The Open Science Initiative publishes monographs in various academic areas, including the natural sciences, humanities, and social sciences. We are particularly interested in publishing monographs that significantly contribute to their field or offer new and innovative perspectives.
EMOTIONAL INTELLIGENCE OF PRE-SERVICE STEM TEACHERS AS A CONDITION FOR INCLUSIVE INTERACTION IN A DIGITALLY UNSTABLE EDUCATIONAL ENVIRONMENT
The chapter substantiates the significance of pre-service STEM teachers’ emotional intelligence as a condition for inclusive pedagogical interaction in a digitally unstable educational environment. The problem is relevant because contemporary professional training of teachers of science, mathematics, and technology-related disciplines requires integrating subject-specific, methodological, digital, inclusive, and emotionally communicative readiness. In a digital environment, pedagogical interaction is complicated by technical failures, unstable connectivity, loss of video or audio channels, and platform delays, which are especially noticeable for learners with special educational needs. The purpose of the study was to theoretically substantiate the role of pre-service STEM teachers’ emotional intelligence in organizing inclusive interaction and to analyze the results of a pilot evaluation of the training program “Emotional Intelligence for Inclusive STEM.” The research methodology combined analysis of scholarly sources, a pilot “pre-test - formative intervention - post-test” design, the test “Recognition of Emotions in a Digital Environment,” and a scenario-based case that modeled the sudden loss of video connection during interaction with a learner with a hearing impairment. The study involved 36 pre-service teachers of physics, mathematics, and computer science. The results showed a statistically significant increase in the ability to recognize emotions in a digital environment, with the mean score rising from 65.08% to 74.11%. Even more pronounced positive dynamics were identified in the scenario-based case: the mean expert evaluation score increased from 5.47 to 10.67 points. The obtained data indicate that training, case-based, and reflective tasks may contribute to the development of emotional perception, empathy, self-regulation, and inclusive communicative flexibility among pre-service STEM teachers. Prospects for further research include expanding the sample, including a control group, conducting delayed measurement, and developing a broader set of inclusive digital cases.
Copyright (c) 2026 Mariia Ostroha, Volodymyr Shamonia (Author) https://creativecommons.org/licenses/by-nc/4.0
THE CAPACITY OF PRE-SERVICE STEM TEACHERS FOR PERSONALIZED LEARNING IN INCLUSIVE EDUCATION UNDER UNSTABLE INTERNET ACCESS
The chapter substantiates the capacity of pre-service STEM teachers to personalize learning as an integrated soft skill that combines methodological flexibility, inclusive sensitivity, digital-pedagogical maturity, emotional support, and readiness to act under conditions of unstable or absent Internet access. The problem is relevant because personalized learning in STEM education is often associated with digital platforms, adaptive systems, and artificial intelligence tools, whereas effective pedagogical practice requires maintaining individualized support even in contexts with limited digital infrastructure. Particular attention is paid to inclusive education, where personalization is a condition for the accessibility of mathematical, scientific, and technological content for learners with different learning capacities, work pace, cognitive characteristics, and special educational needs. The purpose of the study was to theoretically substantiate and empirically describe the capacity of pre-service STEM teachers to personalize learning in an inclusive, offline-oriented environment. The methodology combined the analysis of current scholarly sources and a pilot quasi-experimental study based on the design “pre-test – formative intervention – post-test.” The study involved 38 future mathematics teachers who formed one pilot group. The dynamics of their capacity for personalizing learning were examined by comparing results before and after a short-term formative intervention. The results showed clear positive dynamics after the formative intervention: participants more often proposed specific offline adaptations, identified learning difficulties more accurately, varied explanations, adapted the pace, and used emotionally supportive communication. It has been demonstrated that offline conditions may function not only as a technical limitation, but also as a diagnostic environment that reveals the depth of pedagogical readiness for personalization. The practical significance of the results lies in the possibility of using the proposed approach in the methodological training of future STEM teachers.
Copyright (c) 2026 Artem Yurchenko (Author) https://creativecommons.org/licenses/by-nc/4.0
PARTNERSHIP INTERACTION IN A MODERN GYMNASIUM: ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS AND ADAPTIVE EDUCATIONAL PRACTICES
The chapter examines the organizational and pedagogical foundations of partnership interaction in modern Ukrainian gymnasiums under conditions of educational transformation, digitalization, and contemporary social challenges. Particular attention is paid to the implementation of partnership pedagogy as a conceptual basis for building a safe, adaptive, and learner-centered educational environment. The purpose of the study is to substantiate the organizational and pedagogical conditions that ensure effective partnership interaction among participants in the educational process and to determine the role of adaptive educational practices in strengthening the resilience of educational institutions. The methodological framework of the study is based on theoretical analysis, synthesis, and generalization of scholarly literature, a systems approach, pedagogical modeling, and the interpretation of contemporary concepts of educational management. The findings identify seven interrelated organizational and pedagogical conditions for the effective implementation of partnership pedagogy in gymnasiums: professional development of teachers, participatory governance, transition to a matrix management model, collaborative programming of educational activities, development of innovation-oriented practices, strengthening cooperation among internal and external stakeholders, and systematic monitoring of partnership effectiveness. The study demonstrates that adaptive educational practices, including blended learning, personalized educational trajectories, digital interaction, psychological support mechanisms, and inclusive approaches, contribute to the flexibility and sustainability of educational environments. It is argued that integrating organizational and pedagogical conditions with adaptive practices promotes educational resilience, strengthens participants' trust in the educational process, and supports the sustainable development of gymnasiums in times of uncertainty and social transformation.
organizational and pedagogical conditions
Copyright (c) 2026 Antonina Danko (Author) https://creativecommons.org/licenses/by-nc/4.0
ENSURING EQUAL ACCESS TO EDUCATIONAL RESOURCES: AN INCLUSIVE-INSTITUTIONAL APPROACH UNDER CONDITIONS OF EUROPEAN INTEGRATION
The study examines the problem of ensuring equal access to educational resources in Ukrainian higher education institutions through an inclusive institutional approach. The purpose of the study is to substantiate the theoretical foundations for the development of social inclusion in the context of European integration, to develop a relevant concept, and to outline its implementation in the post-war period. The methodology is based on a comprehensive analysis of international practices, including the experience of the United Kingdom, Germany, and Poland, as well as the study of the European Union's regulatory and legal framework. The authors establish the need to move from the medical model of disability to a social-institutional model, in which the barrier is understood not as a person’s health condition but as the inflexibility of the environment. The analysis demonstrates the effectiveness of the “personal budget” model and digital inclusion as instruments of learner autonomy. The study substantiates that the implementation of universal design standards and the principles of the Rome Communiqué is a strategic condition for modernizing higher education. The practical significance of the study lies in developing a “roadmap” for aligning Ukrainian legislation with the requirements of the European Higher Education Area.
Copyright (c) 2026 Kateryna Rumiantseva, Vitalina Pugach (Author) https://creativecommons.org/licenses/by-nc/4.0
ARTIFICIAL INTELLIGENCE IN ESPORTS AS A CASE OF DIGITAL TRANSFORMATION IN PHYSICAL CULTURE EDUCATION
This chapter aims to systematize and analyze scientific publications on the use of artificial intelligence and machine learning in esports to identify major research trends and development directions, and to interpret this field as a case of digital transformation in physical culture education under conditions of social uncertainty. Based on a focused selection process, 81 scientific papers indexed in the Web of Science Core Collection from 2008 to the first quarter of 2026 were analyzed. The review identifies eight major thematic areas that reflect the current integration of intelligent technologies into the esports ecosystem: match outcome prediction, player-performance and behavior analysis, AI agents and game automation, physiology, health and emotional-state monitoring, spectator experience and media support, social interaction and communication, business and economic applications, and dataset development. The findings show that AI in esports extends beyond isolated technical solutions and reveals a technologically dense professional environment shaped by predictive systems, biometric monitoring, data-driven decision-making, and algorithmically mediated evaluation. In this perspective, esports is considered not only as a distinct competitive domain but also as a concentrated analytical case that helps clarify broader changes relevant to physical culture education. The chapter argues that the identified tendencies point to the growing importance of data literacy, AI literacy, ethical awareness, adaptive judgment, and professional resilience in the preparation of future specialists. The results contribute to both the systematization of research on AI in esports and the broader discussion of leadership and educational adaptation in digitally transformed environments.
Copyright (c) 2026 Svitlana Рiatysotska, Andrii Yefremenko, Nataliia Dolgopolova, Vyacheslav Romanenko, Yrui Tropin (Author) https://creativecommons.org/licenses/by-nc/4.0
PREPARING TEACHERS FOR TEAMWORK IN A DIGITAL EDUCATIONAL ENVIRONMENT
This chapter provides a theoretical rationale and a practical examination of the development of teachers’ teamwork skills in a digital educational environment. The relevance of the topic stems from the fact that the digital transformation of education is changing not only the tools of teachers’ professional activity, but also the very logic of their interaction with colleagues, administrators, professional communities, and learners. Under these conditions, teamwork is no longer merely an additional organizational ability; it becomes an important component of contemporary educational leadership. The aim of the study is to clarify the essence of teacher teamwork in a digital educational environment, identify its structure, assessment criteria, and indicators, develop a methodology to foster teachers’ teamwork skills in this environment, and analyze the results of its pilot implementation. The study employed theoretical analysis of scholarly sources, modeling, generalization, structural-functional analysis, and elements of a pilot formative experiment using self-assessment, structured observation, analysis of digital artifacts, and comparison of results from two assessment points. The author’s understanding of teachers’ teamwork skills in a digital environment is refined as an integrated set of professional actions that ensure effective interaction through communication, coordination, role distribution, collaborative product creation, facilitation of group processes, and reflective adjustment of activity. Three interrelated components of teacher teamwork in a digital educational environment are identified: communicative-facilitative, cooperative-productive, and organizational-projective. An assessment framework is substantiated, including criteria, indicators, levels of development, and diagnostic tools. A methodology for developing these skills was designed and implemented through a series of three weekly online training sessions using Zoom, messengers, shared documents, and Miro-like digital boards. The pilot experiment involved 26 future master’s students in secondary education at A. S. Makarenko Sumy State Pedagogical University. The results showed positive dynamics across all components, with the most noticeable growth in the organizational-projective dimension of teacher teamwork. It was concluded that the development of teachers’ teamwork skills in a digital educational environment requires targeted methodological support, professionally relevant collaborative tasks, a functionally structured digital environment, reflective guidance, and institutional recognition of teamwork as a significant component of pedagogical activity.
Copyright (c) 2026 Artem Yurchenko, Olena Semenikhina (Author) https://creativecommons.org/licenses/by-nc/4.0
EDUCATIONAL LEADERSHIP OF PRIMARY SCHOOL TEACHERS IN BUILDING PARTNERSHIP WITH PARENTS UNDER SOCIAL CHALLENGES
The chapter examines the transformation of the primary school teacher's role in the system of interaction with the parent community under conditions of social turbulence. The author substantiates the need to move from the traditional one-way communication model to strategies of active participation and coaching. The essence of the teacher’s leadership potential lies in shaping a safe and resilient educational environment. Particular attention is given to the concept of a “community of resilience,” understood as a dynamic socio-pedagogical environment of horizontal support and collective self-reliance. The study details practical tools for implementing leadership influence, including the architecture of the digital space and the ethics of remote communication. It also describes innovative forms of parental engagement, such as facilitative strategic sessions, resource meetings, and project-based participation. The theoretical rationale and synthesis of practical experience support the argument that the use of coaching technologies enables the teacher to shift the focus from conflict resolution to unlocking the community’s internal resources. The role of the leader’s emotional intelligence in stabilizing the classroom community under crisis conditions is identified. The paper offers a systemic perspective on building the class's social capital through digital hygiene and the co-construction of educational meanings. The proposed conceptual approach enables viewing the formation of a community of resilience as a promising indicator of the effectiveness of the contemporary teacher-leader.
Copyright (c) 2026 Viktoriia Balakirieva (Author) https://creativecommons.org/licenses/by-nc/4.0
PSYCHOLOGICAL SAFETY OF THE TEACHING TEAM AS A CONDITION FOR EFFECTIVE INCLUSION IN PRIMARY SCHOOL: PREVENTION OF BURNOUT AND DEVELOPMENT OF PROFESSIONAL RESILIENCE
This section of the monograph provides a comprehensive theoretical and empirical analysis of the psychological safety of the teaching team in an inclusive primary school. It is argued that professional burnout among teachers is systemic and linked to organizational conditions, leadership style, and characteristics of team interaction. The influence of the school climate, managerial support, and professional self-efficacy on reducing emotional exhaustion is analyzed. The role of facilitative and distributed leadership in shaping a culture of support is identified. The results of empirical research are presented, confirming a correlation between psychological safety and indicators of teachers' professional well-being. A practical model for ensuring the sustainability of the teaching team has been developed, taking into account managerial, team, and individual support tools. The algorithm for implementing the model, mechanisms for monitoring its effectiveness, and response triggers are described. It has been proven that the systematic integration of supervision, transparent communication, and professional development reduces the risk of burnout and improves the quality of inclusive practice. The organizational conditions for the formation of a culture of support as a strategic resource of an educational institution have been identified. The limitations of the study and the prospects for further scientific research on ensuring psychological safety in an inclusive environment are outlined. The findings contribute to integrating organizational psychology and inclusive education research by conceptualizing psychological safety as a key mediating resource in educational settings.
Copyright (c) 2026 Marianna Skoromna (Author) https://creativecommons.org/licenses/by-nc/4.0
SUPPORTING THE WELL-BEING OF CHILDREN AND TEACHERS IN TIMES OF EDUCATIONAL UNCERTAINTY: MANAGEMENT STRATEGIES AND PRACTICAL TOOLS FOR SUSTAINING EDUCATIONAL QUALITY
This chapter examines the well-being of teachers and children as a condition for sustaining educational quality in times of educational uncertainty. The study is based on the premise that uncertainty in contemporary education should be understood not only as a situational disruption but as a broader condition that affects organizational stability, pedagogical interaction, emotional safety, and the capacity of educational institutions to maintain coherent and supportive learning environments. The chapter analyzes contemporary approaches to educational uncertainty, teacher well-being, student well-being, leadership, organizational culture, and practical strategies for support in educational settings. Particular attention is paid to the interdependence of teacher and student well-being and to the institutional mechanisms through which educational environments either buffer or intensify the effects of instability. The methodological design combines theoretical analysis and synthesis of current research with the interpretation of empirical data from a teacher survey and the analysis of educational practices. The empirical findings show that teachers’ professional well-being is shaped primarily by administrative support, the psychological climate within the staff, and professional collaboration, whereas students’ well-being depends above all on positive relationships with teachers, a supportive classroom atmosphere, and peer support. On this basis, the chapter substantiates an integrated model of well-being support that combines managerial, pedagogical, psychological, and social dimensions. It is argued that educational quality in uncertain conditions depends not only on instructional continuity and formal academic outcomes but also on institutions' ability to preserve trust, engagement, emotional safety, and professional sustainability. The chapter concludes that well-being should be treated as a strategic component of educational management and as one of the conditions that make humane, stable, and effective education possible.
Copyright (c) 2026 Yuliia Shpaliarenko (Author) https://creativecommons.org/licenses/by-nc/4.0
THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF PARTNERSHIP BETWEEN HIGHER EDUCATION INSTITUTIONS AND STAKEHOLDERS UNDER MARTIAL LAW AND IN THE CONTEXT OF POST-WAR RECOVERY
This study examines the partnership between higher education institutions and stakeholders in the context of universities' growing role in the socio-economic development of local communities. The aim of the research is to substantiate the theoretical and methodological foundations of such interaction, define the principles of networked partnership, and systematize approaches to assessing stakeholder engagement, taking into account the social dimension of cooperation. The study employs a range of research methods, including interdisciplinary analysis of academic sources, methods of analysis and synthesis, and elements of systemic and comparative approaches. The application of these methods enabled clarification of the key concepts, systematization of scholarly approaches to partnership interaction, and definition of the principles of cooperation between higher education institutions and stakeholders. Based on the generalization of theoretical analysis results, a methodological approach has been proposed for diagnosing the level of stakeholder engagement. It involves evaluating three interrelated dimensions of interaction: organizational, communicational, and social. Particular attention is devoted to the social dimension of partnership, which enables the assessment of the potential impact of university–stakeholder cooperation on community development. The findings confirm that effective interaction between universities and stakeholders contributes to the development of partnership networks, strengthens universities' social role, and fosters the creation of innovative educational ecosystems. At the same time, it should be emphasized that the proposed approach serves as a conceptual foundation: it provides general methodological guidelines for evaluation and strategic planning but does not constitute a finalized, universal methodology. Its application requires adaptation to a particular university's values, the specifics of its activities, and the environment in which it operates. The practical significance of the study lies in the possibility of applying this approach by higher education institutions to assess the effectiveness of stakeholder cooperation and to improve mechanisms of partnership interaction. This study was conducted within the framework of the project “Institutionalization of Interaction Between Higher Education Institutions and Local Communities as a Factor in the Restoration and Preservation of Human Capital under Martial Law and During Post-War Reconstruction.”
Copyright (c) 2026 Nadiia Vasynova, Yaroslava Yurkiv, Viktoriia Volodavchyk, Olga Saienko, Serhii Sydorenko (Author) https://creativecommons.org/licenses/by-nc/4.0
RISK MANAGEMENT AND CONTINUITY OF THE EDUCATIONAL PROCESS THROUGH SCENARIO PLANNING AND RESPONSE TRIGGERS
The study addresses the problem of ensuring the continuity of the educational process in higher education institutions (HEIs) under conditions of a compound crisis – specifically, the simultaneous occurrence of a pandemic and an armed conflict, as experienced in Ukraine during 2020–2025. The primary objective was to develop and experimentally verify an integrated risk management model based on scenario planning and a trigger-response system designed to maintain educational continuity regardless of the nature or scale of the crisis. A mixed-methods research design was employed, combining a quasi-experimental pedagogical intervention with quantitative surveys, semi-structured interviews, focus groups, document analysis, and structured observation; the study was conducted at the National University of Life and Environmental Sciences of Ukraine with a total sample of 535 participants, including academic staff, administrative personnel, and students. Diagnostic findings revealed a critically low baseline level of institutional readiness (Overall Readiness Index M = 2.39 out of 5.00), with 84.3% of respondents confirming the absence of a documented Business Continuity Plan. A four-level color-coded trigger-response system (green/yellow/orange/red) and four scenario protocols were introduced in the experimental group during the formative stage (2021–2023) and applied in real crisis events, including large-scale power outages, cyberattacks, and active hostilities near Kyiv. Control-stage measurements (2024–2025) demonstrated statistically significant improvements across all indicators in the experimental group compared to the control group (p < .001), with very large effect sizes (Cohen's d = 1.67–2.21); the Overall Readiness Index rose from 2.41 to 4.12 (+71.0%), while the mean crisis response time decreased from 18.3 to 3.7 hours (−79.8%). The study identified two novel phenomena specific to prolonged crisis contexts: trigger fatigue (declining protocol adherence after repeated activations) and readiness asymmetry (higher compliance among administrative staff than among academic staff and students). The proposed Educational Business Continuity Planning (EdBCP) model advances existing scholarship by integrating bidirectional trigger transitions – covering not only escalation but also structured de-escalation – and by providing an empirically validated operational toolkit applicable to HEIs operating in high-risk environments.
Copyright (c) 2026 Nina Tverezovska, Iryna Demchenko, Tetiana Hryhorenko, Nataliia Slobodianiuk, Viktor Sydorko (Author) https://creativecommons.org/licenses/by-nc/4.0
ETHICAL DILEMMAS UNDER UNCERTAINTY: FAIRNESS OF DECISIONS, INCLUSION, AND RESOURCE PRIORITIES IN EDUCATION
The study addresses ethical dilemmas in education under conditions of uncertainty, with a particular focus on justice, inclusion, and the allocation of limited resources. A mixed-methods design was employed, combining conceptual and comparative normative analysis, case analysis, semi-structured interviews, focus groups, questionnaires, observation, thematic analysis, and statistical processing of quantitative data. It was identified that educational uncertainty is not situational but ontological, manifesting through epistemic, normative, and ontological dimensions that structure the emergence of pedagogical dilemmas. It was established that ethical dilemmas constitute an everyday reality for educators rather than exceptional episodes, and that their specificity is determined primarily by the nature of pedagogical relationships and the forms of responsibility characteristic of different educational sectors. It was found that, in general, secondary education dilemmas of holistic responsibility for child development prevail; in professional pre-higher education, dilemmas arise at the boundary between educational and quasi-professional responsibility; and in higher education, dilemmas of dual loyalty between scholarly and pedagogical roles become more salient. The influence of institutional culture, ethics training, teaching experience, and support resources on the quality of dilemma processing, the level of moral distress, and confidence in decision-making was assessed. Regular patterns of decreasing moral distress and a complex dynamic in which such decreases may reflect both professional adaptation and, in some cases, a risk of reduced moral sensitivity (moral anesthesia) were characterized. It was established that institutional culture is the strongest predictor of morally responsible decision-making and that no individual preparation can compensate for a toxic organizational environment. It was clarified that inclusive education remains a normatively justified ideal, yet its implementation generates dilemmas related to competing rights, cultural diversity, and resource scarcity. The impact of wartime conditions, digitalization, and algorithmic risks on the intensification of ethical tensions in education was also evaluated. It was concluded that further research should focus on longitudinal, comparative, and cross-level studies of pedagogical wisdom, moral distress, and institutional conditions of ethical decision-making.
Copyright (c) 2026 Nina Tverezovska, Daria Suprun, Iryna Demchenko, Tetiana Hryhorenko, Viktor Sydorko (Author) https://creativecommons.org/licenses/by-nc/4.0
COGNITIVE AND RESEARCH ACTIVITY IN PHYSICAL EDUCATION AND SPORT
The section examines cognitive and research activity in physical education and sport as an integral component of the professional development of higher education students. Cognitive and research engagement is interpreted as a holistic formation that combines motivational, cognitive, activity-based, and reflective dimensions, ensuring the transition from the reproductive performance of motor tasks to conscious, research-oriented analysis of one’s own physical activity. The aim of the study is to substantiate pedagogical conditions and empirically test a model that fosters such engagement in compulsory physical education classes. Theoretical methods (analysis, synthesis, comparison, modelling) were used to clarify the conceptual framework and to construct a model that integrates research tasks into the structure of physical education. Empirical data were collected through questionnaires, testing, pedagogical observations, expert evaluations, and a pedagogical experiment involving control and experimental groups (comprising 100 students from a faculty of physical education and sport). The model involved the systematic inclusion of mini-research projects, problem-based tasks, and digital tools for monitoring motor activity during classwork. The dynamics of students’ engagement were evaluated according to four criteria: motivational (interest in research and internal motivation), cognitive (knowledge of research methods and ability to apply them), activity-based (skills in planning and conducting experiments), and reflective (capacity for self-analysis and self-assessment). Statistical analysis of the results revealed a significant increase in the proportion of students with sufficient and high levels of cognitive and research engagement in the experimental group compared to the control group, as well as a decrease in the proportion of students with low levels. The introduction of research tasks and digital monitoring tools enhanced students’ awareness of the value of physical activity, improved their research skills, and fostered a more developed reflective culture. The findings confirm the effectiveness of the proposed pedagogical model and suggest the potential for its broader implementation in physical education courses, sports and wellness programs, and the training of future specialists in physical culture and sport.
Copyright (c) 2025 Hennadii Leshchenko (Author) https://creativecommons.org/licenses/by-nc/4.0
PECULIARITIES OF TEACHING MATHEMATICS IN CRISIS CONDITIONS (WORK EXPERIENCE OF A UKRAINIAN UNIVERSITY UNDER MARTIAL LAW)
Teaching mathematics to students in higher education is a pressing issue in many countries worldwide. A low level of educational motivation and insufficient school preparation cause difficulties in studying mathematics at universities. The situation worsens sharply if crisis conditions are created in the country (pandemics, natural and ecological disasters, military operations). In such situations, students and teachers experience psychological stress, negative emotions, and feelings of anxiety. Ukraine has been at war, but its schools and universities continue to operate. The article describes my own experience of teaching mathematics at the Sumy National Agrarian University (Ukraine) under martial law. An analysis of the educational motivation of students at a higher school in crisis conditions is presented (based on the generalized results of a survey of 90 first-year students), and methods effective in increasing cognitive motivation are described. The article substantiates that the technologies of programmed learning, «flipped classroom,» and visualization of educational material in mathematics are effective in crisis conditions.
Copyright (c) 2025 Anzhela Rozumenko, Anatolii Rozumenko (Author) https://creativecommons.org/licenses/by-nc/4.0
COLLABORATIVE AND COMMUNICATION COMPETENCE OF PRE-SERVICE STEM TEACHERS AS A RESOURCE FOR RESILIENT AND INNOVATIVE EDUCATION IN WARTIME
The chapter examines the development of collaborative and communication competence of pre-service STEM teachers as a resource for resilience and innovation in education during the war in Ukraine. It demonstrates that the soft skills of cooperation and communication for a science and mathematics teacher are not a secondary add-on to professional training, but a prerequisite for organizing joint activities of learners, supporting their psychological resilience, and ensuring continuity of the educational process under conditions of danger and uncertainty. The aim of this study is to provide a theoretical justification and empirical verification of a model that combines the potential of non-formal STEM education (team-based intellectual competitions) with formal training of prospective teachers at a higher education institution, targeting the development of collaborative and communication competence. The empirical base consists of two components. The first covers an analysis of the dynamics of five groups of soft skills of participants in FEMMI competitions, with particular attention to the “Communication” and “Teamwork” indicators. The second is represented by a pedagogical experiment with prospective teachers of mathematics, physics, and computer science, in which a traditional model of training was compared with the STEM-oriented model focused on group projects, the use of digital tools, and reflective practices. The results showed a statistically significant increase in the levels of communication and teamwork among competition participants, as well as growth in the motivational, cognitive, praxeological, and reflective components of readiness to implement STEM education among learners in the experimental group. It is demonstrated that collaborative and communication competence are formed most effectively when team-based formats of activity are embedded in the goals, content, and assessment of educational programs, and when every episode of joint work is accompanied by reflection. An integrated model for developing soft skills of prospective STEM teachers is substantiated, which strengthens the resilience of educational communities under wartime conditions and can be used to modernize teacher education and in-service training programs.
Copyright (c) 2025 Artem Yurchenko (Author) https://creativecommons.org/licenses/by-nc/4.0
CREATIVE ACTIVITY AS A MEANS OF COUNTERACTING THE CRISIS AND EXTREME FACTORS OF HUMAN EXISTENCE
The purpose of the interdisciplinary research is to analyze the creative activity as a means of counteracting the crisis and extreme factors of human existence. This analysis is based on an interdisciplinary study of the systemic foundations of creativity. Six aspects of creativity studies have been outlined, covering: 1) The emergent nature of creativity in the context of explosive/bifurcation generation of the creativity process and its connection with chaos, uncertainty. 2) The process of creativity as “creativity for creativity’s sake”, revealing its non-pragmatic/non-targeted nature. 3) Motivation of the creative process. 4) The spatial creativity that presupposes the ability of a person to combine different and opposing things, thus expressing the self-referent, non-adaptive nature of creativity. 5) The material, “bodily” creativity, associated with the human organism, shows the connection of creativity with human health, thus counteracting the crisis and extreme factors of human existence. 6) The chronal nature of creativity, revealing its linear-evolutionary, developmental nature.
Copyright (c) 2025 Alexander Voznyuk (Author) https://creativecommons.org/licenses/by-nc/4.0
DEVELOPING EMOTIONAL INTELLIGENCE AND SOCIAL-EMOTIONAL SKILLS OF FUTURE PROFESSIONALS FOR RESILIENT AND ADAPTIVE EDUCATION DURING WAR AND POST-WAR RECOVERY
The article examines the development of social-emotional skills and emotional intelligence of future professionals as a condition for the resilience of education during war and post-war recovery. Theoretical analysis shows that social and emotional learning is closely linked to young people’s adaptation to prolonged stress, maintaining academic achievement, and preventing psycho-emotional maladjustment. Emotional intelligence is defined as a resource that combines awareness of one’s own experiences, emotional regulation, empathy, and the capacity to develop constructive behavioral strategies in crisis situations. The importance of preparing university teachers to work with the emotional challenges of learners and to manage their own emotional vulnerability is emphasized. Drawing on two empirical cases, the article generalizes the experience of integrating social and emotional learning into language and professional training. The first case describes a system of communicative tasks in a language course designed to develop emotional intelligence by analyzing the emotions of characters, engaging in role-play, and participating in inquiry-based situations, as well as through reflective writing and safe group discussions. It is demonstrated that the systematic use of such tasks is associated with increased levels of emotional awareness, empathy, self-regulation, and self-motivation among learners, even in conditions of war-related stress. The second case reveals the relationship between the culture of professional communication of future economists and their level of emotional intelligence, highlighting the role of values, ethical guidelines, and speech strategies in shaping responsible attitudes towards partners, clients, and communities. Educational practices of support and recovery that have emerged in Ukrainian higher education institutions during the full-scale war are described separately, including reflective writing, training in empathic listening, modeling professional situations, the use of digital emotion diaries, online discussions, and blended forms of interaction. It is demonstrated that integrating such practices into the educational process, rather than using them as one-off interventions, promotes the formation of sustainable forms of mutual support, the development of information and media literacy, and prepares future professionals for ethical leadership in the post-war reconstruction process. Recommendations are formulated regarding the inclusion of social and emotional learning modules in educational programs, the improvement of professional development systems for university teachers, and the institutional anchoring of care for emotional well-being as a component of higher education quality.
Copyright (c) 2025 Inna Kharchenko, Serhii Kharchenko, Mariia Ostroha (Author) https://creativecommons.org/licenses/by-nc/4.0
RESTORATION OF HUMAN POTENTIAL IN THE EDUCATIONAL ENVIRONMENT DURING WAR
The article focuses on the study of the issue of restoring human potential in Ukraine's educational environment during the full-scale war that began in 2022. The purpose of the work is to theoretically substantiate and practically develop a comprehensive model of restoring human potential, which integrates the psychological, pedagogical, and organizational components of supporting participants in the educational process. The study employs a mixed-methodology approach that combines quantitative methods (a survey of 1,247 pedagogical workers and statistical analysis) with qualitative approaches (47 semi-structured interviews, 13 focus groups, and observation in 12 educational institutions). The results revealed significant regional differentiation in the educational process, as well as high levels of professional burnout among teachers, characterized by emotional exhaustion (M=4.23±1.12). Additionally, the study identified the spontaneous development of adaptive strategies structured around three dimensions: emotional support, technological adaptation, and academic flexibility. The critical role of institutional support has been established: institutions with a high level of it demonstrate half the rate of teacher burnout and 26% higher academic performance. A conceptual model of human potential restoration has been developed, integrating four levels of intervention (individual, group, institutional, systemic) and three temporal phases (survival, adaptation, transformation) with cross-cutting support components. The practical significance of the study lies in the empirical substantiation of educational policy priorities, including the development of a national strategy for psychological support for teachers, the implementation of differentiated regional policies, investments in resilient digital infrastructure, and the provision of systemic support for the institutional potential of educational institutions.
Copyright (c) 2025 Nina Tverezovska, Iryna Demchenko, Inna Osadchenko, Nataliia Slobodianiuk (Author) https://creativecommons.org/licenses/by-nc/4.0
MORAL, ETHICAL, AND ACADEMIC CULTURE OF FUTURE TEACHERS UNDER THE WAR IN UKRAINE AND DIGITAL TRANSFORMATION: AN ANALYTICAL REVIEW THROUGHTHE LENS OF CITIZENSHIP EDUCATION
This paper offers an analytical synthesis of scholarly approaches to understanding the moral, ethical, and academic culture of future teachers in higher education under the conditions of the war in Ukraine. The review is framed through citizenship education as the normative and value-based foundation of teacher preparation. Central to the discussion is how citizenship education in higher education connects to the formation of a teacher’s triadic culture: moral culture (value orientation and accountability for decisions and the consequences of pedagogical action), ethical culture (norms of interaction, work with conflict, and the prevention of dehumanization and discrimination), and academic culture (honesty, evidence-based reasoning, fairness of assessment procedures, and trust in knowledge). The analysis shows that under the crisis conditions of war and sustained informational pressure, these dimensions cannot be treated in isolation. They either reinforce or undermine one another depending on how a university organizes communication, classroom discussions, academic rules, and support mechanisms for instructors and learners. The paper highlights that teaching in situations of war and social conflict requires pedagogically guided, dialogic practices and deliberate work with biases to avoid stereotyping and destructive societal polarization. The review also examines the impact of digitalization, including control technologies and the rise of generative AI, which reshape the criteria of learner autonomy, authorship, and “legitimate assistance”, intensifying the tension between control and trust in educational practice. It is argued that sustaining academic integrity cannot be reduced to technological solutions alone; rather, it requires a combination of transparent norms, pedagogical innovation, and the development of civic responsibility as a professional quality among teachers. Finally, the paper summarizes research gaps related to the limited integration of these three cultural dimensions in empirical studies and outlines directions for further inquiry relevant to teacher education programs in higher education under wartime conditions.
Copyright (c) 2025 Olena Semenikhina (Author) https://creativecommons.org/licenses/by-nc/4.0
TEACHER TRAINING IN POLTAVA PROVINCE DURING THE 19TH –EARLY 20TH CENTURIES
The article examines the evolution of teacher training in Poltava Province during the nineteenth and early twentieth centuries, revealing the historical preconditions, institutional structures, and pedagogical tendencies that determined the professionalization of education in the region. The study identifies and systematizes key stages in the development of pedagogical institutions in Poltava Province, focusing on the activities of teacher seminaries, gymnasiums, pedagogical courses, and institutes for noble maidens. A special emphasis is placed on the humanization and feminization of pedagogical education, the formation of curricula integrating moral, psychological, and methodological disciplines, and the role of educators. The results of this study enrich the historiography of Ukrainian education and provide a foundation for understanding the traditions that influenced the modernization of teacher training in Ukraine today.
Copyright (c) 2025 Iryna Tonkonoh, Olena Katerusha (Author) https://creativecommons.org/licenses/by-nc/4.0
THEORETICAL PRINCIPLES OF EDUCATION DEVELOPMENT IN EMERGENCY SITUATIONS
The article highlights the theoretical principles underlying the development of education in emergency situations resulting from military conflicts, natural disasters, and global pandemics. The importance of ensuring the continuity of education and maintaining its quality in unstable conditions is highlighted. The essence of the concepts of “adaptability of the education system”, “stability of the educational environment”, and “crisis management in education” is determined. The approaches of domestic and foreign researchers to building effective models of the educational process in crisis circumstances are analyzed. The characteristics of four leading models, the Resilient Education Model, the Open and Flexible Learning Model, the Supportive Learning Model, and the Crisis Management Model, are presented. It is shown that these models ensure the continuity of education even in situations of infrastructure destruction and contribute to the psychological stability of participants in the educational process. The role of digitalization, innovative technologies, and open educational resources as tools for supporting learning is emphasized. The importance of a psychologically safe environment and pedagogical support for overcoming the effects of stress is highlighted. It is noted that effective crisis management in education involves flexible management decisions and clear communication protocols. Directions for further research aimed at improving the mechanisms for adapting educational systems to emergency conditions are outlined.
resilience of the educational environment
Copyright (c) 2025 Olena Lysenko, Svitlana Mudrynych, Larysa Maslova (Author) https://creativecommons.org/licenses/by-nc/4.0
DIGITAL INFRASTRUCTURE AND FLEXIBLE LEARNING FORMATS UNDER CONDITIONS OF CONSTANT THREAT
The full-scale invasion has radically altered the role of digital infrastructure in education. What was recently viewed as a tool for modernization or as a way to make learning more flexible has, in many cases, become a condition for education to continue at all. Learning management systems, video-conferencing services, electronic grade books, cloud storage, and communication channels through messengers and social media now form the backbone of everyday educational practice. At the same time, this digital backbone operates under conditions of permanent threat, unstable electricity and connectivity, and large-scale displacement of both learners and educators. As a result, educational institutions are required not only to utilize technologies but also to develop strategies for resilient adaptation in response to them...
TEACHERS’ MORAL AND ETHICAL RESPONSIBILITY IN WARTIME
The historical and pedagogical studies presented in the earlier chapters (including the analysis of Zhukov’s work) clearly show that the figure of the teacher has always exceeded the boundaries of a purely professional role. Across different historical periods, the “good teacher” has been understood as someone who can serve as a moral reference point, preserve dignity in difficult political circumstances, and balance loyalty to state requirements with responsibility towards children and the local community. Teaching has been conceived not only as the transmission of subject knowledge and methodology, but also as a vocation that demands a stable value stance and a readiness to resist injustice, especially when it affects the most vulnerable...
EDUCATION AND WAR: HISTORICAL LESSONS AND CONTEMPORARY CHALLENGES
Education and war have long coexisted, despite the very concept of a school or university implying stability, predictability, and continuity. Every major war has disrupted educational institutions; yet, it is during these periods that their resilience, capacity for renewal, and moral mission become most visible. When buildings are destroyed, communities scattered, and borders redrawn, education remains one of the few mechanisms that preserve memory, transmit values, and sustain a sense of continuity between generations. Drawing on historical lessons from education in times of war, therefore, helps illuminate and better understand the contemporary challenges faced by Ukrainian education under conditions of full-scale aggression...
MODELS OF RESTORING HUMAN POTENTIAL IN EDUCATIONAL SETTINGS DURING WAR
War radically reshapes the understanding of human potential in education. In relatively stable periods, it is usually described as a combination of knowledge, skills, motivation, and professional competencies. Under conditions of air-raid alarms, loss and displacement, an additional dimension comes to the fore – the capacity to withstand prolonged stress, to keep educational communities viable, and to sustain a sense of future. Restoring human potential in educational settings during war is not limited to providing psychological assistance to individuals. It involves comprehensive support models at several interconnected levels – individual, group, institutional, and system – which together determine whether education remains a resource for development or becomes an additional source of harm...
PROFESSIONAL RESILIENCE OF EDUCATORS – BURNOUT, SUPPORT, AND THE ROLE OF PROFESSIONAL COMMUNITIES
In wartime, professional resilience is not an abstract quality but a condition for the survival of educational environments. It encompasses the capacity to sustain teaching and learning under conditions of uncertainty and danger, to maintain professional orientation, to support learners and, at the same time, to avoid destroying one’s own life through excessive self-sacrifice. In the previous parts of this monograph, resilience was considered as a multi-level phenomenon, encompassing individual, group, institutional, and system dimensions. In this part, the focus shifts to the role of the educator and educational leader, because it is through their decisions, emotional state, and professional agency that many strategies for sustaining human potential are actually implemented.
Copyright (c) 2025 https://creativecommons.org/licenses/by-nc/4.0
Formation of Environmental Competence of Senior Grade Students in the Process of STEM-Learning Using Project Technologies
The article explores the theoretical and practical foundations for developing environmental competence among senior-grade students through STEM-based education and project-based learning (PBL). The concepts of environmental competence, STEM education, and project-based learning are examined, and their interrelations within the modern educational paradigm are clarified. The study demonstrates that integrating interdisciplinary approaches, inquiry-oriented methods, and digital tools in STEM education enhances students’ ability to apply environmental knowledge in real-life situations and cultivates a responsible attitude toward nature. Project-based learning is identified as an effective pedagogical strategy for fostering environmental awareness, critical thinking, teamwork, and research skills, which are essential for addressing contemporary ecological challenges. A model for implementing environmentally oriented STEM projects in secondary schools is proposed, emphasizing practical orientation, research activity, and collaboration between students, teachers, and local communities. The study highlights the Ukrainian experience in introducing ecological STEM initiatives and correlates it with international practices, demonstrating that this approach effectively combines theoretical knowledge with practical action, thereby contributing to the achievement of the Sustainable Development Goals.
Copyright (c) 2025 Alina Truten, Svitlana Tolochko (Author) https://creativecommons.org/licenses/by-nc/4.0
The Evolving Role of the Foreign Language Teacher in Integrating the STEAM Approach Into Military Education
The section explores the evolving role of the foreign language teacher in integrating the STEAM approach into the training of military specialists. It argues that language instruction in military education should move beyond isolated linguistic practice toward interdisciplinary learning that connects linguistic, technical, and professional competencies. The study identifies the core professional functions of the language teacher (educational, constructive, research, organizational, and evaluative) and explains how they transform in a STEAM-based environment. Particular attention is paid to the integration of language and professional disciplines, which fosters communicative, analytical, and decision-making skills essential for modern officers. Drawing on Canadian experience, the paper illustrates how project-oriented and technology-enhanced learning models can strengthen teamwork, intercultural competence, and professional adaptability. The survey conducted among cadets of the Hetman Petro Sahaidachnyi National Army Academy confirms the relevance of the STEAM approach and highlights the teacher’s role as an interdisciplinary facilitator who bridges linguistic and technical domains. The findings can inform the design of in-service training programs for foreign language teachers and contribute to the modernization of Ukraine’s military education system.
Copyright (c) 2025 Anna Zhukova, Mariia Halchenkova, Yaryna Dziuba, Svitlana Demikhova (Author) https://creativecommons.org/licenses/by-nc/4.0
STEAM-Oriented Vlogging as a Tool for Preparing Pre-Service Foreign Language Teachers
This study evaluates STEAM-oriented learning vlogs (SOLVs) as a pedagogical tool for advanced university foreign language (FL) teaching, with a focus on developing professionally oriented communicative competence (POCC) in pre-service English teachers. Drawing on human-centred, competence-based, project-based, and inquiry-driven principles, we reviewed Scopus/Web of Science scholarship alongside classroom practice, then conducted a semester-length, two-arm, parallel-group cluster-randomized pilot (N = 60; four intact classes; 5–6 weeks). Classes were assigned to SOLV or a standard research/presentation project (business-as-usual). Outcomes (pre/post) included a POCC proxy rubric (0–20), scored on a teaching-like task; a 5-minute speaking performance measure; a CEFR-aligned mediation task; and a 10-item digital-literacy self-efficacy scale. STEAM content/design quality was tracked in the experimental arm. Results indicate that SOLV strengthens linguistic competence (clearer pronunciation, more precise lexico-grammar) and speech competence in both oral production (greater fluency and discourse control) and mediation (clearer paraphrase, explicitation, and terminology management). Quantitatively, the SOLV group outperformed controls on all indicators: POCC (M_post = 17.3 vs. 14.6), speaking (ΔM = +2.1 vs. +0.8), mediation (13.2 → 15.8 vs. minimal change), and digital-literacy self-efficacy (4.2/5 vs. 3.5/5). Higher STEAM design quality co-occurred with larger mediation gains. Complementary qualitative evidence suggests that hands-on work with mobile apps and online platforms heightens motivation, scientific curiosity, creativity, analytical thinking, collaborative problem-solving, and reflective learning. Taken together, findings position SOLV as a viable, high-impact approach that integrates language development with digital production and inquiry.
professionally oriented communicative competence
Copyright (c) 2025 Alla Melnyk (Author) https://creativecommons.org/licenses/by-nc/4.0
Prospects for the Use of STEM Education in the Professional Training of Future Primary School Teachers
The study examines the feasibility of integrating STEM education (science, technology, engineering, and mathematics) into the training system for future primary school teachers. The relevance of the research is determined by the need to develop new competencies among teachers that meet the challenges of the technological era and the goals of the New Ukrainian School (NUS) educational reform. The paper analyzes scientific approaches to defining STEM competence of a primary school teacher, whose structure comprises cognitive, operational, motivational, and reflective components, as well as organizational and methodological conditions for its development in higher education institutions, including the creation of a STEM-oriented learning environment, implementation of integrated courses, and engagement in project-based learning. The empirical study was conducted at Uzhhorod National University and included a two-stage survey of 45 pre-service primary school teachers (27 bachelor’s and 18 master’s students) before and after the introduction of STEM elements into the curriculum. The results demonstrated a statistically significant improvement in students’ readiness to implement innovative teaching methods, with the average stem readiness index increasing from 59% to 69%. Positive changes were observed in knowledge, motivation, and self-efficacy, with the greatest progress shown by students with lower initial levels. A moderately positive correlation was found between pre- and post-test results (r ≈ 0.46), indicating a partial dependence on prior preparation and the effectiveness of the pedagogical intervention. It was concluded that STEM-oriented training constitutes a promising pathway toward the modernization of teacher education. Integrating STEM technologies into university courses, equipping laboratories, and engaging students in project and research activities enhances the quality of professional training, fosters innovative thinking and interdisciplinary collaboration skills, and readiness to utilize contemporary educational tools and methods. The findings may serve as a methodological foundation for designing educational programs that prepare teachers of a new generation.
Copyright (c) 2025 Galina Rozlutska, Svitlana Hirniak, Yaroslav Petryna (Author) https://creativecommons.org/licenses/by-nc/4.0