Suchergebnisse

The introduction of distance education (DE) challenged all participants in the educational process and it was impacting the well-being of children. The purpose of the study was investigating the impact of different forms of DE on values of anxiety and depression (A&D) in school-age children. Methods. An online survey of 760 respondents was conducted with use RCADS. All respondents signed informed consent. ANOVA was used

for statistical analysis (STATISTICA 8.0). The models were adjusted for age and gender of respondents.
Results. More than 20% of parents have reported their own and their children's high psychological stress during DE. The adaptation was easier

and faster for respondents who were able to organize a virtual communication and got support from teachers. Pathological increase of the level A&D has been detected in 14.4±1.3% of respondents. There were 2.8 times more girls with clinical A&D than boys (p<0.001).

The DE formats of "All-Ukrainian online school" and individual learning did not significantly affect the level of A&D in school-age children (p>0.5). DE in the form of tasks in messengers and social networks significantly increased the level A&D (p<0.001), and DE offline increased only the level of Anxiety (p<0.05). Reductions the level A&D have been identified in online lessons with the teacher and the schoolfellows (p<0.001).

The chances of increasing the level of anxiety and depression in school-age children grow in 1.8 times when using non-interactive forms of education (OR=1.78; CI 1.17-2.69; p<0.01).

Conclusions. Teacher support and online lessons help reduce psychological discomfort during distance education. The surveillance the mental health of children is required during the implementation of various forms of DE.

The purpose of the study is to determine the level of readiness of social workers to teach digital technologies to the elderly in universities of the third age, which operate based on territorial centres of social services. The study was conducted in the Poltava region from June 2020 - October 2020. The sample was social workers who provide educational services to students of the University of the Third Age. The total number of respondents was 73 people.The digital literacy analysis of social workers providing geronto-education services was conducted according to five main parameters: information literacy, computer literacy, communication and media literacy, and technology literacy.The results of the digital literacy assessment show that two-thirds of social worker-teachers have enough knowledge, skills and follow the right attitudes. At the same time, digital skills received an average of 3.2 points (3.4 urban and 3.0 rural) out of 5 possible. The majority of social workers (66 people, 90%) have been actively using digital technologies in the geronto-educational process of the Third Age University for less than ten years.The study found out that 96% of social workers-gerorogists desire to move to online learning in the current situation, of which 78% expressed a desire to undergo professional retraining in online learning.As the main obstacles to mastering and developing gerorogical technologies-innovations, social workers named: insufficient awareness of digital innovations, lack of scientific and methodological literature on social technologies for teaching elderly people; lack of logistics for the application of gerorogical digital innovations; lack of material incentives.The results of the study indicate the need to develop social workers-gerorogists: knowledge in the field of modern computer technology and software, as well as the principles of their work; skills of using modern technologies (gadgets and applications); installations in the field of verification of information from the Internet and mass media; attitudes about the benefits of modern gadgets for the daily life of a professional.

Ukraine's Euro-civilization choice, which took place as a result of the Revolution of Dignity, posed a number of challenges to Ukrainian society, without adequate answers to which EU accession will remain a ratherdistant prospect for Ukrainians. One of such challenges is the genderization of the social life of Ukrainians, in particular in the field of education, which presupposes, first of all, the formation of a gender-sensitive space for the existence of the country's citizens; mass involvement of Ukrainian women in all spheres of society on an equal footing with men and the creation of equal opportunities for this. The philosophy of this process is to recognize as the greatest value of human capital, existing in the form of two social sexes (gender) - female and male - with different life experiences, differences and personal strategies of self-realization.
The article analyzes, among other, the issue of teaching feminist and (or) gender issues in higher educational institutions of modern Ukraine from the standpoint of philosophical and worldview approach. The author aim is to investigate the real state of gender education in Ukrainian higher education institutions, to analyze the existing problems and identify prospects for the development of this process in Ukraine. A group of political science students from the Taras Shevchenko National University of Kyiv was involved in an in-depth survey of the need / no need to teach feminist and gender issues in universities. It was concluded that exist the need of genderization higher education in Ukraine as an integral part of the Euro-integration process.

The article highlights the actual aspects of the interpretation of the notion of computation, competence, their use and priority directions of diagnostics of the components of professional competence of the teacher. The analysis of modern works on the competencies and competence as a multidirectional and variety of their characteristics is proved, which testifies to the very large complexity of their measurement and evaluation; an attempt was made to find ways to solve this urgent problem, which is connected with the improvement of the quality of education in the general context of its humanization. The aim is to highlight the individual professional qualities of the teacher: the general orientation of the motivational sphere, the degree of manifestation of a personal sense of professional freedom and abilities. these problems are coverage from the position of J. Raven and his emphasis on motivation and values of the individual. The role of the acmeological orientation of the individual is emphasized as an important factor in achieving pedagogical success. The acmeological orientation acts as a personal potential, which is a component of the individual psychological characteristics of the individual. The concept of personal potential has been developed in his works by D.O. Leontev and is interpreted as the ability of the individual to maintain the stability of activity under the influence of external conditions. An attempt has been made to gauge their specificity more deeply with the help of the Rorschach method. The general tendency is highlighted concerning the peculiarities of the study of the general orientation of the motivational sphere, the degree of manifestation of the personal feeling of professional freedom and abilities, which, in our opinion, is that it is relatively autonomous and its meaning lies in the field of determining the state and trends of the functioning of professional freedom, in general. Further searches are seen in solving the problem of developing effective methods for the professional diagnosis of the competence of educators in education and the creation of a continuous experimental system, which learns on the basis of own samples and errors, corrects its actions and initiates the forms of activity.

The article raises the issue of the importance of Ukrainian studies by Ivan Ogienko, as a representative of the Ukrainian intellectual elite in emigration, because his works influenced the progress of cultural, educational and spiritual life of Ukrainians both in our country and abroad. It is known that he is one of the founders of Ukrainian science and education and an outstanding Ukrainian educator of the twentieth century.
The role of preserving national identity, spiritual values, patriotism of the outstanding scientist, teacher, linguist, culturologist, public and church figure, Ivan Ogienko, through the prism of hard work, incredible diligence, stability and consistency in scientific research is emphasized. Attention is focused on the fact that the Ukrainian scientist was the bearer of national and cultural ideas and spiritual values of his people. The opinion is confirmed that the world recognition of I. Ogienko / Metropolitan Ilarion was brought by fundamental works on the history of Ukrainian culture, language, history of the church, which have not lost their scientific significance even today. The scientist-researcher made dictionaries, headed the Ministry of Education of the Ukrainian People's Republic, and being in emigration – headed the Ukrainian autocephalous Orthodox Church. It is worth mentioning the most common and used translation of the Bible into Ukrainian, on which Ivan Ogienko worked for more than 45 years.
The article analyzes I. Ogienko's scientific achievements during the emigration, which significantly strengthened Ukrainian studies, and also considers the works "Pre-Christian Beliefs of the Ukrainian People", "Ukrainian Culture", "Serve the People - Serve God: Theological Studio" and others. The book "Our Life Abroad: Ideological and Historical Essays" by Ivan Ogienko, published in Winnipeg (Canada), where the author spoke about the difficult life of Ukrainian emigrants abroad, deserves attention and listening. I. Ogienko describes how important it is to preserve one's national identity, culture and native language in a foreign country.
It is concluded that national culture has great potential for the establishment of Ukraine in the world cultural space, and the life and scientific and educational work of Ivan Ogienko became an example for many researchers in studying the socio-cultural heritage of the Ukrainian diaspora.