Suchergebnisse

This article is devoted to the formation and use of digital-skills by construction economists at the turn of the era of VUCA-world and BANI-world concepts. Especially given the current realities of globalization of socio-economic institutions and institutions, challenges related to climate change, pandemics, military conflicts and cataclysms, digital skills will replace the "soft" skills needed by construction economists, both in training and continuing education. for life. The treacherous, inhuman aggression of the Russian Federation has caused large-scale destruction of housing, industrial buildings and infrastructure. Restoration of damaged and lost objects is associated with considerable costs, the amount of which is currently almost impossible to estimate. Despite the unprecedented steps of the Government of Ukraine, first of all, the simplification of procedures for the import of construction materials, to avoid the problem of rising construction costs, unfortunately, will not succeed. First of all, in order to rebuild Ukraine as soon as possible, there will be an increase in demand for construction materials, products and kits in most international markets. At the same time, world prices will definitely grow. In turn, the cost of construction and the need to increase investment will increase. This problem will be most acute for all participants in housing construction, as in the post-war conditions such projects will be deprived of a commercial component. According to the Network Readiness Index, Ukraine is relatively well developed in such areas as technology, human capital, economy, living standards and contribution to the UN Sustainable Development Goals. The harmonious development of digital skills of construction economists at the turn of the VUCA and BANI epochs on the basis of market organizational and economic mechanisms and public e-government will enable the sectors and economies of construction companies and construction economists to make a digital leap. BANI is a way to better understand the ...

The paper studies the process of forming the soft skills of the future choreographer in the process of studying in the Free Economic Zone, which is an important element for ensuring future successful employment in the labor market. The interpretation of the essence of the category "soft skills" is analyzed and the main characteristics of soft skills are investigated. It is established that there are three categories of soft skills: social-communicative (communication skills, interpersonal skills, group work skills, communication ethics, work ethic, etc.), cognitive (critical thinking, problem-solving skills, innovative thinking, time management, etc.), personality attributes and components of emotional intelligence (emotional intelligence, honesty, optimism, flexibility, creativity, motivation, empathy, etc.). It is analyzed that the Standard of Higher Education in the specialty "Choreography" defines the full range of special competencies and learning outcomes of future choreographers. The process of forming soft skills in future choreographers through the analysis of the educational standard of their specialty is analyzed. A general overview of the educational components in the educational program "Choreography" from the standpoint of ensuring the formation of soft skills. The disciplines of the specialty "Choreography" are analyzed, which are aimed at the formation of various soft skills in future choreographers. The discipline "General Theory of Morality and Professional Ethics" is analyzed in the perspective of its ability to directly form the soft skills of the future choreographer, which contributes to the formation of communicative competencies. It is established that the most significant in the formation of communicative competencies are personal indicators in several areas: individual-personal, communicative, socio-psychological, moral and political. It is established that the communicative culture of students during the study of the discipline "General Theory of Morality and Professional Ethics" as an ...

Actual problems of formation healthy lifestyle is primarily determined by a sharp deterioration in the health of the younger generation, which is due to social, economic, ecological state of the Ukrainian society at the present stage. Given this, one of the most important tasks of higher education is the training of future teachers who can solve the issues of preserving the health of both students and their own. The current stage of development of society requires the consolidation of mind around the idea of building a humanistic-oriented, democratic state. Of importance is the modernization of education on the principles of democratization and humanization, to create conditions for the comprehensive development of the intellectual and professional qualities of the person and the formation of a high level of health. One of the most important places in the professional education of future educators is the formation of a health culture and promotion of health-preserving lifestyles. At the same time, the primary goal is to educate students of their health needs as a vital value, a conscious desire for a culture of health, a healthy lifestyle, self-creation and the creation of a healthy living environment around them, which involves the direction of the pedagogical process in higher pedagogical educational institutions on the formation of motivation, the needs of participants in the educa­tional process to be healthy and determine the strategy of their behavior in other areas of life. Readiness to formation of physical culture students, future physical education teachers in the formation of health-saving skills in younger students is a special, targeted, controlled and measured process, which leads to justification of conceptual research ideas at different levels: methodological, theoretical and practice-oriented. To effectively prepare future teachers of physical culture for the formation of health-preserving skills and skills of junior pupils, it is necessary to determine the pedagogical conditions and factors ...

Actual problems of formation healthy lifestyle is primarily determined by a sharp deterioration in the health of the younger generation, which is due to social, economic, ecological state of the Ukrainian society at the present stage. Given this, one of the most important tasks of higher education is the training of future teachers who can solve the issues of preserving the health of both students and their own. The current stage of development of society requires the consolidation of mind around the idea of building a humanistic-oriented, democratic state. Of importance is the modernization of education on the principles of democratization and humanization, to create conditions for the comprehensive development of the intellectual and professional qualities of the person and the formation of a high level of health. One of the most important places in the professional education of future educators is the formation of a health culture and promotion of health-preserving lifestyles. At the same time, the primary goal is to educate students of their health needs as a vital value, a conscious desire for a culture of health, a healthy lifestyle, self-creation and the creation of a healthy living environment around them, which involves the direction of the pedagogical process in higher pedagogical educational institutions on the formation of motivation, the needs of participants in the educa­tional process to be healthy and determine the strategy of their behavior in other areas of life. Readiness to formation of physical culture students, future physical education teachers in the formation of health-saving skills in younger students is a special, targeted, controlled and measured process, which leads to justification of conceptual research ideas at different levels: methodological, theoretical and practice-oriented. To effectively prepare future teachers of physical culture for the formation of health-preserving skills and skills of junior pupils, it is necessary to determine the pedagogical conditions and factors ...

Based on the analysis of domestic and foreign scientific research into the basics of linguistic communication, the paper determines the theoretical principles of public speaking in all spheres of human activity: educational, scientific, political, legal, business, economic, etc., which suggests the objective of the present paper. The urgency of the problem explored in the paper is stipulated by the need for every educated person whose professional occupation is closely related to language and communicative activity to learn the notions and basic categories of scientific, pedagogical, official and business, and political discourse as a type of communication that is held on the basis of the official language, acquires different forms of manifestation (oral, written, paralingual etc.). It has been found that the said type of linguistic communication is regulated by the strategies and tactics of its participants; is brought to life as a synthesis of cognitive, linguistic, social, psychological, ethical, gender, ethnic factors; is specified by a particular range of questions; and results in forming a variety of speech genres: speeches, messages, reports at scientific conferences, political debates, business negotiations, discussions, interviews, briefings etc. It has been proved that today the efficacy of communication is geared directly to the development of the oratory skills of communicants – to their ability to suggest ideas in a logical way, correctly, conclusively, and figuratively, that is with masterly skill. The skills of eloquence are developed in the course of rhetoric training, which helps to master the verified-by-experience system of techniques, means, figures and patterns intended to achieve the communication goal – a productive cooperation. The communicants have been suggested a methodology of a quality preparation for public speaking and making reports, mastering the speech techniques, verbal and non-verbal means of communication, skillful conducting of business conversations, negotiations, professional maintaining of their own views in debates and discussions, skillful delivery of university classes. The recommendations given will be useful for teachers, lawyers, journalists, managers, politicians, business people for whom the skills of communication and public speeches make up their professional qualification features, requiring the orator's perfect arrangement of speech, mastery of means of logical influence over the listeners, rhetoric expressive means, knowledge of language etiquette formulae. Thus, the speaker's oratory skills are expressed through their mastery of the oratory style, the manner in front of the audience, strategies of coping with anxiety, ability to give prompt answers, appeal to the opponent in a discussion or debate. Key words: public communication, communicative linguistics, public speech, oratory skill, discourse, cognitive and linguistic factors, speech genres, verbal and non-verbal means, means of fascination, speech etiquette, communicative competence. ; У статті визначено теоретичні засади публічного спілкування, що становить мету роботи. Актуальність проблеми статті визначається необхідністю засвоєння кожною особистістю, чия професійна зайнятість тісно пов'язана з мовно-комунікативною діяльністю, понять і основних категорій наукового, педагогічного, офіційно-ділового, політичного дискурсу, що здійснюється на основі державної мови, має різні форми вияву. Досліджено, що зазначений тип мовної комунікації регулюється стратегіями і тактиками учасників, постає як синтез когнітивних, мовних, соціальних, психологічних, етичних, гендерних, етнічних чинників. Доведено, що ефективність спілкування сьогодні ставиться в однозначну залежність з ораторським мистецтвом комунікантів. Запропоновано комунікантам методику якісної підготовки до публічного виступу й виголошення промови.Ключові слова: публічна комунікація, комунікативна лінгвістика, публічний виступ, ораторська майстерність, дискурс, когнітивні й мовні чинники, мовленнєві жанри, вербальні й невербальні засоби, засоби фасцинації, мовленнєвий етикет, комунікативна компетентність. Based on the analysis of domestic and foreign scientific research into the basics of linguistic communication, the paper determines the theoretical principles of public speaking in all spheres of human activity: educational, scientific, political, legal, business, economic, etc., which suggests the objective of the present paper. The urgency of the problem explored in the paper is stipulated by the need for every educated person whose professional occupation is closely related to language and communicative activity to learn the notions and basic categories of scientific, pedagogical, official and business, and political discourse as a type of communication that is held on the basis of the official language, acquires different forms of manifestation (oral, written, paralingual etc.). It has been found that the said type of linguistic communication is regulated by the strategies and tactics of its participants; is brought to life as a synthesis of cognitive, linguistic, social, psychological, ethical, gender, ethnic factors; is specified by a particular range of questions; and results in forming a variety of speech genres: speeches, messages, reports at scientific conferences, political debates, business negotiations, discussions, interviews, briefings etc. It has been proved that today the efficacy of communication is geared directly to the development of the oratory skills of communicants – to their ability to suggest ideas in a logical way, correctly, conclusively, and figuratively, that is with masterly skill. The skills of eloquence are developed in the course of rhetoric training, which helps to master the verified-by-experience system of techniques, means, figures and patterns intended to achieve the communication goal – a productive cooperation. The communicants have been suggested a methodology of a quality preparation for public speaking and making reports, mastering the speech techniques, verbal and non-verbal means of communication, skillful conducting of business conversations, negotiations, professional maintaining of their own views in debates and discussions, skillful delivery of university classes. The recommendations given will be useful for teachers, lawyers, journalists, managers, politicians, business people for whom the skills of communication and public speeches make up their professional qualification features, requiring the orator's perfect arrangement of speech, mastery of means of logical influence over the listeners, rhetoric expressive means, knowledge of language etiquette formulae. Thus, the speaker's oratory skills are expressed through their mastery of the oratory style, the manner in front of the audience, strategies of coping with anxiety, ability to give prompt answers, appeal to the opponent in a discussion or debate. Key words: public communication, communicative linguistics, public speech, oratory skill, discourse, cognitive and linguistic factors, speech genres, verbal and non-verbal means, means of fascination, speech etiquette, communicative competence.

Attention is drawn to the objective prerequisites for the use of knowledge of various fields of science, technology, the arts and crafts and certain types of practical activities for identifying signs of crime and exposing persons guilty of their perpetration. The opinions of scientists who have tried to formulate the concept of "special knowledge" used in criminal proceedings, to determine their scope, special features and features are analyzed. It is argued that the concept of "special knowledge" should be formulated by scientists. It is they who need to identify all the defining and essential features of knowledge that will allow them to be attributed to the specific and only after that, the definition can be reflected in the relevant regulations, and not vice versa, as is not often the case in practice.Historically, the process of securing in the legislative acts the possibility of using knowledge of various branches of science and practical activity in criminal procedural evidence is shown. The forms of use of specialized knowledge and the subjects of such activity are analyzed. It is argued that the purpose of examination, as a form of use of specialized knowledge, is not always conditioned by their absence from the investigator, but the inadmissibility of combining different procedural functions in one person. It offers the author's definition of specialist knowledge not related to the subject of their use. ; Звертається увага на об'єктивні передумови використання знань різних галузей науки, техніки, мистецтва ремесла та окремих видів практичної діяльності для виявлення ознак злочинів та викриття осіб, винних у їх вчиненні. Аналізуються думки науковців, що здійснювали спроби сформулювати поняття «спеціальні знання», що застосовуються у кримінальному провадженні, визначити їх обсяг, особливі риси та ознаки. Доводиться, що поняття «спеціальні знання» має бути сформульовано науковцями. Саме вони мають виявити всі визначальні та суттєві ознаки знань, що дозволять віднести до спеціальних, і лише після цього визначення може знайти відображення у відповідних нормативних актах, а не навпаки, як це не рідко відбувається в практиці.В історичному аспекті показано процес закріплення в законодавчих актах можливості використання знань різних галузей науки і практичної діяльності у кримінальному процесуальному доказуванні. Аналізуються форми використання спеціальних знань і суб'єкти такої діяльності. Доводиться, що призначення експертизи як форми використання спеціальних знань зумовлюється не їх відсутністю у слідчого, а недопустимістю суміщення в одній особі різних процесуальних функцій. Пропонується авторське визначення спеціальних знань, не пов'язане з суб'єктом їх використання.

Attention is drawn to the objective prerequisites for the use of knowledge of various fields of science, technology, the arts and crafts and certain types of practical activities for identifying signs of crime and exposing persons guilty of their perpetration. The opinions of scientists who have tried to formulate the concept of "special knowledge" used in criminal proceedings, to determine their scope, special features and features are analyzed. It is argued that the concept of "special knowledge" should be formulated by scientists. It is they who need to identify all the defining and essential features of knowledge that will allow them to be attributed to the specific and only after that, the definition can be reflected in the relevant regulations, and not vice versa, as is not often the case in practice.Historically, the process of securing in the legislative acts the possibility of using knowledge of various branches of science and practical activity in criminal procedural evidence is shown. The forms of use of specialized knowledge and the subjects of such activity are analyzed. It is argued that the purpose of examination, as a form of use of specialized knowledge, is not always conditioned by their absence from the investigator, but the inadmissibility of combining different procedural functions in one person. It offers the author's definition of specialist knowledge not related to the subject of their use. ; Звертається увага на об'єктивні передумови використання знань різних галузей науки, техніки, мистецтва ремесла та окремих видів практичної діяльності для виявлення ознак злочинів та викриття осіб, винних у їх вчиненні. Аналізуються думки науковців, що здійснювали спроби сформулювати поняття «спеціальні знання», що застосовуються у кримінальному провадженні, визначити їх обсяг, особливі риси та ознаки. Доводиться, що поняття «спеціальні знання» має бути сформульовано науковцями. Саме вони мають виявити всі визначальні та суттєві ознаки знань, що дозволять віднести до спеціальних, і лише після цього визначення може знайти відображення у відповідних нормативних актах, а не навпаки, як це не рідко відбувається в практиці.В історичному аспекті показано процес закріплення в законодавчих актах можливості використання знань різних галузей науки і практичної діяльності у кримінальному процесуальному доказуванні. Аналізуються форми використання спеціальних знань і суб'єкти такої діяльності. Доводиться, що призначення експертизи як форми використання спеціальних знань зумовлюється не їх відсутністю у слідчого, а недопустимістю суміщення в одній особі різних процесуальних функцій. Пропонується авторське визначення спеціальних знань, не пов'язане з суб'єктом їх використання.

У статті на основі аналізу теоретичної літератури схарактеризовано структурні компоненти військово-прикладних навичок старшокласників. З'ясовано, що військово-прикладні навички старшокласників – це сукупність (система) навичок, які відбивають готовність учнів старшої школи (10-11 класу) до захисту життя і здоров'я, забезпечення власної безпеки і безпеки інших людей у надзвичайних ситуаціях воєнного і мирного часу, а також зорієнтованість на службу у Збройних Силах України та інших військових формуваннях, визначених чинним законодавством. Така система військово-прикладних навичок старшокласників складається із комунікативного, операційно-діяльнісного, здоров'язбережувального, соціально-громадянського, саморегуляційного та кроскультурного компонентів. ; To increase the efficiency of the process of pre-conscription training of student youth, the possibility of successful implementation of the model of formation of military-applied skills in high school students in the process of pre-conscription training it is necessary to determine the structural components of military-applied skills of high school students. The most important indicator of the quality of pre-service training of high school students, their readiness to defend Ukraine is a high level of not only theoretical, practical, physical and psychological training, but also the formation of military-applied skills. Therefore, we need to define and justify the component content of military-applied skills of high school students.The article, based on the analysis of theoretical literature, characterizes the structural components of military-applied skills of high school students. It was found that the military-applied skills of high school students are a set (system) of skills that reflect the readiness of high school students (grades 10-11) to protect life and health, ensure their own safety and the safety of others in military emergencies and peacetime, as well as the focus on service in the Armed Forces of Ukraine and other military formations defined by current legislation. Such a system of military-applied skills of high school students consists of communicative, operational, health, social and civic, self-regulatory and cross-cultural components.

Purpose. The study reveals the state of journalism in the Kharkiv region, the impact on its social, cultural, and economic specifics, the role of voca-tional education, and working conditions. Methods. Philosophical, general scientific, and specific research methods were used during the research. The principles of historicism and objectivity are also applied. Through analysis, synthesis, and generalization, it was possible to identify and systematize the study's essential components. Methods of journalistic studies, psychology, sociology, etc., allowed to obtain the necessary information and achieve the goal. Results. Ukrainian media professionals do not always have specialized education and are officially employed. The law gives journalists additional rights and responsibilities. Adherence to the code of ethics and professional standards can testify to the quality of media materials. The work of regional media is affected by the following factors: thematic, species, financial. Due to low profits or at the owner's request, the media resort to the creation of manipulative content, ignoring socially essential topics. Many regional online publications do not publish their content, or it is of shallow quality. Although such resources cannot be called media, users continue to cite them without checking the information. There are also highly skilled professional newsrooms that saturate their tapes and airtime with full-fledged journalistic materials and have successfully obtained independent funding sources. Conclusions. Journalistic skills could not be clearly defined, but they can be determined by certain parameters. First of all, high-quality media material must comply with laws and professional standards. Also, it is influenced by the author's erudition, abilities, and moral principles. At the same time, economic and political factors, the biased editorial policy can nullify all the efforts of the journalist. Consistent commitment to ethics and standards, additional self-education, professional trainees, and ...

Мета статті полягає у виокремленні й обґрунтуванні етапів еволюції педагогічної думки щодо формування соціальних навичок особистості. Для цього застосовано такі методи наукового дослідження, як історико-генетичний, аналіз, синтез, узагальнення, абстрагування. Виділено сім етапів еволюції поглядів на формування соціальних навичок особистості, зокрема доцивілізаційний період родоплемінного ладу, стародавній схід, античність, середньовіччя, відродження, реформаціє, новий і новітній час, сьогодення. У межах означених етапів фіксують особливі інтерпретації і шляхи формування соціальних навичок особистості в ту чи іншу епоху. ; The purpose of the article is to identify and substantiate the stages of the evolution of pedagogical thought in the formation of social skills of the individual. For this purpose, the following methods of scientific research have been applied: historical-genetic analysis, synthesis, generalization, abstraction. Seven stages of the evolution of views on the formation of social skills of the individual are identified. In the pre-civilization period of the tribal system, the senior members of the community passed on to the younger generation the appropriate experience, produced the skills of cohabitation among children and youth. At the turn of the IV-III millennium a significant role in the formation of social skills, in addition to the family, begin to play such important institutions as the state and temples. In the era of civilization of the Ancient East, the content of the formation of social skills of the younger generation was influenced by religious beliefs and cults (Hinduism, Buddhism, Confucianism), the emergence of writing. The goal of developing social skills was to prepare a person for life and work who clearly and concisely expresses his thoughts, knows how to endure adversity, take the blows of fate and dutifully work for the state. In the era of Antiquity, every person should strive to surpass his father in valor (Homeric Greece), develop oratorical skills, know Greek mythology, the history of his people, the exploits of his ancestors. Considerable attention was paid to the formation of the skills of charity, responsibility, political struggle, a healthy lifestyle (Ancient Rome). In the Middle Ages, the content, forms and means of forming social skills of the growing personality were influenced by the Christian tradition, within which an important role was assigned to the upbringing of the spiritual qualities of a person, the formation of moral skills, the skills of faith in God and the observance of the Laws of God, reverence for power and the class hierarchy, courage, generosity, and of course, the skills of asceticism, self-restraint of sinful, bodily impulses. In the era of the Renaissance and the Reformation, the dogmatic methods of scholastic pedagogy were condemned in the formation of social skills, attention was paid to the education of understanding, the development of thinking. In the modern era, among the ideas of forming social skills, sensualistic, rationalistic, concepts based on scientific research methods prevail, it is believed that it is better to form not a scientist, but a business person (gentleman) with good, aristocratic demeanors. Today, in the conditions of the information society of knowledge, digitalization of all spheres of life, the development of artificial intelligence in the requirements for a specialist, considerable attention is paid to the formation of social, soft skills.

У статті розглянуто погляди науковців щодо ролі самостійної діяльності під час професійної підготовки студентів у закладах вищої освіти. На основі аналізу наукових педагогічних джерел визначено дефініції «самостійна діяльність студентів» і «рефлексія» та обґрунтовано необхідність їх інтеграції. Звертається увага, що розвиток самостійної діяльності, як стимулу до самовдосконалення, є важливою умовою під час професійної підготовки студентів профільних ЗВО. Дані вміння надають можливість студентам самостійно добувати знання, аналізувати, контролювати, коригувати тощо. ; The article deals with the views of scientists about the role of independent activity in the students' training in the higher education institutions. The analysis of scientific pedagogical sources, gave us an opportunity to define the terms "independent activity of students" (as a special form of organization of educational activities that stimulates the search for the necessary information, meaningful and creative perception, analysis and systematization to acquire the necessary professional competences) and "reflection" (awareness of own intellectual capabilities, which involves the arbitrary management of cognitive resources, is the focus of human knowledge on himself, his inner world, mental qualities and states). We have substantiated the necessity of their integration. It is pointed out that the rapid growth of the amount of information necessary for the assimilation in educational process, encourages the development of students' skills of independent activity training in specialized higher education institutions. By specialized we mean institutions of higher education that train specialists in specific specialties, such as: aviation specialists, military, civil defense specialists, the national guard, etc. Readiness for independent activity is a leading factor of already formed specialists that improve their professional competences and contributes to implementation of the principle of "lifelong learning". It is highlighted that the development of independent activity as an incentive for self-improvement during the professional training of students of specialized higher schools. These skills provide students with the opportunity to independently acquire knowledge, analyze, control, adjust and so on. It is said that the purpose of reflection formation during students' independent activity in the specialized higher education institutions involves educational process activization and professional knowledge requirements. The process of reflection formation and developing skills of independent activity will not be successful until the outlined goal is realized by students, perceived by them, compared with their needs and capabilities. It is concluded that reflexive analysis of independent activity helps students to form a conscious attitude to it and to be responsible for its results. The formation of reflection during the development of independent activity contributes to the awareness and evaluation of their actions. The ability to understand the goals of educational and professional activities, perform control actions and assessments will lead to the improvement of students' independent activities in the specialized higher education institutions.

Introduction. The process of developing computing skills requires the use of effective methods and technologies. In order to determine the docility of their application in the educational process, it is necessary to take into account the objective laws of knowledge acquisition and the laws of mental and intellectual development. In the context of modern education, the search for effective methods must be consistent with developments in psychology and neuroscience. Purpose. Identify effective methods and technologies for the formation of computing skills in primary school learners. Methods. Analysis of psychological and pedagogical, mathematical, educational and methodical literature, legislative and regulatory documents governing the system of primary education; generalization of theoretical and experimental data. Results. Theoretical bases of the process of formation of computing skills in primary school students are revealed. They are based on the theory of planned-stage formation of mental actions of P. Halperin, especially that part which is based on a certain system of landmarks, and the theory of interval learning of B. Oakley. According to the latter, it takes time to move information from RAM to long-term memory, and to speed up this process, it is advisable to use a technique of stretched repetition, called interval. As a result of their analysis, effective methods and technologies for the formation of computing skills in primary school learners are determined. Originality. Based on the analysis of psychological methodological literature and research in neuroscience, effective methods and technologies have been identified that should be used in the process of forming computing skills in primary school students in modern conditions of developing new methodologies. Conclusion. It was found that the effective formation of computing skills in primary school learners depends on the appropriateness of the use of visual aids – to promote the activities for which they are used. In particular, new methods of ...

The author points out that everyone has their own vision of the world, situations, and self-identification. The modern history of Ukraine is being written on the front lines, in the trenches, basements, at a virtual lesson, in the volunteers' cars, in the office of the President of Ukraine during every briefing and speech to the people. It has almost been a month and a half of resistance, struggle, courage and victories of local significance - at the front, in the rear, in distance learning classes. The latter appears especially important for there will be a big victory soon, and the state needs smart and strong young people to restore the country. It is emphasized that after the pandemic, distance learning was tested, but in the conditions of war it acquired new features. As an educational trend in the world, distance learning is enshrined in a number of government documents. Learning is a continuous process. Active learning and learning strategies are part of the policy of educational institutions for the future, because it is necessary to teach pupils and students who will have to change many professions as the latter will become irrelevant or unclaimed. At the same time, the main goal of distance learning during the war is not the acquisition of new knowledge, but psychological support, communication, switching the attention of children and students. It is the teacher's responsibility to be able to reveal in students the potential for the development of meta-skills that have latent power and impact on an individual. The author claims that it is necessary to restructure the methodology for many subjects, which implies the unconditional ability of teachers to carry knowledge to students in the right direction today, thus, developing meta-skills, or universal skills. In the article, recommendations for the use of distance learning tools and teaching methods are offered. The article focuses on the principles of sustainability in the use of digital technologies in distance learning, quality, pedagogical modeling, ...

The article deals with the topical issue of pupils' soft skills formation, in particular in primary school. The purpose of the study is to analyze foreign and Ukrainian experience in forming pupils' soft skills in students and to study implementing the best techniques in soft skills formation in the pedagogical practice of Ukrainian scientists. The results of the researching foreign and Ukrainian scientists demonstrate the need to take into account the soft skills development in the process of acquiring subject knowledge and key competencies. The analysis of scientific and methodical sources showed that all together extracurricular competencies form a single complex and provide fruitful learning and solving joint problems. They have received several synonymous names in Ukrainian and foreign scientific literature: soft skills, flexible skills, cross-curricular competencies or cross-cutting skills. The reflection of scientific sources on the mentioned problem, in particular the analyzed scientific achievements of great foreign scientists, as well as normative educational documents of European countries, give grounds to say that the issue of developing pupils' soft skills is relevant, that is why educational institutions around the world are trying to solve this problem at the stage of creating curriculum. The analysis of legislative educational documents of Ukraine showed that modern educational reforms in Ukraine pay due attention to the forming pupils' cross-cutting skills, especially after the transition of primary school to educational activities under the Concept of "New Ukrainian School". The article also highlights the views of Ukrainian scientists on the problem of forming primary school pupils' soft skills. Among the priorities in the context of forming the primary school pupils' cross-cutting skills, researchers include: sociability, critical thinking, emotional intelligence, creativity, the ability to learn throughout life. ; Статтю присвячено актуальній темі формування soft skills у здобувачів освіти, ...

The article is devoted to the problem of pedagogical skills formation, which belongs to the category of those that do not become relevant over time, but simply do not lose it. The modern student (cadet) needs a modern teacher – a leader who achieves success and is able to teach it, who is highly motivated and works for results. The teacher is an example to follow and should reveal student potential give him the tools for professional development, self-affirmation and self-realization in professional activities. The purpose of the article is to determine the factors of pedagogical skills formation of a higher military educational institution teacher. Differences in the requirements for a higher military educational institution teacher are revealed and its explanation is given. He must develop current critical thinking, the ability to recognize and decode the fake messages, make informed decisions, resist information pressure, analyze and act in unusual situations, choose the best approaches to solving problems, and teach the student. It is proved that the factors of pedagogical skills formation are personality traits that should be inherent in every potential teacher, are the basis of pedagogical skills and lay its foundation, determine the propensity for pedagogical activity and continuous professional development, achieve high results, characterize the level of teacher professional military training. On the basis of scientific works theoretical study and own empirical experience of training and advanced training of higher military educational institutions teachers, among the factors of their pedagogical skills formation the following are allocated and characterized: pedagogical abilities, pedagogical orientation, erudition, high cognitive activity, personal qualities, leadership qualities, need for professional development, the desire for self-affirmation and self-realization in scientific and pedagogical activities, pedagogical reflection, high military-professional training, combat experience. ; Стаття ...