The aim of this study is to analyse the implementation of inclusive policies and practices in Ukrainian HEIs and to cluster them based on inclusivity levels. Data were collected from May to July 2025 using a structured questionnaire distributed via Google Forms to 821 respondents, including students, faculty, and administrative staff across various HEIs. A quantitative analysis of 34 closed-ended questions (Cronbach’s alpha = 0.944), followed by quartile-based cluster analysis using an aggregated inclusivity indicator (Pinc). The overall proportion of affirmative (“yes”) responses was 56.6%. Identified strengths include flexible learning formats, diverse methods for demonstrating knowledge, and quota systems for socially vulnerable groups. However, significant gaps exist in information accessibility for individuals with disabilities, faculty professional development in inclusive education, and the provision of adapted learning materials. Private and communal HEIs outperform state-owned institutions. Pedagogical HEIs lead with 67.1% of affirmative responses, followed by classical (59.7%), medical (55.2%), and technical (50.4%) institutions, reflecting sectoral differences. Clustering identified three groups based on inclusivity levels: low (Pinc ≤ 21), medium (21 < Pinc < 30), and high (Pinc≥ 30). These groups were influenced by funding, staff training, and monitoring systems. The findings justify targeted support for HEIs with low inclusivity scores and the dissemination of best practices from high-performing institutions. Policy priorities include increased funding for barrier-free environments and adapted materials, mandatory staff training, and national monitoring of inclusivity. Future research should develop longitudinal indicators and explore the impact of inclusive practices on the social integration and rehabilitation of veterans and displaced persons.
Learning English as a foreign language is a complex and challenging endeavour for many students worldwide, requiring the acquisition of multiple language skills. Moreover, success in language learning is determined by several factors, including the learners' learning motivations and perceptions of their competence. The purpose of this research is to examine the relationship between language learning motivation and perceived English language skills competence among tertiary students learning English. For this purpose, the English Language Learning Motivation and English Language Skills Usage Scales were administered to 229 students enrolled in the English preparatory class at a state university in Türkiye. The sample was selected via quota sampling. The research findings indicate that while gender and prior failure experience do not significantly affect language learning motivation and language skills, language proficiency levels and the medium of instruction do lead to notable differences in motivation and perceived competence in language skills. While the language levels of students are not directly related to motivation and perceived competence, it has been shown that both types of motivation, with intrinsic motivation being more effective, are significant predictors of self-efficacy perceptions regarding the use of English language skills. In conclusion, universities should implement programs that foster intrinsic motivation and highlight the importance of the English language. The study's findings are expected to provide guidance for English language instructors and administrators in English preparatory programs in similar settings to enhance language learners' efficacy beliefs and learning motivations.
The article is dedicated to analyzing the Ukrainian experience of teaching note-taking for consecutive interpreting, based on the course "Introduction to the Interpreter's Note-Taking" designed at the Mykola Lukash Translation and Interpreting Studies Department of the School of Foreign Languages at V. N. Karazin Kharkiv National University. The material for the research is provided by the textbook "Basics of the Interpreter's Note-Taking" that was written to accompany the above course. The relevance of the research is determined by the importance of note-taking as an essential part of the interpreters' training curriculum and the necessity to propose an efficient model of its teaching suitable for the Ukrainian market of educational services. Thus, the research pursues the double aim: (1) to define the concept of note-taking in regard to its history and modern state; (2) to compare our course in note-taking with foreign analogues in a broader framework of interpreters' training models. To achieve this aim, the study employs several qualitative analytical methods: (1) analysis and synthesis; (2) descriptive method; (3) comparative method. Note-taking is taught as an organic combination of four elements: (1) content analysis; (2) shortenings; (3) verticality; (4) symbols. The conducted research makes it possible to formulate the main differences in the Ukrainian and European approaches to teaching note-taking: (1) the students' level and (2) the degree of material detailing. It offers a new vision of note-taking as a didactic instrument that can be designed and utilized independently with respect to the specifics of a particular educational program.
Every learner has a distinct set of preferences that affect how they absorb new information. Some researchers argue that teaching tailored to each student's unique learning style yields better learning outcomes. However, these claims are not sufficiently supported by research data. The inconsistency of findings and the lack of consensus on this issue motivate us to conduct this experimental study. This study aimed to investigate whether there is a correlation between learning style, personality traits, and student achievement. Participants were 54 students from the Faculty of Computer Science and Engineering, St. Cyril and Methodius University in Skopje, RN. Macedonia. The research followed a quantitative research approach. The VARK and TIPI questionnaires are used to measure students' learning styles and personality traits, respectively. The results of these instruments are analyzed, and the correlational analysis with the students' learning outcomes (measured through the final exam) is conducted. The results show that there is no statistically significant effect of personality type on learning style on student performance, either when the analyses are carried out independently or in combination.
The integration of Artificial Intelligence (AI) into English as a Foreign Language (EFL) instruction presents new opportunities and challenges. While research often focuses on student outcomes, teacher self-efficacy with these tools, particularly across different educational levels, remains underexplored. Addressing this gap, this study investigated the perceived AI self-efficacy of Indonesian EFL teachers at the primary, secondary, and tertiary levels using a sequential explanatory mixed-methods design. Initially, a quantitative survey (N = 150) using the AI Tool Teacher Self-Efficacy Scale (AIT-SES) was administered. Analysis revealed a distinct hierarchy, with tertiary-level teachers reporting the highest self-efficacy, followed by secondary and then primary teachers. Subsequent semi-structured interviews with a purposively selected sub-sample explored the reasons behind these differences, which are linked to factors like professional autonomy and divergent role demands. Qualitative findings suggest that teachers perceive self-efficacy as both a catalyst for pedagogical innovation and a tool for administrative efficiency. A mature form of efficacy also emerged, striking a balance between confidence and a critical awareness of AI's risks. Key influencing factors identified were direct mastery experiences, the quality of professional development, and Indonesia's national "Merdeka Belajar" policy, which serves as a significant top-down driver for technology adoption. The study concludes that fostering teacher AI self-efficacy requires more than just providing technology; it demands differentiated, practical training and professional environments that support teacher autonomy and innovation.
