PEDAGOGICAL ALMANAC

INNOVATIVE APPROACHES TO THE ORGANIZATION OF SPORTS EVENTS IN HIGHER EDUCATION INSTITUTIONS: FROM PLANNING TO IMPLEMENTATION

2026-06-03T00:09:40+03:00

The article presents a comprehensive theoretical and practical analysis of innovative approaches to organizing sports events in higher education institutions within the context of educational digitalization and modernization of physical education systems.
The relevance of the study is determined by the need to improve traditional models of sports event organization and to develop effective mechanisms for increasing student engagement in physical activity through contemporary technological solutions and project management practices.
It is substantiated that conventional linear models of organizing sports events are gradually losing effectiveness and are being replaced by dynamic project-based management systems. The study identifies three fundamental stages of innovative sports event management: intellectual planning, technological implementation, and post-event analysis.
The first stage involves strategic planning through the application of Agile methodologies, cloud-based collaborative platforms, and digital event design tools. The second stage focuses on technological implementation, including Event-Tech solutions, digital judging systems, streaming technologies, gamification tools, and interactive media support. The third stage encompasses post-event analysis, where effectiveness is assessed through engagement metrics, participant satisfaction indices, and digital feedback systems.
For the first time, the article proposes an integrated algorithm for sports event organization as a holistic ecosystem that combines fundraising, social media strategies, technological transfer, and comprehensive media support.
Particular attention is devoted to the concept of technological transfer, which involves adapting professional sports technologies, digital tools, and software solutions for university sports environments. It is demonstrated that the digitalization of sports event management significantly enhances participant engagement, improves transparency, optimizes organizational resources, and strengthens the professional competencies of future specialists in physical culture and sports.
The practical significance of the research lies in the development of methodological recommendations for organizing innovative sports events that contribute to students’ soft skills development, digital literacy, leadership abilities, and managerial thinking.
The article concludes that innovative event-management approaches transform university sports events into multifunctional educational, social, and professional development platforms that correspond to the demands of contemporary higher education and labor markets.

Received: February 17, 2026
Accepted: March 05, 2026
Published: May 28, 2026

ENSURING THE CONTINUITY OF THE EDUCATIONAL PROCESS AS A CONDITION FOR PREVENTING AND OVERCOMING LEARNING LOSSES

2026-05-29T00:31:48+03:00

The article substantiates the importance of continuity in the educational process as a key condition for preventing and overcoming educational losses in contemporary crises. The relevance of the problem stems from the fact that, in Ukraine’s educational space, educational losses have become systemic due to the combined impact of the COVID-19 pandemic, the full-scale war, forced migration of learners within Ukraine and abroad, damage to educational infrastructure, power outages, and unstable Internet access. Educational losses are shown to manifest themselves not only in lower academic achievement, but also in disrupted learning trajectories, weakened motivation, reduced opportunities for pedagogical interaction, and limited access to quality educational resources. The article interprets continuity in the educational process not only as an organizational characteristic of an educational institution’s functioning, but above all as a condition for preserving learning dynamics, content continuity, accessibility of education, and the resilience of the educational environment. It is argued that ensuring continuity in learning requires a combination of pedagogical strategies, flexible forms of organizing the educational process, and technological solutions capable of maintaining access to educational content even under limited or no access to network infrastructure. The study demonstrates that the pedagogical and infrastructural components of continuity should be considered as an integrated whole, while autonomous local solutions should be viewed as an important tool for preserving access to education in times of crisis. It is concluded that continuity in the educational process is a necessary prerequisite for minimizing educational losses, sustaining learners’ engagement, and preserving the integrity of their educational trajectory in times of crisis.

Received: February 04, 2026
Accepted: March 02, 2026
Published: May 28, 2026

FORMATION OF COMMUNICATIVE AND COGNITIVE ACTIVITY OF STUDENTS WITH HEARING IMPAIRMENTS IN PHYSICS LESSONS

2026-05-29T00:32:27+03:00

The article examines the development of communicative and cognitive activity in students with hearing impairments during the process of learning physics. It substantiates that contemporary education for students with hearing impairments should focus not only on providing access to educational content but also on creating conditions for their full participation in cognitive and communicative interaction.
Based on an analysis of national and international scholarly literature, the study identifies the main research directions in the education of children with hearing impairments, including linguistic and communicative support, bilingual approaches, adaptation of educational environments, psychological and pedagogical assistance, inquiry-based physics learning, visualization strategies, and technological support.
The concept of communicative and cognitive activity of students with hearing impairments in physics education is clarified as an integrative characteristic of learning activity that encompasses motivational-value, cognitive-content, communicative-interactive, and operational-activity components.
The article outlines key pedagogical conditions necessary for developing this activity in physics lessons, including ensuring linguistic and communicative accessibility of physical concepts, organizing a visually structured educational environment, involving students in dialogic interaction, implementing experimental and inquiry-based learning, and applying adaptive digital technologies.
A synthesis of the typical difficulties encountered by students with hearing impairments in studying physics is presented, together with methodological approaches aimed at overcoming these challenges. It is demonstrated that the development of communicative and cognitive activity is a crucial prerequisite for improving the effectiveness of physics education, fostering learner autonomy, developing subject-specific thinking, and promoting inclusion in collaborative educational processes.
The article concludes that a comprehensive pedagogical approach integrating communicative, cognitive, and technological strategies significantly enhances the quality of physics education for students with hearing impairments.

Received: February 27, 2026
Accepted: March 12, 2026
Published: May 28, 2026

EDUCATIONAL MOBILE APPLICATIONS IN FORMING THE ECOLOGICAL WORLDVIEW OF EDUCATIONAL STUDENTS: ESSENCE, FEATURES, MEANING

2026-05-29T00:33:08+03:00

The article presents a comprehensive theoretical analysis and scientific substantiation of the pedagogical significance of educational mobile applications in shaping the ecological worldview of learners under conditions of educational digitalization.
The relevance of the study is determined by the need to identify effective innovative tools capable of integrating cognitive, value-based, and activity-oriented components of environmental education in response to contemporary sustainable development challenges.
Based on an analysis of scientific literature, the study clarifies the essence of educational mobile applications as an interactive digital learning environment that combines the presentation of educational content, organization of cognitive activity, and communicative interaction.
The research identifies the key didactic features of mobile applications, including interactivity, multimodality, adaptability, the capacity to simulate real environmental situations, and support for continuous learning. It is demonstrated that these characteristics contribute to the development of systemic ecological thinking, critical analytical skills, and the internalization of environmental values.
The article substantiates that mobile applications effectively support competency-based and activity-oriented educational approaches by creating conditions for learners’ active participation in research, project-based, and practice-oriented activities.
Particular attention is paid to the potential of mobile applications as innovative tools of digital environmental education. Their use is shown to facilitate the integration of cognitive, axiological, and behavioural components of ecological worldview formation through combining theoretical knowledge with practical experience.
It is emphasised that the effectiveness of educational mobile applications depends on scientifically grounded pedagogical design, alignment of content with environmental education principles, and adequate methodological support.
The article concludes that educational mobile applications represent a promising means of modernizing environmental education by fostering environmentally conscious, responsible, and socially active individuals.
Prospects for further research include the development of methodological models for integrating mobile applications into educational practice and establishing criteria for evaluating their effectiveness in shaping learners’ ecological worldview.

Received: March 04, 2026
Accepted: March 17, 2026
Published: May 28, 2026

THE EDUCATIONAL COMPONENT “SCHOOL STUDIES” AS A PART OF THE PROFESSIONAL DEVELOPMENT OF FUTURE PRIMARY SCHOOL TEACHERS

2026-05-29T00:33:36+03:00

The article highlights the significance of studying the educational component “School Studies” in the professional training of future primary school teachers. It is argued that a contemporary primary school teacher should function not only as a transmitter of knowledge but also as a leader of educational transformation, capable of effectively organizing, managing, and improving the educational process while interacting productively with all its participants.
The study analyses the regulatory and legal framework of Ukraine concerning the development of teachers’ managerial competencies and emphasises the importance of integrating educational management into the study of “School Studies” within teacher education programmes. School management is defined as a comprehensive process that includes planning, organization, leadership, and control aimed at the effective use of resources and the achievement of educational goals.
The content and objectives of the “School Studies” course at Khmelnytskyi Humanitarian-Pedagogical Academy for bachelor’s students majoring in specialty A3 Primary Education are characterised. The course is designed to provide students with theoretical knowledge and practical skills related to educational management, leadership development, communicative competence, teamwork, and managerial decision-making.
Particular attention is devoted to the practical training of future teachers through teaching practice and project-based activities, which facilitate the application of acquired knowledge in authentic educational settings. The study also emphasises the importance of developing effective interaction skills with all participants in the educational process, including parents, local communities, and educational partners, as well as fostering safe educational environments and implementing innovative practices.
The article concludes that the integration of the educational component “School Studies” into the professional preparation of future primary school teachers is a significant factor in developing their managerial competencies, thereby contributing to the enhancement of educational quality and the effectiveness of general secondary education institutions.

Received: March 02, 2026
Accepted: March 12, 2026
Published: May 28, 2026

INNOVATIVE PEDAGOGICAL TECHNOLOGIES IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF CRAFTS FOOD PRODUCTION

2026-05-29T00:34:05+03:00

The article presents a comprehensive theoretical analysis and scientific substantiation of the use of innovative pedagogical technologies in the professional training of future teachers of craft food industries.
The relevance of the study is determined by the need to modernize vocational education in the context of digital transformation, the rapid development of the craft industry, and increasing demands for a new generation of pedagogical professionals capable of integrating pedagogical, technological, and production competencies.
The research clarifies the essence of innovative pedagogical technologies as an integrated system of methods, tools, and forms of instruction that stimulate students’ educational and cognitive activity while ensuring the development of professional competence.
Key features of their implementation in the training of future teachers of craft food industries are identified, including digitalization of the educational process, application of simulation technologies, case-study methods, project-based and problem-based learning, as well as the integration of educational and production environments.
It is substantiated that innovative pedagogical technologies exert a comprehensive influence on professional competence formation by combining cognitive, practical, and value-oriented components of training.
The study proves their effectiveness in developing practice-oriented thinking, manifested in the ability to analyse production situations, design technological processes, and make informed pedagogical decisions.
Particular emphasis is placed on the role of innovative pedagogical technologies in preparing future teachers for professional activity within conditions of educational and industrial integration, where pedagogical processes are closely connected with authentic technological practices of craft production.
The article concludes that innovative pedagogical technologies constitute an effective instrument for training a new generation of teachers in craft food production, oriented toward innovation, practical expertise, and digital competence.
Prospects for further research are associated with the development of methodological models for implementing these technologies and establishing criteria for evaluating their effectiveness within vocational education.

Received: March 04, 2026
Accepted: March 20, 2026
Published: May 28, 2026

FORMATION OF VALUE AND CIVIC CONSCIOUSNESS OF FUTURE TEACHERS BY MEANS OF MUSICAL ART

2026-05-29T00:34:38+03:00

The article presents a theoretical analysis of the formation of value and civic consciousness in future teachers through musical art within the context of contemporary socio-cultural transformations, European integration processes, and wartime challenges.
It is substantiated that value and civic consciousness represents an essential component of future teachers’ professional competence, determining their capacity to implement learner-centered education, foster morally mature and socially responsible individuals, and promote civic values within pedagogical interaction.
Based on an analysis of contemporary scholarly approaches, the study reveals the interconnection between humanistic values, national-patriotic education, emotional intelligence, and art education in the professional preparation of future teachers.
The article establishes that musical art possesses considerable pedagogical potential in developing empathy, moral sensitivity, social responsibility, aesthetic culture, and the ability to interpret social reality through a value-oriented perspective.
Key pedagogical conditions for the effective development of value and civic consciousness are identified, including the integration of musical art into teacher education programmes, the use of interactive teaching methods, students’ participation in volunteer and socio-cultural activities, and the organization of pedagogical experiences focused on moral and civic self-determination.
It is proven that musical art functions not only as a means of aesthetic education but also as a powerful factor in shaping value orientations, civic responsibility, and professional maturity in future teachers.
The article concludes that the systematic integration of musical art into teacher education significantly contributes to the development of value-based professional identity and civic maturity in future educators.

Received: February 26, 2026
Accepted: March 11, 2026
Published: May 28, 2026

META-PEDAGOGICAL ROLE OF AN IT-DISCIPLINES LECTURER UNDER THE INTEGRATION OF ARTIFICIAL INTELLIGENCE

2026-05-29T00:35:10+03:00

The paper provides a theoretical interpretation of the meta-pedagogical role of an IT-disciplines lecturer in the context of the intensive integration of artificial intelligence into the educational process. The study proceeds from the premise that generative intelligent systems fundamentally transform the functional structure of pedagogical activity: explanation of learning content, assessment of outcomes, and even the design of instructional scenarios are increasingly performed with the participation of digital agents. Under such conditions, the traditional understanding of the lecturer as a primary source of knowledge loses its centrality, while the need for a transition to the meta-pedagogical level becomes актуalized. This level involves the design of the educational environment as a holistic system of interaction between the human, knowledge, and technology. It is substantiated that the meta-pedagogical position of an IT-disciplines lecturer consists in the deliberate construction of learning conditions in which artificial intelligence functions not as a competitor but as a co-participant in the cognitive process. It is shown that this shift leads to a reconfiguration of key pedagogical functions: knowledge transmission gives way to the selection and structuring of content, assessment is transformed into the evaluation of critical analytical abilities, and methodological activity acquires the features of designing complex learning scenarios. Particular importance is assigned to the function of pedagogical support, aimed at sustaining students’ motivation, reflection, and professional self-determination. The study identifies the pedagogical conditions necessary for the realization of the meta-pedagogical role, including the lecturer’s reflexive mastery of artificial intelligence tools, didactic redesign of learning tasks, development of students’ critical engagement with generative outputs, and the provision of ethically grounded interaction with digital systems. The structure of meta-pedagogical competence is proposed, encompassing reflexive-analytical, project-constructive, digital-technological, and ethical-axiological components, which are interdependent and together form an integrated professional capacity to act effectively in contemporary conditions. It is argued that the development of the meta-pedagogical role does not negate traditional pedagogical foundations but represents their meaningful reinterpretation and expansion. Such an approach ensures the preservation of the lecturer’s professional identity while opening new opportunities for the productive use of artificial intelligence in education.

Received: February 09, 2026
Accepted: March 03, 2026
Published: May 28, 2026

ANTI-CRISIS THINKING OF A TEACHER IN CONDITIONS OF UNCERTAINTY: THE ROLE OF METACOGNITION

2026-05-29T00:35:40+03:00

The article examines the development of teachers’ anti-crisis thinking in conditions of uncertainty within the contemporary educational environment. It substantiates the significance of metacognition as a key mechanism for the conscious regulation of cognitive processes, enabling effective decision-making, adaptation to change, and the successful management of professional challenges.
Particular attention is paid to the increasing demands placed on teachers in contexts of information overload, rapid social transformation, and crisis situations. Under such conditions, educators must be capable of analysing their own cognitive strategies, critically evaluating information, forecasting the consequences of decisions, and flexibly adjusting their professional activities.
The study identifies the core components of teachers’ anti-crisis thinking, including reflexivity, critical thinking, cognitive flexibility, and strategic thinking. It demonstrates that the development of metacognitive skills strengthens teachers’ professional resilience, enhances their capacity for continuous self-education, and supports effective educational management in unstable environments.
The article further explores metacognition as a central mechanism for self-regulation in both thinking and learning activities under uncertainty in the modern information society. It analyses the essence of metacognitive processes and their role in fostering critical thinking, improving decision-making, and supporting adaptation in rapidly changing social contexts.
Key pedagogical approaches to developing metacognition are outlined, including reflective practices, problem-based learning, interdisciplinary integration, and self-assessment strategies. It is proven that metacognition serves as an essential resource for personal resilience, intellectual adaptability, and professional effectiveness in the dynamic conditions of the modern world.
The article concludes that the systematic development of metacognitive competencies is a crucial factor in strengthening teachers’ anti-crisis thinking and ensuring their successful professional functioning in uncertain educational contexts.

Received: February 11, 2026
Accepted: February 27, 2026
Published: May 28, 2026

SCIENTIFIC DIPLOMACY AS A MEANS OF PROMOTING NATIONAL POLICY IN THE SPHERE OF SCIENCE AND EDUCATION IN THE INTERNATIONAL ARENA

2026-05-29T00:36:05+03:00

The article examines the potential of scientific diplomacy as a means of promoting national policy in the sphere of science and education in the international arena.
It is noted that the term “scientific diplomacy” has recently entered the categorical and conceptual apparatus of scientists around the world as part of public diplomacy. At the same time, scientists have begun to substantiate the extraordinary possibilities of scientific diplomacy, in particular in strengthening the positions of any country in the international educational space.
The analysis of scientific research by foreign and domestic scientists on scientific diplomacy was carried out, and it was concluded that almost all of them date back to the 21st century and cover various aspects of the problem: its emergence, interpretation of basic terms, substantiation of extraordinary possibilities in joint solving of global world problems by scientists, etc.
It is emphasised that modern Ukrainian scientists, especially the younger generation of scientists, are more thoroughly mastering the basics of scientific diplomacy, and some higher education institutions in Ukraine have introduced systematic mastery by students of a wide range of problematic issues that are one way or another related to scientific diplomacy.
The example of Kherson State University is given, where for students of the third (educational and scientific) level of higher education since 2021, the educational component “Modern Educational Technologies and Scientific Diplomacy” has been introduced, during the mastery of which postgraduate students study the topic “The Role of Scientific Diplomacy in the Development and Stabilisation of International Relations in the Field of Education”. Detailed information on this issue is provided.
The conclusions are drawn that scientific diplomacy has significant potential for promoting the national interests of Ukraine and strengthening its positions in the international arena. The prospects for further scientific research are related to how, thanks to scientific diplomacy, to return to the world arena a vector directed towards Ukraine.

Received: February 17, 2026
Accepted: March 05, 2026
Published: May 28, 2026

DIGITAL EDUCATIONAL TECHNOLOGIES AS A FACTOR IN IMPROVING THE QUALITY OF THE EDUCATIONAL PROCESS IN VOCATIONAL AND HIGHER EDUCATION INSTITUTIONS

2026-05-29T00:36:32+03:00

The article presents a comprehensive theoretical and empirical study of digital educational technologies as a strategic factor in improving the quality of the educational process in vocational and higher education institutions under conditions of societal digital transformation.
Based on an analysis of contemporary scientific approaches, the study clarifies the concept of digital educational technologies, defining them as an integrated system of digital tools, resources, and pedagogical methods that support the organization, modernization, and transformation of the educational process.
The research examines the interrelationship between the concepts of digitalization of education, e-learning, and blended learning, identifying their hierarchical connections and functional roles within the modern educational environment. It is substantiated that digital educational technologies function as a system-forming component of the digital educational environment, ensuring flexibility, adaptability, and responsiveness to the individual educational needs of learners.
The article also presents the results of an empirical study aimed at assessing the level of digital technology implementation, evaluating its impact on educational quality, and identifying the key benefits and challenges associated with its use. The findings demonstrate that digital technologies contribute to greater accessibility of educational resources, individualized learning, increased cognitive engagement, and enhanced learner motivation.
At the same time, several challenges are identified, including technical barriers, information overload, and insufficient digital competence among participants in the educational process.
Based on the findings, the study outlines перспективи for further implementation of digital educational technologies, including the development of comprehensive digital educational environments, expansion of blended and distance learning models, advancement of individualized learning pathways, integration of innovative digital tools such as simulators, adaptive platforms, and artificial intelligence technologies, as well as the strengthening of digital competence and modernization of institutional infrastructure.
The article concludes that digital educational technologies represent a strategic resource for ensuring the flexibility, accessibility, innovativeness, and overall quality of education in response to contemporary societal demands.

Received: March 03, 2026
Accepted: March 12, 2026
Published: May 28, 2026

ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS FOR THE IMPLEMENTATION OF SOCIAL AND EMOTIONAL LEARNING IN GENERAL SECONDARY EDUCATION INSTITUTIONS

2026-05-29T00:37:02+03:00

The article presents a theoretical analysis of organizational and pedagogical conditions for implementing social and emotional learning (SEL) in general secondary education institutions.
The study examines the conceptual foundations of the notions of condition, pedagogical conditions, and organizational-and-pedagogical conditions, synthesizing domestic and international scholarly approaches and proposing an authorial definition of organizational and pedagogical conditions for SEL implementation.
Social and emotional learning is conceptualized as a holistic educational approach grounded in the CASEL framework. Drawing on evidence from the analysis of 213 SEL programmes, the article substantiates the contribution of SEL to improving educational quality and supporting learners’ psychological well-being.
Particular attention is devoted to critically examining the applicability of the CASEL model in the context of armed conflict and identifying directions for its adaptation to the Ukrainian educational environment. The study argues that contemporary educational challenges require extending conventional SEL frameworks through the integration of trauma-informed and context-sensitive approaches.
Based on a comparative analysis of six national and international classifications of pedagogical conditions and a synthesis of recent international research, four key organizational and pedagogical conditions for effective SEL implementation are identified and substantiated: institutionalization of SEL as a strategic priority of the educational institution; development of teachers’ social and emotional competence as a prerequisite for implementation; adoption of a trauma-informed approach as a systemic framework; and evidence-based monitoring of SEL competencies as a mechanism for quality assurance.
The article concludes that effective implementation of SEL requires a coherent institutional system that integrates strategic governance, teacher professional development, psychological safety, and continuous evidence-informed improvement.

Received: February 09, 2026
Accepted: March 03, 2026
Published: May 28, 2026

METHODOLOGICAL RECOMMENDATIONS FOR IMPROVING BILINGUAL EDUCATION OF FUTURE TEACHERS

2026-05-29T00:37:30+03:00

The article examines the improvement of bilingual education for future teachers as an urgent issue in contemporary pedagogical theory and practice, particularly in the context of higher education internationalisation, Ukraine’s European integration, and increasing linguistic diversity in Ukrainian schools.
Bilingual education is analysed as a systemic pedagogical phenomenon, and three principal bilingual programme models traditionally identified in domestic and international scholarly literature are characterised and compared: the enrichment model, the transitional model, and the language maintenance model.
The enrichment model is oriented toward the additional acquisition of a second language while preserving the native language and ensuring the balanced development of both languages as equal tools of cognition. The transitional model serves a compensatory function, using the native language as a temporary resource for mastering the dominant language. The language maintenance model is aimed at preserving and developing minority languages as important cultural and value-based phenomena alongside the majority language.
The article compares the educational objectives, expected outcomes, and practical applicability of these models within the professional preparation of Ukrainian teachers.
Based on the generalisation of pedagogical experience, six interconnected pedagogical conditions for effective bilingual education are identified and substantiated: reasoned selection of the language of instruction, scientifically grounded sequencing of language acquisition, balanced time allocation between languages, axiological support of bilingualism as a value-based foundation, functional integration of instructional languages with specific academic disciplines, and optimisation of curriculum content.
Drawing upon these models and pedagogical conditions, the study develops methodological recommendations for improving bilingual teacher education through four interconnected dimensions: content-programmatic, technological-methodological, axiological-culturological, and personnel-professional.
The practical significance of the proposed recommendations lies in their applicability to the design of educational programmes, the modernisation of methodological training, and the enhancement of continuous professional development systems within higher pedagogical education institutions.
The article concludes that the systematic implementation of scientifically grounded bilingual education models can significantly enhance the professional preparation of future teachers and strengthen their readiness for work in multilingual educational environments.

Received: February 09, 2026
Accepted: March 04, 2026
Published: May 28, 2026

ANALYSIS OF ENSURING THE DEVELOPMENT OF TEACHERS’ STEM COMPETENCE IN POSTGRADUATE EDUCATION

2026-05-29T00:38:34+03:00

The article examines the issue of developing teachers’ STEM competence as a determining component of professional mastery within the framework of the “New Ukrainian School” concept. The significance of the study is due to the need to bridge the gap between the rapid development of innovations (AI, AR/VR technologies) and teachers’ readiness to implement interdisciplinary learning. The theoretical framework of the study is based on an analysis of the fundamental works of Ukrainian and foreign scholars, which made it possible to clarify the structure of teachers’ professional development within a STEM-oriented educational environment. The article analyzes the regulatory and legal framework of STEM education in Ukraine, as well as the updated Professional Standard for Teachers of 2024.
The work addresses the issue of integrating STEM technologies with an emphasis on digital didactics tools through the implementation of the author's program “MATH-LAB 4.0: Use of Digital Tools and STEM Technologies in Teachers’ Professional Activity”. Using the example of GIS technologies (ArcGIS) and Artificial Intelligence, the possibilities for automating teachers’ preparation for classes and developing students’ research skills are demonstrated. The experience of implementing educational initiatives in educational institutions of the Kherson region is highlighted. Parallels are drawn between global STEM education standards and the challenges of distance learning faced by Ukrainian teachers. In addition, the potential of immersive technologies as tools for creating adaptive educational content is explored.
The author concludes that the proposed interactive technologies and structural-functional model contribute to the development of technological literacy, critical thinking, and teachers’ adaptability. The role of regional professional development centers and continuing education academies as hubs of innovative experience that ensure systematic training of teachers under conditions of martial law and post-war reconstruction is emphasized.

Received: February 09, 2026
Accepted: March 02, 2026
Published: May 28, 2026

INTEGRATION OF THE LINGUOCULTURAL APPROACH INTO FOREIGN LANGUAGE TEACHING IN HIGHER EDUCATION AS A MEANS OF DEVELOPING INTERCULTURAL COMPETENCE

2026-05-29T00:39:06+03:00

The article examines the theoretical foundations and methodological mechanisms of integrating the linguocultural approach into foreign language teaching in higher education. The relevance is determined by Ukraine’s European integration course, the intensification of academic mobility, and labour market demands for intercultural competence. The aim is to substantiate the pedagogical conditions and methodological tools for developing students’ intercultural competence through linguocultural content. The relationship between the linguocultural, sociocultural and intercultural approaches is clarified: the linguocultural approach provides the linguistic-cultural foundation, the sociocultural extends it to behavioural norms, and the intercultural adds a critical-reflective dimension. The four-component structure of intercultural competence (cognitive, affective, behavioural, and reflective) is characterised on the basis of models by D. K. Deardorff, M. Byram, and M. J. Bennett. University linguocultural methods are systematised (critical discourse analysis, corpus-based research, critical incidents technique, role-play simulations, textbook analysis) alongside pedagogical conditions for their implementation. Four analytical case studies are proposed for different study profiles (philology, journalism, translation, teacher education) and CEFR levels (B2–C1). The specific features of linguocultural training for prospective foreign language teachers, requiring methodological reflection on cultural content transmission, are substantiated. It is concluded that effective integration of the approach demands systematic implementation and fosters critical cultural awareness as the highest level of intercultural competence.

Received: February 12, 2026
Accepted: March 04, 2026
Published: May 28, 2026

MODELS OF QUALITY MANAGEMENT IN GENERAL SECONDARY EDUCATION INSTITUTIONS IN INTERNATIONAL AND DOMESTIC DIMENSIONS

2026-05-29T00:39:41+03:00

International and domestic models of quality management in general secondary education institutions are analyzed in the paper. The key characteristics of the international EFQM, IQMS and Baldrige Education models are considered, including their conceptual foundations, structural components and quality assessment mechanisms. It was found that the mentioned models represent different management logics – process-oriented, subject-evaluation and result-analytic – and have limitations regarding direct application in the domestic educational context.
Based on the structural decomposition of the models, their strengths and areas of possible use in the quality management system of the general secondary education institution are determined. The expediency of the integration of the process logic of management, mechanisms for evaluating pedagogical activity and the analytical-resultative approach is substantiated, provided that they are adapted to the requirements of the internal system of ensuring the education quality and the regulatory field of Ukraine.
The domestic scientific approaches to the management of the education quality are analyzed, in particular the concept of adaptive management, qualitative modeling, the systemic interpretation of quality and the model of state-public management, which ensure the integration of managerial, pedagogical and social aspects of the functioning of an educational institution. Their methodological consistency and practical orientation, regarding the consideration of educational specifics, regulatory requirements and stakeholder participation, have been established. Summarizing the results of the study made it possible to determine the key principles of building an integrative model of quality management of a general secondary education institution, including: systematicity, adaptability, results orientation, integration of internal and external evaluation mechanisms, as well as the separation of development and control functions. The expediency of considering the internal system of ensuring the education quality as a basic platform for constructing such a model has been proven.

Received: March 02, 2026
Accepted: March 16, 2026
Published: May 28, 2026

MECHANISMS OF PUBLIC ADMINISTRATION FOR THE DEVELOPMENT OF PHYSICAL CULTURE AND SPORTS IN EDUCATIONAL INSTITUTIONS OF UKRAINE

2026-05-29T00:40:08+03:00

The article examines public administration mechanisms for the development of physical education and sport in Ukrainian educational institutions under current educational reforms, decentralization processes, and increasing societal demand for health preservation.
The study aims to theoretically substantiate and analyze the key mechanisms of public governance in this field while identifying priority areas for their modernization in response to contemporary socio-economic and educational challenges.
A systemic approach serves as the methodological basis of the research, allowing public administration to be considered as a multilevel integrated process. Institutional, functional, and structural-logical approaches are applied to investigate governance structures, regulatory support, and policy implementation practices. The research methodology includes analysis, synthesis, systematization, comparative analysis, and abstraction.
The article identifies and characterizes the principal regulatory, organizational, and financial-economic mechanisms that shape the governance system of physical education and sport in educational institutions. Key governance actors at national, regional, and local levels are systematized, and major deficiencies in the existing management system are revealed.
A comprehensive model for improving public administration in this sphere is proposed, focusing on increasing management efficiency, strengthening institutional coordination, optimizing resource allocation, and adapting governance practices to modern educational needs.
Theoretical significance lies in expanding scholarly understanding of governance mechanisms in the educational sector, while practical significance is associated with the potential application of the proposed model in state policy development and institutional management practices.
It is concluded that effective public administration is a strategic prerequisite for strengthening physical education and sport in educational institutions, improving public health, and supporting sustainable social development.

Received: February 16, 2026
Accepted: March 04, 2026
Published: May 28, 2026

PEDAGOGICAL POTENTIAL OF PLAY AND SPORT-BASED ACTIVITIES IN OVERCOMING EDUCATIONAL AND HUMANITARIAN GAPS: THE INTERNATIONAL PRACTICE OF "RIGHT TO PLAY"

2026-05-29T00:40:39+03:00

The article presents a comprehensive pedagogical analysis of the international organization “Right To Play” as a leading institution that employs play-based and sport-oriented methodologies to promote social inclusion, protect children’s rights, and overcome educational and humanitarian gaps in crisis-affected regions worldwide.
It is substantiated that under contemporary humanitarian challenges, physical culture and sport have evolved beyond traditional normative educational functions into powerful instruments of social engineering, humanitarian diplomacy, and soft power.
Based on the analysis of international policy reports, including United Nations and Commonwealth frameworks, the study demonstrates that purposeful physical and play-based activities contribute significantly to the formation of social capital, psychosocial resilience, and inclusive educational opportunities.
Particular attention is devoted to the functional role of sports ambassadors, who are conceptualized not merely as promotional figures but as active agents of change and social mediators. The article proves that the involvement of globally recognized athletes enables the transformation of sporting authority into an effective mechanism of humanitarian advocacy, reducing stigma, promoting inclusion, and supporting vulnerable populations.
The research details the practical outcomes of “Right To Play” initiatives, particularly the successful implementation of inclusive educational and psychosocial rehabilitation programmes in countries such as Ghana, Senegal, Rwanda, and Uganda, as well as the organization’s contribution to the international recognition of the United Nations International Day of Play.
It is demonstrated that the integration of play-based learning modules into educational systems effectively supports psychosocial recovery, promotes health awareness, advances gender equality, and strengthens educational access in conflict and post-conflict contexts.
The article also identifies key challenges in international sport-for-development initiatives, including financial sustainability, resource allocation, and institutional coordination.
The study concludes that the pedagogically verified experience of “Right To Play” possesses substantial practical significance for the development of national strategies aimed at post-war educational recovery, social reintegration, and psychosocial support for children affected by armed conflict, particularly in Ukraine.

Received: February 18, 2026
Accepted: March 06, 2026
Published: May 28, 2026

LITERARY EDUCATION IN UKRAINIAN GENERAL SECONDARY SCHOOLS: MODERNIZATION PROCESSES AND CONTEMPORARY CHALLENGES (1990s–2020s)

2026-05-29T00:41:08+03:00

The article examines the modernization of literary education in Ukrainian general secondary schools from the 1990s to the 2020s under the influence of educational reforms, technological transformations, and contemporary social challenges.
The study analyses changes in educational content, teaching methodologies, and the objectives of literary education, with particular attention to the implementation of cultural and competence-based approaches, the integration of digital technologies, and the adaptation of educational practices to crisis conditions.
It is demonstrated that literary education in Ukraine gradually shifted from a predominantly reproductive model of learning toward the development of conscious reading practices, critical thinking, interpretation skills, and interdisciplinary understanding. The implementation of the New Ukrainian School (NUS) reform contributed to strengthening competence-oriented learning; however, its practical realization was often constrained by insufficient methodological support.
The article evaluates the impact of educational digitalization and shows that multimedia tools and electronic resources expanded opportunities for learner engagement and educational accessibility. At the same time, unequal access to digital infrastructure and variations in teachers’ digital competence remained significant barriers to effective implementation.
Particular attention is devoted to the influence of the COVID-19 pandemic and wartime conditions on literary education. These challenges intensified educational inequalities, accelerated the transition to alternative learning formats, and highlighted the need for greater institutional flexibility and psychological support for students.
The study argues that under conditions of social instability, literary education performs not only educational but also cultural, identity-forming, and resilience-building functions.
The article identifies key challenges in contemporary literary education, including curriculum overload, insufficient differentiation of instructional models, technological disparities, learning losses, and the need for psychosocial support mechanisms.
It is concluded that the modernization of literary education in Ukraine requires an integrated approach combining curriculum renewal, methodological support for teachers, technological development, and alignment between educational, cultural, and socio-emotional dimensions of schooling.

Received: February 12, 2026
Accepted: March 05, 2026
Published: May 28, 2026

THE USE OF VISUAL AIDS IN MATHEMATICS AND COMPUTER SCIENCE CLASSROOMS (THE SECOND HALF OF THE 20TH – THE FIRST QUARTER OF THE 21ST CENTURY)

2026-05-29T00:41:33+03:00

The article presents a historical-pedagogical and didactic analysis of the evolution of visual aids in mathematics and computer science classrooms in Ukraine from the second half of the twentieth century to the first quarter of the twenty-first century.
Drawing on archival materials, regulatory documents, contemporary curricula, and relevant scholarly literature, the study examines the organizational, methodological, and educational factors that shaped the development of classroom visualization and educational environments.
The findings demonstrate that the evolution of visual aids was closely associated with the development of the classroom-based system of instruction, modernization of school infrastructure, transformations in mathematics and computer science curricula, and the gradual digitalization of education. In the 1950s–1970s, visualization was dominated by material and graphic forms, including charts, diagrams, posters, geometric models, and demonstration materials. During the 1980s–1990s, the expansion of technical teaching aids created the foundation for specialized computer science classrooms. In the early twenty-first century, educational visualization shifted toward digital and interactive formats based on multimedia resources, computer technologies, algorithmic visualization, digital modelling, and STEM-oriented practices.
The study reveals disciplinary differences in the functions of visualization. In mathematics classrooms, visual aids primarily support the interpretation of abstract concepts and the development of logical, spatial, and functional thinking. In computer science education, visualization performs a dual role by functioning both as a teaching tool and as an object of learning through interfaces, algorithms, data structures, and digital processes.
It is argued that contemporary educational visualization should be understood as a multi-representational and integrated learning environment rather than a collection of separate teaching materials.
The article concludes that effective use of visual aids contributes to improving educational quality, strengthening subject competencies, and creating flexible educational environments responsive to current technological and pedagogical challenges.

Received: February 10, 2026
Accepted: March 02, 2026
Published: May 28, 2026

HISTORICAL ANALYSIS OF THE DEVELOPMENT OF PHYSICAL EDUCATION OF ADOLESCENTS IN SCHOOL AND OUT-OF-SCHOOL EDUCATION INSTITUTIONS OF UKRAINE

2026-05-29T00:43:49+03:00

The article presents a comprehensive historical analysis of the development of physical education for adolescents in school and extracurricular educational institutions of Ukraine from the late nineteenth century to the early twenty-first century.
Based on the analysis of scientific literature, pedagogical concepts, regulatory documents, and educational practices across different historical periods, the study systematizes the principal stages of the formation and transformation of adolescent physical education in Ukraine.
It is substantiated that the foundations of physical education were established in the late nineteenth and early twentieth centuries under the influence of European physical training systems and the emergence of national pedagogical thought. The article highlights the significant role of school-based physical training, sports societies, youth organizations, clubs, and extracurricular activities in fostering adolescents’ engagement in physical culture.
The study characterizes the institutionalization of physical education during the 1920s–1930s, its standardization and mass implementation during the mid-twentieth century, and its subsequent humanization and differentiation in the second half of the twentieth century.
It is established that by the late twentieth and early twenty-first centuries, physical education in Ukraine transitioned from a norm-oriented system to a learner-centered and health-preserving model. This transformation emphasized motivation for physical activity, development of self-regulation skills, promotion of healthy lifestyles, and integration of school and extracurricular physical education practices.
Particular attention is paid to contemporary challenges, including declining levels of adolescent physical activity, the impact of digitalization, the need for inclusive educational practices, and the integration of innovative health-promoting technologies.
The article concludes that historical analysis of physical education development provides an essential basis for understanding contemporary transformations and for modernizing physical education systems in response to current social, educational, and health-related demands.
Prospects for further research are associated with interdisciplinary approaches to improving physical education for adolescents through innovative pedagogical models, inclusive practices, and sustainable health-oriented educational strategies.

Received: February 12, 2026
Accepted: March 04, 2026
Published: May 28, 2026

MODERNIZATION PROCESSES IN THE FIELD OF PHYSICAL EDUCATION OF ADOLESCENTS IN UKRAINE (LATE TWENTIETH – EARLY TWENTY-FIRST CENTURY)

2026-05-29T00:44:24+03:00

The article presents a historical and pedagogical analysis of the modernization processes in the field of physical education of adolescents in Ukraine in the late twentieth and early twenty-first century. The socio-educational prerequisites for the transformation of the physical education system have been identified, including the reform of the national education system following the proclamation of Ukraine’s independence, the deterioration in the health status of children and young people, the decline in levels of physical activity, and the increasing relevance of promoting a healthy lifestyle among the younger generation. It has been established that, during the period under study, physical education gradually evolved from a system focused predominantly on physical training and the fulfillment of prescribed standards into a multi-component pedagogical process aimed at the harmonious physical, psychological, and social development of the adolescent personality.
Special attention is paid to the analysis of the regulatory and legal support for the modernization of physical education, in particular the Laws of Ukraine “On Education”, “On Physical Culture and Sports”, “On General Secondary Education”, as well as the State Standards of Basic Secondary Education adopted in 2004, 2011, and 2020. Changes in the content of the physical education sector have been analyzed, particularly the strengthening of the health-preserving component, the implementation of the competency-based approach, the expansion of students’ theoretical training, and the modernization of forms of physical culture and health-enhancing activities. It is determined that an important aspect of the modernization of physical education was the formation of students’ motivation for systematic physical activity, the development of self-monitoring skills regarding physical condition, a responsible attitude toward personal health, and the cultivation of a healthy lifestyle culture. It is established that, alongside traditional physical education lessons, extracurricular and out-of-school forms of physical culture and health-related activities experienced active development, aimed at increasing adolescents’ physical activity and promoting their physical self-improvement.
The study demonstrates that modernization processes in the field of adolescents’ physical education were comprehensive in nature and combined pedagogical, social, health-preserving, and regulatory-legal aspects of educational reform. Their influence on the formation of the contemporary competency-based model of physical education in Ukraine has been identified.

Received: January 27, 2026
Accepted: February 20, 2026
Published: May 28, 2026

APPROACHES AND METHODS OF TEACHING ENGLISH FOR STUDENTS OF MARITIME HIGHER EDUCATIONAL ESTABLISHMENTS: HISTORICAL OVERVIEW

2026-05-29T00:44:51+03:00

This study provides a comprehensive analysis of various approaches and methods used in teaching English as a second language, with particular attention to English for Specific Purposes (ESP).
It is demonstrated that language teaching has a long, complex, and evolving history, characterised by ongoing debates regarding the appropriateness and effectiveness of different teaching methods. Scholars and linguists worldwide have developed and applied diverse pedagogical approaches to enhance the effectiveness of English language instruction across various professional and academic contexts.
Given the status of English as a global language, it is essential to examine the broad spectrum of teaching approaches and methods employed in modern education. The study emphasises that within the contemporary pedagogical landscape, which increasingly supports an eclectic approach to ESP instruction, a historical understanding of these methods is necessary for evaluating their relevance in developing specific language competencies.
The research provides an overview of major pedagogical approaches, including structural and communicative frameworks, as well as prominent methodologies such as the grammar-translation method, direct method, audio-lingual method, and others.
It is highlighted that each method has introduced valuable innovations and addressed specific language learning challenges. However, these methods emerged in distinct historical contexts, reflected diverse social and educational demands, and were grounded in different theoretical perspectives. A review of academic discourse reveals multiple pedagogical frameworks shaped by educational, communicative, and professional priorities characteristic of different historical periods.
The study concludes that the diversity of learners’ needs in mastering the English language makes reliance on a single instructional method impractical. Therefore, a composite or eclectic pedagogical approach, integrating multiple methods and techniques, represents the most effective and flexible solution for addressing the individual goals and needs of learners.

Received: February 16, 2026
Accepted: March 04, 2026
Published: May 28, 2026

THEORETICAL AND METHODOLOGICAL APPROACHES TO HYGIENE AS ONE OF THE COMPONENTS OF PHYSICAL EDUCATION OF ADOLESCENTS IN THE 1930S. XX CENTURY

2026-05-29T00:45:20+03:00

The article presents a comprehensive historical and pedagogical analysis of theoretical and methodological approaches to hygiene as an essential component of adolescents’ physical education in Ukraine during the 1930s.
The study identifies the socio-historical factors that intensified attention to health preservation during this period, including high child mortality rates, widespread infectious diseases, inadequate sanitary conditions, and the low level of public hygienic culture.
It is substantiated that hygiene in the structure of physical education was regarded as a multifaceted system encompassing rational nutrition, organization of work and rest, oxygen regime, sanitary and hygienic standards in educational institutions and living environments, as well as preventive health measures.
Particular attention is devoted to the use of natural health-promoting factors such as sunlight, air, and water, which were considered fundamental tools for strengthening the physical health of children and adolescents. The article analyses methodological recommendations regarding the organization of sun and air baths, water procedures, and their integration into physical education practices.
The research also reveals the significant role of sensory-motor activity as a biological and pedagogical basis for harmonious physical development. Emphasis on natural movements, outdoor games, labor activities, and age-appropriate physical exercises demonstrates the holistic nature of hygiene-oriented physical education during the period under study.
It is proven that theoretical and methodological approaches to hygiene in the 1930s combined medical, pedagogical, and biological dimensions, thereby establishing an integrated framework for adolescents’ physical development.
The article concludes that historical approaches to hygiene within physical education significantly influenced the further evolution of health-preserving educational systems and laid the groundwork for subsequent modernization of physical culture and health education.
The practical significance of the study lies in the possibility of applying this historical experience to contemporary educational reforms, particularly in the modernization of health-preserving technologies in general secondary and extracurricular education institutions.

Received: February 16, 2026
Accepted: March 04, 2026
Published: May 28, 2026

PEDAGOGICAL CONDITIONS FOR THE USE OF INFORMATION TECHNOLOGIES IN THE CLASSROOM-BASED LEARNING SYSTEM IN GENERAL SECONDARY AND HIGHER EDUCATION INSTITUTIONS (LATE 1990S – EARLY 21ST CENTURY)

2026-05-29T00:45:51+03:00

This article presents a historical and pedagogical analysis of the use of information technologies in the classroom-based teaching system of general secondary and higher education institutions in the late 1990s and early 21st century. It examines the characteristics of the transformation of the material and technical provision of classrooms in the context of the informatisation of education, in particular the introduction of computer technology, multimedia resources, electronic educational resources and educational software. It has been established that, against a backdrop of socio-economic changes and limited funding, the development of the classroom system was contradictory in nature, combining processes of modernisation with the deterioration of the experimental component of teaching. It has been established that for general secondary education institutions, the transition from local computer classrooms to statutorily defined computer science and ICT classrooms was characteristic, as well as the gradual standardisation of the use of digital resources through state approval mechanisms. In higher education, the defining trends were the development of distance learning, the creation of distance learning centres, the introduction of online educational platforms, electronic teaching and learning materials, and a credit-modular system for organising the educational process. It is argued that the effectiveness of using information technologies in classroom-based teaching depends on a set of pedagogical conditions, including the integration of digital and traditional teaching methods, ensuring a research-oriented educational process, training teaching staff in the use of ICT, and modernising the material and technical base. The pedagogical conditions for the effective use of information technologies have been formulated, each of which is considered in relation to implementation practice, expected outcomes, risks and ways of minimising them, which allows for the identification of prospects for the further development of the classroom-based learning system in the context of the digitalisation of education.

Received: February 12, 2026
Accepted: March 05, 2026
Published: May 28, 2026

THE DEVELOPMENT OF RESOURCES FOR BASIC SCIENCE EDUCATION IN SECONDARY SCHOOLS IN UKRAINE (1959–2023)

2026-05-29T00:46:22+03:00

The article presents a historical and pedagogical analysis of the development and use of educational equipment for laboratory, practical, and experimental work in natural science subjects within general secondary education institutions of Ukraine from 1959 to 2023.
Based on an extensive analysis of scientific literature and archival materials, the study substantiates that the history of educational equipment development should be understood not merely as the evolution of individual devices, but as a broader transformation of the material and technical infrastructure supporting laboratory practice, scientific experimentation, and practical learning. This evolution reflects changes in state educational policy, curriculum development, teaching methodologies, school specialization, safety standards, and educational environment requirements.
The research identifies key stages in this historical development, demonstrating that the expansion of school infrastructure, implementation of the classroom-based system, standardization, technologization, specialization, and modernization of educational facilities played decisive roles in shaping science education resources. During the period of Ukrainian independence, these processes underwent complex and often contradictory transformations due to economic limitations and educational reforms.
The article emphasizes that educational equipment for science instruction evolved from predominantly standardized Soviet-era tools to integrated modern educational environments combining classical laboratory instruments, digital technologies, multimedia resources, measurement devices, modeling tools, and research-oriented technologies.
Particular attention is given to the strategic significance of educational equipment in supporting learner-centered, competency-based, and STEM-oriented education. It is demonstrated that modern science classrooms increasingly function as interdisciplinary, digitally enhanced educational spaces designed to foster inquiry, experimentation, and practical competence.
The article concludes that the historical evolution of science education equipment in Ukrainian schools reflects broader transformations in pedagogical models—from demonstration-based instruction toward research-oriented, technologically integrated, and competency-focused learning environments.
Prospects for further research are associated with applying the accumulated historical and pedagogical experience to the modernization of contemporary science education in Ukraine.

Received: February 19, 2026
Accepted: March 16, 2026
Published: May 28, 2026

MEANS OF FOREIGN LANGUAGE TRAINING FOR STUDENTS OF TECHNICAL HIGHER EDUCATION INSTITUTIONS IN UKRAINE (EARLY TWENTY-FIRST CENTURY)

2026-05-29T00:46:59+03:00

The article, based on the analysis of advanced research, identifies groups of means for foreign language training of students in technical higher education institutions in Ukraine at the beginning of the twenty-first century. It is emphasised that the integration of digital resources into the educational process significantly expands the possibilities for intensifying foreign language training of students.
It is underlined that digital resources can serve as an effective educational tool only if they are scientifically reliable, aligned with the content of professional training, and methodologically appropriate.
It is noted that the use of electronic means of Internet communication ensures not only prompt access to educational resources but also creates conditions for continuous interactive feedback between all participants in the educational process. This, in turn, enhances the effectiveness of learning interaction and pedagogical support.
Among the contemporary means of foreign language training for students of technical higher education institutions, the following groups can be distinguished: platforms serving as environments for the presentation and delivery of learning through video, audio materials, instructional guides, images, etc.; platforms with interactive materials and exercises; modern tools for information exchange and correspondence; cloud services for information storage; mobile applications as messaging tools; social networks; blogs; tools for sharing materials and files; tools for surveys and testing; electronic dictionaries (monolingual explanatory, bilingual, and multilingual terminological); scientometric databases; tools for collaborative virtual presentation of learning content and real-time communicative interaction; tools for visualising educational information for the entire group; virtual learning platforms for implementing distance education; and tools for online communicative interaction and organisation of feedback between students and lecturers.

Received: January 27, 2026
Accepted: February 17, 2026
Published: May 28, 2026

IMPLEMENTATION OF THE POLYTECHNICAL ASPECT OF PHYSICAL SCIENCE WITH INTERDISCIPLINARY CONTENT IN THE CONTEXT OF PHYSICS CLASSROOMS IN GENERAL EDUCATION INSTITUTIONS IN UKRAINE AT THE BEGINNING OF THE 21ST CENTURY DECADE

2026-05-29T00:47:30+03:00

The article examines the implementation of the polytechnical aspect of physics education with interdisciplinary content in general secondary education institutions of Ukraine at the beginning of the 21st century.
The study aims to analyse how the integration of polytechnical knowledge within physics teaching contributes to the development of students’ engineering thinking and technical skills in the context of educational modernization.
It is substantiated that improving the quality of school physics education requires the creation of a technologically advanced learning environment, particularly through the modernization of physics classrooms as a basis for polytechnical education and career guidance.
The article highlights the interdisciplinary nature of polytechnical knowledge and demonstrates that its integration into physics teaching enhances students’ motivation, supports practical orientation of learning, and strengthens connections between theoretical knowledge and real-world technological applications.
Based on the analysis of pedagogical experience and survey data from physics teachers, it is shown that experimental activities significantly increase students’ interest in studying physical phenomena, while interdisciplinary integration serves as an effective tool for modernizing science education.
The study identifies key components of polytechnical education in the physics classroom, including demonstration experiments with technological applications, laboratory work incorporating design elements, and extracurricular activities such as modelling and robotics.
It is concluded that the implementation of the polytechnical approach creates favourable conditions for students’ self-determination, professional orientation, and the development of technical competencies relevant to contemporary technological society.
The article emphasizes that the accumulated experience of polytechnical education requires further theoretical reflection and practical adaptation in line with current educational reforms, digitalization processes, and STEM-oriented learning environments.

Received: February 12, 2026
Accepted: March 06, 2026
Published: May 28, 2026