Eduweb

Computational Thinking: Impact on the development of children's creativity in transcomplex contexts

Thania Torres — 2025-12-30

This article analyses in a narrative way and with an epistemological conception, the relationship between computational thinking: cognitive development and children's creativity in transcomplex contexts of kindergarten education in the interactive sensory rooms of the Universidad Autónoma de Chile. The method is Gadamer's hermeneutic circle. In addition to the support of classical documents used as a fundamental basis for sapiently evidencing the documentary evidence which outlines its importance in the need to understand the cohesion between computational thinking in the infant and cognitive development in different transcomplex contexts arising in the SIMS. It is concluded: computational thinking in the infant, from a transcomplex representation, transpires as a fundamental strategy for the integral development of the infant, linking cognitive, creative and socioemotional skills with interactive, multisensory and contextualised learning experiences.

Attitude towards learning chemistry using the Biomodel virtual platform

Andreina Bastidas — 2025-12-30

The present article aimed to analyze the attitude toward learning organic chemistry using the Biomodel virtual platform in fifth-year students at U.E. School Joseph Lancaster during the 2023-2024 school year, located in the San Diego municipality of Carabobo State. A quantitative methodology was used, under the positivist paradigm, with a non-experimental, field-based, and descriptive design. The population and sample consisted of 30 students. For data collection, the survey technique was used, and a valid and highly reliable questionnaire was used as an instrument. The results obtained from the application of the instrument were tabulated taking into account the percentages of the answers given to each question and were subjected to a percentage analysis, where it was determined that the majority of students show a favorable or positive attitude toward learning chemistry through the use of the Biomodel application since it is easy for them to learn organic chemistry using the platform and they perceive the need to use it to understand the contents, increasing the interest or motivation to explore and learn through the visual information available in Biomodel.

Educational psychology of teachers and students in crisis-driven innovation environments

Olena Nevoenna — 2025-12-30

Educational innovation holds promise for transforming learning systems; however, it has also introduced significant emotional and psychological challenges for both students and teachers, particularly in contexts of rapid systematic reform and digital transformation. This study investigates the psychological effects of educational transformation in Ukraine, with comparative insights from Latin American countries such as Brazil and Colombia. Anchored in Lazarus and Folkman’s Transactional Model of Stress and Coping and Bronfenbrenner’s Ecological Systems Theory, the research adopts a qualitative approach to examine experiences of stress, anxiety, and coping strategies within school environments. Using thematic analysis of semi-structured interviews, the study reveals shared struggles of emotional uncertainty, institutional neglect, and cognitive overload among educational stakeholders. Nevertheless, evidence of adaptive resilience emerged, with some participants leveraging peer relationships and intrinsic motivation as buffers against reform-related stress. The findings highlight a critical gap in the emotional preparedness of educational policy and practice. The study advocates for the integration of emotional readiness, psychological support mechanisms, and targeted training into reform agendas. By re-centering human experience within educational innovation, this research offers actionable insights for policymakers and educators navigating transformation across diverse global contexts.

Advancing children’s media literacy: A framework for training future educators

Liudmyla Biriuk — 2025-12-30

This study analyzes the training of future educators for the development of media literacy in children, recognizing this competence as a key factor in creativity, critical thinking, and social participation in the digital era. A mixed experimental design was implemented with 78 pre-service teachers divided into an experimental group (n=40) and a control group (n=38). The research combined theoretical methods (analysis, synthesis, and systematization), empirical techniques (questionnaires, observation, and case studies), and statistical validation using the Kolmogorov–Smirnov λ-criterion. The pedagogical model developed integrates external training elements and internal motivational, cognitive, and practical factors that strengthen teachers’ readiness to guide media education in early schooling. Results revealed significant improvements in the experimental group’s levels of readiness—especially in motivation, conceptual understanding, and practical application of media literacy strategies—confirming the effectiveness of the proposed system. The study concludes that media literacy training should be a central component of teacher education programs to prepare educators capable of fostering critical, informed, and responsible media engagement among children.

The impact of art therapy on fostering creativity: approaches for training future educators

Dmytro Bidyuk — 2025-12-30

The article explores the content of the studied concept, clarifies the purpose and approaches of art therapy in training future educators to develop the creative potential of learners. It demonstrates the importance of art therapy techniques in preparing future educators. The functions of art therapy are highlighted within the context of the practical activities of future specialists. The possibilities of simultaneously combining various roles of students and educators during professional training are clarified. The role of media art society in applying media art therapy, especially in light of the development of information culture, and the importance of media competence in media creativity are discussed. The initial level of readiness is identified as low. During the formative stage of the pedagogical experiment, the developed technology for training future educators to foster the creative potential of learners through art therapy was implemented, along with the proposed pedagogical conditions for such training. As a result, it was found that, following the development and application of this technology in the higher education process (in EG), the number of future educators with a high level of certain skills significantly increased. Therefore, the technology for training future educators to enhance the creative potential of learners through art therapy is recommended for implementation in the professional training of specialists, as it has proven to be effective.

Sociolinguistic aspects of foreign language teaching in the context of international education

Oksana Snigovska — 2025-12-30

This qualitative study examined Ukrainian students’ and educators’ perceptions and experiences of sociolinguistic factors influencing foreign language instruction in international education contexts, reflecting on "Experiences of academic mobility and institutional approaches to language policy" for transnational cohorts. A total of 15 participants, consisting of 8 Ukrainian students and 7 Ukrainian educators, were selected through purposive sampling. All participants had substantial involvement in Erasmus+ mobility programs, ensuring well-informed perspectives. Semi-structured interviews provided in-depth insights and detailed narratives. The interview protocols addressed classroom practices, mobility experiences, and institutional language policies. Data was analyzed using thematic analysis, which identified key themes related to language attitudes, cultural adaptation, linguistic diversity, and linguistic identities. The findings show the importance of accounting for linguistic and cultural contexts in foreign language learning and to enhance cultural competence training and institutional support for language educators. The implications include aligning curricula with multilingual realities and developing targeted support mechanisms for transnational cohorts. This study contributes to the literature on sociolinguistic factors in international higher institutions and serves a baseline for future research.

Framework for enhancing digital competence among philology students

Yuliia Kazak — 2025-12-30

The article reveals the content and structure of digital competence. The purpose of the study is to develop and test the developed pedagogical conditions and system for the formation of digital competence in students of philological specialties. The research methodology is based on: a combination of theoretical analysis and experimental verification; comprehensive measurement of digital competence; implementation of pedagogical conditions aimed at the practical application of digital technologies in philological training; statistical confirmation of the effectiveness of the developed model. As a result of the pedagogical experiment, the effectiveness of the developed pedagogical conditions and system for the formation of digital competence in students of philological specialties, which was implemented in higher educational institutions within the framework of professional training of students of philological specialties, was assessed and proven.

Digital technologies in training future social-interaction professionals for the organization of inclusive education

Liliia Filiuk — 2025-12-30

The article describes the main criteria for a barrier-free inclusive educational environment; identifies special features of an inclusive educational environment; and considers the principles of inclusive education and general didactic principles of training for the high-quality functioning of an inclusive educational environment. A research and experimental verification of the effectiveness of implementing a system for training future social interaction professionals to work in an inclusive educational environment through the use of digital technologies in working with children with special educational needs has been developed and conducted. The most important areas of using digital technologies to organize children's education in an inclusive educational environment have been considered. The advantages of using the developed system are listed. The effectiveness of the experimental study of the developed effective author's system is confirmed by reliable indicators, which have been verified using mathematical statistics methods. Respondents in the EG group showed a more significant increase in the formation of all levels of the studied components of the readiness of future social interaction professionals to work in an inclusive educational environment, and the use of digital technologies in working with children with special educational needs, than in applicants in the CG group.

Audiovisual pedagogies for resilient learning in conflict-affected contexts

Kateryna Shaulis — 2025-12-30

This study explored how audiovisual arts can help support education in areas affected by crisis, with a particular focus on the challenges and advantages of teaching visual thinking in such environments. Centered on the ongoing conflict in Ukraine, the research aimed to understand how teachers and artists are adjusting their methods to meet the specific needs of students in these difficult circumstances. Using a qualitative approach, the study selected 10 participants through purposive sampling, all of whom are involved in using audiovisual arts within educational settings. The research identified key issues, such as a lack of resources and infrastructure, as well as the emotional and psychological toll on students. By highlighting these challenges, the study aims to help educators design more effective methods for integrating the audiovisual arts into their teaching. Despite the difficulties, the study found that audiovisual arts can significantly enhance student engagement, boost creativity, and support emotional well-being. The findings provide practical guidance for teachers, artists, and policymakers on how to utilize audiovisual arts to enhance education in crisis-affected regions. Overall, the research contributes to the existing body of knowledge on the use of arts in education, demonstrating how these tools can help foster resilience and hope during times of crisis.

Linguodidactic strategies for developing the future teachers’ speech competence

Natalia Dyka — 2025-12-30

Improving the quality of future teachers’ language training in their professional education is an important task of modern pedagogy. The aim of the study was to determine the effectiveness of different types of linguodidactic strategies in the development of individual components of speech competence, to identify its internal structure and to analyse changes after pedagogical intervention. The study used two standardized questionnaires: the Self-Perceived Communication Competence Scale (SPCC) and the Teacher Language Competence Inventory (TLCI). The Pearson correlation coefficient, factor analysis by the principal components method with varimax rotation, as well as linear and multifactorial regression were applied. The factor analysis of the inventory of pedagogical speech competence identified three factors: normative pragmatic (pragmatic appropriateness – 0.516), lexical (lexical accuracy – 0.714), and prosodic (intonation expressiveness – -0.867). The multifactor regression model showed the highest positive impact of the gamified strategy (β = 1.962) and cognitive strategy (β = 1.106), while the situational strategy showed a negative effect (β = -2.142). Correlation analysis did not reveal statistically significant relationships, but recorded a number of positive trends. Further research may focus on structural modelling of connections and longitudinal tracking of changes in speech competence over time.

ICT and modern technologies for training professional mediators in restorative justice and related processes

Оlha Shmyndruk — 2025-12-30

The purpose of the study is to determine the role and potential of information and communication technologies and modern digital tools in the system of training professional mediators in the field of restorative justice and related processes, as well as in developing approaches to integrating these technologies into educational programs. The research methodology consists of the following methods: comparative analysis method, policy analysis method, empirical method and system method. The study found that the integration of modern information and communication technologies into the system of training mediators in the field of restorative justice contributes to increasing the efficiency of the educational process and professional activities of specialists. The use of digital platforms and online environments provides the opportunity to conduct trainings, simulations and role-playing games in a remote format, which significantly expands access to training and increases its flexibility. The models of application of videoconferencing technologies, interactive software solutions and artificial intelligence tools and their role in forming in future mediators the digital competencies necessary for effective work with participants in restorative processes in various social and legal contexts were analyzed. A number of challenges associated with the use of ICT were identified, including issues of ethics, protection of personal data, adaptation of training methods to online environments and preservation of the authenticity of restorative dialogue. The results obtained confirm the need to develop comprehensive training programs for mediators that combine traditional training methods with innovative technological approaches, contributing to the formation of a new generation of specialists capable of operating in a digital society.

Professional use of digital technologies: Developing readiness among pre-service primary teachers

Iryna Palshkova — 2025-12-30

This study examines the formation of future primary school teachers’ readiness to use digital technologies in their professional activities and evaluates the effectiveness of a specially designed pedagogical system. A quasi-experimental design with three stages (stating, formative, summarizing) was implemented between 2022 and 2024. Diagnostic tools comprised questionnaires, testing, reflective maps, observations, and expert evaluation, with statistical verification performed using Pearson’s χ² and Cramér’s V. Baseline analysis confirmed no significant differences between the groups across motivational, operational, personal, and cognitive criteria, ensuring methodological comparability. Results demonstrate substantial improvements in the experimental group: high readiness increased by 11–12%, medium readiness by 23–27%, and low readiness decreased by 34–41%. The control group showed only minor changes (1–4%). Post-experiment χ² values confirmed statistically significant differences at the 0.05 and 0.01 levels. The findings underscore the effectiveness of the integrated pedagogical system and highlight the necessity of structured, technology-rich training models for enhancing digital readiness in teacher education.

Rehabilitation readiness as an outcome of professional education in physical culture and sports

Olha Shevchenko — 2025-12-30

The article presents the results of an empirical study aimed at determining the effectiveness of pedagogical conditions for the formation of readiness of future physical education and sports specialists for rehabilitation activities. The study was implemented in the format of a quasi-experimental mixed design with parallel groups of education seekers. The empirical procedure included three stages: preparatory (conceptual analysis, development of a model and tools), ascertaining (measurement of baseline levels, assessment of sample homogeneity) and formative (implementation of pedagogical conditions and final diagnostics). A validated diagnostic toolkit was used for the assessment, which measured the motivational-value, informational-cognitive, self-educational-professional and operational-activity components of readiness. The results show that the modernization of the content of academic disciplines, a special course on innovative rehabilitation technologies, and interactive practice-oriented methods significantly increase the level of readiness of students for rehabilitation activities. The proposed model has significant potential for improving professional training in the field of physical rehabilitation in higher education institutions.

Formation of aesthetic culture of future educators in preschool and primary educational institutions

Lin Tian — 2025-12-30

The purpose of the study is to analyze the characteristics that shape the aesthetic culture of future teachers in preschool and primary education institutions, and to examine the pedagogical conditions that will contribute to their effective development. The study was mixed in nature and consisted of three stages: ascertaining, formative, and concluding. The results show that Ukrainian students obtained better results in value orientation: attitude towards art, aesthetic interests, and attitudes (the role of art in students' lives and their participation in artistic events). Chinese students were better in knowledge and creative activity. The strongest predictors of the development of aesthetic culture were determined to be knowledge (β=0.38), creative activity (β=0.41). Self-esteem (β = 0.29) and participation in cultural events had a somewhat smaller impact. Comparison of the obtained results indicated a statistically significant increase in all components of aesthetic culture, particularly in the greatest achievements in individual knowledge and creative activity. The study confirmed the effectiveness of targeted pedagogical interventions, in particular the integration of art into the educational process, the implementation of projects, and the participation of students in cultural events. The conclusions indicate a need to improve educational programs for the training of teachers in preschool and primary schools.

Evaluating an ICT-Mediated active learning framework: A quasi-experimental study in ukrainian higher education

Lesia Honcharenko — 2025-12-30

This research fills a significant gap in empirical research on pedagogically driven digital transformation in Ukrainian higher education. It evaluates a structured ICT-mediated active learning model that integrates flipped classroom principles and collaborative digital tools through Moodle. A 16-week quasi-experimental study involving sociology students (N=92) compared this model to traditional lecture-based instruction. The results revealed that the experimental group achieved significantly higher academic performance (p < .001), digital competence (p < .001), and engagement, as measured by LMS analytics and surveys. The scientific novelty lies in conducting the first comprehensive quasi-experimental testing of an ICT-based active learning framework simultaneously assessing performance, digital competence, and engagement within Ukrainian universities. Practical recommendations include implementing structured faculty training on active learning design, establishing centralized digital learning support units, and adopting phased pilot programs to ensure sustainable transformation. The research thus provides both empirical validation and an applied roadmap for integrating ICT into higher education reform in Ukraine.

Readiness of higher education institutions for implementing dual education

Galyna Buchkivska — 2025-12-30

Dual education has gained relevance as a strategy to strengthen links between higher education institutions and the productive sector, particularly in professional fields requiring intensive practical training. This study aims to describe the preparedness of higher education institutions for implementing the dual education model by identifying institutional, regulatory, and operational factors influencing its adoption. A mixed descriptive and comparative approach was applied, combining regulatory analysis, statistical data review, and a survey administered to academic and administrative staff from selected institutions in Ukraine, Poland, and Germany. The survey explored perceptions of benefits, barriers, institutional capacity, and implementation conditions. Quantitative data were examined using descriptive and inferential statistics, while qualitative inputs supported contextual interpretation. The findings reveal cross national differences in regulatory frameworks, institutional coordination, and perceived preparedness, alongside shared challenges such as limited institutional experience, organizational complexity, and resource constraints. Respondents also emphasized benefits related to employability, practical skills development, and stronger university industry collaboration. Rather than measuring readiness levels through indices or scales, the study provides a diagnostic overview of current conditions. The results offer evidence based insights that can inform institutional planning, policy development, and future research on technological and organizational readiness within dual education systems worldwide today broadly.

Editorial

Elsy Medina — 2025-12-30