Inclusive Transformation of Education Under Conditions of Instability Through Equal Access, Partnership Interaction, Personalized Pedagogical Support, and Emotional Safety
Monograph
Edited by Olena Semenikhina
Attribution should include the following information:
Semenikhina, O. (ed). (2026). Inclusive Transformation of Education Under Conditions of Instability Through Equal Access, Partnership Interaction, Personalized Pedagogical Support, and Emotional Safety. Canada: Open Science Initiative. https://doi.org/10.31110/INTEPES
INTRODUCTION
Authors: Olena Semenikhina
Pages: 4-7
How to Cite (APA):
Semenikhina, O. (2026). INTRODUCTION. In O. Semenikhina (Ed.), Inclusive Transformation of Education Under Conditions of Instability Through Equal Access, Partnership Interaction, Personalized Pedagogical Support, and Emotional Safety, 4-7. Canada: Open Science Initiative.
Chapter 1. ENSURING EQUAL ACCESS TO EDUCATIONAL RESOURCES:AN INCLUSIVE-INSTITUTIONAL APPROACH UNDER CONDITIONS OF EUROPEAN INTEGRATION
Authors: Kateryna Rumiantseva, Vitalina Pugach
Pages: 8-42
DOI: 10.31110/INTEPES.01
How to Cite (APA):
Rumiantseva, K., & Pugach, V. (2026). Ensuring Equal Access to Educational Resources: An Inclusive-Institutional Approach under Conditions of European Integration. In O. Semenikhina (Ed.), Inclusive Transformation of Education Under Conditions of Instability Through Equal Access, Partnership Interaction, Personalized Pedagogical Support, and Emotional Safety, 8-42. Canada: Open Science Initiative. https://doi.org/10.31110/INTEPES.01
Chapter 2. PARTNERSHIP INTERACTION IN A MODERN GYMNASIUM: ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS AND ADAPTIVE EDUCATIONAL PRACTICES
Author: Antonina Danko
Pages: 43-75
DOI: 10.31110/INTEPES.02
How to Cite (APA):
Danko, A. (2026). Partnership Interaction in a Modern Gymnasium: Organizational and Pedagogical Conditions and Adaptive Educational Practices. In O. Semenikhina (Ed.), Inclusive Transformation of Education Under Conditions of Instability Through Equal Access, Partnership Interaction, Personalized Pedagogical Support, and Emotional Safety, 43-75. Canada: Open Science Initiative. https://doi.org/10.31110/INTEPES.02
Chapter 3. THE CAPACITY OF PRE-SERVICE STEM TEACHERS FOR PERSONALIZED LEARNING IN INCLUSIVE EDUCATION UNDER UNSTABLE INTERNET ACCESS
Author: Artem Yurchenko
Pages: 76-122
DOI: 10.31110/INTEPES.03
How to Cite (APA):
Yurchenko, A. (2026). The Capacity of Future STEM Teachers for Personalized Learning in Inclusive Education under Unstable Internet Access. In O. Semenikhina (Ed.), Inclusive Transformation of Education Under Conditions of Instability Through Equal Access, Partnership Interaction, Personalized Pedagogical Support, and Emotional Safety, 76-122. Canada: Open Science Initiative. https://doi.org/10.31110/INTEPES.03
Chapter 4. EMOTIONAL INTELLIGENCE OF PRE-SERVICE STEM TEACHERS AS A CONDITION FOR INCLUSIVE INTERACTION IN A DIGITALLY UNSTABLE EDUCATIONAL ENVIRONMENT
Authors: Mariia Ostroha, Volodymyr Shamonia
Pages: 123-167
DOI: 10.31110/INTEPES.04
How to Cite (APA):
Ostroha, M., & Shamonia, V. (2026). Emotional Intelligence of Future STEM Teachers as a Condition for Inclusive Interaction in a Digitally Unstable Educational Environment. In O. Semenikhina (Ed.), Inclusive Transformation of Education Under Conditions of Instability Through Equal Access, Partnership Interaction, Personalized Pedagogical Support, and Emotional Safety, 123-167. Canada: Open Science Initiative. https://doi.org/10.31110/INTEPES.04
EPILOGUE
Authors: Olena Semenikhina
Pages: 168-170
How to Cite (APA):
Semenikhina, O. (2026). EPILOGUE. In O. Semenikhina (Ed.), Leadership, Resilience, and Digital Transformation in Education under Conditions of Social Uncertainty, 168-170. Canada: Open Science Initiative.
