The journal highlights the methodological, theoretical and practical principles of pedagogical science development, current problems of schools education, including mountain regions of Ukraine and abroad. This scientific specialized edition of pedagogical sciences is intended for researchers, teachers, doctoral students, graduate students, academic staff, the parent community, and all those interested in the current status of pedagogical education development. ISSN 1994-4845 (Print) E-ISSN 2415-7147 (Online) To submit an article, click HERE
Vasyl Stefanyk Carpathian National University
PEDAGOGICAL CONDITIONS FOR THE FORMATION OF THE PROFESSIONAL IMAGE OF A FUTURE EDUCATION MANAGER
The article presents a theoretical and practical analysis of the problem of forming the professional image of a future education manager. Based on an analysis of national scholarly research, the author reveals the essence of the concept of “management of an educational institution.” It is noted that this is a structured activity whose effectiveness and success depend on the professionalism of the head of the education manager. Specific features of managerial activity are identified (orientation of activity toward other people, a specific type of interpersonal interaction, complex structured activity, possession of an image, etc.), and their content is disclosed in the article. The article demonstrates that the effectiveness of pedagogical activity is largely determined by the professional image of the specialist, which influences the success of the educational process, learners’ motivation to engage in cognitive activity, and society’s attitude toward the teacher. The author substantiates certain features of the managerial activity of an education manager, including the intellectual nature of managerial work, the specifics of managing an educational institution, and the image of the education manager. The article proposes the author’s definition of the concept of “pedagogical conditions” and identifies the pedagogical conditions for forming a future education manager in the context of a higher education institution: creating a positive educational environment in a higher education institution; a harmonious combination of external appearance and personal qualities of the education manager; continuous professional training within the framework of competence formation readiness for lifelong learning; creating opportunities for self-education as a factor in shaping personal and professional image; organizing a favorable environmental image; providing opportunities for systematic development and improvement of legal literacy; and the formation of a high level of professional motivation for managerial activity.
Copyright (c) 2026 Mountain School of Ukrainian Carpaty
STAGES OF DEVELOPMENT OF HIGHER PHARMACEUTICAL EDUCATION IN UKRAINE (END OF XX - FIRST QUARTER OF XXI CENTURY)
The relevance of this study lies in identifying the patterns and factors of the transformation of higher pharmaceutical education in Ukraine at the turn of the 20th and 21st centuries in the context of European integration, digitalization, and increasing standards of pharmacist training. The author substantiates that the effectiveness of the pharmaceutical education system determines not only the quality of medical care but also the development of national human capital, innovative potential, and the competitiveness of the state’s pharmaceutical sector. Defining the stages and main trends of system modernization has important theoretical and practical significance for improving the professional training of future specialists. The aim of the article is to conduct a comprehensive historical and pedagogical analysis of the stages in the development of higher pharmaceutical education in Ukraine from the late 20th to the first quarter of the 21st century, and to determine the main factors of change in accordance with the criterial approach. The study applies historical-pedagogical and legal approaches, which involve the analysis of current legislative acts, educational standards, works of leading scholars, and empirical data on the activities of Ukrainian institutions of higher pharmaceutical education. It was established that the development of higher pharmaceutical education in Ukraine was carried out in stages: the stage of national formation (1991–2001), the stage of European integration and expansion of pharmaceutical faculties in medical universities (2002–2015), and the modernization-innovation stage (2016–2024). Each of these periods was characterized by its own regulatory framework, strategic priorities, and educational innovations. Special attention is paid to the implementation of the competence-based approach, modern pedagogical technologies, simulation and interactive learning, the development of digital educational infrastructure, enhanced practical training, and international cooperation. The article substantiates the influence of regulatory and organizational factors on the formation of the modern model of professional pharmacist training. The conclusions emphasize that the evolution of higher pharmaceutical education in Ukraine is a dynamic process that combines tradition, innovation, and integration into the European educational space. This ensures the competitiveness of domestic graduates, contributes to the formation of professional culture, and enhances the role of the pharmacist in modern society.
PEDAGOGICAL STRATEGIES FOR USING CINEMA IN ORGANIZING THE EDUCATIONAL PROCESS: THE EXPERIENCE OF THE USA
Abstract. The article analyzes pedagogical strategies developed by American scholars for using cinematography in organizing the educational process in schools, colleges, and universities in the United States. It examines definitions commonly used in contemporary U.S. scholarly discourse: media education - viewed as a process aimed at developing an individual’s ability to analyze, evaluate, create, and interpret media texts of various formats; media literacy - defined as the outcome of effective media education, encompassing the ability to analyze and evaluate media texts; film literacy - interpreted as the ability to understand, interpret, analyze, and create moving images in various socio-cultural contexts; and pedagogical strategy - understood as a regulated psychological construct that supports the effective resolution of personal and professional tasks based on actualized knowledge, skills, and experience. The main pedagogical strategies for using cinema in the educational process are characterized: combining media analysis and media production - which includes analyzing the context of film creation, genre features, narrative structure, stereotypes, as well as economic and political aspects of film production; the practical strategy - aimed at deepening students’ understanding of films, developing their personal viewpoints and reflection; the retrospective strategy - focused on using historical films as a means of developing historical consciousness and self-identity; the interdisciplinary strategy - integrating films into literature lessons and interdisciplinary projects; and the extracurricular strategy - revealing the potential of cinema in organizing out-of-class activities, including joint film viewing by children and parents. It is demonstrated that the effectiveness of a particular strategy depends largely on teachers’ level of preparation.
INDEPENDENT WORK AS A PATH TO PROFESSIONAL SUCCESS OF FUTURE LAWYERS IN WORKING WITH MIGRANTS
The article reveals the importance of independent work in preparing future lawyers for professional activity, in particular, for working with migrants. The concept of "independence" is defined, the essence of the concepts of "white- collar", "blue-collar", "unskilled workers" is revealed, as well as the impact of martial law on migration processes in Ukraine and the reasons that prompted higher education teachers to develop modern methods and forms of organizing independent work for future lawyers. Changes in Ukrainian labor and educational migration, which are taking place today in the conditions of martial law in the state, focus the attention of teachers on the independent work of students, the ability to consolidate and deepen theoretical and practical knowledge under the skillful guidance of the teacher. Independent work is an important component of all independent student activity. The author draws attention to such types of independent work as: essays, term papers, tests, master's papers, which are performed by students independently, receiving advice from teachers on their implementation. Due to the migration of Ukrainians abroad in search of safety and work, and due to internal displacement of people, there has been a need for retraining, taking into account the domestic market of the host country or the location of internally displaced persons in Ukraine. The current conditions make it necessary to support migrant students and those who have decided to change their qualifications, to provide them with the necessary educational services. That is why educational programs of selected specialties, selective disciplines of curricula should be attractive to migrants. In online learning, independent work of education seekers should prevail. The article provides an example of topics for essays, indicative problem questions for mastering one of the topics, an example of a structured essay plan, and an example of interdisciplinary educational components.
TRAINING AS A FORM OF ACTIVE LEARNING IN VOCATIONAL EDUCATION INSTITUTIONS: THEORY AND ICT PRACTICE
The article highlights the theoretical foundations and practical aspects of implementing ICT-supported training in vocational education institutions. Based on the analysis of scientific and methodological literature, the essence of training is clarified as a multidimensional educational phenomenon that integrates cognition, reflection, interpersonal interaction, and practice-oriented experience acquisition. The functions of training (educational, socialising, motivational and value-based, corrective and developmental, practice-oriented) are identified, alongside examples of exercises that ensure their implementation in vocational education settings. On the basis of generalised pedagogical practices, the leading types of training are defined, including communicative, production-oriented, technical and technological, managerial and project-based, entrepreneurial, inclusive-oriented, and stress-resilience training. The feasibility of integrating training technologies with ICT is substantiated, as it ensures variability of the learning environment, modelling of production situations, personalised learning trajectories, and step-by- step development of professional actions through the use of digital platforms and simulators (Moodle, Google Classroom, Zoom, Teams, VR/AR tools). The results of a pilot study conducted at the Ivano-Frankivsk Vocational College of Vasyl Stefanyk Carpathian National University with Software Engineering students indicate positive dynamics in the development of professional confidence, operational-technological skills, learning motivation, and communication activity (average growth rate – 22%). The findings prove the effectiveness of ICT-supported training as a mechanism for implementing a competency-based approach and outline prospects for further research aimed at expanding empirical evidence and methodological support for educators.
PEDAGOGICAL APPROACHES TO TRAINING SPECIALISTS IN FIELD-SPECIFIC TRANSLATION IN U.S. HIGHER EDUCATION
The relevance of the proposed study is foregrounded by processes of globalization, the growth of migration flows, and the increasing linguistic and cultural diversity within healthcare systems, which brings to the forefront the issue of ensuring high-quality medical communication. Language barriers between patients and healthcare professionals can lead to diagnostic errors, treatment complications, and threats to patient safety. In this context, the professional training of medical and pharmaceutical interpreters capable of providing accurate, ethically sound, and culturally sensitive transmission of medical information becomes particularly important. Of significant interest in this regard is the experience of higher education institutions in the United States, where the training of such interpreters has an institutionalized and systematic character. The purpose of the study is to analyse the pedagogical approaches used in U.S. higher education institutions to train specialists in medical and pharmaceutical translation and interpretation, and to identify possibilities for applying this experience to improve domestic educational practice. The study employs a complex of methods, including analysis and synthesis of scholarly sources to generalize theoretical approaches to interpreter training; comparative pedagogical analysis of educational programs at various universities; content analysis of regulatory and legal documents (CLAS Standards, Section 1557 of the Affordable Care Act, documents of the NCIHC, CCHI, and NBCMI); structural and functional analysis of the content, forms, and methods of instruction; and an interpretative-analytical method to assess the potential for adapting U.S. experience in Ukraine. The results of the study indicate that the training of medical and pharmaceutical interpreters in the United States is characterized by its comprehensive nature, competency-based orientation, focus on national certification, active use of clinical situation simulations, role-playing, and technologies of remote and telemedical interpreting. Educational programs integrate linguistic, medical, ethical, and intercultural training and are implemented in close cooperation with healthcare institutions. It is concluded that the U.S. experience in training medical and pharmaceutical interpreters can serve as an effective model for the development and modernization of relevant programs in higher education institutions in Ukraine, with the aim of improving the quality of medical communication and patient safety in a multilingual environment.
MASTERMIND SESSIONS AS AN INNOVATIVE FORMAT FOR COLLEGIAL SUPERVISION AND PROFESSIONAL DEVELOPMENT OF EDUCATORS IN HIGHER EDUCATION INSTITUTIONS
This article analyzes the potential and structure of mastermind sessions as an innovative format for collegial supervision and professional self-improvement among educators in higher education institutions (HEIs). The relevance of this topic stems from the evident crisis of traditional, predominantly vertical, supervision models. These established approaches are often formalistic, control-oriented, and fail to adequately address contemporary challenges such as digitalization, increased demands for academic autonomy, and high rates of professional burnout. This frequently leads to «professional isolation», where educators are left to face complex pedagogical, scientific, and administrative challenges alone. The purpose of this paper is to provide a theoretical substantiation for mastermind technology, analyzing its principles and advantages in comparison to traditional forms of methodological work. Using methods of theoretical analysis, synthesis, and comparative modeling, the study defines the mastermind as a structured, confidential, and results-oriented form of group work. This model is fundamentally based on principles of horizontality (peer-to-peer), mutual trust, and shared accountability. The paper details the core operational methodology of the «Hot Seat» format, which facilitates a focused, solutions-oriented dialogue. The analysis demonstrates that this format constitutes a significant paradigm shift from «control-focused» supervision to «support-focused» collegial development. The article posits that the implementation of mastermind groups within HEIs can effectively address complex issues across the three key domains of an educator’s activity: research – overcoming publication stagnation and refining grant proposals; pedagogy – accelerating the adoption of innovative teaching methods (e.g., adapting to AI) and improving student engagement; organizational/psychological – providing critical support in managing administrative overload and preventing professional burnout. In conclusion, mastermind sessions represent a highly promising pedagogical technology that fosters
EDUCATIONAL ASPECTS OF RESEARCHING THE TRANSFORMATION OF MOUNTAIN LANDSCAPES IN THE CONTEXT OF GLOBAL ECONOMIC DEVELOPMENT
The relevance of studying the transformation of mountain landscapes is determined by the complex interaction of natural-geographical, social, and economic processes, which requires an integrated educational approach to develop students’ comprehensive competencies. The characteristics of the mountain environment, in particular geographical isolation and demographic decline in small schools, create unique challenges for organizing the educational process. This emphasizes the need for methodological developments that take into account the specificity of mountain territories and ensure the development of ecological, spatial, and geo-economic competencies among students. The aim of the study is to develop methodological principles for integrating the topics of the world economy and the transformation of mountain landscapes into the geography curriculum. This contributes to the effective formation of ecological, spatial, and geo-economic competencies, which are key for monitoring and rational natural resource management by local residents in mountainous areas. The study was conducted using the analysis of scientific publications, project-based activities, and a local studies approach. The local studies approach allows a deeper understanding of the local characteristics of interactions between natural and socio-economic processes, particularly in the Carpathian region, and enhances students’ motivation. Among the methodological techniques, the use of maps, remote sensing (RS), geographic information systems (GIS), and case studies was highlighted. Such a comprehensive approach ensures the integration of theoretical knowledge and practical skills. The results of the study confirmed that interdisciplinary integration of knowledge in geographical education contributes to increased learning motivation and improved research quality. Studying the educational aspects of mountain landscape transformation in the context of world economy development promotes the formation of systemic thinking and the development of integrated competencies: ecological (ability to make responsible decisions), spatial (ability to use GIS and cartographic materials), and geo-economic (understanding the impact of global processes). This format of organizing learning fosters ecological awareness and prepares students to make informed decisions in the field of sustainable development of mountain territories. The combination of world economy topics and mountain landscape transformation should become an integral part of modern geographical education.
LIANG QICHAO’S VIEWS ON THE DEVELOPMENT OF PEDAGOGICAL EDUCATION IN CHINA
This article explores the historical and philosophical development of teacher education in China, with a particular focus on Liang Qichao’s contributions. It begins by highlighting China’s long tradition of valuing education, from ancient teachings to modern reforms, noting the pioneering work of educators like Kong Qiu and Han Gui. However, it was Liang Qichao who first formalized teacher training in the late Qing Dynasty. His 1896 publication «On Teacher Training» laid the foundation for establishing teacher training colleges in China, addressing both the inadequacies of the existing system and the essential need for reforms to cultivate high-quality educators. This reform, rooted in his patriotism and desire to strengthen China, aimed at improving teacher qualifications and instilling moral and intellectual values in educators. The article further delves into the core of Liang Qichao’s teacher education philosophy, emphasizing his vision of a specialized, multi-tiered teacher education system. Liang proposed a comprehensive, three-level educational structure consisting of normal teacher training schools, higher teacher training schools, and teacher training universities. He stressed the importance of teacher quality and believed that education should aim to produce "new people" who could adapt to the changing needs of society. His notion of "new people" was a blend of traditional Chinese values and Western ideals, aiming to foster a generation of well-rounded, morally upright citizens capable of contributing to national progress. The article examines Liang’s curriculum proposal for teacher education, which blended both Chinese and Western educational practices. Liang advocated for a curriculum that incorporated classical Chinese learning, Western scientific knowledge, and practical teaching methods. He emphasized the need for teachers to foster individuality in students, encourage critical thinking, and connect education with societal needs. His progressive views on teacher training marked a significant shift in Chinese education, shaping the trajectory of teacher education institutions in the country.
PEDAGOGICAL CONDITIONS FOR DEVELOPING DIGITAL COMPETENCE OF FUTURE IT SPECIALISTS IN VOCATIONAL COLLEGES THROUGH STEAM TECHNOLOGIES
The article substantiates the pedagogical conditions for developing the digital competence of future IT specialists in professional colleges through STEAM technologies. It shows that the rapid digitalization of society, and the IT sector in particular, creates the need to train specialists capable of effectively applying digital tools, modeling technological processes, working with data, and creating innovative products. It is determined that digital competence has a multidimensional structure that includes cognitive, technological, communicative, project-based, artistic, and ethical components, whose development becomes possible through the targeted integration of STEAM technologies into professional training. The article reveals the content of five pedagogical conditions: motivational and value-based support of professional training; activation of independent learning activities through innovative forms and methods; integration of STEAM technologies into the curriculum to develop algorithmic, engineering, systemic, and design thinking; creation of a modern STEAM-oriented educational environment; implementation of a system for diagnostics, monitoring, and reflective–analytical support of digital competence development. It is proven that the implementation of these conditions ensures a practice- oriented character of learning, strengthens learners’ intellectual autonomy, promotes their ability for innovative activity and professional mobility, enables the integration of engineering, IT, and design solutions, and ensures a high level of readiness for work in multidisciplinary teams. The conclusion highlights that the systemic integration of STEAM technologies into professional education forms
EDUCATIONAL AND CULTURAL MISSION OF SCIENTIST MARIA KITSIUK IN SHAPING THE UKRAINIAN IDENTITY OF DIASPORA CHILDREN
The Ukrainian diaspora in the United States has made a significant contribution to the preservation of national identity and the formation of subsequent generations of Ukrainians, who have been nurtured in the traditions of language, culture, and civic engagement. A key element in this process was the establishment of Saturday and Sunday schools dedicated to the study of Ukrainian culture. Among the educators who devoted their lives to advancing Ukrainian education in emigration, a distinguished role belongs to Dr. Maria Kitsyuk, a Ukrainian-American teacher and community activist who served for many years as the director of the School of Ukrainian Studies in Yonkers, New York. She was actively engaged in educational and cultural initiatives of the Ukrainian diaspora in the United States. Diaspora periodicals (Svoboda, Surma/ Nova Gazeta) have highlighted her significant contribution to both the school and community. Her life stands as an exemplary embodiment of dedicated service to the Ukrainian language. At the same time, her worldview reflects a profound sense of national identity and a genuine commitment to Ukrainian education in the diaspora. Her life is an exemplary embodiment of service to the Ukrainian language, and her worldview reflects a national identity and a genuine concern for Ukrainian education in the diaspora. Having worked for many years within both the American and Ukrainian educational systems, Dr. Maria Kitsyuk developed her own approaches to teaching English and Ukrainian as foreign languages. In her pedagogical practice, she employed traditional methods, carefully adapting them to the specific context of the American educational environment. Distinctive features of Dr. Maria Kitsyuk's methodology: the application of comparative analysis ( particularly through the study of Ukrainian and American literature, as well as historical figures of Ukraine and the United States); the integration of multicultural discourse in the educational process (incorporating song, embroidery, folk traditions); an emphasis on the development of critical thinking with students engaged in essay writing and classroom discussions; the inclusion of extracurricular activities as an essential component of learning, such as excursions, concerts, and collaboration with Plast scouts. In the context of a new wave of migration at the turn of the 20th and early 21st centuries, the role of the Ukrainian studies teacher acquired heightened significance and complexity. Educators faced the dual task of integrating newcomer students into the school and cultural environment while simultaneously sustaining the interest of children with varying levels of Ukrainian language proficiency. Through their personal example, as well as their educational and cultural activities, these teachers contributed to shaping the self-awareness of Ukrainian youth abroad and instilling in them a sense of belonging to a great nation.
TRAINING FUTURE SPECIALISTS TO USE DIGITAL TECHNOLOGIES IN TEACHING LANGUAGE AND LITERATURE DISCIPLINES
The article examines the features of training future specialists for the effective use of digital technologies in the process of teaching language and literature disciplines. The role of teachers’ digital competence is analyzed, and the challenges and prospects of implementing educational innovations are identified. The European Digital Competence Framework (DigComp 2.0) and the views of Ukrainian scholars on the content of the concept of “digital competence” are characterized. Practical examples of digital tools and methods that increase the effectiveness of teaching language and literature disciplines in higher education institutions are proposed. It is concluded that training future specialists to use digital technologies in teaching language and literature disciplines is an important factor in modernizing the system of Ukrainian pre-tertiary and higher education. Systematic training of future teachers makes it possible to form modern digital pedagogical competence, which is a necessary condition for professional growth in the information society. The digital competence of a future specialist includes the ability to work with digital resources and services; the capacity to create and adapt electronic educational materials; skills in organizing online and blended learning; and readiness to use digital tools for assessment, communication, and collaboration. When using IT in language and literature classes within the New Ukrainian School, it is important to adhere to a number of organizational and pedagogical conditions. Special attention should be paid to the development of students’ communicative activity and the formation of a Ukrainian-language personality, particularly among children from families of internally displaced persons. Equally important are the abilities to critically evaluate information from the internet, create a linguistically ecological environment, and promote the enhancement of parents’ ICT culture and language literacy. Examples of methods and forms of using IT in the professional training of future teachers are provided.
INFORMATION COMPETENCE OF THE MODERN TEACHER IN THE CONTEXT OF THE DIGITAL TRANSFORMATION OF EDUCATION
The article explores the essence of teachers' informational competence as a pivotal component of professional activity in the context of the digital transformation of education. The conceptual framework is analyzed, the structural components of competence are delineated, and methodological approaches to its development are presented. It is highlighted that the contemporary educational environment is characterized by the rapid advancement of digital technologies, the increasing volume of information, and the necessity for the ability to critically evaluate, systematize, and effectively apply information in the educational process. Informational competence encompasses a set of skills, including searching, analyzing, interpreting, storing, creating, and transmitting information using digital tools. The article also underscores the interrelation between informational literacy, media literacy, digital culture, critical thinking, and academic integrity. It is shown that the formation of information competence is an important condition for increasing the effectiveness of learning, developing independence and integrating innovative methods into practice. Special attention is paid to the role of digital resources, educational platforms that create opportunities for personalized learning, distance interaction and the formation of a digital educational environment. The main challenges facing teachers in the context of digitalization are considered: the need for constant updating of digital skills, working with large amounts of information, ensuring data security and organizing digital interaction. Based on the scientific works of Ukrainian researchers, the challenges of digitalization and ways to improve the quality of digital education of teachers are analyzed. The results of the study summarize the characteristics of the interpretation of the concepts of digital culture, digital literacy and digital competence of a teacher in the context of modern requirements. The importance of information competence for the modernization of the educational process and the implementation of the Concept of the New Ukrainian School is substantiated. It is noted that a teacher's informational competence constitutes a key factor in the successful modernization of schools and ensures the effective functioning of the educational process amid the changes driven by digital transformation.
MEDIA TEXT AS A TOOL FOR SHAPING THE LINGUISTIC PERSONALITY OF 5TH–6TH GRADE STUDENTS IN UKRAINIAN LANGUAGE LESSONS
The article substantiates the relevance of using media texts as an effective resource for developing students’ language competence in Ukrainian language lessons within the framework of the New Ukrainian School. It highlights the impact of the rapid growth of the media space and the spread of innovative media education resources on the need for systematic preparation of students to work with media-digital materials. Media texts, combining verbal, visual, and audio elements, are shown to serve not only as an object of analysis but also as a powerful tool for enhancing speech skills, critical thinking, information retrieval abilities, and the creation of original media products. The study analyzes the language and methods of presenting media texts in modern Ukrainian language textbooks and outlines methodological techniques for their classroom use (analytical reading, work with infographics, creation of blogs, podcasts, and interactive projects). The importance of media didactics and digital tools (Padlet, Canva, Genially, etc.) is emphasized as a means of increasing students’ motivation, enriching their vocabulary, and fostering communicative and information-media competence. The purpose of the study is to reveal the features of working with media texts as an effective resource for the formation of language competence of students in Ukrainian language lessons in grades 5-6 of the New Ukrainian School. The author emphasizes that the interdisciplinary nature of media literacy, the understanding of media text as a means of integrating school subjects and media resources, determines the mandatory formation of media literacy and speech competence as basic competencies, and also actualizes the need for dialogization and an interdisciplinary approach during educational interaction of students in Ukrainian language lessons during the adaptation cycle of education in grades 5-6 of the New Ukrainian School. The proposed recommendations can be applied by Ukrainian language teachers to update educational content and organize blended or distance learning.
MODERN TECHNOLOGIES FOR THE DEVELOPMENT OF CRITICAL THINKING AMONG HIGHER EDUCATION STUDENTS
Abstract. The article examines modern technologies for developing critical thinking among higher education students as a key factor in training highly qualified professionals in the context of globalization challenges, rapid sociocultural transformations, and the digitalization of society. It is emphasized that critical thinking functions not only as a component of the professional and personal competence of a modern student but also as a universal 21st-century skill that ensures the ability to deeply analyze and evaluate information, identify cause-and-effect relationships, formulate well-grounded conclusions, and make effective decisions in complex, problematic, and uncertain situations. The study theoretically substantiates the expediency of integrating innovative pedagogical technologies into the higher education learning process, in particular problem-based learning, the debate method, case study, project-based activities, the “flipped classroom” model, as well as the use of interactive and digital educational platforms that foster the development of students’ analytical, communicative, and reflective skills. Special attention is given to the role of the teacher as a facilitator of the educational environment, capable of creating conditions for open dialogue, partnership interaction, and the development of self-directed learning and reflection skills. The importance of combining traditional teaching methods with the latest digital tools is highlighted, including online courses, educational games, augmented and virtual reality technologies, which significantly expand the possibilities of critical analysis and creative comprehension of educational material. The practical part of the research focuses on testing the effectiveness of implementing these technologies in the learning process of higher education institutions, which is confirmed by analyzing the results of experimental work with students majoring in primary education. It is concluded that the systematic, purposeful, and comprehensive use of modern educational technologies creates favorable conditions for the formation of sustainable critical thinking skills among students, ensures their readiness for future professional activity, and contributes to the development of universal and professional competencies necessary for successful self-realization in a rapidly changing world.
INNOVATIVE STRATEGIES FOR IMPLEMENTING MEDIA EDUCATION TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF TRAINING FUTURE PRIMARY SCHOOL TEACHERS
Abstract. The article substantiates the relevance of introducing media education technologies into the professional training of future primary school teachers in the context of the digitalisation of education and the transformation of the educational environment, which is determined by contemporary educational challenges and the needs of society. It reveals the essence of key categories such as ‘media education technologies,’ ‘media culture,’ and ‘media literacy,’ and defines their role in the formation of professional competence, the development of critical thinking, media literacy, and the ability to interact safely and responsibly with the digital information environment. Particular attention is paid to the analysis of the history, classification and functions of media education technologies, hardware and software used in the modern educational process, as well as the development of media culture as a component of an individual's information and communication competence. The article shows that media education is a systematic process of developing the ability to critically perceive, analyse, evaluate, interpret and create media content in various forms. It examines contemporary approaches to the formation of media competence and the development of media literacy among educators, emphasising the need to integrate digital and multimedia technologies, mobile communications, Internet resources, television and other mass media into the educational process, while drawing attention to the potential risks of manipulative influence. Innovative strategies for introducing media education technologies into the training of future primary school teachers have been identified: integrative, practice-oriented, interactive and reflective, with a description of their content and pedagogical conditions for effective application. The importance of teachers' readiness to use modern technologies, student motivation, the availability of a digital educational environment and scientific and methodological support for the educational process is emphasised. The structure of media literacy of an individual and its main components are considered: knowledge, skills, values, motivational and cognitive abilities that ensure effective perception, critical understanding and creative application of information in professional activity. The role of media culture in the formation of a holistic personality capable of interacting with information flows, analysing media texts and creating their own media products is shown.
PEDAGOGICAL CONDITIONS FOR THE FORMATION OF A CULTURE OF ACCESSIBILITY OF FUTURE SPECIALISTS IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTION THROUGH TRAINING TECHNOLOGIES
The article examines the pedagogical conditions for developing a culture of accessibility among future specialists in the social sphere within the educational process of higher education institutions through the application of training technologies. The relevance of the issue is substantiated by the need to prepare professionals capable of acting effectively in socially diverse environments, responding to the needs of vulnerable groups, and ensuring the principles of accessibility and inclusion in their professional activities. It is demonstrated that training technologies, as an interactive form of instruction, facilitate the integration of cognitive, emotional-value, and behavioral components of professional preparation, thereby creating conditions for the formation of stable attitudes and competencies related to accessibility. The article identifies and characterizes key pedagogical conditions that determine the effectiveness of training technologies in developing a culture of accessibility. These include the creation of a psychologically safe and supportive educational environment; integration of accessibility-related content into training modules; the use of active experiential learning methods such as role-playing, situation modelling, group discussions, and reflective practices; development of students’ reflective skills as a mechanism for understanding the values of inclusion and overcoming personal stereotypes; enhancement of the trainer’s professional competence as a model of accessible interaction; and the provision of interdisciplinary and practice- oriented learning. It is concluded that the systematic implementation of these pedagogical conditions creates an optimal educational environment for fostering a culture of accessibility among future professionals, contributes to the transformation of their professional values, and strengthens their readiness to act within an inclusive social space. The obtained results provide a theoretical foundation for further research and practical developments in the training of specialists in the educational and social spheres.
IMPLEMENTATION OF THE ACTIVITY APPROACH IN THE EDUCATIONAL PROCESS OF PRIMARY SCHOOL
The article focuses on the organization of the educational process in primary school on the basis of the activity approach. It is determined that activity forms the personality and determines its further development trajectory. The phenomenon of activity and the historical sources of the formation of the activity approach in education are revealed. The current scientific sources on the problem are analyzed. It is established that the reformative changes in primary education have necessitated the need to rethink the content, forms and methods of teaching younger schoolchildren, significantly influenced the choice of new scientific approaches, among which the priority place is occupied by the competency-based, activity-based, personality-oriented and integrative. Changes in education in recent years are characterized, the main directions, goals, and objectives of the New Ukrainian School are highlighted. It is noted that the renewal of the educational process on the basis of the activity approach consists in reorienting the goals and objectives of education, and affects the components of the school education system. The content of education is not an established system of knowledge, but a system of actions that ensure its assimilation. It is proven that the activity approach is the orientation of the educational process towards the development of key competencies and cross-cutting skills of the applicant, improving the ability to use theoretical knowledge in practice, forming teamwork skills, integration into society and self-realization, increasing interest in learning, self-education, instilling the desire for further development. The psychological and pedagogical principles and main principles of the activity approach in primary education in the context of the New Ukrainian School are highlighted. It is noted that the activity approach is cross-cutting in modern education and is aimed at the development of individual skills and abilities, skillful use of acquired knowledge in practice, increasing the effectiveness of individual adaptation in society, self- realization, forming readiness for collective activity and self-education.
PROFESSIONAL IMAGE OF THE FUTURE EDUCATIONAL MANAGER: STATE, CRITERIA, AND DIAGNOSTIC METHODS
The article presents a theoretical and methodological analysis of the problem of forming and diagnosing the professional image of a future educational manager in the context of the transformation of the modern educational space. The relevance of the study is substantiated by the growing requirements for managerial, communicative, and social effectiveness of heads of educational institutions. The essence of the concept of the “professional image of an educational manager” is revealed as an integrative construct that combines personal, professional-competence, value-motivational, and behavioral-communicative characteristics. The criteria for the formation of the professional image of a future educational manager (motivational-value, cognitive, activity-behavioral, reflective-evaluative) and the corresponding indicators of their manifestation are defined and characterized. A set of methods and diagnostic tools is presented that ensures a comprehensive assessment of the state of the professional image at various stages of professional training, including questionnaires, testing, expert assessment, self-assessment, and pedagogical observation. Levels of professional image formation (high, medium, low) are outlined, as well as the possibilities of using diagnostic results to adjust the educational process. The purpose of the study is to determine the state of formation of the professional image of future educational managers and to substantiate the criteria, indicators, and methods for its diagnosis in the process of professional training. The proposed study makes it possible to systematize approaches to diagnosing the professional image of educational managers, identify the components and criteria of image formation, and create a methodological basis for assessing the training of managers in higher education institutions. The research objectives include analyzing modern approaches to characterizing professional qualities and image characteristics of future specialists in educational management, determining criteria and indicators of the formation of the professional image of educational managers, and describing diagnostic tools for assessing the formation of the professional image of future educational managers. It is emphasized that diagnosing the professional image of future educational managers is a complex, multidimensional process that requires a systemic and scientifically grounded approach. It serves not only as a tool for assessing the state of image formation but also as an important factor in its purposeful development in the course of professional training, ensuring the improvement of the quality of managerial education and the readiness of future specialists for effective professional activity.
ON THE PROBLEM OF FAIRY TALE THERAPY IN THE EDUCATIONAL PROCESS OF ELEMENTARY SCHOOL: THE CONCEPT OF A THERAPEUTIC FAIRY TALE AND THE METHOD OF ITS COMPOSITION
The relevance of the topic of the scientific article is considered in the context of the need to analyze pedagogical technologies that express the methodology of using fairy tales and stories in the educational process of the school for the purpose of educational and therapeutic influence. The purpose of the study is to analyze the didactic and methodological aspects of the use of fairy tale therapy in the educational process of elementary school. In the process of scientific research, the following research methods were used: analysis; generalization and systematization; comparison; method of analysis of the knowledge system; comparative. The names of Ukrainian personalities who researched the psychological aspects of fairy tale therapy (O. Vasilevska, I. Danyliuk, S. Zolnikova, K. Kolomina, O. Kosarieva, L. Magdysiuk, R. Fedorenko, M. Zamelyuk, N. Nikitina, V. Solodukhov, A. Fradynska) and didactic and methodological dimensions of using fairy tales in the educational process of primary school (I. Garmash, O. Muzychuk, L. Slyvka, K. Striletska, O. Fil, V. Tsys) have been announced. It is noted that the range of domestic developments that systematically cover the research problem is very narrow. The essence of the concept of «fairy tale therapy» is clarified, and the difference between a therapeutic fairy tale and an ordinary fairy tale is emphasized. It is noted that fairy tale therapy becomes a protective barrier and can free a child from traumatic experiences, relieve tension, and promote the development of communication skills, emotional, and cognitive spheres. It is emphasized that a fairy tale for fairy tale therapy is composed for each child separately, taking into account their characteristics and based on the problems and fears that are inherent in a particular child. The algorithm for composing a therapeutic fairy tale is described. The main techniques for working with a fairy tale are detailed (analyzing a fairy tale; telling a fairy tale; rewriting a fairy tale; staging a fairy tale with the help of puppets; drawing based on a fairy tale; playing episodes of a fairy tale; composing a fairy tale). Examples of methodological recommendations for composing a therapeutic fairy tale, which are presented in available sources, are given. It is concluded that the didactic and methodological aspects of using fairy tales in the educational process of primary school have not yet found sufficient coverage in the research of domestic scientists. A promising field for further directions of scientific research has been identified, such as: analysis of educational programs for primary schools for the potential use of fairy tales in the educational process; study of foreign experience in using fairy tale therapy in the educational process of primary schools.
FORMATION OF THE READINESS OF FUTURE PRIMARY SCHOOL TEACHERS TO USE MEDIA EDUCATION TECHNOLOGIES: CONTEMPORARY PROFESSIONAL CHALLENGES
The article reveals the features of the formation of the readiness of future primary school teachers to use media educational technologies in the context of today's professional challenges. It is emphasized that the study of the problem of forming the readiness of future primary school teachers to use media educational technologies is a relevant problem of the professional education system. After all, the professional activity of a primary school teacher today goes beyond traditional training and involves the fulfillment of new roles of modern information and media intermediaries, a mentor, tutor, tutor and facilitator of the educational process. The purpose of the study is to conduct a content analysis of scientific sources, study the experience of teachers' professional activities, to describe the process of forming professional readiness for the use of media educational technologies in the educational process. To achieve the goal of the study, a complex of theoretical and empirical methods was used: content analysis of scientific sources, system-structural analysis, generalization and synthesis, methods of studying the experience of teachers' professional activities, questionnaires and interviews of applicants for pedagogical education, analysis of pedagogical activity products, pedagogical observation, methods of qualitative analysis, systematization and generalization of results. It is indicated that the formation of the readiness of future primary school teachers to use media educational technologies is ensured through the comprehensive mastering of the content of the educational components of the educational and professional program "Primary Education", which directly affects the development of professional competence and determines the program learning outcomes. The author emphasizes that the structure of the readiness of future teachers includes motivational and value, cognitive, activity and reflective components, each of which acquires a specific meaning in the media educational context. The pedagogical conclusions of the study confirm that media educational technologies are integrated into the educational process in a comprehensive way, combining traditional teaching methods and digital resources. They serve as a tool for active learning, allow for a differentiated approach, and increase the motivation and involvement of higher education students in the educational process.
STEM EDUCATION IN THE PROFESSIONAL TRAINING OF FUTURE TEACHER EDUCATORS AS A SUBJECT OF SCIENTIFIC DISCOURSE
The article analyzes STEM education in the professional training of future teachers as a subject of contemporary scientific discourse. The essence of STEM education is revealed as an integrative educational approach that combines natural sciences, technology, engineering, and mathematics with the aim of forming the professional competencies of a new generation of teachers. The views of domestic and foreign scholars on the role of STEM education in the modernization of teacher education in response to the challenges of digitalization, innovative development, and labor market demands are summarized. Emphasis is placed on the interdisciplinary nature of STEM education and its potential to develop critical thinking, research skills, creativity, and the ability to solve complex problems among future teachers. Scientific approaches to the implementation of STEM-oriented methodologies in the system of professional pedagogical education are analyzed, including project-based learning, problem-based learning, and the use of digital technologies. Particular attention is paid to the relationship between STEM education and social and emotional learning as a factor in creating a safe and supportive educational environment in the process of training future teachers. It is determined that STEM education serves not only as a tool for integrating academic disciplines but also as an important means of forming the professional identity of teachers who are ready for innovative activity and continuous professional development. The article concludes that further scientific reflection on STEM education as a strategic direction for the development of professional training of future teachers in the context of global educational trends is necessary. At the same time, the analysis of scientific sources indicates that the issue of STEM education in the professional training of future teachers of natural science disciplines requires further generalization in the context of contemporary educational reforms and the requirements for pedagogical activity. The purpose of the article is to provide a theoretical understanding of STEM education in the professional training of future teachers as a subject of contemporary scientific discourse and to determine its role in the preparation of natural science teachers under conditions of educational reforms and societal transformations. The objectives of the study are to analyze the approaches of domestic and foreign scholars to the interpretation of STEM education, to reveal the essence of the concept of “STEM education” in the context of professional teacher training, to determine the role of STEM education in the formation of professional competencies of future natural science teachers, and to outline the significance of STEM education in the implementation of modern educational reforms.
PSYCHOLOGICAL AND PEDAGOGICAL FEATURES OF INTEGRATIVE-VALUE METHODS IN THE EDUCATIONAL SPACE OF AN EDUCATIONAL INSTITUTION
The relevance of the study is due to the need to modernize the educational process through the active implementation of integrative-value teaching methods based on activity technologies. Such methods contribute to the formation of a holistic personality, the development of its spiritual and moral values, national self-awareness, as well as key competencies of students. The integration of value and activity approaches meets the modern requirements of the New Ukrainian School, as it is aimed at educating an active, creative and responsible citizen capable of participating in public life on the principles of democracy and patriotism. The purpose of the study is to substantiate the psychological and pedagogical features of integrative-value methods implemented through activity technologies, as well as to determine their didactic potential in the formation of the worldview and national identity of students. The research methods included theoretical analysis and generalization of scientific literature, classification and systematization of pedagogical approaches, as well as the use of qualitative research methods - interpretation and SWOT analysis. The use of such a complex allowed us to comprehensively reveal the essence of integrative-value methods and determine ways of their effective implementation in the educational process. The results of the study indicate that the use of integrative-value methods in combination with activity technologies provides a deep interdisciplinary integration of knowledge, skills and practical experience. This contributes to the activation of cognitive activity, the development of critical and creative thinking, independence, responsibility and the formation of cultural and national identity of students. In addition, such methods improve the quality of education of spiritual and moral values, contribute to the acquisition of key competencies, the development of social responsibility and readiness for civic participation. Therefore, integrative-value teaching methods can be considered as a promising tool for the modernization of Ukrainian education, which corresponds to modern pedagogical approaches and the concept of the New Ukrainian School, ensuring the harmonious and comprehensive development of the personality of the student.
DIGITAL TECHNOLOGIES AS AN INNOVATIVE RESOURCE FOR THE DEVELOPMENT OF INCLUSIVE EDUCATION IN EDUCATIONAL INSTITUTIONS
Abstract. The article presents a scientific and methodological analysis of digital technologies in the context of inclusive education in general secondary education institutions. The theoretical and methodological foundations for the use of digital technologies within the system of psychological and pedagogical support for children with special educational needs are revealed. The functional purpose of digital tools of corrective and developmental orientation is substantiated, their main groups and pedagogical potential are identified. Emphasis is placed on the methodological features of implementing digital tools in corrective and developmental activities, and the specifics of their effective application are outlined. The purpose of the study is, based on a content analysis of psychological and pedagogical literature and familiarization with the experience of general secondary and preschool education institutions, to theoretically substantiate and describe the educational potential of digital technologies as an innovative resource for the development of inclusive education. The objectives of the study are to analyze scientific approaches to the problem of digitalization of inclusive education; to clarify the essence and content of the basic concepts of the research; to determine the pedagogical possibilities of digital technologies in ensuring accessibility and individualization of inclusive education; and to outline the main directions for the use of digital technologies in the practice of educational institutions implementing inclusive education. It is emphasized that digital technologies act as an innovative resource for the development and optimization of inclusive education due to the following factors: ensuring accessibility of educational content; implementation of the principles of individualization and universal design for learning; increasing the effectiveness of pedagogical support; and expanding opportunities for interdisciplinary interaction. It is proven that the purposeful use of digital tools contributes to the individualization of the educational process, increases motivation, and enhances the effectiveness of corrective and developmental work in an inclusive educational environment. Their systematic and pedagogically balanced implementation creates conditions for a qualitative transformation of the inclusive educational environment aimed at improving educational outcomes for students with special educational needs.
KEY ASPECTS OF ORGANIZING AN EDUCATIONAL AND UPBRINGING ENVIRONMENT
The article identifies the features and key aspects of organizing an educational environment in educational institutions in the context of the war with Russia. The concepts of "educational space," "educational environment," "educational setting," and "educational environment" are considered. The factors influencing the formation of the educational environment in educational institutions are specified. The key aspects of organizing an educational environment include purposefulness in the process of its organization, comprehensiveness, systematicity, and consistency in organizing the academic environment, influence on the personality, taking into account its individual and age characteristics, cooperation and partnership interaction between schools, parents, students, the public, and the use of various forms of organizing the educational environment. To identify the key aspects of organizing an educational environment in educational institutions. To achieve the set goal, methods of analysis and synthesis, abstraction, and generalization were used, which made it possible to analyze the key aspects of organizing an educational environment in educational institutions and ways of their implementation. The article considers the concept of "educational environment" in relation to the concepts of "educational space", "educational environment," and "educational environment." It points out the features and key aspects of its development and active nature. It is noted that the educational environment will be educational only through the interaction and co-creation of all participants in this process. The effectiveness of its organization is indicated, which depends on purposefulness, systematicity, consistency, diversity of forms and methods, and transparency in the educational process. It has been established that an educational environment contributes to the development and formation of personality, influences subjectivity in its organization, freedom of decision-making by individuals, and dialogue in interaction with participants in the educational process.
SOCIAL-EMOTIONAL LEARNING AS A FACTOR IN CREATING A SAFE AND SUPPORTIVE EDUCATIONAL ENVIRONMENT IN PRIMARY SCHOOL
The article provides a thorough analysis of the problem. The essence of the concepts of "social-emotional learning", "safe educational environment", "supportive educational environment" is revealed. The role of social-emotional learning in creating a safe and supportive educational environment in primary school is determined. It was found that the integration of socio-emotional learning into the educational process meets the requirements of the New Ukrainian School, promotes the formation of self-regulation, empathy, cooperation skills and responsible decision-making, significantly increases the academic performance of students, reduces the level of conflict and improves psychological well-being. The results of scientific and theoretical analysis and practical examples of effective strategies for developing socio- emotional competencies of primary school students are presented: “emotional minutes”, morning meetings, positive discipline, partnership interaction with parents, digital tools of emotional support. It is noted that the introduction of elements of socio-emotional learning in primary school contributes to the harmonious combination of pedagogical, psychological and social factors, ensuring the formation of a holistic personality adapted to modern challenges. The purpose of the study is to theoretically substantiate and determine the role of social-emotional learning as a key factor in creating a safe and supportive educational environment in elementary school. Research methods - analysis and synthesis method, systemic method, generalization method. It was concluded that the systematic implementation of socio-emotional learning increases the psychological resilience of primary school students, improves the quality of interaction in the educational environment, and provides conditions for their successful academic and social adaptation in the face of modern challenges.
INFORMATIONAL AND DIDACTIC ASPECTS OF USING MUSEUM PEDAGOGY RESOURCES IN SCHOOL GEOGRAPHY EDUCATION
Abstract. The article explores the informational and didactic aspects of using museum pedagogy resources within the system of school geographical education. The purpose of the study is to theoretically substantiate and identify the informational and didactic aspects of utilizing museum pedagogy resources in school geography education. The research objectives are as follows: to analyze scientific approaches to museum pedagogy as a component of the modern educational space; to define the essence and structure of informational and didactic aspects of using museum resources in geography teaching; to characterize the didactic potential of museum information for the development of students’ geographical competencies; and to substantiate the features of effective integration of museum resources into school geography education. The didactic potential of museums as a special educational environment has been justified, combining subject- expositional, informational, and digital resources to form students’ holistic geographical understanding. Theoretical approaches to museum pedagogy as an interdisciplinary field based on constructivist learning models, activity-based, and competency-based approaches have been analyzed. The possibilities for integrating museum resources into the content of school geography courses have been determined to deepen knowledge of natural complexes, cultural landscapes, regional characteristics, and socio-economic processes. Particular attention is given to the informational resources of museums (exhibits, collections, archival materials, multimedia, and digital platforms) and their didactic adaptation to the age and cognitive characteristics of students. The didactic functions of museum resources in geography education are characterized as cognitive, motivational, developmental, value-oriented, and integrative. Forms and methods of applying museum pedagogy in the educational process are proposed (lesson-excursions, integrated lessons, educational projects, research activities, virtual tours) to facilitate the development of subject-specific and key competencies in students. It has been demonstrated that the systematic use of museum resources in school geography education enhances learning motivation, stimulates cognitive activity, promotes the development of spatial thinking, ecological culture, and civic consciousness. The importance of museum pedagogy for implementing the regional component of educational content, particularly in mountainous areas, and for forming sustainable educational practices has been emphasized.
DIGITAL IMAGE OF THE MODERN EDUCATION MANAGER
The article examines the digital image of the contemporary education manager as a significant intangible managerial resource that determines the effectiveness of managerial decisions, the level of trust among teaching staff, parents, and other stakeholders, and influences the formation of corporate culture and the reputational capital of educational institutions. The aim of the study is to examine the specifics of forming the digital image of a modern education manager, identify the key factors that influence its effectiveness, and analyze the use of digital tools for the effective implementation of the integration approach in the educational process. The interrelationship between digital image, reputation, and digital brand is analyzed, forming a hierarchical system of the manager’s digital identity, in which the digital image serves as a communicative component, reputation reflects the outcomes of professional activity, and the digital brand represents an integrated manifestation of value-based and strategic leadership. A system of indicators for assessing the digital image is outlined, encompassing communicative-managerial, reputational- trust, motivational-corporate, and strategic-innovative parameters, allowing the evaluation of the managerial effectiveness of education managers in the digital environment. It is demonstrated that the digital image has a bidirectional relationship with the corporate culture of the institution, reflecting its values while simultaneously shaping a culture of openness, trust, innovation, and professional interaction, which ensures sustainable organizational development. The practical significance of the study lies in the development of an algorithm for digital image formation, applicable in the work of educational leaders and in enhancing managers’ digital competence, contributing to the efficiency of management processes and the strengthening of the institution’s corporate image.
CONFERRAL OF PROFESSIONAL QUALIFICATIONS UPON FUTURE TEACHERS IN HIGHER EDUCATION INSTITUTIONS: A COMPETENCE-BASED APPROACH, IMPLEMENTATION EXPERIENCE, AND CHALLENGES
The article analyzes contemporary approaches to the conferral of professional qualifications upon future teachers in the higher education institutions of Ukraine. It examines the regulatory and legal framework, models for assessing learning outcomes, and key components of the certification of graduates in pedagogical specialties. The challenges faced by higher education institutions in the context of modernizing higher education standards in the field of Secondary Education, implementing a competence-based approach, and meeting the growing labor market demand for the training of a new generation of proactive teachers are outlined. The paper proposes directions for improving conferral procedures with due regard to international trends and the needs of educational practice. It also presents the experience of developing a procedure for the conferral of a professional qualification upon graduates of the educational-professional program Secondary Education (Mathematics and Informatics) within the specialty Secondary Education (Mathematics) at Yuriy Fedkovych Chernivtsi National University. It is proposed to assess the level of formation of professional competencies in higher education applicants using the following tools: portfolio of achievements, self-presentation, interview with simulation of practical work situations. The requirements for the design of a portfolio of achievements are described and the structure of self-presentation is determined. A methodology for assessing the stages of the procedure for assigning professional qualifications to future teachers of mathematics and computer science is developed and criteria for assessing the level of formation of the necessary competencies in higher education applicants to perform the labor functions of a teacher of mathematics and computer science are determined. When determining the tools for assessing competencies, our experience of expert activity in the certification procedures for mathematics teachers and the results of discussions on this issue with various groups of stakeholders were taken into account.