options, consider potential solutions, and justify their choices. Finally, students will be required to present their findings to the class in a polished and engaging manner. The presentation is expected to finish with group discussions. Following presentations and group discussions, students are encouraged to provide constructive feedback to their peers. This activity not only enhances their speaking skills but also promotes active listening and develops communication skills. In conclusion, to augment project work, elements such as role-play and case study methods can be integrated into ESP learning. Conclusions. This approach provides students in the energy sector with valuable insights into the challenges and dynamics of their industry while simultaneously enhancing their speaking skills. Teachers can supplement project work with multimedia resources such as videos, interviews, or documentaries related to the energy sector, which can add variety to the learning process and expose students to different accents and communication styles.
The article is devoted to the didactic potential of English-language YouTube vlogs for learning English as a foreign language by students of non-philology programs. Modern teachers of foreign languages, working in non-philological specializations, face the challenge of diversifying didactic materials. The emergence of Web 2.0, technological advancements, and the information age present a plethora of opportunities to facilitate engaging, efficient, and high-quality English language learning for both educators and students. The purpose of the article is to provide an in-depth analysis of English-language YouTube vlogs encompassing a diverse range of topics, intended for learners of various demographics, including age, gender, socioeconomic background, and English proficiency level. The study explores the potential of integrating these YouTube channels into classroom and independent learning activities for students enrolled in non-philological programs. Methodology. The research employed a multi-pronged approach. An analysis of existing literature on the research topic provided insights into the current state of mobile learning research, both domestically and internationally. A descriptive method enabled the researchers to synthesize the experiences gained during the exploratory phase. Finally, the synthesis of the gathered data facilitated the formulation and execution of the research concept. The study investigates the didactic potential of eleven YouTube channels for fostering English language learning (as a second foreign language) among students in non-philological programs. A selection of English-language vlogs has been analysed, encompassing categories such as everyday life (The Cottage Fairy), education (Lindie Botes, Ruri Ohama, RealLife English), culinary arts (Delish), popular science, (Geography Now, Smarter Every Day, Vsauce, Thomas Frank, Matt D’Avella), and culture and arts (Chris Stuckmann). These vlogs cater to a broad audience, varying in terms of age, English proficiency level, thematic focus, subscriber count, viewership statistics, and uploaded video content. The analysis revealed that the proposed materials can be seamlessly integrated into the learning process for first-year students categorized as elementary, pre-intermediate, and intermediate learners. A unifying characteristic across the examined YouTube channels is the “edutainment” concept. This approach emphasizes the achievement of educational objectives by combining a gamified learning experience with the instructional content itself. The sheer variety of English language learning vlogs empowers learners to select topics that align with their personal interests, preferred language complexity, and desired level of visual engagement. Additionally, the content offers valuable knowledge for overall development. For educators, the primary advantage of YouTube channels lies in their ability to illustrate key lesson topics with engaging video content delivered by native speakers or individuals who, like the students themselves, have learned English and can offer practical advice. Visual content ranks among the most effective pedagogical tools. Strategically chosen YouTube vlogs can significantly enhance students’ vocabulary development, facilitate the acquisition of idioms and colloquial speech patterns, improve pronunciation, strengthen linguistic competencies, and refine listening and speaking skills. Furthermore, the broad thematic range of the content contributes to an expanded worldview. Students gain exposure to diverse cultural aspects of other countries, acquire new knowledge about the world, develop effective time management skills, and glean a wealth of valuable and engaging information. Conclusion. The integration of English-language YouTube vlogs into the curriculum of non-philological programs presents a promising avenue for enriching the foreign language learning experience. The “edutainment” approach fosters a stimulating and interactive learning environment, catering to diverse learning styles and facilitating the acquisition of essential language skills and knowledge. Further research is necessary to explore the long-term efficacy of this approach and its impact on student learning outcomes.
The trend of student-centred education in higher education institutions imposes new requirements on standards within the achievement of professional competencies. This leads to the popularisation of such a technology as learning autonomy, which requires analysis from the perspective of its application in the ed- ucational space of higher education institutions. The relevance of this research is determined by the necessity to develop skills in future Doctors of Phi- losophy (PhD candidates) to independently plan their learning and research activities within the conditions of postgraduate studies. The resolution of this task is based on the skills of implementing goal-setting, pro- ject planning, and reflection strategies. On the basis of current educational trends, it becomes possible to analyse learning autonomy as an effective way of teaching future PhD candidates to ensure the successful implementation of their future professional and research activities. The purpose of this research is to examine the concept of “learning autonomy” as an effective meth- od of increasing the awareness of future PhD candidates in the process of developing research competence in terms of postgraduate studies. To achieve this goal, the following tasks were formulated: to consider learning autonomy as an effec- tive method of teaching and personal development of future PhD candidates; to analyse the scientific lit- erature on the stated issue and draw parallels between the definitions of “autonomous learning” and “in- dependent work”; to identify the main advantages of learning autonomy in the context of developing re- search competence. To achieve the aforementioned tasks, the following theoretical research methods were applied: the method of deduction, content analysis, formalisation, method of generalisation, and systematisation of the results of the existing studies on the stated issue. Study results. The results of the study revealed that the concept of “learning autonomy” is relevant in the context of modern education. Noting the absence of a unanimously accepted definition of this term in pedagogy, the article examines various interpretations proposed by both foreign and domestic researchers. On the basis of the conducted analysis of definitions, the article incorporates our own understanding of the concept of “learning autonomy”, emphasising its special importance for future PhD candidates with- in the conditions of postgraduate studies for the successful and effective development of research compe- tence.The article characterises the main descriptors that comprise learning autonomy, namely: the ability to set goals, target-oriented execution skills, the ability to self-reflect, intellectual independence, interac- tion and cooperation, self-governance skills, conscious, and effective independent management of learn- ing activities. Relying on practical experience, methods for enhancing learning autonomy have been identified in- cluding problem-based teaching, and partially search, research and project methods. The leading strategies of autonomous learning activities for future PhD candidates were identified as follows: primary and auxil- iary ones. The primary strategies include learning material acquisition strategies, educational-information- al, cognitive, compensatory, creative, and specialised strategies. Auxiliary strategies encompass metacog- nitive and socio-emotional strategies. It has been concluded that the development of such personal qualities as independence and autono- my is a necessary condition for carrying out independent activities, ensuring the success and continuity of the process of professional development of future specialists within the conditions of postgraduate studies, and the development of their research competence.
The article covers the main principles of the contextual approach in studying the elective course “Theory of Mass Communication” in pedagogical universities. The aim of the article is to substantiate the effectiveness of applying the contextual approach to teaching the elective course “Theory of Mass Communication” to undergraduate students in pedagogical universities (specialties “Geography” and “Music Art”); to develop situational tasks aimed at fostering media literacy, the ability to codify, and the creation of informational sectoral blocks for dissemination in educational and media spaces. In the research, methods of content analysis, specification, problem-posing, as well as task-based and contextual approaches were used. It has been found that the study of university-wide elective courses appeals to interdisciplinarity in thematic correlation. On the one hand, it involves developing a system of situational tasks that contribute to improving the professional training of students in the specialties “Geography” and “Music Art”. It has been substantiated that the contextual approach is oriented towards teaching material based on methodological foundations, theoretical sectoral knowledge, and forms of activity. The context in the study of academic disciplines involves transforming didactic material, where the objective meanings and significance of sectoral knowledge are transformed into the personal experience of the future teacher. The integral platform allows for the design of situational tasks, the resolution of which combines educational and educational-professional experience. Situational tasks, based on the contextual approach to teaching the course “Theory of Mass Communication”, are built considering the professional training of students in higher pedagogical institutions in the specified specialties (“Geography” and “Music Art”). The didactically processed field of mass communication as a university-wide discipline encompasses thematic blocks such as “Basics of Mass Communication”, “Artistic and Aesthetic Parameters of Mass Com- munication”, “Sociological and Psychological Dimensions of Mass Communication”, and “Mass Communi- cation in the Conditions of Digital Society”. A diachronic consideration of the development of mass communications allows for identifying the cul- tural and historical factors that shape the transmission paths of channels aimed at the recipients of certain knowledge. Addressing the diachronic consideration of mass media information significantly expands the un- derstanding of its essence and the processes of information transmission within mass communication models. It has been outlined that the social and psychological aspects of mass communication determine the language behaviour of professional communicators. This specific feature was taken as the basis in develop- ing situational tasks for communicators – future geographers and musicians. The prepared tasks were cor- related with the normative disciplines studied at the stage of professional training. It has been concluded that studying the elective course “Theory of Mass Communication” based on the contextual approach contributes to the development of professional competencies of teachers who transmit sec- toral information in the conditions of the informational educational environment. It has been proved that the study of semiotics of mass communication should be considered at the level of modelling cultural codes (since geographical names, musical and artistic works contain cultural and historical information, which is actualized in educational discourse at the stage of transmitting sectoral knowledge). Situational tasks, aimed at transmitting sectoral information at the level of a professional communicator (manifestation of language culture), should ap- peal to conducting press conferences as a type of communication, building one’s professional image. The expe- rience of students working with advertising material considering the professional training direction is positive.
The article addresses how to improve the professional training of specialists in the transport industry using information and cognitive technologies. The article aims to study and explain the problems, opportunities, and prospects of implementing and using information and cognitive technologies in the educational environment, as well as the specifics of their implementation for teaching and learning in educational and professional programs for the trans- port specialists’ training. The following methods of semantic and comparative analysis, classification, generalization, and sys- tematization, as well as competency-based, technological, and creative development approaches were used in the research. It has been found that cognitive technologies in the context of teaching and learning involve the use of methods and tools, which are based on understanding and activating cognitive processes such as think- ing, memory, and attention. In cognitive learning, the educational process focuses not on absorbing infor- mation but on understanding the internal connections of the studied subjects, which encourages students to engage in dialogical, exploratory thinking, and increases mental activity concentration. By complement- ing information technologies with cognitive ones, which take into account the individual and general cog- nitive students’ abilities, it is possible not only to encourage professional training but also to enhance the overall cognitive efficiency of future specialists. For educators, these technologies facilitate the use of ICT as cognitive tools for transitioning from traditional teacher-centred methods to constructivist student-cen- tred approaches. It has been established that information-cognitive technologies combine methods and algorithms based on insights into the cognition processes, learning, communication, and information processing, grounded in the achievements of neuroscience, digital and information technologies, and the mathematical modelling of consciousness. In the educational process, they are designed to support students in setting and solving cre- ative tasks that are difficult to formalize, as well as to reveal and effectively operate their cognitive potential. In the professional training of students, certain information-cognitive technologies can be applied both with and without the use of computer systems. These include technologies for developing critical thinking, creatively developmental technologies, project technologies, foresight methodologies, problem-based learn- ing technologies, mastery learning technologies, mental activity activation technologies, case studies, gaming technologies, visualization and data representation technologies, and learning through practice. Additionally, the use of multimedia technologies, scribing, virtual and augmented reality, project technologies based on networking, gamification, interactive technologies, primarily group work technol- ogies, open, distance, and blended learning technologies, and also the Internet of Things, Blockchain, Big Data, expert systems, SMART technologies, and artificial intelligence significantly enhances the quality of training students in proficiency transport area. It has been concluded that information and cognitive technologies provide interactive, personalized, and practically oriented learning, contribute to the development of student’s critical thinking, and for fu- ture transport specialists can optimize logistics processes, automate diagnostics, repair, and operation of vehicles, in addition, increase the specialist’s adaptability to the complex conditions of the modern and fu- ture professional environment.
The article substantiates the need for a practical, professional focus of studying the course of higher mathematics by students of professional pre-higher education institution. The aim of the article is to highlight the ways of implementing the professional orientation of the content of mathematical disciplines in the education of students in various specialities of vocational higher education. Modern requirements for the development and reform of higher education require an increase in the professional competence of a bachelor’s graduate in each field of knowledge, the ability to creatively approach and find the solution to emerging professional tasks. Therefore, teachers of higher mathematics have the task of reorienting the teaching of the academic discipline with the use of professional problem solving. The purpose of the article is to highlight the ways of implementing the professional orientation of the content of mathematical disciplines in the training of students of professional pre-higher education in various specialties of the college. In connection with the rapid development of science and technology, the training of competent, competitive, and highly qualified specialists requires a high level of skills in applying mathematical apparatus in professional activities. Mathematics is the basis of studying physics, technology, general technical and special disciplines. At present, mathematical education has a significant impact on the formation of professional qualities of a modern specialist who is able to navigate the directions of development of modern science and methods of learning about the world around them, predict the impact of human production on society and the environment. Modern mathematics is used in the study of economic, humanitarian, biological, physical, technical and other phenomena. This is done by building a mathematical model. It takes into account all essential connections within the phenomenon. Under mathematical modelling we will understand the method of researching processes or phenomena by building their mathematical models and researching these processes. The applied direction of solving problems by students of various specialties is oriented towards future professional activity. This is an effective means of increasing learning motivation, and developing mathematical and professional competences. The results of the research are examples of practical problems of various sections of higher mathematics for students of economic and technical specialties. The applied nature of the given problems aims to combine the study of higher mathematics with special training of future bachelors and to give them the opportunity to gain experience in solving production problems, and to increase their professional competence. This is very important in times of fierce competition in the labour market. Conclusion. Practical skills and the ability to use the mathematical apparatus when solving applied, profession-oriented problems increase the motivation of students of higher and pre-higher education, and aid students to study other courses of professional disciplines, and do coursework and diploma projects, which will contribute to the maximum use of mathematical methods in the educational course of higher education mathematicians in the future professional activity. The obtained results open up prospects for further research in the following directions: development of methods of formation of skills to solve applied problems by students of various specialties, as well as strengthening integration links between fundamental and profession-oriented courses.
The aim of the article is analysing the advantages and disadvantages of group work for students while teaching foreign languages at university, showing the feasibility of using group work in higher edu- cation. Methods of analysis and systematization of primary sources, interviews, questionnaires, and focus groups were used during the consideration of the problem. The process of teaching English in higher education has certain features that are associated with dif- ferent initial levels of language training of freshmen; the number of hours to study the subject; the number of groups; and sometimes absent enthusiasm for learning a foreign language. We emphasize that group work plays an important role in the educational process, and its introduction into the educational process should be one of the main tasks for students of philological specialties. Practice has proved that high-quality training in foreign languages for philological specialties can be carried out through the introduction of mod- ern educational technologies, such as: vocational training, project methodology, technology, such as: voca- tional training, project methodology, technology of fixing and distance learning, information and commu- nication technologies, and educational and control work. The study found that the use of interactive learn- ing technology involves seeking help in communication, including cognitive communication and constructiv- ist methods of teaching a foreign language. The facts proved that the use of innovative methods of teach- ing English and multimedia teaching methods can enhance the motivation of students to study foreign lan- guages, provide access to new alternative sources of information, develop independent psychological activ- ity, and develop communication skills, intercultural and professional abilities. Interactive technologies and online resources play an important role in group work while learning for- eign languages, providing an effective and engaging learning process. They promote active interaction be- tween students, stimulate involvement in language learning and improve language skills. To determine the advantages and disadvantages of group work, we conducted interviews with teach- ers and students to collect their impressions and thoughts about group work in the context of teaching for- eign languages. Subsequently, the reviews of teachers and students about their experience in groups dur- ing the study of foreign languages were analysed. Questionnaires were compiled, which included questions about impressions and thoughts about group work in the context of studying foreign languages. The questions concerned the advantages and dis- advantages of this training method, the efficiency from group work, the influence on motivation, etc. Fo- cus groups were held with students and separately with teachers to discuss their impressions and thoughts about group work. This allowed us to gain a deeper understanding of different points of view and identi- fy general trends. In group work during the study of foreign languages, the teacher and students play different roles, each of which has its own importance for successful learning. We will discuss the role of the teacher-facili- tator. The teacher acts as an organizer and leader of group work, promoting structured learning and prob- lem solving. Students actively interact with each other and with the teacher, exchanging ideas and opin- ions, completing tasks and solving problems. Scientists have demonstrated that the active participation of students in group work contributes to the improvement of critical thinking and the development of com- munication skills. The use of group work while teaching foreign languages at university has its advantages and disadvantages. On the one hand, it promotes the development of communication skills, and stimulates cooperation and motivation of students. On the other hand, there may be a risk of social blind steering, problems with the distribution of responsibilities and conflicts between group members. It has been concluded that it is important to properly organize and control the process of group work to achieve maximum efficiency in teaching foreign languages.
The aim of the article is to investigate and theoretically substantiate the role of project-based technologies as a means of developing multicultural communicative competence in future tourism professionals within the context of blended learning. The effectiveness of tourism and hotel business depends on a set of factors. Among them is the professional competence of employees which reflects the ability and willingness of specialists to use their knowledge and practical skills in practice, and thus forming the model of a practitioner capable of solving problems in the chosen field of activity and demonstrating their high efficiency. In addition to professional competence, a future specialist in the field of tourism must have intercultural communication competence which reveals itself through the specific way of carrying out productive activity, and is formed during the period of training at higher education institution as a part of the process of project activity. It is assumed that project activity is treated as the goal and method of learning which creates conditions for the development of skills underlying the competence. Among the skills are: creative thinking, reflection, goal setting, forecasting, choosing effective solutions, creating working teams, achieving results and evaluation of their effectiveness. The article considers the project technology as a means of the formation of multicultural communicative competence of future specialists in the field of tourism. It is stated that expedient and properly organized work on the project during the study of language material will help to form and improve specific language skills, which will lead to the development of multicultural communicative competence. The article focuses on the implementation of principles of project technology into the process of teaching foreign languages to students of speciality 242 “Tourism and Recreation”. The paper presents the analysis of the main features of project-based learning as well as the stages of work project. It also reflects the experience of application of project method in the process of the formation of multicultural communicative competence of future specialists in the field of tourism. It is proved that the use of project method in foreign language classes in the sphere of professional communication contributes to the development of students’ competencies as a set of knowledge, skills and abilities that ensure their readiness to solve specific problems in a multicultural environment. The main advantages of implementation of project technology were defined based on the conceptual analysis of pedagogical literature, own pedagogical experience, systematization of theoretical approaches and methods existing in the educational environment of higher school. It is noted that properly organized work on the project at classes on professionally oriented foreign language not only forms multicultural communicative competence, but also allows forming professional, social competences in parallel. As a result, one more goal of training in higher education institution is achieved, namely the formation of students’ project competence. It has been concluded that project-based activities not only enable students to learn the language, thereby developing multicultural communicative competence, but also contribute to the acquisition of academic skills and the formation of integrative project-based experience in the process of studying a range of academic disciplines.
The article undertakes a theoretical analysis of mass media as a means of mass communication, which is a vital factor in the socialisation and well-being of humanity. The article aims to conduct a theoretical analysis of the role of mass media as a crucial factor in socialisation and well-being, to identify its impact on the human psyche, mass consciousness, and behaviour. The article also aims to assess the level of media literacy in Ukraine, investigate both the positive and negative aspects of the influence of mass media on mental health and emphasise the importance of psychosocial support through mass media in crisis situations. The study uses theoretical methods (content analysis, comparative analysis, generalisation, and systematisation) as well as an analysis of empirical data on the level of media literacy in Ukrainian society. It has been found that communication in the internet space should be aimed at immersing individuals in the media environment and oriented towards self-realisation and consumption tools. It has been noted that mass media exert a certain influence on the human psyche, mass consciousness, behaviour, and thoughts, which affects the process of socialisation. The conducted analysis of scientific research showed that the media literacy level among people in Ukraine is increasing. In Ukraine’s information space, electronic means of information transmission dominate. At the same time, it has been emphasised that information can control individuals, affect their psyche, and stimulate their thinking, actions, and deeds. It has been asserted that the process of information transmission is purposeful. It is determined that mass communication is not limited to specific videos or texts as tools of information transmission. It has been found that personal development is an uninterrupted process and continues even in complex and extreme conditions that exist in Ukraine now. It has been established that the crisis is a source of a person’s development. It has been shown that mass media is a useful tool for psychosocial support. One of the most important approaches to psychosocial aid via mass media is the dissemination of helpful information and skills that can help people with various mental states, problems, etc. It has been emphasised that mass media can provide information about professional aid, the availability of useful resources to support mental health, and whatever. It has been found that mass media cannot replace professional psychotherapy or counselling, especially in severe cases. It has been highlighted that mass media can have both positive and negative effects on mental health, particularly causing stress, anxiety, and depression. It also has been noted that mass media have a greater impact on the psyche of teenagers than adults. It has been claimed that the positive impact of mass media includes their ability to effectively and diversely disseminate information, increase the level of users’ education, provide new forms of entertainment and facilitate relaxation, as well as ease communication and establish new communicative connections. On the other hand, mass media can manipulate the psyche and public opinion, and spread fake news and disinformation, leading to a destructive impact on the psyche and developing dependence on them. It has been concluded that media have a significant influence on society, especially on children and youth, hence media literacy becomes essential for effective interaction with mass media and adequate behaviour in the information environment. In the modern world, where media play a crucial role in society and social issues, media literacy becomes an important competence for professionals in the field of psychosocial work. This professionally important quality encompasses understanding media systems, critical thinking, the ability to analyse social problems, readiness to communicate with media, and self- assertion in the media space.
The purpose of the article is to determine psychological factors and compare the predictor structure of legal awareness among students of historical and medical education profiles. The article is devoted to the analysis of psychological aspects of the formation of legal awareness among students who study in the medical and historical profiles of education. The paper examines the key factors affecting the development of legal awareness among young people who are preparing for professional activities in medicine and historical education. The emphasis is placed on the students’ psychological characteristics which shape their attitude to legal norms and historical context, and it is also studied how the educational process affects their legal awareness. The article includes an analysis of scientific literature on psychology, history and medicine. The results of empirical research conducted among students of higher educational institutions are revealed. The study emphasizes that the main criteria for the development of legal awareness of students of medical and historical education profiles are the legal knowledge, level of legal education, attitude to legal norms, stability of legal beliefs, value orientations, formation of legal attitudes and compliance or non-compliance with legal norms revealed in the behavior. It is noted that in order to assess the degree of formation of legal awareness of students of medical and historical education profiles, one can use the levels of development of each of its components: substantive, motivational-value, reflexive-evaluative, and personal-content. The results of the study highlight the need to integrate psychological knowledge into the educational process of future specialists in the fields of history and medicine. Based on the analysis of the results of a diagnostic study conducted among the students of medical and historical profiles, it can be concluded that the factors of formation of legal awareness in different groups of respondents have certain differences depending on the direction of their education. The students of medical profile demonstrated strong internal socially significant motives, which may expose their desire to contribute to society and help others. At the same time, they showed high self-motivation and orientation towards their own development, which is important for successful mastering of the medical subject. The article will be useful for teaching medical and historical subjects, students of these specialties, as well as everyone who is interested in the issue of psychological features of the formation of legal awareness. The problem of legal awareness of young people in modern conditions of the development of Ukrainian society is the most relevant task. At the same time, the study of legal awareness among students of the historical education profile is in a certain way predictable and has a fairly good track record in science, which cannot be said about the students of the medical profile. And this occurs despite the fact that the legal factor is key to their professional training, as the formed legal awareness not only contributes to the understanding of legal norms and ethical standards, important for protecting the rights of patients and avoiding legal errors, but also forms the professional responsibility and ethical behavior of a medical student, emphasizing not only the rights, but also the responsibilities of medical specialists to the patients, colleagues and society as a whole. Taking into account the rapid development of the medical industry and the updating of legislation, the constant clarification of legal issues provides medical specialists with up- to-date knowledge necessary for high-quality patient care and adherence to the professional standards. The peculiarity of the formation of legal awareness among students of historical and medical profiles lies in different approaches to the learning process. Whereas for future historians it is critically important to understand the course of the historical development of law and analyze the influence of historical processes on the formation of legal institutions, for the future medical workers the issue of legal awareness affects their general worldview and the process of positioning themselves as specialists in the Ukrainian medical system. The relevance of this topic is determined by modern challenges, in particular, the need for general legal education of young people (not only those of profile specialties) to ensure compliance with human rights, development of democratic institutions, prevention of corruption and strengthening of the rule of law, which is especially relevant in wartime conditions. However, the issue of the predictor structure of psychological components that influence the process of forming legal awareness of modern youth remains insufficiently studied, which creates a demand for research on this topic precisely in the psychological plane. Conclusion. In general, the study revealed that both groups of students have a high level of self- respect and a positive attitude towards themselves, which is the basis for their professional and personal development. These features can be considered as key factors in the formation of legal awareness of young people who are open to learning and observing social norms and legal principles, which is an integral part of their academic and future professional life. The obtained data can be used to enhance the efficiency of the educational process, create motivation programs and a favorable environment for the development of legal awareness and professional growth of students.
The article examines the organizational and pedagogical conditions of using information technolo- gies in blended learning of future officers. The purpose of the study is to justify the organizational and ped- agogical conditions of using information technologies in blended training of future officers. Methods of re- search are analysis, synthesis and generalization of the development of scientific and legal sources in the context of the use of blended learning in the educational process of higher education institutions, in partic- ular regarding the identification and justification of the organizational and pedagogical conditions for the use of information technologies in blended learning of future officers. The results of research. It is noted that the educational sector is quite sensitive to modern social chal- lenges and the emergence of digital technologies, because due to serious social problems, education of young people must continue taking into account traditional and modern practices of face-to-face (audi- tory), distance and, accordingly, blended learning. It is outlined that the blended system of learning in the system of higher military education is caused by the need to train future officers in a fairly short time, with an orientation to personal needs, requests of cadets, updating knowledge and skills, forming the necessary abilities for self-organization, self-improvement, the ability to use modern information technologies for rap- id communication, and solving professional tasks. The analysis of scientific and pedagogical literature al- lowed us to note that blended learning is considered as an educational program that includes partially on- line learning (choice and use of information technologies) and offline learning (controlled by the teacher). In the context of the research, it is indicated that the combination of traditional pedagogy with mod- ern information technologies contributes to the individualization of learning, increasing motivation and the development of cognitive interest, adaptability skills, independence, self-control of future officers, collab- oration and group work; ensures flexibility of the training process, quick feedback between the subjects of educational activity, development of digital skills; improves the quality of education; provides access to the latest scientific and educational resources that are constantly updated; increases the level of readiness to perform combat tasks in real conditions; and prepares cadets for remote coordination and management of units. Among the organizational and pedagogical conditions of the use of information technologies in the blended learning of future officers, the following ones are highlighted: infrastructural support of blended learning in the institution of higher military education; creating content with methodical materials; use of forms and methods of interactive learning; ensuring convenience and accessibility to educational materials; security and information protection in the institution of higher military education. The blended system of education enables teachers of the higher education institutions to combine the best methods of traditional pedagogy with modern technological tools, which contributes to a more flexi- ble, interactive and effective learning process that meets the requirements of the modern military environ- ment. The use of online resources in the conditions of blended education has significant advantages, in- cluding: reducing costs for educational materials and organizing classes; increasing motivation to acquire knowledge; supplementing traditional teaching methods with information technologies, including the use of multimedia resources, virtual simulations and interactive educational materials in combination with lec- tures and practical classes; creation of adaptive training programs that take into account the individual needs and level of preparation of each student; involvement of students by means of forums, online discussions, testing and group projects to acquire knowledge for performing functions in professional activities; stimulation of active participation of students in the educational process; development of critical thinking and teamwork; and providing feedback. Conclusions. However, blended learning requires special training from institutions of higher military education: teachers must have appropriate knowledge and skills for the effective use of information tech- nologies in the educational process, which includes regular refresher courses and exchange of experience with colleagues; provision of necessary technical resources and support, modern equipment, software and Internet access; constant evaluation of the effectiveness of the use of information technologies, which en- sures timely identification and elimination of problems, improvement of training methods; consideration of information security issues, protecting student data and ensuring the confidentiality of educational ma- terials. It is worth noting that the use of information technologies in blended learning of future officers re- quires a complex approach and compliance with certain organizational and pedagogical conditions, which ensures the training of highly qualified specialists capable of effectively performing their duties in modern conditions.
The article is devoted to the problem of studying the peculiarities of the formation of educational autonomy of students of economic specialties by means of digital technologies. The purpose of the article is to identify the psychological and pedagogical features of the formation of educational autonomy of students of economic specialties by means of digital technologies. The tasks of the article are as follows: to characterize the theoretical foundations of the essence of educational autonomy as a pedagogical category; to determine the peculiarities of the formation of students’ learning autonomy skills; to prove the importance of the formation of educational autonomy among students of economic specialties; to determine the possibilities of digital technologies in the formation of educational autonomy among students of economic specialties. To achieve the goal, the following methods were used: literary analysis, generalization, comparison, systematization, etc. The article contains the following research results. A critical analysis of approaches to defining the essence of the concept of “learner autonomy” by various researchers was carried out. It was established that the concept of “pupil / student autonomy” was introduced in the early 1980s by Henri Holec, who defined this category as “the student’s ability to take responsibility for their own learning.” A theoretical study of the views of various researchers proved that the formation of students’ educational autonomy is mainly related to the process of mutual influence of motivation for educational activities and the success of completing educational tasks: motivation for learning is always characterized by the extent to which a student knows how to learn independently, demonstrating interest in learning, and, in turn, successful learning is impossible without motivation supported by the competence of self-regulated learning. In other words, learning autonomy is the student’s ability to be self-motivated and responsible for their own learning. It was found that one of the key aspects that should be taken into account when determining the independence of learning is whether we consider it as a means of achieving a goal (studying a certain educational module, subject, science) or as an end in itself (forming people as independent learners). These two options are not mutually exclusive, as they can both be part of our views on learning as a whole. Four main advantages of forming students’ learning autonomy have been identified: motivation (students strive to achieve their educational goals, but for this to happen, teachers must first help students set realistic learning goals); flexibility (an autonomous approach to learning is more flexible for both students and teachers, who can take on more of a coaching role, while students take the driver’s seat); lasting impact (learning to learn is an underrated skill, when students are in charge of their own learning, they learn what techniques and strategies work best for them); increasing involvement (using the autonomy of students, the teacher relies on their ability to solve problems, study the educational material and form their own opinion). The skills that students should develop in the process of autonomous learning are substantiated: setting goals; assessment of progress; time management; and self-motivation. Conclusions. The importance of the formation of academic autonomy of students of economics specialities has been proven, as independent thinking presents concepts, models and theories that students will use to solve real-world problems, honing their cognitive skills. The following advantages of using digital technologies in the direction of the formation of educational autonomy of students of economic specialties are outlined: making knowledge accessible; making knowledge understandable; providing flexibility and variability of training; and ensuring students’ interaction with the digital environment.
The article aims to review current trends in the organization of self-education activities for medical college students, models of blended learning, and its main components that ensure the self-education of future nursing specialists. The research methods are terminological and comparative analysis, generalization, specification, and modelling. Based on the analysis of primary sources, it has been established that self-education activities are a type of educational and cognitive activity motivated by an internal drive for self-improvement and facilitated by the use of specific methods for seeking and assimilating social experience. It has been emphasized that through self-education, medical professionals are better able to handle complex clinical cases and provide high-quality medical care to their patients, including via the use of digital technologies. Blended learning is defined as a combination of traditional face-to-face (contact) learning and computer-mediated or online learning. It has been pointed out that the implementation of blended learning requires the development of appropriate pedagogical design and innovations that ensure the application of adequate teaching and assessment methods with carefully planned content and structured academic courses. The blended learning system is presented as an integration of face-to-face classroom and clinical sessions, independent student work, and online learning. It has been noted that in blended models, the supply of educational material and interaction with the teacher can occur in both physical and virtual environments, during both classroom sessions and asynchronously during extracurricular activities. The specifics of self-education activities for medical college students using some models such as rotational, laboratory, independent blended learning, flexible learning, enriched virtual learning, flipped classroom, and personalized learning have been described. In each model, the core element is identified as the electronic educational resource. In the blended learning system such a resource is viewed not as an auxiliary tool of the traditional educational process but as the one that successfully combines traditional and distance learning forms, incorporating both non-digital and digital technologies. It has been determined that blended learning is based on the flexible combination of in-class learning (contact hours) with online sessions (asynchronously or synchronously). Among the tools for blended learning used in organizing self-education activities for medical college students, the following have been highlighted and described: online lectures, practical sessions in webinar mode, project and group work online, learning management systems such as LMS Moodle, laboratory work in a blended format, virtual and augmented reality technologies, a combination of formal and nonformal education, self-testing complexes, webinar consultations, artificial intelligence technologies, and specialized medical applications. It has been concluded regarding the feasibility of implementing blended learning in the training of medical college students and the organization of their self-education activities. This will enhance the quality of education, and the efficiency of resource utilization of educational institutions, increase the level of professional expertise and mobility of teachers, and ultimately provide additional competitive advantages to the educational institution in the educational services market.
