"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).
Institute of vocational education of NAPS of Ukraine
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.
INTENSIFICATION OF VOCATIONAL TRAINING FOR LEARNERS VIA SMART TECHNOLOGIES
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 a four-block conceptual framework, integrating adaptive algorithms and predictive learning analytics to ensure instructional precision and reproducibility. Results: Empirical findings reveal that SMART complexes serve a critical stabilising function, with 86.1% of educators reporting a significant or moderate acceleration in knowledge and skill acquisition. Furthermore, 67.3% of respondents evaluated these technologies as highly effective for maintaining educational continuity under martial law conditions. Intensification is achieved through immediate feedback loops, the automation of routine assessments, and the personalization of learning trajectories. The study proposes a comprehensive four-block conceptual model: 1) a techno-adaptive infrastructure utilizing VR/AR and adaptive modules; 2) an analytical-predictive block that monitors the "digital footprint" of learners; 3) a personalized support system powered by generative AI and intelligent tutors; and 4) a result-competency output aligned with labour market demands. While 75.8% of participants acknowledge the positive impact of AI on educational quality, significant systemic barriers – specifically unstable connectivity, energy disruptions, and varying levels of digital fluency among staff – remain primary challenges to full-scale implementation. Conclusions: The study concludes that intensifying vocational training via SMART technologies represents a systemic educational evolution rather than a mere technological upgrade. The proposed model facilitates a transition toward "anticipatory training," transforming the educator’s role from a transmitter of knowledge into a designer of educational experiences. Effective implementation requires a dual-track strategy: upgrading institutional digital infrastructure and fostering strategic digital self-regulation among learners. Theoretically, this research bridges the gap between adaptive learning theories and vocational didactics. Practically, the results provide a scalable blueprint for modernising VET systems in crisis-affected regions, establishing new standards for resilient and technologically advanced human capital development.
resilience, Industry 4.0, AI-driven learning, instructional design, digital fluency, adaptive pedagogy, educational ecology
Copyright (c) 2026 Mykola Pryhodii, Oleksandr Radkevych https://creativecommons.org/licenses/by/4.0
CONCEPTUAL MODEL OF DIGITAL SKILLS DEVELOPMENT FOR FUTURE TEACHERS OF VOCATIONAL EDUCATION INSTITUTIONS
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 concepts, is supported by the author's digital ecosystem MindMupsProfi with the "live" PROFI web-smart-advisor, and can serve as a platform for developing digital culture, pedagogical resilience, and innovative thinking of educators in the field of vocational education in Ukraine; the architectonic-structural orderliness, cross-cutting adaptability, and analytical manageability of the model will contribute to achieving the expected pedagogical effect (resilience and viability of the system under conditions of constant change, enhancement of the potential of Ukraine's vocational education, its harmonization with European standards (DigCompEdu), and the training of teachers capable of leading digital modernization processes both during the war and post-war recovery period, as well as in the conditions of future peaceful progress).
vocational education, future teachers of vocational education institutions, conceptual model, digital skills, innovative tools.
Copyright (c) 2026 Yevhen Kuznietsov https://creativecommons.org/licenses/by/4.0
EDUCATIONAL AND METHODOLOGICAL RESOURCES FOR TRAINING FUTURE TEACHERS OF MUSIC IN BUKOVYNIA (1980-2000S)
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 formed the professional competence of a teacher-musician as a teacher, performer and bearer of national culture. It was found that educational and methodological resources (curriculums, methodological recommendations, manuals, repertoire and textbooks) played a leading role in ensuring the quality of professional training, contributed to the formation of musical thinking, performing skills, pedagogical reflection and creative self-realization of future teachers of musical art. It was proven that a special place in the training system was occupied by disciplines and practices related to musical folk art, musical local history and folklore and ethnographic studies, which ensured a deep immersion of students in the regional cultural context, formed national self-awareness and value orientations of professional activity. It was found that in the late 1990s and early 2000s, significant changes occurred in the content of music and pedagogical education in Bukovina, related to overcoming the ideological limitations of the Soviet period, strengthening the national-cultural component, updating the Ukrainian musical heritage, and introducing integrative and interdisciplinary approaches. It was summarized that the experience of compiling and using educational and methodological publications by teachers-musicians of Bukovina is a valuable educational resource that can be used in the modern system of training future teachers of music to update the content of professional disciplines and preserve regional educational traditions. Conclusions: Music and pedagogical education in Bukovina in the 1980s–2000s developed as a unique component of art education, which combined state educational requirements with regional artistic traditions and nationally oriented content of training future teachers of music. Educational and methodological resources played a key role in the formation of professional, performing and pedagogical competencies of future music teachers, ensuring the unity of theoretical, practical and performing training. Analysis of the content of professional disciplines showed the priority of the educational potential of music, orientation on the development of musical culture of the individual, moral and aesthetic values, creative abilities of students, as well as on the formation of pedagogical skills of the teacher-musician. It is proved that an important feature of the training of future teachers of music in Bukovina was the systematic involvement of regional music and local history material, folklore heritage, and the repertoire of Bukovina composers and performers, which contributed to the establishment of national identity and professional self-awareness of students. Transformational processes in the content of music and pedagogical education in the late 1990s and early 2000s were due to overcoming the ideological limitations of the Soviet period, strengthening the national and cultural component, interdisciplinary integration, and orientation on the concept of musical education based on Ukrainian national culture.
music and pedagogical education, content of training, future teachers of music, Bukovina, educational and methodological resources
Copyright (c) 2026 Sviatoslava Rudan https://creativecommons.org/licenses/by/4.0
DEVELOPING THE CONFLICT MANAGEMENT CULTURE OF PRE-SERVICE TEACHERS
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 findings strengthen the theoretical foundations for researching conflict resolution culture as an integrative attribute of the pre-service teacher’s personality and expand scholarly understanding of its internal structure. The practical significance lies in the potential application of the proposed approaches to design pedagogical conditions, methodologies, and technologies for developing conflict resolution culture during vocational teacher training.
conflict resolution culture, pre-service teachers, pedagogical conflict, vocational training, structure of conflict resolution culture, components of conflict resolution culture, educational environment, communicative interaction.
Copyright (c) 2026 Vasyl Kovalchuk https://creativecommons.org/licenses/by/4.0
INNOVATIVE APPROACHES TO INTEGRATING ENERGY-EFFICIENT PRACTICES INTO THE VOCATIONAL TRAINING OF FUTURE CONSTRUCTION WORKERS
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 integrating energy-efficient practices ensure the comprehensive development of professional competencies in future construction workers, strengthen the practical orientation of training, and facilitate the preparation of specialists capable of operating according to modern technological, regulatory, and environmental requirements; the combination of digital tools, active learning methods, and the industrial context creates a foundation for modernising vocational education and increasing its effectiveness in the field of energy-efficient construction.
Energy efficiency; Energy efficiency competence; Vocational training / Professional training; Future builders; Innovative approaches; Construction industry; BIM technologies; Project-based learning (PBL)
Copyright (c) 2026 Tetiana Pashchenko, Tetiana Gerliand https://creativecommons.org/licenses/by/4.0
CROSS-BORDER LEARNING IN THE CONTEXT OF GLOBAL EDUCATIONAL TRANSFORMATIONS
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 recognition of learning outcomes across countries. A structural model of cross-border learning is proposed, consisting of five interdependent components: the digital learning environment, international academic mobility, transnational educational programs, micro-credentials and digital badges, global learning networks. Conclusions: The findings of the study demonstrate that cross-border learning represents a systemic transformation of education rather than a mere technological expansion of distance learning. The proposed model contributes to theoretical advancement by conceptualizing education as a networked, post-territorial system with globally recognized learning outcomes. Practically, it provides a foundation for policy development and educational reform, which is particularly relevant for countries facing disruptions, such as Ukraine, by creating conditions for continuity, resilience, and the global integration of national education systems.
cross-border learning, learning beyond borders, integration in education, transnational education, educational mobility
Copyright (c) 2026 Дарія Вороніна-Пригодій https://creativecommons.org/licenses/by/4.0
ANIMAL-ASSISTED INTERVENTIONS AS A RELATIONAL LEARNING ENVIRONMENT IN PROFESSIONAL EDUCATION: THE RPI-AAI MODEL
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 Model of Professional Formation in Animal-Assisted Interventions (RPI-AAI)), which integrates the findings of attachment theory, the concept of affect regulation, and the pedagogy of creative rehabilitation. This proposal is heuristic in nature and provides an interpretative framework requiring further empirical verification, organizing the process of competence development into three interdependent dimensions: regulatory, relational, and identity. Next, the implications of the model for medical and veterinary education are discussed, with particular emphasis on the problem of depersonalization of clinical relationships and the risk of burnout. The next part of the article presents the methodological assumptions of the study, while the conclusion formulates conclusions and directions for further empirical research. The structure of the article leads from the diagnosis of the educational problem, through the construction of a theoretical model, to an indication of its significance for professional education practice. Results. The process of forming a professional identity is presented on three interdependent levels: regulatory ("I in relation"), related to the stabilization of emotional arousal; relational ("The other as a subject"), in which the animal acts as an "emotional mirror," developing sensitivity to nonverbal signals and the boundaries of subjectivity; and identity ("Me as a professional"), where corrective experience and relational agency support the development of an attitude of responsibility for the well-being of another being. The research results cited in the article indicate that participation in animal-assisted interventions (AAI) can promote the development of self-regulatory competencies and learning strategies, especially among individuals experiencing high levels of stress. The conclusions suggest that the RPI-AAI model can be a useful tool in professional education, supporting the development of empathy and the building of an integrated professional identity that is resistant to burnout.
animal-assisted interventions, clinical empathy, professional identity, affect regulation, human–animal interaction, RPI-AAI model
Copyright (c) 2026 Lena Jędrzejak https://creativecommons.org/licenses/by/4.0
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
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 commercialisation of R&D and the capitalisation of knowledge; an innovation-active management model and institutional resilience; and ecosystem interaction based on Triple Helix logic, incorporating sustainable innovation criteria. The analysis reveals that while Ukraine possesses basic regulatory prerequisites, practical implementation is hindered by institutional fragmentation, weak cooperation between science and business, and limited financial autonomy. Conclusions: The entrepreneurial university is best understood as a systemic factor in modernising the knowledge economy and achieving sustainable development goals, provided there is synergy between organisational transformation, commercialisation tools, and ecosystem partnerships; furthermore, performance evaluation must account for socio-environmental effects alongside economic outcomes.
entrepreneurial university, knowledge economy, competitiveness, sustainable development, innovation ecosystem, knowledge commercialisation, human capital, innovation-active university.
Copyright (c) 2026 Maryna Azhazha, Tetiana Nestorenko, Jana Peliová https://creativecommons.org/licenses/by/4.0
RECOMMENDED PREVENTION PROGRAMS IN SCHOOL-BASED PSYCHOACTIVE SUBSTANCE USE PREVENTION
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 terms of intervention intensity and methodology. The "Debata" program addresses alcohol consumption through a brief intervention model focused on the formation of normative attitudes and beliefs. The "Unplugged" program encompasses a broader spectrum of psychoactive substances, grounded in the social influence model and the development of psychosocial competencies. The "Fantastic Opportunities" program is characterized by the highest degree of complexity, integrating school-based, family, and community-level interventions, while demonstrating durable preventive effects substantiated by research. Conclusions: Certified recommended programs represent a crucial component of systemic preventive measures in the school environment. Their efficacy is contingent upon the level of quality, comprehensiveness, and the duration of the intervention. Programs with higher recommendation statuses typically exhibit greater stability of effects and a more extensive scope of influence. However, effective prevention necessitates not only the implementation of evidence-based programs but also their thoughtful adaptation to the needs of specific school communities, alongside ensuring high-fidelity implementation and systematic evaluation.
prevention, recommended programs, adolescents, psychoactive substances
Copyright (c) 2026 Elzbieta Mudrak https://creativecommons.org/licenses/by/4.0
METHODOLOGICAL PRINCIPLES OF USING ARTIFICIAL INTELLIGENCE IN THE PROFESSIONAL ACTIVITIES OF EDUCATORS OF VOCATIONAL EDUCATION INSTITUTIONS
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, increases the objectivity of assessment, and promotes the personalization of learning. In particular, the application of educational analytics makes it possible to identify risks of academic underachievement at early stages, while the use of adaptive algorithms enhances learning effectiveness. It can be concluded that the implementation of intelligent systems contributes to an increase in the effectiveness of learning activities and to the improvement of the quality of educational decisions. A relationship was identified between the level of educators’ digital competence and the effectiveness of the use of intelligent tools, and the role of a three-component model (pedagogical, technological, and human resource) in ensuring their effective application was determined. Conclusions. It is substantiated that the use of artificial intelligence in the professional activities of educators acts as a factor in the transformation of the educational environment, contributes to increasing the adaptability of learning, and forms a basis for the implementation of analytically grounded education management. The obtained results expand theoretical understandings of the digitalization of vocational education and create prerequisites for the development of practical recommendations for the implementation of intelligent technologies in pedagogical practice.
освітня аналітика, адаптивне навчання, цифрова трансформація освіти, підхід на основі даних, інтелектуальні освітні середовища.
Copyright (c) 2026 Vadym Kushnir, Vladyslav Belan https://creativecommons.org/licenses/by/4.0
PERFORMANCE INDICATORS OF VOCATIONAL GUIDANCE AND CAREER COUNSELING FOR STUDENTS IN THE CONTEXT OF LABOR MARKET TRANSFORMATION: THE EXPERIENCE OF UKRAINE AND EU COUNTRIES
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 employment rate); comparative analysis showed that in EU countries, monitoring focuses on process quality and tracking graduates' career trajectories, while a quantitative approach prevails in Ukraine. Conclusions: The developed system of indicators will allow educational institutions to transition from formal reporting to quality management of career services; the conditions for its implementation in Ukraine are characterized (establishing unified data standards, regular surveys of students, analyzing service accessibility, and integrating up-to-date labor market information into counseling); the effectiveness of the "sufficient simplicity" model, which involves using clear descriptive analytics and basic measurement of results with minimal time investment, is proven. Further research should be directed toward testing (piloting) the system in various types of institutions, adapting methodologies for assessing career readiness, and aligning indicators with state graduate employment monitoring systems.
career adaptability, labor market, self-efficacy, counseling quality, EU standards, outcomes monitoring, competences (competencies).
Copyright (c) 2026 Наталія Ваніна https://creativecommons.org/licenses/by/4.0
MODERN QUALITY ASSURANCE PRACTICES IN VOCATIONAL EDUCATION AND TRAINING IN DENMARK
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 with labor market needs. Learning-outcomes-oriented program accreditation guarantees transparency and accountability. Digital tools such as dashboards, automated data collection systems, and digital portfolios were found to enhance analytical accuracy and foster evidence-based management. Limitations were identified regarding the resource-intensive nature of the system and its dependence on social partners in less organized sectors. Conclusions: The Danish VET quality assurance model demonstrates high institutional coherence, resilience, and adaptability amid technological and social shifts. Its theoretical value lies in formulating a holistic vision of a multi-level quality assurance system, while its practical utility resides in the potential adaptation of its elements to modernize national VET systems. It is recommended to foster the institutional autonomy of quality assurance bodies, enhance the participation of social partners, implement risk-based approaches, and scale up the use of digital monitoring tools.
institutional architecture, social partnership,
supervision, digital tools of monitoring
Copyright (c) 2026 Родіон Колишко https://creativecommons.org/licenses/by/4.0
THE USE OF MILITARY NARRATIVES AND MOTIVATIONAL SPEECHES IN THE PROFESSION-ORIENTED ENGLISH LANGUAGE TRAINING OF FUTURE OFFICERS
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 speaking skills. The creation of motivational addresses, combat mini-narratives, and official service communications in English by cadets was used to evaluate the level of their professional speech competence. Results: It has been established that the use of military narratives and motivational speeches in English language teaching fosters the development of future officers' professional communicative competence, rhetorical skills, critical thinking, and leadership communication skills. Authentic texts of military discourse were found to ensure high levels of emotional engagement among cadets and to increase their motivation to learn English. It is substantiated that the most effective forms of implementing this approach include discourse-analysis tasks, situational modeling exercises, role-playing scenarios, comparative analysis of military discourse genres, and the creation of original, profession-oriented English texts. The integration of combat stories and motivational addresses into the educational process has been proven to enhance moral-psychological resilience (sustainability), argumentation skills, and the capacity for effective communication under the stressful conditions of service and combat activities. Conclusions: The utilization of military narratives and motivational speeches in profession-oriented English language training for future officers represents an effective avenue for enhancing professional language preparation in higher military educational institutions. Employing authentic military discourse aligns the content of foreign language training with the real-world conditions of service and combat activities, bolstering its professional focus. The results of the pedagogical experiment confirmed the effectiveness of the proposed methodology. Cadets in the experimental group demonstrated a more pronounced increase in professional English speech proficiency, rhetorical competence, and communicative adaptability compared to the control group. This validates the feasibility of employing military narratives and motivational speeches as a vital didactic resource for the professional foreign language training of future officers.
professional and communicative competence, military education, leadership communication, authentic texts.
Copyright (c) 2026 Oleksandra Shevchuk https://creativecommons.org/licenses/by/4.0
CAREER GUIDANCE FOR SKILLED TRADES IN GENERAL SECONDARY EDUCATION: EUROPEAN EXPERIENCE AND UKRAINIAN PROSPECTS
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 school–employer partnerships, gradually introducing dual education elements, modernising career counselling systems, and enhancing the social prestige of skilled trades, including through digital tools and public awareness initiative.
career guidance, skilled trades, vocational education, dual education system, Germany, Austria, Ukraine, school-to-work transition, vocational orientation, labour market.
Copyright (c) 2026 Євеліна Царьова https://creativecommons.org/licenses/by/4.0
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. Conclusions: eye tracking occupies an important place among modern methods for researching educational and cognitive processes, as it allows the study not only of learning outcomes but also of the course of thinking activity. Combining eye tracking with other diagnostic methods contributes to a deeper understanding of learning processes and opens broad prospects for improving pedagogical practice and educational theory.
ай-трекінг, освіта, нейродидактика, окулографія
Copyright (c) 2026 Władysław Błasiak https://creativecommons.org/licenses/by/4.0
BUSINESS EDUCATION IN LOGISTICS AS AN INNOVATIVE DIRECTION OF SPECIALIST TRAINING FOR DOMESTIC BUSINESS
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 and distribution, international logistics and foreign economic activity (FEA), and transport logistics. Conclusions: The scientific novelty of this study lies in the substantiation of the content and innovative characteristics of business education in the field of logistics within the institutional and non-formal education systems of Ukraine. Conclusions have been drawn regarding the role and significance of cutting-edge online resources studied in modern business schools and non-formal logistics education institutions (the Ant-Logistics system, the SeaRates module (SeaRates Distance & Time), the ABM Cloud program (ABM Rinkai TMS), GPS monitoring systems, and the Trans.eu platform). Future research prospects are directed toward conducting a content analysis of educational-professional programs (EPPs) in business education at domestic higher education institutions.
Copyright (c) 2026 Oleksandr Krasnov https://creativecommons.org/licenses/by/4.0
TRANSFORMATION OF SOCIAL AND EDUCATIONAL SYSTEMS UNDER THE INFLUENCE OF ARTIFICIAL INTELLIGENCE
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 correctness” (AI hallucinations) was identified, along with social risks such as BT Group’s plans to reduce 55,000 jobs by 2030 due to automation. Conversely, the implementation of systems such as Surtrac has reduced waiting times in urban traffic congestion by up to 40%. Conclusions. It is demonstrated that AI functions as an effective enhancer of intellectual activity rather than a replacement for human cognition. The significance of the findings lies in substantiating the need to adapt educational programs to interdisciplinary requirements that integrate cognitive sciences and programming. The practical application of AI requires mandatory expert verification of results and the preservation of users’ critical thinking to prevent factual errors.
generative models, labor market transformation, prompt engineering, linear programming, digital competence.
Copyright (c) 2026 Wladyslaw Wornalkewicz https://creativecommons.org/licenses/by/4.0
METHODOLOGY FOR CREATING TITLES OF SCIENTIFIC ARTICLES ON ECOLOGICAL ISSUES
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 with Academic English standards. Conclusions: The developed methodology represents a strategic tool for increasing the academic mobility and competitiveness of specialists in the environmental safety field. Effective title construction facilitates a transition from "descriptiveness" to "nominativeness," optimizing metadata for search engine algorithms. Practically, the results provide a scalable framework for academic writing courses, helping young scientists avoid technical errors at the manuscript submission stage and increasing the citation potential of environmental research.
Copyright (c) 2026 Stanislav Dushkin, Olena Sierikova, Vadym Babakin https://creativecommons.org/licenses/by/4.0
PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF ENTREPRENEURIAL COMPETENCE IN FUTURE RENEWABLE ENERGY SYSTEM INSTALLATION AND MAINTENANCE TECHNICIANS
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 through the integration of industry entrepreneurial practices; application of simulation technologies with modeling of the full cycle of an energy enterprise; development of technological mobility and adaptability through the formation of entrepreneurial proactivity; activation of the subject position through independent design of entrepreneurial initiatives. Inter-component relationships between the conditions that determine their mutual reinforcement in the educational process have been revealed. Conclusions. The substantiated pedagogical conditions form an integral didactic complex rather than a set of independent factors: their effectiveness is achieved only through simultaneous implementation. The results obtained provide a foundation for updating educational programs of vocational education institutions, developing methodological recommendations for teaching staff, and further designing a methodology for developing the entrepreneurial competence of the specialists in question.
Copyright (c) 2026 Volodymyr Artyushenko https://creativecommons.org/licenses/by/4.0
DIGITALIZATION AND ENERGY EFFICIENCY IN THE TRAINING OF FUTURE CONSTRUCTION PROFESSIONALS: CHALLENGES AND PROSPECTS
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 unprecedented efficacy of immersive technologies (VR/AR) in fostering safety behavior is statistically confirmed (accelerating learning rates fourfold). The prospects of utilizing sustainable materials are detailed, and institutional strategies for Ukraine’s post-war reconstruction are proposed, focusing on project localization, the establishment of Centers of Vocational Excellence (CoVEs), and the expansion of dual education. Conclusions. The effective implementation of green technologies cannot be achieved through superficial (cosmetic) modifications; it demands surmounting institutional barriers and empowering teacher initiative. Only a profound, synergistic integration of digital twins, sustainable materials science, and localized public-private partnerships can supply the industry with the qualified workforce needed to realize the "Build Back Better" vision.
Construction 4.0, energy efficiency, Building Information Modeling (BIM), Twin Transition, immersive learning, green building, dual education.
Copyright (c) 2026 Vitalii Svyrydiuk https://creativecommons.org/licenses/by/4.0