Methodological and educational journal.

EDUCATIONAL NEEDS OF SCHOOL LEADERS IN WAR CONDITIONS: CHALLENGES, SIGNIFICANCE, AND SEARCH FOR SOLUTIONS

Oksana Kuleshova — Mon, 29 Sep 2025 00:00:00 +0000

The article explores the transformation of the professional functions of school principals in the context of the full-scale war in Ukraine. It demonstrates that the war has introduced qualitatively new management challenges, requiring principals to develop additional competencies in crisis management, safety planning, psychological support, strategic vision, and digital adaptability. Based on a regional monitoring study conducted among 143 principals of general secondary education institutions in the Mykolaiv region, the paper outlines the most pressing educational needs related to performing professional functions in accordance with the Professional Standard for School Leaders. The analysis highlights a strong demand for competencies in strategic management, quality assurance, innovation implementation, and flexible decision-making under conditions of uncertainty. The study also indicates that motivation for professional development is not diminished; on the contrary, it is reinforced in crisis settings, driven by a combination of internal and external factors. Preferences of school leaders regarding training formats and teaching methods are identified, with a clear emphasis on distance and blended learning, active and practice-oriented methods, mentoring, tutoring, and team-based learning. Based on the collected data, a conceptual framework for a 30-hour professional development program tailored to wartime conditions is proposed. The article emphasizes the need to reorient the system of in-service education to support leadership competencies that enhance institutional resilience, adaptability, and capacity for recovery during crises.

OPTIMIZATION OF STUDENTS’ READING ACTIVITY USING PLAYBACK THEATRE

Olha Mkhytaryan — Mon, 29 Sep 2025 00:00:00 +0000

The scientific-methodological article outlines the theoretical foundations of using elements of playback theater as a form of situational learning in literature education. It defines the methodological conditions for the formation of a competent reader through theatrical improvisation techniques. The dominant features of playback theater as a particular form of theatrical art are identified. The didactic possibilities of realizing the artistic-pedagogical potential of playback performance in the process of studying a literary work in school are analyzed. The appropriateness of introducing the idea of playback theater into the literary education process, based on the dramatization of character stories, impressions from the text, or the atmosphere of the narrative, is established. The essential characteristics of playback theater are considered, including: the integration of three conceptual ideas-values: art, social interaction, and ritual; interactive communication among participants in the format of psychological improvisation; clear structuring of the theatrical performance into: audience storytelling, reflection («return») of these stories by actors through dramatization and artistic generalization (narrative); the presence of permanent components of the performance (conductor, musical accompaniment); and the leading characteristics of acting performance. The optimization of integrating playback theater elements as a form of situational learning in literature education is substantiated through: considering the value potential of playback theater; adherence to playback performance principles/rules; integration of tools for developing students’ acting skills into the educational process; algorithmization of preparation and execution of dramatized literary study; and reliance on proven techniques and methods for using playback theater in the process of forming a competent reader. Playback forms for studying Lesya Ukrainka's drama-fairy tale «The Forest Song» are proposed, based on techniques of reflection, ritualization, and improvisation. For the first time, integrated theatrical-educational situations in literary lessons are viewed through the lens of optimizing the reading activity of students in the New Ukrainian School.

«GENDER KALEIDOSCOPE» IN A DOLL’S HOUSE

Volodymyr Hladyshev — Mon, 29 Sep 2025 00:00:00 +0000

The article is a continuation of the study of gender issues in the drama of the outstanding Norwegian writer Henrik Ibsen, A Doll’s House, which we began in a previous work published in the scientific journal «Veresen» («September»). That study clarified the originality of the playwright’s treatment of issues concerning the place and role of women in his contemporary society. This time, we focus on the problem of the «gender kaleidoscope», a term we introduced in our research practice, which refers to the changes that occur in the gender behavior of the characters under the influence of relevant events. We proceed from the assumption that the events and conflicts depicted in the play do not change the characters fundamentally, but only highlight traits inherent in each male and female character that were previously hidden. Unlike the previous investigation, which examined changes in the behavior and worldview of Nora Helmer and Christina Linne, here we explore more complex interactions between characters. We analyze both «intra-gender» interactions — within male and female pairs of characters — and «inter-gender» interactions, focusing on two pairs: Torvald and Nora Helmer, and Christina Linne and Krogstad. We identify the features of «gender behavior» of female and male characters, on the basis of which we determine the «gender changes» within the male-female pairs. It is the noticeable changes in the gender behavior of the characters, considered in a historical context and occurring in both intra-gender and inter-gender pairs through their comparison, that allow us to assert that the drama presents a «gender kaleidoscope», in which seemingly stable «pictures» change depending on the angle from which they are viewed. The article argues not for the randomness of these changes, but for their determination by the characters’ personalities and by the author’s moral and aesthetic position.

THE SYNERGY OF PROGRAMMING AND NATURAL-MATHEMATICAL DISCIPLINES IN THE CONTEXT OF STEM EDUCATION

Hanna Pohromska, Natalya Makhrovska — Mon, 29 Sep 2025 00:00:00 +0000

The article explores the synergy between programming, particularly with Python, and the system of STEM-oriented secondary education. Programming is no longer perceived as a solely technical skill; instead, it is increasingly recognized as a tool for developing students’ computational thinking and as a foundation for interdisciplinary integration across mathematics, physics, chemistry, biology, and technology. Python, due to its simplicity and versatility, is identified as an optimal programming language for educational purposes at the school level. The paper emphasizes the potential of programming to serve as a connecting thread between STEM disciplines, enabling students to work with real data, construct models, visualize scientific concepts, and solve complex interdisciplinary tasks. The article analyzes current practices in Ukrainian schools, where Python is gradually being introduced within the computer science curriculum. However, this integration often remains fragmented and isolated from other subjects. Drawing on national and international research, as well as the authors’ own teaching experience, this article identifies the key challenges of integrating Python into STEM education – including insufficient teacher preparation, a shortage of appropriate teaching materials, and limited access to equipment – and proposes practical solutions to address them. One of the highlights is the development and implementation of a certified teacher training course, «Start into the World of Coding: Python for Beginners», which promotes the transition from teaching Python as an isolated subject to using it as a tool for inquiry-based learning across disciplines. In addition, the article presents an open STEM lesson titled «Smart Coding: Algorithmic Structures in Python,» showcasing practical tasks that connect programming with mathematics and natural sciences. Through this experience, the authors demonstrate how programming facilitates the development of computational models, supports interdisciplinary project work, and enhances students’ ability to think critically, analyze, and solve real-world problems.

METHODOLOGICAL FOUNDATIONS OF DESIGNING EDUCATIONAL SITUATIONS IN CHEMISTRY

Daria Blaha-Minina — Mon, 29 Sep 2025 00:00:00 +0000

The scientific and methodological article examines the theoretical and practical aspects of designing and applying learning situations in chemistry lessons within the framework of the New Ukrainian School concept. The emphasis is placed on rethinking approaches to organizing modern lessons through the planning and implementation of learning situations. The article analyzes scholars’ views on the concept of a «learning situation» in the educational process and refines its definition as a meaningful component of a lesson that stimulates students’ active cognitive engagement and supports the development of key competencies and cross-cutting skills. The main features of a learning situation are identified: focus on achieving expected learning outcomes; didactic richness; presence of a task or a set of differentiated tasks centered around a particular object or phenomenon; active interaction between participants in the educational process; variability of solutions; applicability at different lesson stages; development of key competencies and cross-cutting skills; assessment criteria and feedback mechanisms. The article outlines key factors to consider when designing a learning situation: alignment with expected learning outcomes; identification of competencies and cross-cutting skills; consideration of age-specific characteristics; relevance and significance of didactic content; scientific validity and factual accuracy; task differentiation; time allocation and duration of task performance; presence of clear assessment criteria for learning outcomes; and the provision of feedback. The main stages of preparing and implementing learning situations are described in detail: defining the content, developing the informational component, designing a system of tasks and determining the form of activity, diagnostic stage, and reflection on the implementation of the learning situation. The example is provided of a lesson element that describes a learning situation in chemistry for 7th-grade students on the topic «Exploring Substances and Mixtures» within the lesson «Mass Fraction of a Component in a Mixture». The article demonstrates the practical implementation of step-by-step planning to ensure the effective achievement of the intended learning outcomes and includes a sample self-assessment sheet and reflection element.

ЕFFECTIVE SELF-MANAGEMENT AS A STRATEGY FOR TEACHERS’ PROFESSIONAL DEVELOPMENT

Наnna Fedosova — Mon, 29 Sep 2025 00:00:00 +0000

The scientific article examines in detail the concepts, characteristics, and factors influencing the professional development of teachers. The subject matter of a teacher’s professional activity within an educational institution is defined, and the regulatory and legal framework regulating this process is analyzed. Special attention is given to the conditions that enable educators to realize their professional competence and to the clarification of the concept of «professional development of a teacher». The article highlights both external and internal factors of professional growth and examines the role of self-management in organizing and activating teachers’ professional activity. The essence of pedagogical self-management and its components are determined, while the relationship between motivation and professional development is thoroughly explored. Particular focus is placed on the sources of motivation of pedagogical workers, with an emphasis on the mechanisms of internal motivation for teaching activities. The levels of motivation for professional self-improvement are outlined, and the crisis factors affecting teacher motivation are analyzed. Furthermore, the article identifies the factors shaping the motivational environment within educational institutions, including adaptation, authority, and paternalism. It considers the competence of self-management as a key component in the process of motivating teachers for professional growth. The content and distinctive features of teachers’ self-management, which contribute to their professional advancement through self-directed activity and the pursuit of success, are presented. Finally, recommendations are offered to increase teachers’ motivation for professional development through the effective application of self-management principles. These include the use of positive incentives, the setting of realistic and progressive goals for continuous self-improvement, and the creation of a supportive and stimulating professional environment.

UKRAINIAN NATIONAL AND CIVIC IDENTITY OF PARTICIPANTS OF THE EDUCATIONAL PROCESS IN PRESCHOOL EDUCATION, INSTITUTIONS: METHODOLOGICAL AND DIDACTIC SUPPORT

Liia Oliinyk — Mon, 29 Sep 2025 00:00:00 +0000

The scientific publication develops the idea of implementing national-patriotic education of preschoolers by pedagogical workers taking into account the realities of the time. The scientific and methodological sources of the domestic educational space over the last decade on the outlined issues are analysed in order to determine the satisfaction of regional educational needs on the stated issue. The concepts of «Ukrainian national and civic identity of preschool teachers» and «national-patriotic education of preschoolers» are clarified. We interpret the Ukrainian national and civic identity of preschool teachers as their conscious affirmation of belonging to the Ukrainian nation and society. National identity concerns the culture, traditions, language, and history of Ukraine and its people, and civic identity concerns rights, responsibilities, and participation in state life. The content of national-patriotic education of preschoolers should be enriched with information of a regional nature, which has emotional and value significance for children. The educational process in preschool education should be carried out by teachers with Ukrainian national and civic identity. For the first time, in order to implement national-patriotic education of preschoolers, the use of methodological support for the regional partial program «Ukrainian Wreath. Mykolaiv Region» was considered, which is based on the ideas of the all-Ukrainian integrated course «Culture of Good Neighbourliness» and is focused on intercultural and civic education of children of middle and senior preschool age who attend preschool education institutions in the Mykolaiv region. The implementation of the ideas of the nationwide course «Culture of Good Neighbourliness» and the introduction into the practice of the work of preschool educational institutions teachers of methodological and didactic support for the partial regional program «Ukrainian Wreath. Mykolaiv Region» made it possible to enrich the educational process of preschool educational institutions with practical materials of a patriotic orientation.

METHODOLOGICAL OFFICE OF A PRESCHOOL EDUCATION INSTITUTION AS A CENTRE OF PROFESSIONAL DEVELOPMENT OF A TEACHER: TASKS AND PRINCIPLES

Iryna Romaniuk — Mon, 29 Sep 2025 00:00:00 +0000

The methodological article highlights the issue of forming a centre for the professional growth of pedagogical staff in preschool education institutions. Scientific sources are analysed in order to formulate the tasks of the methodological office, the activities of which are organised and directed by an educator-methodologist. Emphasis is placed on providing systematic support to pedagogical staff to enhance their professional competence; developing and updating the educational and methodological support of the educational process; creating an innovative learning space; providing pedagogical support to parents regarding the development, upbringing, and education of their children; and conducting systematic, targeted studies and evaluations of the quality of education and educational activities. The areas of activity of the educator-methodologist, taking into account each task that requires the greatest attention, are investigated, and the difficulties they face in their implementation are identified. It is shown that, in order to perform the tasks effectively, a specialist should possess skills in analysis, planning, organisation, coordination, and evaluation of both individual and collective teaching activities. The principles of methodological work are presented and characterised, namely: democracy; openness and collegiality, including corporate cooperation and advisory support; systematic methodological support of educational activities; scientific validity, flexibility, and prognosticity; and academic freedom. The ideas of A. M. Bogush on the facilitative role of the educator-methodologist in organising the educational process, O. M. Dobosh on the creation of an innovative space in the institution, and T. Y. Shynkar on the introduction of partnerships with parents into the system of methodological work are analysed.

RESTORING THE PROFESSIONAL IDENTITY OF TEACHING STAFF IN CONDITIONS OF PROLONGED UNCERTAINTY

Maryna Drobysheva — Mon, 29 Sep 2025 00:00:00 +0000

The article addresses the problem of the loss and restoration of professional identity among pedagogical workers in conditions of prolonged uncertainty, which can complicate their emotional and psychological recovery. An analysis of contemporary scientific approaches to the study of professional identity is carried out, its structure is outlined, and key factors contributing to crisis development as well as strategies for overcoming it are identified. Emphasis is placed on the use of art therapy and body-oriented practices as tools for restoring internal resources, achieving psycho-emotional stabilization, and fostering self-reflection during crises. The methodological article examines the process of restoring professional identity through art therapy and body-oriented approaches. For the first time, the author proposes a methodology specifically designed to address this problem. The article clarifies how art therapy techniques can facilitate the restoration of an individual’s psycho-emotional state, support processes of self-knowledge, enhance emotional stability, and contribute to the formation of a pedagogical worker’s professional identity. An author’s methodology for exploring identity through the symbolism of the name is presented. An interdisciplinary study of professional identity under prolonged instability caused by the war in Ukraine is conducted. Specific examples are provided to illustrate the analysis of key approaches to studying identity and to demonstrate ways of effectively restoring professional identity in conditions of prolonged uncertainty, including war, loss of stability, and changes in social and professional roles. An effective master class is proposed, applicable in social work and psychological practice. A wide range of methods is identified for activating, supporting, and enhancing the internal resources of adults, which is especially valuable in contexts of psychological instability.

FUTURE AND PROSPECTS IN THE IMPLEMENTATION OF THE SCIENTIFIC AND PEDAGOGICAL PROJECT «THE INTELLECTUALITY OF UKRAINE»

Halyna Lebid — Mon, 29 Sep 2025 00:00:00 +0000

Reforming the educational space requires urgent and significant changes in approaches to learning. A primary factor in solving complex socio-pedagogical tasks is ensuring continuity across adjacent levels of education: preschool, primary, basic, and specialized. Contemporary realities demand the reformatting of education to provide students with new life strategies, competencies, lifelong learning skills, and the development of critical and creative thinking. Acquiring these skills enables individuals to overcome crises, understand their impact on the future, and realize their personal potential. Today, we are raising a new generation living in an information society, where digital technologies are a priority. There is a need to reconsider the intrinsic value of students’ knowledge and abilities. The innovative scientific and pedagogical project «The Intellectuality of Ukraine» contributes to addressing these challenges. This scientific and methodological article explores the issue of continuity and the prospects for implementing the project «The Intellectuality of Ukraine» in preschool, primary, and higher education. Based on an analysis of scientific publications, the concept of «continuity» is clarified. The program materials are examined from the perspective of continuity between education levels. The qualitative and quantitative composition of educational institutions involved in the project was analyzed, and the advantages of using the program in the educational process were assessed. Proposed are the forms and methods of interaction between teachers across different education levels, as well as between teachers and parents. The impact of the program on the formation of a successful personality in contemporary realities is determined.

APPLIED BEHAVIOR ANALYSIS (ABA) THERAPY AS A METHOD OF CORRECTIVE PEDAGOGY IN WORKING WITH CHILDREN WITH AUTISM SPECTRUM DISORDERS

Denys Shpak — Mon, 29 Sep 2025 00:00:00 +0000

This article explores key aspects and methods of Applied Behavior Analysis (ABA) therapy, emphasizing its application in the development of academic, social, and communication skills among children with developmental disabilities, particularly those of preschool age. Special attention is given to the process of preparing children with autism spectrum disorders, intellectual disabilities, and other developmental and behavioral challenges for inclusion in mainstream educational settings. The paper outlines both the strengths and limitations of ABA therapy, drawing on the author’s practical experience in implementing ABA-based interventions within a dedicated therapy room at a comprehensive rehabilitation center for children with disabilities. It provides a concise overview of fundamental ABA techniques commonly used by professionals engaged in correctional and developmental work with children who have special educational needs. The role of the family and parental involvement in achieving the targeted outcomes of individualized ABA programs is emphasized. Furthermore, the article highlights the responsibility of specialists in delivering ethically sound and effective interventions tailored to the specific developmental profiles of the children. The potential of ABA therapy to significantly improve communication, social interaction, and daily living skills is underscored, as is its contribution to enhancing the child’s autonomy and integration into society. The article concludes that, when implemented appropriately, ABA therapy may reduce problematic behavior, support cognitive development, and improve the overall quality of life for both the child and their family. The ideas of T.V. Skrypnyk became widespread.