Professional Pedagogics
type: channel
description: "Professional Pedagogics" is a free, peer‑reviewed electronic scholarly journal published in English. It belongs to the cluster “Human Capital Development, Social Sciences, and Journalism” and features research articles in the fields A1 “Educational Sciences” and A5 “Vocational Education” (by specializations).
publisher: Institute of vocational education of NAPS of Ukraine
language: en
publication name: Professional Pedagogics
issn: 2707-3092
copyright: Authors who publish in this journal agree to the following terms: 1. Authors hold copyright immediately after publication of their works and retain publishing rights without any restrictions. 2. The copyright commencement date complies the publication date of the issue, where the article is included in.
items: INTENSIFICATION OF VOCATIONAL TRAINING FOR LEARNERS VIA SMART TECHNOLOGIES
items: CONCEPTUAL MODEL OF DIGITAL SKILLS DEVELOPMENT FOR FUTURE TEACHERS OF VOCATIONAL EDUCATION INSTITUTIONS
items: EDUCATIONAL AND METHODOLOGICAL RESOURCES FOR TRAINING FUTURE TEACHERS OF MUSIC IN BUKOVYNIA (1980-2000S)
items: DEVELOPING THE CONFLICT MANAGEMENT CULTURE OF PRE-SERVICE TEACHERS
items: INNOVATIVE APPROACHES TO INTEGRATING ENERGY-EFFICIENT PRACTICES INTO THE VOCATIONAL TRAINING OF FUTURE CONSTRUCTION WORKERS
items: CROSS-BORDER LEARNING IN THE CONTEXT OF GLOBAL EDUCATIONAL TRANSFORMATIONS
items: ANIMAL-ASSISTED INTERVENTIONS AS A RELATIONAL LEARNING ENVIRONMENT IN PROFESSIONAL EDUCATION: THE RPI-AAI MODEL
items: https://jrnls.ivet.edu.ua/1/en/article/view/2130
items: RECOMMENDED PREVENTION PROGRAMS IN SCHOOL-BASED PSYCHOACTIVE SUBSTANCE USE PREVENTION
items: METHODOLOGICAL PRINCIPLES OF USING ARTIFICIAL INTELLIGENCE IN THE PROFESSIONAL ACTIVITIES OF EDUCATORS OF VOCATIONAL EDUCATION INSTITUTIONS
items: PERFORMANCE INDICATORS OF VOCATIONAL GUIDANCE AND CAREER COUNSELING FOR STUDENTS IN THE CONTEXT OF LABOR MARKET TRANSFORMATION: THE EXPERIENCE OF UKRAINE AND EU COUNTRIES
items: MODERN QUALITY ASSURANCE PRACTICES IN VOCATIONAL EDUCATION AND TRAINING IN DENMARK
items: THE USE OF MILITARY NARRATIVES AND MOTIVATIONAL SPEECHES IN THE PROFESSION-ORIENTED ENGLISH LANGUAGE TRAINING OF FUTURE OFFICERS
items: CAREER GUIDANCE FOR SKILLED TRADES IN GENERAL SECONDARY EDUCATION: EUROPEAN EXPERIENCE AND UKRAINIAN PROSPECTS
items: EYE TRACKING IN EDUCATION
items: BUSINESS EDUCATION IN LOGISTICS AS AN INNOVATIVE DIRECTION OF SPECIALIST TRAINING FOR DOMESTIC BUSINESS
items: TRANSFORMATION OF SOCIAL AND EDUCATIONAL SYSTEMS UNDER THE INFLUENCE OF ARTIFICIAL INTELLIGENCE
items: METHODOLOGY FOR CREATING TITLES OF SCIENTIFIC ARTICLES ON ECOLOGICAL ISSUES
items: PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF ENTREPRENEURIAL COMPETENCE IN FUTURE RENEWABLE ENERGY SYSTEM INSTALLATION AND MAINTENANCE TECHNICIANS
items: DIGITALIZATION AND ENERGY EFFICIENCY IN THE TRAINING OF FUTURE CONSTRUCTION PROFESSIONALS: CHALLENGES AND PROSPECTS

INTENSIFICATION OF VOCATIONAL TRAINING FOR LEARNERS VIA SMART TECHNOLOGIES
type: item
description: Relevance: The contemporary global educational architecture is undergoing a radical shift toward "Vocational Education 4.0," driven by the requirements of Industry 4.0 and systemic digital transformation. In Ukraine, this process is critically compounded by martial law, energy instability, and the urgent need for economic resilience, which necessitate innovative tools to ensure instructional continuity. Traditional pedagogical methods often struggle to maintain instructional pace and quality amidst these high-stress environments. A significant research gap exists regarding the systemic integration of SMART complexes, not as peripheral aids, but as primary instruments for the intensification of training. Addressing this gap is vital for aligning national vocational standards with the European educational space while compensating for physical infrastructure limitations. Purpose: This study aims to theoretically substantiate and empirically evaluate the potential of AI-enhanced SMART technologies as strategic tools for intensifying vocational training. The objective is to develop a conceptual model that optimizes learning efficiency and professional competence development amidst digital challenges and security risks. Methods: The research followed a phased mixed-methods design, integrating theoretical analysis with large-scale empirical investigation. Initially, an epistemological analysis of SMART education and Industry 4.0 literature was conducted to identify key theoretical pillars. The empirical stage involved a nationwide survey of 4,645 vocational educators across all macro-regions of Ukraine, ensuring high territorial and expert representativeness – with over 73% of participants possessing ten or more years of professional experience. Data analysis focused on the efficacy of digital tools under martial law, the dominant forms of learning organization, and technological barriers. Finally, structural-logical modelling was employed to synthesise these findings into…
subject: Professional Pedagogics
  topic: section
subject: resilience, Industry 4.0, AI-driven learning, instructional design, digital fluency, adaptive pedagogy, educational ecology
  topic: keywords
creator: Mykola Pryhodii
creator: Oleksandr Radkevych
rights: Copyright (c) 2026 Mykola Pryhodii, Oleksandr Radkevych https://creativecommons.org/licenses/by/4.0
date: 2026-01-15
publication date: 2026-01-15
starting page: 3
ending page: 17
doi: 10.32835/2707-3092.2026.32.3-17

CONCEPTUAL MODEL OF DIGITAL SKILLS DEVELOPMENT FOR FUTURE TEACHERS OF VOCATIONAL EDUCATION INSTITUTIONS
type: item
description: Relevance: since 2022, the Ukrainian vocational education system has been functioning under war conditions characterized by powerful information attacks and mass displacement of staff and learners. This requires the development of new models for training educators with developed digital skills, capable of ensuring high-quality professional training of personnel for the future recovery of Ukraine and its European integration. Objective: The theoretical substantiation and description of a conceptual model for the development of digital skills of future teachers of vocational education institutions. Methods: Theoretical analysis of sources – to study the state of scientific elaboration of the problem and generalize the methodological foundations of digital skills development for future vocational education teachers; comparison and generalization – to study approaches to forming modern models of teachers' digital growth; systemic-structural analysis – to substantiate the architectonic structure of the model; modeling – to visualize the structure of the model of digital skills development for future teachers of vocational education institutions and the author's MindMupsProfi digital ecosystem used within it. Results: A conceptual model for the development of digital skills of future teachers of vocational education institutions is proposed. It integrates 33 innovative tools (MindMup, Canva, Miro, Padlet, Jamboard, Google Workspace, ChatGPT, Copilot, etc.), structured by didactic levels (diagnostic, formative, analytical, reflective, updating), and utilizes the author's digital ecosystem MindMupsProfi (which facilitates continuous content updates, diagnostics, analytics, and automated certification of the results of educators' digital skills development). Conclusions: The conceptual model for the development of digital skills of future teachers of vocational education institutions is presented as a flexible, structurally ordered system that integrates four interconnected …
subject: Professional Pedagogics
  topic: section
subject: vocational education, future teachers of vocational education institutions, conceptual model, digital skills, innovative tools.
  topic: keywords
creator: Yevhen Kuznietsov
rights: Copyright (c) 2026 Yevhen Kuznietsov https://creativecommons.org/licenses/by/4.0
date: 2026-01-22
publication date: 2026-01-22
starting page: 18
ending page: 27
doi: 10.32835/2707-3092.2026.32.18-27

EDUCATIONAL AND METHODOLOGICAL RESOURCES FOR TRAINING FUTURE TEACHERS OF MUSIC IN BUKOVYNIA (1980-2000S)
type: item
description: The relevance of the problem of the development of musical and pedagogical education in the regions of Ukraine makes it possible to update the valuable practices of training future teachers of musical art, established in historical retrospect, in order to study the continuity and stability of educational and artistic traditions. That is why the constructive achievements of musical and pedagogical education in Bukovyna in the 1980s-2000s require special research attention, taking into account the socio-political context of its progress, the contribution of teachers to the training of artistic personnel for Ukrainian musical culture and education. The purpose of the article: to characterize the content of the main disciplines in the training of future teachers of music in Bukovina in the 1980s-2000s; educational and methodological resources of musical and pedagogical education are presented, taking into account the traditions of training teachers-musicians in the Bukovina region. Research methods: historical and pedagogical analysis - to study the features of the content of training future teachers of music in educational institutions of Bukovina within the selected chronological framework; content analysis - in the process of studying educational and methodological materials, resources for training teachers-musicians, generalizing their problems. Results: As a result of historical-pedagogical and content analysis, it was established that the training of future teachers of music in Bukovina in the 1980s–2000s was carried out on the basis of a combination of national educational requirements with regional traditions of musical culture and pedagogy, which ensured the continuity and stability of musical and pedagogical education in the region. It was revealed that the content of professional training of future music teachers was structured around a system of disciplines of musical-theoretical, performing, methodological and culturological orientation, which together form…
subject: Professional Pedagogics
  topic: section
subject: music and pedagogical education, content of training, future teachers of music, Bukovina, educational and methodological resources
  topic: keywords
creator: Sviatoslava Rudan
rights: Copyright (c) 2026 Sviatoslava Rudan https://creativecommons.org/licenses/by/4.0
date: 2026-03-04
publication date: 2026-03-04
starting page: 28
ending page: 41
doi: 10.32835/2707-3092.2026.32.28-41

DEVELOPING THE CONFLICT MANAGEMENT CULTURE OF PRE-SERVICE TEACHERS
type: item
description: Relevance: The global educational landscape exhibits increasingly complex professional interactions, which underscores the critical need for constructive conflict resolution within pedagogical practice; while pedagogy, psychology, and conflict studies recognise the development of pre-service teachers' conflict resolution culture as a vital component of vocational training, the lack of a unified approach to defining its essence and structure reveals significant theoretical and methodological gaps. Objective: This study aims to theoretically substantiate the essence of pre-service teachers' conflict resolution culture, analyse existing scholarly approaches to its definition, and develop a proprietary framework for this phenomenon that reflects the specificities of pedagogical activity. Methods: The research employs theoretical analysis, comparison, generalisation, and the systematisation of scholarly literature. A content analysis of definitions for 'conflict resolution culture' within contemporary scientific works was conducted. Logical-structural modelling was utilised to establish the proposed framework of the phenomenon under investigation. Representative scholarly publications were selected based on relevance and scientific significance to constitute the empirical sample. Results: The analysis reveals the absence of a unified approach to defining 'conflict resolution culture' and highlights its inherently integrative nature. Synthesising the scholarly literature enabled the identification of shared definitional characteristics, such as an orientation towards constructive interaction and the integration of knowledge, values, and behavioural strategies. The study proposes an original definition of the investigated concept. It further delineates the structure of conflict resolution culture – comprising cognitive, value-motivational, emotional-regulatory, and behavioural-communicative components – and defines their functional interconnections. Conclusions: These find…
subject: Professional Pedagogics
  topic: section
subject:
  topic: keywords
  value: conflict resolution culture, pre-service teachers, pedagogical conflict, vocational training, structure of conflict resolution culture, components of conflict resolution culture, educational environment, communicative interaction.
creator: Vasyl Kovalchuk
rights: Copyright (c) 2026 Vasyl Kovalchuk https://creativecommons.org/licenses/by/4.0
date: 2026-03-12
publication date: 2026-03-12
starting page: 42
ending page: 55
doi: 10.32835/2707-3092.2026.32.42-55

INNOVATIVE APPROACHES TO INTEGRATING ENERGY-EFFICIENT PRACTICES INTO THE VOCATIONAL TRAINING OF FUTURE CONSTRUCTION WORKERS
type: item
description: Relevance Modern building energy efficiency requirements, updated regulatory frameworks, and the rising demand for specialists capable of working with low-energy construction technologies necessitate the modernisation of vocational training for future construction workers; innovative approaches to developing energy-efficient competence are becoming a key condition for ensuring the quality of vocational education and aligning training with labour market needs and sustainable development challenges. Aim: This study aims to substantiate and characterise innovative approaches to integrating energy-efficient practices into the vocational training of future construction workers, identify their substantive and methodological features, and outline the conditions for effective implementation within the educational process. Methods: The study employs an analysis of academic sources, the comparative-pedagogical method, and the systematisation and generalisation of modern vocational education practices; it further utilizes content analysis of research on energy efficiency and digital technologies, structural-functional analysis of innovative educational models, and expert generalisation of the results from piloting specific methodologies. Results: The analysis identifies key directions for modernising the content and methods of vocational training for future construction workers within the context of energy efficiency; the findings substantiate the role of digital technologies (BIM modelling, energy simulators, and digital platforms), alongside interactive and project-based learning methods, in fostering students' ability to model, analyse, and implement energy-saving solutions; furthermore, the results highlight the significance of practice-oriented interaction with industry stakeholders and the alignment of educational content with European energy efficiency standards as prerequisites for a high level of graduate professional readiness. Conclusions: Innovative approaches to i…
subject: Professional Pedagogics
  topic: section
subject:
  topic: keywords
  value: Energy efficiency; Energy efficiency competence; Vocational training / Professional training; Future builders; Innovative approaches; Construction industry; BIM technologies; Project-based learning (PBL)
creator: Tetiana Pashchenko
creator: Tetiana Gerliand
rights: Copyright (c) 2026 Tetiana Pashchenko, Tetiana Gerliand https://creativecommons.org/licenses/by/4.0
date: 2026-03-19
publication date: 2026-03-19
starting page: 56
ending page: 66
doi: 10.32835/2707-3092.2026.32.56-66

CROSS-BORDER LEARNING IN THE CONTEXT OF GLOBAL EDUCATIONAL TRANSFORMATIONS
type: item
description: Relevance: The modern educational paradigm is undergoing a profound transformation driven by globalisation, digitalisation and increasing mobility. Traditional, geographically constrained models of education are being replaced by flexible networked systems. Despite extensive research into digital and distance learning, there remains a lack of a comprehensive theoretical framework that would explain the phenomenon of learning across geographical boundaries in the context of “physical” border crossings, particularly its systemic, social and political dimensions. Objective: This study aims to substantiate the phenomenon of cross-border learning through a comprehensive analysis of European Union education policy and the contemporary international scholarly discourse on learning beyond borders. Methods: The study is based on an interdisciplinary methodological framework that combines theoretical analysis, comparative methods, and the synthesis of international academic literature (2019–2026). It examines EU policy documents (e.g., the European Education Area, Erasmus+, and micro-credential initiatives) and integrates findings from recent scholarly publications indexed in Scopus and Web of Science. Conceptual modeling is applied to develop a structural representation of cross-border learning. Results: The study identifies a fundamental shift from territorially bounded education systems to networked, relational learning environments. The development of the cross-border learning phenomenon is underpinned by: the emergence of spatial independence, institutional flexibility, and the transnational integration of policies as key dimensions of educational globalization; the growing role of digital platforms, micro-credentials, and global educational networks in shaping a “fluid” model of education; the transformation of academic mobility into hybrid and virtual forms; and the creation of European-level mechanisms (EQF, Europass, Erasmus+) that ensure comparability and recognitio…
subject: Professional Pedagogics
  topic: section
subject: cross-border learning, learning beyond borders, integration in education, transnational education, educational mobility
  topic: keywords
creator: Daria Voronina-Pryhodii
rights: Copyright (c) 2026 Дарія Вороніна-Пригодій https://creativecommons.org/licenses/by/4.0
date: 2026-04-09
publication date: 2026-04-09
starting page: 67
ending page: 84
doi: 10.32835/2707-3092.2026.32.67-84

ANIMAL-ASSISTED INTERVENTIONS AS A RELATIONAL LEARNING ENVIRONMENT IN PROFESSIONAL EDUCATION: THE RPI-AAI MODEL
type: item
description: Relevance. Contemporary education systems in helping professions are subject to intensive technicization and standardization, which can lead to the depersonalization of the helping relationship, a decline in clinical empathy, and an increased risk of burnout. This article presents the original RPI-AAI (Relational–Identity Model of Professional Formation in Animal-Assisted Interventions) model, a heuristic pedagogical framework that views animal-assisted interventions as an experiential relational learning environment in medical, veterinary, and pedagogical education. The study is theoretical and conceptual and is based on a narrative review of literature integrating findings from the neurobiology of affect regulation, attachment theory, and creative social rehabilitation pedagogy. Purpose. The aim of this article is to develop a theoretical model explaining the role of relational experiences in animal-assisted intervention environments in the process of forming empathy and professional identity in helping professions. The study is conceptual in nature and aims to integrate scattered research findings into a coherent interpretative structure. To this end, the Relational-Identity Model of Professional Education in Animal-Assisted Intervention Environments (RPI-AAI) is presented, which views animal-assisted interventions as a relational learning environment in which emotional regulation, relational experience, and the formation of professional identity create an interrelated developmental process. The main research question can be formulated as follows: How can relational experiences in the AAI environment support the development of empathy skills and the formation of relational professional identity in helping professions? Methodology. The structure of the article is subordinated to the achievement of this goal. The second part presents the author's Relational-Identity Model of Professional Formation in Animal-Assisted Interventions (RPI-AAI) (Relational–Identity Mode…
subject: Professional Pedagogics
  topic: section
subject: animal-assisted interventions, clinical empathy, professional identity, affect regulation, human–animal interaction, RPI-AAI model
  topic: keywords
creator: Lena Jędrzejak
rights: Copyright (c) 2026 Lena Jędrzejak https://creativecommons.org/licenses/by/4.0
date: 2026-04-23
publication date: 2026-04-23
starting page: 85
ending page: 98
doi: 10.32835/2707-3092.2026.32.85-98

https://jrnls.ivet.edu.ua/1/en/article/view/2130
type: item
title: THE ENTREPRENEURIAL UNIVERSITY AS A DRIVER FOR THE COMPETITIVENESS OF THE KNOWLEDGE ECONOMY WITHIN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: THEORETICAL-METHODOLOGICAL FOUNDATIONS AND INSTITUTIONAL MECHANISMS OF DEVELOPMENT
description: Relevance. The shift towards a knowledge economy – driven by digitalisation, accelerated knowledge circulation, and the increasing significance of human capital – transforms university functions from traditional "educational-scientific" institutions into active agents of the innovation ecosystem. Within the Triple Helix model, the university serves as a primary actor in the "university–industry–government" interaction, facilitating knowledge transfer into production, the commercialisation of research findings, and the development of entrepreneurial competences. Integrating sustainable development principles and orienting innovation towards socio-environmental impacts adds an essential dimension to this transformation. Aim: This study theoretically substantiates the essence of the entrepreneurial university and systematises the mechanisms of its impact on the competitiveness of the knowledge economy within the framework of innovative transformation and sustainable development. Methods: The study employs theoretical generalisation and abstraction to develop the conceptual-categorical framework; analysis and synthesis to identify key elements of entrepreneurial transformation; comparison to contrast international and domestic approaches; systemic and structural-functional analysis to examine the university as an institution within the innovation ecosystem; institutional analysis to evaluate regulatory prerequisites and barriers; and modelling alongside logical-analytical methods to formalise impact channels and derive conclusions. Results. The research substantiates that the entrepreneurial university represents a holistic organisational model that integrates managerial autonomy, funding diversification, innovation infrastructure, and a robust entrepreneurial culture. The study proposes evaluating its contribution to the competitiveness of the knowledge economy through four interconnected channels: the cultivation of human capital and entrepreneurial competences; the c…
subject: Professional Pedagogics
  topic: section
subject: entrepreneurial university, knowledge economy, competitiveness, sustainable development, innovation ecosystem, knowledge commercialisation, human capital, innovation-active university.
  topic: keywords
creator: Maryna Azhazha
creator: Tetyana Nestorenko
creator: Jana Péliová
rights: Copyright (c) 2026 Maryna Azhazha, Tetiana Nestorenko, Jana Peliová https://creativecommons.org/licenses/by/4.0
date: 2026-03-30
publication date: 2026-03-30
starting page: 99
ending page: 118
doi: 10.32835/2707-3092.2026.32.99-118

RECOMMENDED PREVENTION PROGRAMS IN SCHOOL-BASED PSYCHOACTIVE SUBSTANCE USE PREVENTION
type: item
description: Relevance The issue of psychoactive substance use among adolescents remains a profound challenge for both public health and the educational system. Recent empirical findings suggest that, despite certain downward trends, the magnitude of the phenomenon continues to necessitate systemic preventive interventions. Implementing prevention programs within the school environment is of paramount importance, as it facilitates early intervention and the reinforcement of students’ psychosocial competencies. Contemporary paradigms in prevention underscore the imperative for evidence-based programs that undergo rigorous, systematic evaluation. Consequently, the analysis of certified recommended programs constitutes a pertinent and vital domain of pedagogical inquiry. Aim: The objective of this study is to examine selected recommended programs utilized in the prevention of substance use among youth within the school setting (specifically "Debata," "Unplugged," and "Fantastic Opportunities"). Particular emphasis is placed on their theoretical foundations, structural frameworks, target demographics, and the efficacy of their preventive impact. Methods: The methodology employed is based on desk research, encompassing systemic documentation regarding the certification and recommendation of prevention programs in Poland. The study utilizes materials developed by the Centre for Education Development as well as the Institute of Psychiatry and Neurology. Programmatic documentation, including implementation manuals and educational resources for students and parents, was subjected to rigorous analysis. Furthermore, evaluation reports concerning the effectiveness of the analyzed programs were incorporated. The synthesized data underwent a comparative analysis based on the following criteria: program objectives, pedagogical methods, scope of influence, and the level of recommendation within the national system. Results: The analysis revealed significant differentiation among the programs in…
subject: Professional Pedagogics
  topic: section
subject: prevention, recommended programs, adolescents, psychoactive substances
  topic: keywords
creator: Elzbieta Mudrak
rights: Copyright (c) 2026 Elzbieta Mudrak https://creativecommons.org/licenses/by/4.0
date: 2026-05-08
publication date: 2026-05-08
starting page: 119
ending page: 131
doi: 10.32835/2707-3092.2026.32.119-131

METHODOLOGICAL PRINCIPLES OF USING ARTIFICIAL INTELLIGENCE IN THE PROFESSIONAL ACTIVITIES OF EDUCATORS OF VOCATIONAL EDUCATION INSTITUTIONS
type: item
description: Relevance. The digital transformation of education in the global dimension is accompanied by the active implementation of artificial intelligence technologies, which are reshaping approaches to the organization of the educational process, the assessment of learning outcomes, and the management of education quality. These processes acquire particular significance in the field of vocational education, where the demand for adaptive, personalized, and analytically grounded educational solutions is increasing. At the same time, existing approaches to the use of artificial intelligence in pedagogical practice remain fragmented and insufficiently methodologically substantiated. A gap is observed between the technological capabilities of intelligent systems and their pedagogical integration, as well as the absence of comprehensive methodological foundations for their application in the professional activities of teachers. Purpose. The purpose of the study was the theoretical substantiation of the methodological foundations for the use of artificial intelligence in the professional activities of teachers in vocational education institutions and the determination of their role in the transformation of the educational process. Methods. The study was conducted on the basis of a theoretical analysis of contemporary scholarly sources, the generalization of international experience in the implementation of intelligent educational systems, a systemic approach to modeling educational processes, and elements of comparative analysis. Methods of content analysis of scientific publications, structural and functional analysis of educational systems, as well as conceptual modeling were employed to identify the interrelationships among pedagogical, technological, and managerial components. Results. It was established that the integration of artificial intelligence into the professional activities of educators ensures a transition to data-oriented management of the educational process, incr…
subject: Professional Pedagogics
  topic: section
subject: освітня аналітика, адаптивне навчання, цифрова трансформація освіти, підхід на основі даних, інтелектуальні освітні середовища.
  topic: keywords
creator: Vadym Kushnir
creator: Vladyslav Belan
rights: Copyright (c) 2026 Vadym Kushnir, Vladyslav Belan https://creativecommons.org/licenses/by/4.0
date: 2026-05-21
publication date: 2026-05-21
starting page: 132
ending page: 143
doi: 10.32835/2707-3092.2026.32.132-143

PERFORMANCE INDICATORS OF VOCATIONAL GUIDANCE AND CAREER COUNSELING FOR STUDENTS IN THE CONTEXT OF LABOR MARKET TRANSFORMATION: THE EXPERIENCE OF UKRAINE AND EU COUNTRIES
type: item
description: Relevance Relevance: The relevance of the study is driven by the shifting logic of career trajectories caused by the transformation of the modern labor market, digitalization, "green" modernization of the economy, demographic changes, and increasing population mobility. Career choice ceases to be a single event (one-time act) and turns into a process of managing transitions and lifelong learning. Quantitative indicators (number of events, consultations, participants) still dominate vocational guidance and career counseling practices in Ukraine, whereas qualitative indicators reflecting real changes in competences (competencies) and career readiness are applied to a limited extent. This limits the opportunities for comparing results obtained by educational institutions and complicates integration with European standards, which emphasize process quality, outcomes, and long-term effects. Objective: To substantiate a multi-level system of performance indicators for vocational guidance and career counseling of students in Ukraine as a tool for adapting to the challenges of the modern labor market, taking into account the relevant experience of EU countries. Methods: Comparison of Ukrainian and European experience in organizing career services; content analysis of regulatory (normative) documents; logical-framework (logical-structural) modeling to build a system of indicators (from inputs to outcomes); thematic grouping of indicators and expert assessment of their clarity and data collection feasibility. Results: A system of indicators encompassing four levels (inputs/resources, processes, outputs/outcomes, and impact) is proposed; six key evaluation areas are identified (from human resource potential to employment success); a "minimum set" of key performance indicators (KPIs) for vocational and professional pre-higher education institutions has been developed (service coverage, average waiting time for counseling, availability of individual action plans, graduate employm…
subject: Professional Pedagogics
  topic: section
subject: career adaptability, labor market, self-efficacy, counseling quality, EU standards, outcomes monitoring, competences (competencies).
  topic: keywords
creator: Nataliia Vanina
rights: Copyright (c) 2026 Наталія Ваніна https://creativecommons.org/licenses/by/4.0
date: 2026-05-28
publication date: 2026-05-28
starting page: 144
ending page: 161
doi: 10.32835/2707-3092.2026.32.144-161

MODERN QUALITY ASSURANCE PRACTICES IN VOCATIONAL EDUCATION AND TRAINING IN DENMARK
type: item
description: Relevance Against the backdrop of digital transformation, rapid labor market shifts, and escalating demands for professional qualifications, the issue of quality assurance in vocational education and training (VET) has acquired strategic significance for countries within the European VET area. Despite numerous studies addressing isolated facets of the Danish VET system, the institutional architecture of quality assurance, the interplay between external and internal mechanisms, the role of social partners, and the integration of European quality frameworks into national policy remain insufficiently explored. Objective: This study analyzes the institutional model of quality assurance in Denmark’s vocational education and training, identifies key mechanisms of external and internal evaluation, and develops an analytical framework for the comparative analysis of national quality assurance systems. Methods: The study employs institutional analysis, comparative analysis, and content analysis of regulatory documents, alongside reports from international organizations (CEDEFOP) and Danish institutions (the Danish Evaluation Institute and the Danish Accreditation Institution). The research scope encompassed identifying key institutions, analyzing their functions, comparing external and internal quality assurance mechanisms, and assessing the alignment of national approaches with the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET). Results: It was established that the effectiveness of the Danish quality assurance model stems from a combination of institutional autonomy, risk-based supervision, active engagement of social partners, and the digitalization of monitoring processes. The Danish Evaluation Institute ensures systemic performance monitoring and thematic evaluations. Danish trade committees (Faglige udvalg) define professional standards, learning outcomes, and assessment criteria, thereby ensuring the alignment of programs …
subject: Professional Pedagogics
  topic: section
subject: institutional architecture, social partnership,
  topic: keywords
subject: risk-based
  topic: keywords
subject: supervision, digital tools of monitoring
  topic: keywords
subject: programme accreditation
  topic: keywords
creator: Rodion Kolyshko
rights: Copyright (c) 2026 Родіон Колишко https://creativecommons.org/licenses/by/4.0
date: 2026-05-28
publication date: 2026-05-28
starting page: 162
ending page: 172
doi: 10.32835/2707-3092.2026.32.162-172

THE USE OF MILITARY NARRATIVES AND MOTIVATIONAL SPEECHES IN THE PROFESSION-ORIENTED ENGLISH LANGUAGE TRAINING OF FUTURE OFFICERS
type: item
description: Relevance: The contemporary operational environment of the security and defense sector of Ukraine, shaped by the full-scale war and the intensification of international military cooperation, underscores the urgent need to modernize the language training of future officers. Traditional approaches to English language teaching in higher military educational institutions, particularly under martial law, do not fully ensure readiness for effective professional communication and interaction. Consequently, the deployment of military narratives and motivational speeches as authentic texts of military discourse takes on particular significance. Integrating them into the English language learning process allows for the synthesis of language training with the development of the rhetorical, leadership, and moral-psychological competencies of future officers. Aim: To theoretically substantiate and experimentally verify the methodology of implementing military narratives and motivational speeches into the English language training process of future officers, as well as to determine its impact on the development of cadets' foreign language communicative and rhetorical competencies within the professional military training system. Methods: The study employs a comprehensive set of theoretical and practice-oriented methods. Analysis, systematization, and generalization of scientific literature were applied to establish the theoretical foundations of military discourse, professional language training, and the rhetoric of military leadership. Elements of critical discourse analysis, narrative analysis, and psycholinguistic analysis were utilized to examine the structure, functions, and linguistic features of military narratives and motivational speeches. Communication modeling and role-playing games were used to practice professional interaction in English. Rhetorical analysis of authentic English-language texts was conducted to develop professional communication and persuasive speakin…
subject: Professional Pedagogics
  topic: section
subject: professional and communicative competence, military education, leadership communication, authentic texts.
  topic: keywords
creator: Oleksandra Shevchuk
rights: Copyright (c) 2026 Oleksandra Shevchuk https://creativecommons.org/licenses/by/4.0
date: 2026-05-28
publication date: 2026-05-28
starting page: 173
ending page: 190
doi: 10.32835/2707-3092.2026.32.173-190

CAREER GUIDANCE FOR SKILLED TRADES IN GENERAL SECONDARY EDUCATION: EUROPEAN EXPERIENCE AND UKRAINIAN PROSPECTS
type: item
description: Relevance: The relevance of the study is determined by ongoing transformations in the labour market, rapid technological development, and increasing demand for highly qualified skilled workers. Despite this, the attractiveness of skilled trades among young people continues to decline, leading to a mismatch between labour market needs and students’ career aspirations. This highlights the need to modernise career guidance in general secondary education through effective international experience. Aim: The article aims to analyse the methodological foundations of career guidance for general secondary education students towards skilled trades based on the experience of Germany and Austria, and to identify possibilities for adapting these approaches within the Ukrainian educational context. Methods: The study employs a qualitative research design, including theoretical analysis of scientific literature, comparative analysis of German and Austrian vocational orientation systems, synthesis of pedagogical approaches, systematisation of dual education principles, and interpretative analysis of implications for Ukraine. Results: The findings demonstrate that effective career guidance in Germany and Austria is characterised by early vocational orientation, continuous practice-based learning, structured workplace exposure, and strong cooperation between schools and employers. Key mechanisms include dual education systems, compulsory internships, career counselling centres, and enterprise involvement in training processes. The analysis shows that these integrated models support informed professional decision-making and strengthen the attractiveness of skilled trades. Conclusions: The study concludes that Ukraine should move towards a more integrated, practice-oriented model of career guidance by adopting key elements of European experience. Priority directions include strengthening early and continuous vocational orientation, expanding students’ workplace exposure, developing sch…
subject: Professional Pedagogics
  topic: section
subject: career guidance, skilled trades, vocational education, dual education system, Germany, Austria, Ukraine, school-to-work transition, vocational orientation, labour market.
  topic: keywords
creator: Evelina Tsarova
rights: Copyright (c) 2026 Євеліна Царьова https://creativecommons.org/licenses/by/4.0
date: 2026-05-28
publication date: 2026-05-28
starting page: 190
ending page: 203
doi: 10.32835/2707-3092.2026.32.190-203

EYE TRACKING IN EDUCATION
type: item
description: Relevance: Eye tracking, understood as a method for recording eye movements, gaze fixations, and selected oculomotor parameters, is now widely recognized as an important tool for investigating visual attention and cognitive processing. This article outlines the development of the method from pioneering studies of reading and visual perception to its contemporary interdisciplinary applications. Particular attention is paid to the use of eye tracking in education, especially in research on learning from text, images, and multimedia materials, in studies of expertise, and in the diagnosis of students’ cognitive difficulties. A brief section was devoted to presenting selected works by the interdisciplinary Cognitive Didactics Research Group, established by the author at the Pedagogical University of Kraków. Purpose: to analyze the development of eye tracking as a method for studying eye movements and to determine its significance and potential applications in educational research, particularly for investigating the cognitive processes of pupils and students. Methods: theoretical analysis of scientific sources on eye-tracking issues, generalization of contemporary studies in the field of education, and presentation of the results of empirical studies conducted by the Research Group on Cognitive Didactics, which applied oculography, electroencephalography, heart rate variability analysis, and other non-invasive methods. Results: it was found that eye tracking is an effective tool for investigating visual attention, cognitive strategies, and information-processing methods during learning. The method makes it possible to analyze how students read texts, interpret graphs, images, video materials, and solve tasks. Differences between expert and novice strategies were identified, as well as the possibility of diagnosing cognitive difficulties and the перспективність of using eye tracking for designing effective learning materials and supporting the educational process. Conclus…
subject: Professional Pedagogics
  topic: section
subject: ай-трекінг, освіта, нейродидактика, окулографія
  topic: keywords
creator: Władysław Błasiak
rights: Copyright (c) 2026 Władysław Błasiak https://creativecommons.org/licenses/by/4.0
date: 2026-05-28
publication date: 2026-05-28
starting page: 204
ending page: 211
doi: 10.32835/2707-3092.2026.32.204-211

BUSINESS EDUCATION IN LOGISTICS AS AN INNOVATIVE DIRECTION OF SPECIALIST TRAINING FOR DOMESTIC BUSINESS
type: item
description: Relevance : The innovative characteristics of business education in logistics presented in this article are highly relevant to the professional training of specialists for the domestic business sector. Within Ukraine's broader business education framework, the logistics training segment occupies a unique position due to the substantial societal demand for efficient logistics supply chains under the conditions of the war with Russia. This underscores the critical importance of logistics as a field of specialist training within institutional, informal, and non-formal business education systems. Aim: To outline the content, forms, and teaching methods of logistics educational programs within business education at contemporary Ukrainian universities and within the non-formal business education system. Methods: Analysis, synthesis, induction, data interpretation, comparison, and classification were employed to conduct a comprehensive analysis of the innovative characteristics of business education content within its logistics segment. Results: A proprietary business education program titled "Building New Logistics Freight Transportation Routes" has been developed for representatives of Ukrainian transport companies. This program has been implemented at the transport company DSV LOGISTICS LLC (DSV) and the Kyiv Logistics School, combining two core modules: "Alternative Logistics Routes" and "Conization (clustering/congestion) in the Process of Designing and Implementing Logistics Routes." Furthermore, the content and specific features of logistics educational programs have been analyzed across several Ukrainian higher education institutions, alongside the non-formal logistics component of business education on platforms such as the Kyiv Logistics School (KLS), Marine Business School, and the DANKO Training Center (Kyiv & Online). The core components of business education curricula in logistics have been substantiated, namely Supply Chain Management, warehouse logistics an…
subject: Professional Pedagogics
  topic: section
subject: Business education
  topic: keywords
subject: Logistics
  topic: keywords
subject: Educational programs
  topic: keywords
subject: Professional competencies
  topic: keywords
subject: Non-formal education
  topic: keywords
subject: e-learning platform
  topic: keywords
creator: Oleksandr Krasnov
rights: Copyright (c) 2026 Oleksandr Krasnov https://creativecommons.org/licenses/by/4.0
date: 2026-05-29
publication date: 2026-05-29
starting page: 212
ending page: 222
doi: 10.32835/2707-3092.2026.32.212-222

TRANSFORMATION OF SOCIAL AND EDUCATIONAL SYSTEMS UNDER THE INFLUENCE OF ARTIFICIAL INTELLIGENCE
type: item
description: Relevance. Over the past decade, artificial intelligence (AI) has emerged as a key driver of global socio-economic change, integrating into industry, healthcare, and education at an unprecedented pace. Despite this technological expansion, a significant gap persists between students’ interest in intelligent systems and their actual understanding of the complexity of professional pathways in this field. Existing theoretical gaps concern model interpretability and the ethical use of algorithms, while practical challenges relate to labor market transformation and the risks of job displacement due to automation. Purpose. The study aims to provide a comprehensive analysis of the current state and practical implementation of AI systems in social and educational environments, as well as to verify the functional capabilities of next-generation language models as tools for supporting professional activities and decision-making. Methods. The methodology is based on a combination of theoretical analysis of scholarly sources and experimental modeling. The research design included: a critical review of interdisciplinary publications; case studies of generative systems (ChatGPT, Bard) using prompt engineering principles; mathematical modeling of linear programming problems in the R programming environment using the lpSolve package; and comparative verification of results. Results. It was established that modern language models are capable of generating coherent research strategies, acting as intellectual navigators. A practical experiment involving the solution of optimization problems confirmed the ability of AI to accurately transform mathematical descriptions into program code, yielding optimal solutions (in particular, values of X1 = 3.33 and X2 = 1.33 were obtained for the resource model). Comparative analysis revealed the advantages of ChatGPT in maintaining conversational context and Google Bard in handling up-to-date data. At the same time, the phenomenon of “apparent cor…
subject: Professional Pedagogics
  topic: section
subject: generative models, labor market transformation, prompt engineering, linear programming, digital competence.
  topic: keywords
creator: Wladyslaw Wornalkewicz
rights: Copyright (c) 2026 Wladyslaw Wornalkewicz https://creativecommons.org/licenses/by/4.0
date: 2026-05-29
publication date: 2026-05-29
starting page: 223
ending page: 234
doi: 10.32835/2707-3092.2026.32.223-234

METHODOLOGY FOR CREATING TITLES OF SCIENTIFIC ARTICLES ON ECOLOGICAL ISSUES
type: item
description: Relevance: The global shift toward "Vocational Education 4.0" and the integration of specialists into the international academic space significantly increase the requirements for scientific metadata quality. In the environmental safety sector, the article title serves as a primary indexing element; however, typical lexical barriers and structural redundancy often hinder the visibility of Ukrainian research in Scopus and Web of Science. Addressing the research gap in systematizing title-forming methodologies is vital for enhancing international scientific communication and ensuring the accurate representation of environmental findings. Purpose: This study aims to develop and scientifically substantiate a methodology for creating titles of scientific articles on environmental issues that comply with the linguistic and technical requirements of international scientometric databases. Methods: The research followed a phased mixed-methods design, integrating comparative linguistic analysis, content analysis of highly cited environmental publications (Q1-Q2), and a deductive approach to systematizing title effectiveness criteria. Practical testing involved a "diagnostic and corrective" stage with master’s and doctoral students majoring in "Ecology," utilizing the "semantic deletion" technique to transform descriptive Ukrainian structures into concise English nominative groups. Results: Empirical findings establish that effective environmental research titles contain 8–12 words, place the key object in the initial position, and utilize the "Object: Aspect" model. The application of the proposed semantic deletion method reduces title length by 30–50% without loss of scientific meaning. The study identifies typical errors in English adaptation, specifically literal calquing and excessive use of prepositions, which negatively affect Field-Weighted Citation Impact (FWCI). A step-by-step algorithm was developed, integrating noun adjuncts and gerund constructions to align titles …
subject: Professional Pedagogics
  topic: section
subject: environmental research communication
  topic: keywords
subject: scientometric visibility
  topic: keywords
subject: academic writing
  topic: keywords
subject: metadata optimisation
  topic: keywords
creator: Stanislav Dushkin
creator: Olena Sierikova
creator: Vadym Babakin
rights: Copyright (c) 2026 Stanislav Dushkin, Olena Sierikova, Vadym Babakin https://creativecommons.org/licenses/by/4.0
date: 2026-06-18
publication date: 2026-06-18
starting page: 235
ending page: 247
doi: 10.32835/2707-3092.2026.32.235-247

PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF ENTREPRENEURIAL COMPETENCE IN FUTURE RENEWABLE ENERGY SYSTEM INSTALLATION AND MAINTENANCE TECHNICIANS
type: item
description: Introduction. Ukraine is in an active phase of energy transition, accelerated by systematic strikes on centralized energy infrastructure: distributed generation based on alternative energy sources has become a tool of energy resilience for territorial communities, small businesses, and households. The professional activity of a master in the installation and maintenance of renewable energy systems is acquiring the features of independent economic management, and entrepreneurial competence is becoming a mandatory sector-specific component of professional expertise. Its formation in vocational education institutions is mostly implemented in a generalized format, without taking into account the sectoral context, which creates a contradiction that requires scientific resolution. Purpose – to theoretically substantiate the pedagogical conditions for the development of entrepreneurial competence of future masters in the installation and maintenance of renewable energy systems and to reveal the nature of the relationships between them as the basis for their joint implementation in the educational process. Methods. Analysis and synthesis of scientific achievements made it possible to clarify the concept of "pedagogical conditions" in the context of developing the entrepreneurial competence of alternative energy specialists; the systems approach ensured the consideration of pedagogical conditions as an integral didactic complex; methods of generalization and concretization were applied to transition from conceptual provisions to operational characteristics of the defined conditions; the priority of conditions was determined based on expert assessment and ranking. Results. The content of the concept "pedagogical conditions for the development of entrepreneurial competence" has been clarified in relation to the sectoral context of alternative energy. Four priority pedagogical conditions have been theoretically substantiated: modernization of the content of educational programs…
subject: Professional Pedagogics
  topic: section
subject: vocational education
  topic: keywords
subject: pedagogical condition
  topic: keywords
subject: vocational education institution
  topic: keywords
subject: competence-based approach
  topic: keywords
subject: entrepreneurial competence
  topic: keywords
subject: alternative energy
  topic: keywords
subject: sectoral conditionality
  topic: keywords
subject: entrepreneurial proactivity
  topic: keywords
subject: technological mobility
  topic: keywords
subject: subject position
  topic: keywords
subject: project activity
  topic: keywords
creator: Volodymyr Artyushenko
rights: Copyright (c) 2026 Volodymyr Artyushenko https://creativecommons.org/licenses/by/4.0
date: 2026-06-18
publication date: 2026-06-18
starting page: 248
ending page: 267
doi: 10.32835/2707-3092.2026.32.248-267

DIGITALIZATION AND ENERGY EFFICIENCY IN THE TRAINING OF FUTURE CONSTRUCTION PROFESSIONALS: CHALLENGES AND PROSPECTS
type: item
description: Relevance. Accounting for approximately 39% of global carbon dioxide emissions, the construction industry is currently at the epicenter of radical transformations (changes). Contemporary scholarship views these shifts through the prism of the "Twin Transition"—the synergy between digitalization and greening (environmental sustainability). Within this multidimensional context, the vocational education and training (VET) system faces an existential challenge, grappling with obsolete curricula and institutional barriers that restrict teacher agency. The contemporary labor market demands a workforce capable of designing and implementing energy-efficient solutions within the innovative paradigm of Construction 4.0. Purpose. To provide a theoretical and empirical substantiation for a comprehensive model integrating energy-efficient and digital technologies into the vocational training system of future construction professionals, and to conduct an in-depth analysis of the effectiveness of innovative pedagogical strategies (specifically immersive simulations and BIM technologies) amidst the global climate transition and the urgent demands of Ukraine’s post-war infrastructure reconstruction (particularly under the Ukraine Facility program). Methods. The study is grounded in systemic and interdisciplinary approaches. It utilizes a systematic review following the PRISMA protocol, structural-functional analysis to evaluate labor market skill gaps, comparative pedagogical modeling to contrast traditional and innovative educational paradigms, and a meta-analysis of empirical data regarding the efficacy of immersive virtual environments. Results. The findings demonstrate a critical education-work transition mismatch (qualification gap) between high-tech market expectations and graduate competencies. The transition to the Education 4.0 paradigm via a multidisciplinary approach and Life Cycle Assessment (LCA) is substantiated as imperative (having no alternative). Furthermore, the u…
subject: Professional Pedagogics
  topic: section
subject: Construction 4.0, energy efficiency, Building Information Modeling (BIM), Twin Transition, immersive learning, green building, dual education.
  topic: keywords
creator: Vitalii Svyrydiuk
rights: Copyright (c) 2026 Vitalii Svyrydiuk https://creativecommons.org/licenses/by/4.0
date: 2026-06-18
publication date: 2026-06-18
starting page: 268
ending page: 278
doi: 10.32835/2707-3092.2026.32.268-278