Problems of Engineer-Pedagogical Education

ʺIndependent learning activities and readiness of higher education students for themʺ.

S. V. Zamchiy — 2024-03-20

The article deals with the independent learning activity of students, which is important in the process
of mastering their professional knowledge and skills and in the formation of their personalities while
studying at a higher education institution.
Independent learning activity is considered as a specific type of learning activity, which is a complex
process of competence formation. The effectiveness of the process of forming competencies in students is
substantiated in view of their inclusion in independent learning activities; the target benchmarks determined
by the competence approach to continuous professional self-improvement and self-development of students
in the learning process and beyond are presented. The reflection of independent learning activities of
students in the description of qualification levels of the National Qualifications Framework is shown.

The tasks of the education system that ensure the effective formation of competencies in students are
defined: development of professional self-awareness, acquisition of knowledge on the organization of
independent cognitive activity, development of skills and abilities of independent cognitive activity.
The concept of "independent learning activity" is analyzed on the basis of the analysis of
terminological, psychological and pedagogical literature and scientific works. The common and distinctive
features between the concepts of "independent work", "independent study", "independent learning activity",
which are used in information sources on the topic of our work, are shown. The list of individual issues that
are the subject of consideration by scientists in the context of solving the problem of independent learning
activities of students is determined.
Different approaches to independent learning activities of students are considered in terms of
knowledge-oriented and personality-oriented learning paradigms.
The structural elements of independent learning activity are characterized: the purpose and subject of
activity, means and methods of its implementation, means of control and correction of the results of activity.
It is noted that the effectiveness of independent learning activities depends on the readiness of students
to implement it. The approaches to the definition of "readiness" in the scientific and pedagogical literature
are analyzed.
Based on the results of the analysis of scientific sources, the cognitive, motivational and value,
evaluative and reflective components that determine the degree of readiness for independent learning
activities in students are identified and characterized.

PRINCIPLES OF DEVELOPING FOREIGN LANGUAGE LEXICAL COMPETENCE OF UNIVERSITY STUDENTS IN DISTANCE EDUCATION

L. Monastyrova — 2024-03-20

The article examines the development of students' vocabulary in distance English classes, essential for
engaging with professionally relevant texts and discussing topics pertinent to their future careers. This study
examines the different stages in which individuals acquire lexical competence, as well as proposes effective
strategies for students to enhance their foreign language vocabulary learning. The effective utilization of
original literature related to their future field of study greatly benefits students. Developing lexical skills plays a
vital role in this process. Specifically, building a semantic and structural typology of scientific and technical
terminological vocabulary, as well as identifying and overcoming difficulties in comprehending English, are
crucial aspects. Of particular interest is incorporating a thesaurus-focused approach when teaching specialized
foreign language vocabulary. This approach takes into consideration the interconnection between the
development of a student's thesaurus and the resources provided by the methodical vocabulary system.
The author emphasizes the impact of distance learning on the development of foreign language
vocabulary skills in university students. The article explores the benefits of using the Moodle platform to
enhance the learning of foreign language materials and improve the overall proficiency of future specialists. It
proposes a series of exercises that should be incorporated into distance learning courses to ensure a high level
of language comprehension, effective communication skills, and the acquisition of necessary linguistic abilities.
These exercises also encourage students to independently explore and creatively apply their language skills.
In conclusion, the author stresses that the hands-on experience of instructing students in a remote
course highlights the immense benefits of completing sets of tasks on the Moodle platform. These tasks,
which lay the foundation for teaching foreign language vocabulary, not only provide students with specific
terminology, but also equip them with fundamental concepts directly relevant to their future profession. By
engaging in real-life situations where this vocabulary is utilized, students are able to develop exceptional
foreign language communication skills at an advanced professional level.

ʺCharacteristics of augmented reality technology and its application in the educational process of higher education establishmentsʺ.

Bo Wang — 2024-03-20

The use of augmented reality technology in the educational process of higher education establishments
affects its productivity, which is determined by the significant potential for personality development both in social
relations and in various spheres of creative self-realization. The article examines the definition of «augmented
reality» by modern scientists. The tools of augmented reality technology are defined as a set of hardware and
software computer support for supplementing the real world surrounding a person with context-dependent virtual
objects in a specific space and time, which changes when the real environment or observation angle changes. The
main components of the technology are augmented reality hardware, augmented reality browser, recognition
system, augmented reality system, augmented reality content. There are different classifications of augmented
reality technology. According to the type of interaction of the augmented reality system with the user, autonomous
and interactive augmented reality systems are distinguished. According to the degree of mobility, stationary and
mobile augmented reality systems are distinguished. According to their functional purpose, visual search and
recognition systems, Augmented Reality 2.0 systems, lens/screen-mirror systems, and contextual visualization
systems are distinguished. Also described are the features of the application of augmented reality technology as a
means of learning in a higher education establishment, which contributes to increasing the visibility and
informative of the educational process when studying various disciplines. Increasing the effectiveness of the
educational process involves a more detailed study of the feasibility and ways of using augmented reality
technology based on available literary sources and conducted research, which will make it possible to determine
the possibilities of using this technology as an object of study and a means of learning.

ʺStorytelling as a way to remember everything - psychological and pedagogical training of future teachers and engineer-teachersʺ

S. Lytvyn — 2024-03-20

The article analyzes the principles and features of the introduction of storytelling technologies into the
educational process as a pedagogical technique based on the use of stories with a certain structure and hero,
aimed at solving pedagogical problems of learning, mentoring, development and motivation. Currently,
education is facing serious problems, such as information overload, inefficient use of modern teaching
methods and technologies, communication breakdowns between teachers, students and stakeholders,
separation of theoretical knowledge acquired in higher education institutions from practice. A system of new
pedagogical techniques (tools), one of which is storytelling, is designed to solve these problems. Initially,
storytelling proved itself as a fairly effective means of building external and internal corporate
communications, that is, in the field of personnel management and management. Now it is actively used in
business, PR, marketing and journalism. The purpose of this article is to show the possibility of using
storytelling in the pedagogical field (in online and offline formats), highlight its features, recommend the
main plots for their inclusion in the teaching methodology of disciplines in higher education before creating
educational tasks, transfer of explicit and implicit knowledge. The article defines the main components of
pedagogical storytelling, the rules and principles of introducing storytelling technologies into the educational
process. The criteria for the effectiveness of storytelling have been determined and analyzed. The concept of
didactic potential of storytelling technology is defined. The article examines the possibility of using pedagogical storytelling as a modern technique of constructing educational tasks in the disciplines of
psychological and pedagogical training of students of pedagogical and engineering pedagogical specialties.
Proposed, described and analyzed plot-constructors and structural components of creating pedagogical
storytelling, examples of their application are given
This teaching technique is recommended to be used to motivate students, explain a process or
phenomenon, choose means of solving problems, model problem situations, and explain the course of action.

The essence and structure of the development of communicative competence of future specialists in psychologyʺ

A. Shkurko — 2024-03-20

The article analyzes the structures of communicative competence of future psychology specialists by
various scholars. The author comes to the conclusion that there is no clear structure which would consider the
specifics of the professional activity of psychology specialists and would contribute to the full development of
their communicative competence. It has been found that the development of communicative competence of
future psychology specialists involves the development of both personal and professional qualities, and the
process itself should be implemented in the unity of theoretical training in the norms and culture of
communication and practical training - the ability to apply knowledge, skills, select the necessary effective
technologies and techniques during live communication with any interlocutor. To clarify the content of the
development structure of future psychology specialists' communicative competence, a survey of psychologists
working in the specialty and research and teaching staff of higher educational institutions has been conducted.
The experts identified the competencies that, according to them, should be acquired by future psychology
specialists. The result of this survey was the identification of key competencies: motivational and value,
conflict, regulatory, prognostic, reflective, gnostic, evaluative, perceptual. The author's structure for the development of future psychology specialists' communicative competence, consisting of four components and
corresponding competencies, has been highlighted. The author refers to the socio-volitional component as
regulatory and perceptual competencies aimed at forming control skills in the process of communication. The
integrative-activity component includes technological, conflict and prognostic competencies that will provide
the ability to apply various methods and technologies to resolve conflicts and problems through
communication. The cognitive-motivational component provides for the development of motivational-value
and gnostic competencies to maintain motivation for the process of developing communicative competence.
Reflective and speech competencies are reflected in the communicative and reflective component of the
structure. The unity of the structural components will ensure the comprehensive development of future
psychology specialists as qualified professionals with a high level of communication competence.

ʺCognitive independence of students in the context of historical and pedagogical analysisʺ

M. Y Kondrashkin — 2024-03-20

The article deals with cognitive independence as the highest form of activity and consciousness of
students in the learning process, their readiness for independent cognitive activity in their future professional
life in various fields of production.
A historical and pedagogical analysis of the emergence and formation of the concept of "cognitive
independence" as a separate phenomenon of pedagogical science is carried out, based on the analysis of
philosophical, terminological, psychological and pedagogical literature and scientific works. The article
identifies the peculiarities in the formation of the concept of "cognitive independence" at each historical
stage, and provides a comparative characterization of the development of cognitive independence in
domestic and foreign pedagogy.

The article outlines the common and distinctive features in the definition of the concept of "cognitive
independence" at each historical stage of its development, identifies and characterizes the mandatory factors
for the development of cognitive independence, such as interest, initiative and perseverance.
It is noted that the concept of "cognitive independence" in the modern context is considered as a
multidimensional personal formation, which is expressed in the need for a person to perform new actions to
obtain new knowledge through cognitive activity, the ability to synthesize cognitive motives and methods of
independent behavior, in self-regulation of cognitive activity.
The views of scientists who define cognitive independence as an integrative dynamic quality of a
personality that requires a systematic approach to its analysis are studied, as well as their reasoned evidence
that cognitive independence can be optimal only if it is initiated by teachers.
The requirements for the organization of the educational process, compliance with which will allow
the formation of cognitive independence in students in the learning process, are characterized: increasing
tasks for independent work, including creative learning tasks in the learning process, creating problem
situations, using creative and research methods of teaching, implementing the principles of collaborative
pedagogy, developing students' ability to work with various information sources.
The main features on the basis of which it can be argued that a student has formed cognitive
independence are identified: awareness of the importance and necessity of the learning process itself, the
ability to learn, cognitive abilities and the ability to independently form an individual learning style.

ʺImproving the content of Engineering and Teaching Education in the context of forming the national system of qualificationsʺ

O. Nazarkin — 2024-03-20

The article is devoted to the study of modern approaches to improving the content of engineering and
pedagogical education in the context of reforming the system of vocational education and the development
of a national qualification system. It is proved that one of the key problems is the inconsistency of the
content and quality of higher education in general (and vocational education in particular) with the actual
needs of society and the national economy, the international labor market. The inconsistency of terminology
and regulatory documents, in particular, educational and professional standards, the National Qualifications
Framework, the classifier of professions and international regulations, also have a negative impact.
The structure of the VET system is considered according to the data of the register of educational
entities of the EDEBO, according to which the percentage of municipal, state and private educational
institutions is determined; the main directions of reforming the system of vocational (vocational-technical)
education are identified: effective management and financing, compliance of the content and quality of education with the needs of the labor market; public-private partnership. The content component of the
implemented program "EU4Skills: Better Skills for a Modern Ukraine" to support the VET reform.
The close mutual connection between the systems of engineering and pedagogical education and
vocational education and training has been presented, such as: engineering and pedagogical education affects
the quality of training of workers (through graduates) and the effective functioning of the VET system, while
it depends on the requirements of the educational process in the VET system and must constantly adjust the
training of graduates in accordance with its needs. The analysis of professional and educational standards for
specialists of working professions is carried out and the requirements for the development of standards of
engineering and pedagogical education have been considered.
Ways to improve the national training system have been proposed, considering the strategy of
education development in Ukraine. The necessity of creating an integral national qualification system for the
integration of activities in the field of awarding, confirming, recognizing qualifications between educational
entities and stakeholders has been proved.

ʺEthical Issues in the creation of an inclusive educational environment of a general secondary education institutionʺ

D. Grianyk — 2024-03-20

The article presents the results of a survey among pedagogical staff of general secondary educational
institutions in Kharkiv to determine the current situation with the ethical component of the process to create
an inclusive environment in a general secondary educational institution. A total of 160 teachers from
Kharkiv lyceums No. 100 and No. 164 (Kyiv district), No. 65 and No. 127 (Novobavarskyi district) took part
in the research. The results of the survey presented in this paper demonstrate that all respondents have a
correct understanding the concept of "inclusive education," indicating that they are aware of a number of
problems associated with this phenomenon. The paper identifies the areas and problems of organizing an
inclusive environment and analyzes the features of each of them. These areas include the organization of
interaction between children in an inclusive classroom, the organization of communication with students'
parents, and ensuring communication between teachers in an inclusive classroom and other members of the
psychological and pedagogical support team. Among the main problems arising in the inclusive environment
of GSEIs, the vast majority of surveyed teachers identify the difficulty of individualizing learning, 98%
emphasize the difficulty of ensuring the flexibility of the educational process, and 91% feel a lack of specific competence. It has been found that significant ethical correction is required in student-student interaction,
according to 57% of respondents, and teacher-student interaction - 41% of respondents. Based on the results
of the study, it was concluded that the level of tolerance development is not sufficient for both students and
teachers. Today, 39% of respondents support the idea that children with SEN do not belong in educational
institutions with normative students. The theoretical analysis presented in the article shows that the issue of
the ethical component of the inclusive environment of the SES remains insufficiently studied in Ukrainianlanguage sources, which is a significant motivation for further research in this area. The research materials
presented in the paper allow us to conclude that the current need is to develop methodological materials to
develop ethical competence in modern teachers to work in an inclusive GSE environment and to meet the
current needs of society in supporting sustainable development and implementing the idea of humanizing the
educational environment.

ʺEssence and Structure of Readiness for Innovative Methodological Activities of Vocational Education Teachersʺ

D. Malazonia — 2024-03-20

The essence and structure of readiness of pedagogical staff in vocational education institutions for
innovative activities have been considered. An analysis of the components of this readiness has been
conducted, and their main characteristics have been identified. The research examined the fundamental nature
and framework of the preparedness of educational professionals for innovative methodological endeavors
within the realm of professional training. The results of the research were presented, indicating the importance
of this readiness in modern conditions, where the labor market undergoes changes, and the requirements for
professionals constantly increase. Theoretical readiness was examined, involving knowledge of modern
methodological approaches, pedagogical theories, and practices that contribute to effective teaching and student
development. Practical readiness was also assessed, encompassing the ability of educators to develop and
implement innovative teaching methods. A review of literature and existing studies on the readiness of
educators for innovative methodological activities was conducted. A research methodology was developed,
including the definition of concepts, assessment criteria, and tools for data collection and analysis. Information
was gathered through surveys, interviews, and observations among vocational education teachers. The collected
data were processed and analyzed to determine the level of readiness of educators for innovative
methodological activities, and key issues and trends in this area were identified. Recommendations were
formulated to enhance the readiness of educators for innovative methodological activities, including
organizational and educational measures that can contribute to the development of this readiness. A report with
the research results was prepared and submitted for further use and discussion in the educational community.

QUALIMETRIC MODEL OF AN ENGINEER-TEACHER COMPETENCY: DIAGNOSTIC, MONITORING AND COMPENSATORY ASPECTS

V.B. Bakatanova — 2024-03-20

The purpose of the project is to develop, adapt and implement a qualimetric model of future
engineers-teachers’ professional competency.
The actuality of the work is due to the need to carry out a practical assessment of the quality of
vocational and pedagogical training, which requires a detailed model of the competency of a future engineerteacher. Existing higher education standards serve as such a model today. However, they do not allow to take
into account all the nuances of the professional and pedagogical training of a future engineer-teacher and to
carry out quality assessment of certain competencies that he or she should acquire during the study at the
higher education institution.
Tasks of the research: 1) to analyze the standards of professional training of bachelors and masters in
specialty 015 «Vocational Education» (by specializations); 2) to develop a qualimetric model of professional
competency of a future engineer-teacher; 3) to create a system for monitoring of the professional competency
of future engineers-teachers using the developed qualimetric model and, based on its results, to determine a
set of training sessions to compensate the gaps in the professional training of future engineers-teachers.
The main result of the work is the developed qualimetric model of professional competency of a
future engineer-teacher, which is based on the current standards of professional training of bachelors and
masters in specialty 015 «Vocational Education» (by specializations), which makes it a legitimate basis for
assessing the competency of both future and current engineers-teachers.
Based on the carried out work, it is concluded that the created qualimetric model of the professional
competency of a future engineer-teacher can be used for: familiarizing students with the requirements of
professional training; assessing the level of professional competency of current engineers-teachers by
colleagues, inspectors and experts; self-assessment of their own level of professional competency;
monitoring the state of training of specialists based on the results of expert evaluation; assessing the level of
training of future engineers-teachers by stakeholders.

ʺSystem of professional competencies for future specialists in the chemical industryʺ

T. Lazarieva — 2024-03-20

The article is devoted to the theoretical justification and development of professional competencies for
future specialists in the chemical industry. The relevance of the chosen topic is explained by the significant
opportunities for modern chemical enterprises to implement advanced technologies, use unconventional raw
materials and materials, modern equipment, and innovative approaches to technological production
processes, including nanotechnologies. Attention is drawn to the ecological, economic, and social challenges
that require innovative approaches and solutions. In this context, the formation of a system of professional
competencies in future specialists of the chemical industry is considered as an important step to ensure the
stability and successful development of the industry in the face of global challenges.

The article explores the concept of "professional competence of a specialist in the chemical industry"
as a set of necessary knowledge, skills, abilities, and personal qualities required for successful work in the
chemical industry. The authors propose an approach to developing a system of professional competencies by
defining qualification requirements and production functions for specialists in the chemical industry,
including engineering and technical and medical-biological specialties.
As a result of the analysis of production functions, a system of professional competencies for future
specialists in the chemical industry has been developed, and the content of integral, general, and professional
competencies has been specified. It has been established that integral competence involves a deep
understanding of processes and technologies of chemical production and the ability to use creativity and an
innovative approach to solving tasks. General competencies encompass aspects such as goal setting, motivation
for achieving results, the ability to independently solve problems, and continuous self-development.
Professional competencies include mastery of fundamental concepts and theories of chemistry, the ability to
analyse chemical processes and technologies, use mathematical models and software for predicting substance
properties, conducting chemical research and data analysis, quality control of products and production
processes, mastery of risk assessment and minimization methodology in the chemical industry.
The results of the research can be used to develop educational programs and train future specialists in
the chemical industry, contributing to the improvement of the quality of education and the preparation of
qualified personnel in this field.

ʺProfessional training of future technicians from the research of the production of flour products with suspension nano additiveʺ

A. Nikulin — 2024-03-20

The article highlights the relevance of the research problem, which is related to the intensive
development of innovative technologies in the food industry, the modernization of production and the
expansion of the geographical space of domestic cooking, which necessitates radical changes in the process
of professional training of specialists in Ukraine. As a result, the modern educational institution should be
modernized in accordance with the new paradigm of domestic education and new variable models of
professional training of future technicians-technologists should be introduced, in particular for the production
of flour products with a suspension nano additive.
In previous studies, it was established that suspension nanoadditive (SND) to food products leads to a
comprehensive improvement of their consumption and functional-technological properties. So, in particular,
CIS nanoparticles have bacteriostatic and antioxidant properties, contribute to better digestion of protein
components of food, have a moisture-, fat-retaining and fat-emulsifying effect, are a source of easily
digestible iron, and have a beneficial effect on metabolic processes.
It has been confirmed that the study of chemical and biological disciplines ensures the formation of
knowledge about the regularities of physico-chemical processes during food preparation, the influence of
organic and inorganic compounds on the organoleptic and nutritional properties of products, and also
contributes to the formation of intellectual abilities of students, activation of cognitive activity and
independence, development creative abilities, communication skills, that is, it helps to create a basis for
acquiring professional competences, the ability for further productive professional activity.

The promising areas of scientific research are the implementation of the author's integrative
technology for the study of the production of flour products with a suspension nano-additive for the
professional training of future technicians-technologists for the production of food products; to develop a set
of special professional, general professional, general scientific, instrumental and social-personal
competencies, which are the fundamental basis of professional training of future technicians-technologists
for the production of food products.