Наукові записки. Серія: Проблеми природничо-математичної, технологічної та професійної освіти

MORAL EDUCATION OF STUDENTS IN THE PROCESS OF TEACHING PHYSICS AND MATHEMATICS

2025-10-21T12:25:07+03:00

This article substantiates the educational potential of physics and mathematics in fostering moral qualities among higher education students, and examines the main forms and methods of moral education in the process of teaching these academic disciplines. By moral education, the author understands a purposeful activity aimed at forming and developing in students stable moral qualities, consciousness, needs, beliefs, values, and ideals, as well as corresponding models of behavior and professional activity, taking into account generally accepted moral and ethical norms. In moral education, the axiological approach is particularly relevant, as it presupposes the formation of a system of moral and ethical values in future specialists, serving as the foundation of their worldview and behavior. When implementing moral education, educators must consider the age-specific characteristics of youth, the specifics of the educational process in higher education institutions, and the potential opportunities of specific academic disciplines in this process. The study of physics and mathematics develops students’ analytical abilities and logical thinking, contributes to their aesthetic improvement, fosters a creative approach to solving professional problems, and provides a powerful basis for numerous other sciences and technologies. Moreover, the process of studying physics and mathematics can cultivate a range of moral and ethical qualities crucial for future professionals, including: honesty, integrity, academic and professional conscientiousness, objectivity and impartiality, responsibility, discipline, precision, accuracy, diligence, critical and self-critical thinking, independence of thought, perseverance, courage, curiosity, respect, goal-orientation, resilience, patience, self-organization, the pursuit of new knowledge and development of one’s own abilities, skills, and competencies, reflectiveness, social consciousness, and humaneness. Effective moral education of higher education students in the context of teaching physics and mathematics will be facilitated by the active use of historical facts from the lives and work of prominent scientists and inventors, pedagogical technologies (problem-based learning, case study method, project-based learning), as well as live communication, the personal example of the educator’s moral and ethical behavior, and extracurricular activities.

THE INTEGRATED COURSES CONTENT OF NATURAL SCI ENCES IN FRANCE, SPAIN AND PORTUGAL

2025-10-21T12:28:59+03:00

The introduction of integrated natural science and educational courses for the fifth and sixth grades of the New Ukrainian School has caused many misunderstandings. In particular, there are few teachers in Ukraine who are competent to teach these courses. The integrated course content, which combines biological, chemical, astronomical, physical and geographical components, is new for the teachers. Therefore, the need arose in studying the international experience of teaching similar courses, in particular in European countries. The purpose of the article is to analyze the content of integrated courses of natural sciences in the countries of the European Union: France, Spain and Portugal. Since the integrated courses “Natural Sciences”, “Environment” and “Learning about Nature” are mandatory in Ukraine for the grades 5 and 6, the main emphasis in the article is made on the stage that corresponds to our basic secondary education (grades 5–9). It has been established that in French educational institutions, such integrated courses as “Sciences et technologie” (“Sciences and Technology”) on the third cycle of education, “Physique-Chimie” (“Physics-Chemistry”), “Sciences de la vie et de la Terre (SVT)” (“Life and Earth Sciences”) and “Histoire et géographie” (“History and Geography”) on the fourth cycle of education, are studied in colleges. In Spain, compulsory secondary education provides for the teaching of similar integrated courses: “Biología y geología” (“Biology and Geology”), “Física y Química” (“Physics and Chemistry”), “Geografía e Historia” (“Geography and History”). In Portugal, the integrated course “Ciências Naturais” (“Natural Sciences”) is studied in grades 5–9, which combines educational material on biology, geology, ecology and a separate integrated course “Físico-Química”, “Physics-Chemistry” in grades 7–9. “Geografia” (“Geography”) is studied as a separate subject in grades 7–9. It is worth highlighting the integrated course of “História e Geografia de Portugal” (“History and Geography of Portugal”) in grades 5–6 in Portuguese educational institutions. The teaching of integrated courses in European countries is based on the research approach usage, conducting experiments and observations, making models, measuring, implementing projects, etc.

PEDAGOGICAL CONDITIONS FOR THE FORMATION OF HEALTH-PROTECTING AND HEALTH-DEVELOPING COMPETENCES IN FUTURE PHYSICAL CULTURE AND SPORTS SPECIALISTS

2025-10-21T12:31:46+03:00

The article provides a theoretical and methodological analysis and scientific substantiation of a set of pedagogical conditions that contribute to the effective formation of health-preserving and health-developing competencies in the process of professional training of future specialists in physical culture and sports. The relevance of the study is due to the need for specialists who are able not only to preserve and strengthen their own health, but also to act as leaders of ideas of a healthy lifestyle among children, youth and the general public. Within the framework of the competency approach, the author has identified and scientifically substantiated a number of pedagogical conditions: updating the content of educational programs through the integration of a health-preserving context; implementing the principles of personal orientation and continuity, taking into account the individual level of health and motivation of education seekers; using interactive, dialogic and problem-oriented teaching methods that form reflection and a responsible attitude to health; involving students in practical activities in the field of physical activity, volunteer and health-improving and sports activities; creation of a health-preserving educational environment based on ergonomic principles; use of modern information and communication technologies that support health monitoring and motivation for a healthy lifestyle; introduction of a system for assessing the level of formation of healthpreserving competence as an integral result of educational training (through portfolios, diagnostic methods, case tasks). It is emphasized that the comprehensive implementation of these conditions contributes to the integration of knowledge, values, and practical experience of students, ensures personal and professional growth and readiness to implement a health-preserving paradigm in future professional activities.

THEORETICAL BASES OF STAKEHOLDER MOTIVATION IN THE EDUCATIONAL ENVIRONMENT: COGNITIVE, EMOTIONAL, AND BEHAVIORAL DIMENSIONS IN THE CONTEXT OF GLOBAL TRENDS

2025-10-21T12:41:14+03:00

The article is devoted to the theoretical justification of motivational mechanisms for involving stakeholders in the processes of development and reform of higher education in the context of global transformations. The study analyzes contemporary scientific approaches to interpreting motivation in cognitive, emotional, and behavioral dimensions, which made it possible to integrate them into a single conceptual framework. Particular attention is paid to the specifics of the interaction of key stakeholder groups (administrative staff, scientific and pedagogical workers, students, representatives of business and public organizations) in the context of educational reforms and international trends. The empirical stage of the study is aimed at identifying typical motivational models and barriers characteristic of different categories of stakeholders, taking into account sociocultural, institutional, and professional factors. The results obtained indicate that the effectiveness of involvement in transformation processes is determined by a complex of internal and external determinants – from the presence of clear communication strategies and a high level of institutional trust to opportunities for personal and professional growth and a sense of agency in decision-making. The results of the research are of theoretical and practical importance for the development of institutional strategies aimed at improving the effectiveness of educational reforms by harmonizing the interests and needs of all actors in the educational environment. Further research should focus on studying the intercultural and institutional characteristics of stakeholders’ motivational models, as well as analyzing the impact of global educational transformations on the cognitive, emotional, and behavioral components of their motivation.

ON THE CONCEPT OF FORMING A MODEL INTEGRATED NATURAL CO URSE OF ACADEMIC DIRECTION

2025-10-21T12:47:01+03:00

The article discusses the problems of creating a model integrated natural science course for the profile level of secondary education, introduced in 2027. The materials of the article outline the relevance of the issues raised in the article, which lie in the context of recent scientific research and directions of development of domestic pedagogical thought on issues of integration in the educational space. The analysis of publications on the topic of the study made it possible to establish the absence of a unified approach to understanding the concept of “integration”, which is the basis for further research on this topic. The state standard of specialized secondary education in the context of its goal-setting, the potential opportunities for disclosing the content of educational areas embedded in it, provides the author with ample opportunities for modeling a design that can be implemented when building the structure and content of the natural science educational branch. In particular, the article reveals potential models for organizing training in the natural science educational direction at the specialized level. The author assumes that the most common model in the educational process will be an integrated course of natural science. To create it, it is proposed to rely on the following main conceptual provisions: the integration of natural science and other branches as a basic principle; mastering science as an activity and process of cognition; forming a holistic natural science picture of the world; the content should be formed on the basis of basic fundamental concepts, theories, concepts; anthropocentrism as a key principle of human life and the environment; understanding the trends in the development of technology, production, economics; forming a holistic worldview in conjunction with other branches of knowledge. Based on the formulated principles, a concept for forming a typical integrated natural science course of academic focus and directions for further research on this topic is proposed.

ARTIFICIAL INTELLIGENCE TOOLS AS A RESOURCE FOR MODERNIZING THE METHODOLOGY OF TEACHING PHYSICS IN GENERAL SECONDARY EDUCATION INSTITUTIONS

2025-10-21T12:50:55+03:00

The purpose of the article is to determine the pedagogical potential of artificial intelligence (AI) tools for modernizing the methods of teaching physics in general secondary education, as well as to formulate practical recommendations for integrating these technologies into the educational process. The study applies a comprehensive methodological approach, including theoretical analysis and synthesis of modern scientific and pedagogical sources, comparative analysis of the experience of implementing AI technologies in leading countries (USA, Finland, Singapore), generalization of successful practices and pedagogical modeling to develop the author's methodology for using AI in physics teaching. The source base includes publications by foreign scientists, international educational reports, and practical cases of AI technologies. As a result, it is proved that AI tools have significant potential for personalizing and improving the effectiveness of physics education. Five main categories of AI solutions have been identified: intelligent educational chatbots (e.g., ChatGPT, Khanmigo), adaptive learning systems, automated assessment systems, virtual laboratories and simulations, and recommendation algorithms for educational content. It has been determined that their integration contributes to the individualization of educational trajectories, increased student engagement, the formation of critical thinking, and improved visualization of abstract physical concepts. The article shows successful models of AI technologies implementation in the USA, Finland, and Singapore, which led to increased student motivation and improved learning outcomes. The author's own methodology of “cooperation with an AI assistant” is proposed, which combines the functions of a virtual tutor with group work and reflective practices. At the same time, the author emphasizes the risks of using AI: insufficient training of teachers, digital inequality, potential algorithmic errors, threats to academic integrity, and the need to comply with ethical standards. It is concluded that artificial intelligence is an effective resource for modernizing physics teaching methods that can improve the quality of the educational process, but its effective implementation requires investment in teacher training, infrastructure development, and the creation of an ethical framework. The optimal approach is when a teacher and AI work in tandem, combining pedagogical competence with technological capabilities. This synergy can create an innovative, flexible, and humanistic learning environment that meets the challenges of modern education.

METHODICAL FEATURES OF ROBOTIC DESIGN IN TEACHING PROGRAMMING IN THE BASIC SCHOOL COURSE OF INFORMATICS

2025-10-21T12:56:00+03:00

The article presents the results of a study of the methodical features of the use of robotics design in teaching programming in the basic school course of informatics. The authors propose the use of robotics elements in teaching programming in order to create conditions for activity-based, practice-oriented learning, to activate students' educational and research activities, which is relevant in the light of the main directions of national education reform. Scientific publications on the feasibility of using robotics in teaching informatics, in particular in teaching programming and the features of students' design and construction activities as an effective didactic tool for combining theory with practice are analyzed. The generalization of information about existing hardware and software platforms and practical experience with their use in education allowed us to select the Arduino open platform as the basic one, which is compatible with various sensors and components from other manufacturers, which significantly expands the possibilities of diversifying project-based educational tasks. The use of such platforms necessitates the development of methodical and informational support for the teaching practice of informatics teachers in implementing the proposed approach. Therefore, an analysis of the most appropriate methods, organizational forms, software and information learning tools has been performed, which made it possible to improve the existing methodical system for teaching programming, taking into account the integration into teaching of students' design-and- construction activities for creating programs for automatic control of robotic actuators. An example of using the methodic for integrating robotic design into teaching a specific topic, taking into account certain features, is given. The proposed approach helps activate the educational and research activities of students, creating conditions for activity-based, practice-oriented learning.

METHODOLOGY OF STEM-ORIENTED TECHNOLOGICAL PRACTICUM IN SEWING IN THE PROFESSIONAL TRAINING OF FUTURE TECHNOLOGY TEACHERS

2025-10-21T14:10:48+03:00

The article presents a theoretical and methodological justification of the concept of a STEM-oriented technological workshop on sewing in the context of professional training of future technology teachers. The relevance of the study is due to the need to modernize vocational education in accordance with the requirements of the New Ukrainian School, international educational standards, as well as the challenges of digital transformation, sustainable development and innovative pedagogy. Attention is drawn to the fact that despite the high potential of sewing as a field of material and technological activity for the implementation of interdisciplinary and creative components, the structure and content of the technological workshop remain mostly reproductive and poorly integrated into the STEM context. The methodological prerequisites for the formation of the corresponding educational practice are highlighted, including: axiological and engineering orientation of education, development of design and technological thinking, strengthening of the gender-inclusive component, use of digital tools and open educational resources, orientation on project, research and design thinking activities. The structure of the publication reveals the content and potential of STEM integration into the sewing profile, provides examples of structural and didactic updating of the educational process, emphasizes the advantages of shifting the emphasis from reproduction to creative search and research design. Particular attention is paid to the practice of implementing the STEM approach in the conditions of a professional training course, in which students in the first semester master the technique of performing seams and making simple products (cosmetic bags, shoppers, etc.), and in the second – design and sew shoulder or waist clothing for themselves, completing the educational cycle with a photo shoot. Such experience contributes to the formation of a stable professional identity, increases motivation for the profession, develops skills of self-organization, aesthetic vision, digital modeling (for example, using the Valentina software), as well as critical assessment of one’s own results.

THE STRUCTURAL AND FUNCTIONAL MODEL FOR THE FORMATION OF EDUCATORS’ READINESS IN AFTER-SCHOOL EDUCATION INSTITUTIONS TO IMPLEMENT INFORMATION AND COMMUNICATION TECHNOLOGIES

2025-10-21T14:31:05+03:00

The article presents the results of a study aimed at the scientifically grounded development of the content, structure, and format of a professional development program for teachers of after-school education institutions. The program is designed to foster educators’ readiness to integrate information and communication technologies (ICT) into their professional practice. The study highlights the relevance of the digital transformation of education and the need for educators to adapt to these changes-particularly in the after-school education sector, which is often overlooked in academic research. The methodological framework of the study is based on systemic, competency-based, and activity-oriented approaches. A theoretical analysis of academic literature, regulatory documents, and international frameworks for teachers’ digital competence (including UNESCO ICT-CFT, ISTE Standards, and DigCompEdu) enabled the identification of the structural components of digital readiness. The program was designed using pedagogical design methodology guided by the principles of modularity, flexibility, adaptability, and practical orientation. The results of targeted observations of a pilot advanced training course for educators of after- school education institutions specializing in tourism and local history were taken into account as well as feedback from instructors and participants. This made it possible to refine the content and format of the program’s implementation. As a result, a structural and functional model of the professional development program was developed, comprising five modules: organizational and motivational, informational and competence-based, methodological, project-based, and supportive. These modules address the technical, methodological, and psychological components of educators’ readiness to use ICT. The program can be implemented either as a comprehensive course or as standalone thematic modules or seminars, which ensures its adaptability to the diverse needs and conditions of after-school education institutions and individual educators. The findings confirm the feasibility and practical relevance of the proposed model, which may serve as a basis for modernizing the system of teacher professional development within the context of educational digital transformation.

THE ROLE OF HISTORICAL KNOWLEDGE ABOUT TECHNIQUE AND TECHNOLOGY IN THE FORMATION OF A STUDENT’S CREATIVE PERSONALITY

2025-10-21T14:34:17+03:00

The article defines the role of historical knowledge about technics and technology for the creative development of students in general education institutions in the process of labor training. In technology lessons, the historical experience of human existence helps students understand the evolution of technical knowledge, methods of production and features of the use of materials in different periods of time. It is specified that by analyzing the development of crafts, mechanisms, engineering solutions and production processes, students are more aware of exactly how progress in science and technology affects everyday life. This not only enriches knowledge, but also contributes to the formation of critical thinking and the ability to adapt to technological changes: students analyze the causes and consequences of scientific discoveries, evaluate their impact on society and the environment, compare past technologies with modern ones. It is emphasized that this approach forms in them a holistic vision of scientific and technical progress and an understanding of its prospects. Practical experience has confirmed that presenting the material through a historical context makes it more visual and accessible and allows students to understand not only technical aspects, but also socio-economic changes caused by the introduction of new technologies. It was determined that the educational process, which includes the study of the history of the development of technology, helps students to understand the gradual nature of scientific and technical progress and the role of humanity in its formation. The latter, in turn, affects the understanding that each discovery or invention is the result of many previous attempts, studies and experiments. In addition, it was stated that familiarization with the historical development of technology and technology instills in students a sense of responsibility for the future of science and technology. They are beginning to understand that today’s decisions in the field of production, ecology and technological innovation affect future generations. The application, thus, of knowledge of history and technology definitely makes it possible to make learning interactive, aimed at research activities and the formation of technical literacy of students.

METHODOLOGY FOR THE RESPONSIBLE USE OF ARTIFICIAL INTELLIGENCE IN EDUCATIONAL INSTITUTIONS

2025-10-21T14:38:07+03:00

The article considers the important issue of creating approaches to the responsible use of artificial intelligence during education. The scientific and methodological principles are highlighted, which include personally oriented, activity-based, competency-based, resource-based approaches. The main ones are: the formation of skills to apply AI to solve educational and scientific tasks, system analysis, interdisciplinarity as the integration of knowledge from pedagogy, psychology, computer science, digital technologies, management, special disciplines, academic integrity involves the use of AI as a tool for effective learning. The aspects of the psychological and pedagogical readiness of the subjects of education to use AI technologies, the identification of patterns, interconnections and mutual influence of AI and potential resources of future specialists in digital technologies are clarified. The didactic principles of the responsible use of artificial intelligence in solving educational and scientific tasks are considered. One of the components and important elements of such a methodology is the material and technical base of AI, which is designed to increase the efficiency of enriching knowledge and competence of education seekers, processing large data sets, and implementing tools for scientific and educational research. An important component of the didactic principles (material and technical support for AI training is considered in detail), which includes 6 main components that provide the theoretical and practical part of the educational and scientific process. These include computing infrastructure, laboratory and office equipment, software, network equipment and security, premises and infrastructure, additional resources.

THEORETICAL ASPECTS OF THE IMPLEMENTATION OF GAME TECHNOLOGIES IN SCIENCE TEACHING

2025-10-21T14:41:21+03:00

The article analyzes modern approaches to the use of game-based technologies in education, which are becoming increasingly relevant in the context of digitalization of society and the transition to a competency-based learning paradigm. Games are considered not only as a form of entertainment but also as an effective pedagogical technology that fosters cognitive activity, the development of social skills, critical thinking, and creativity. The relevance of the problem is determined by both the rapid development of digital tools and the psychological inclination of young people toward gaming activities, which open new opportunities for enhancing motivation and engagement in the educational process. The paper reviews the theoretical foundations of game-based learning as presented in the works of well-known scholars who emphasize the potential of games in developing students’ cognitive and social skills, sustaining motivation, and supporting the transition from theoretical knowledge to practical application. The analysis demonstrates that game-based technologies represent a powerful tool for enriching the learning experience, particularly in science education. The article presents classical classifications of games by K. Groos, J. Piaget, and R. Caillois, and proposes an original classification of game-based methods that takes into account the integration of digital tools. These include mobile learning games, VR/AR/MR technologies, online quests, and STEM-oriented games. Particular attention is paid to the integration of digital simulations (PhET platform), which combine constructive learning and playbased strategies, as well as the use of educational comics as an innovative tool to increase students’ motivation and facilitate understanding of complex scientific concepts. The results of the study confirm that game-based technologies significantly enhance learners’ engagement, motivation, and conceptual understanding of the material. The integration of modern digital instruments and platforms creates opportunities for interactive, activity-oriented learning that meets the needs of the digital generation. Gamification is highlighted as an innovative strategy that equips students with essential skills for reallife problem-solving and future professional activity.