Разработка и создание учебного пособия — атласа Восточного Казахстана для средней школы

The article highlights the main approaches to the implementation of pedagogical technologies in the conditions of emergency situations and martial law, the essence of which is a new vision of the concept of educational and pedagogical activity, new forms and methods of learning which changed the core and content of pedagogical technologies. Among the factors of such changes, digitalization of the educational process, focus on individualization and interactivity of learning, orientation of the content of education on the development of soft skills and critical thinking have been identified. Attention was paid to the European integration orientation of the development of national education, which ensured the intensive introduction of new pedagogical technologies. It was noted that an important component of the pro-European education system was the introduction of modern educational technologies, their focus on solving the problems of sustainable development, active use of new information and educational technologies. The strategies of such changes are reflected in the Concept of the New Ukrainian School, new legislation, new educational and professional standards which most fully characterize the ideology of modernization processes in national education. It is noted that military aggression by the Russian Federation led to the search for new effective pedagogical technologies that would ensure the quality of domestic education at the level of European and international standards in such difficult conditions. New approaches to the implementation of pedagogical technologies, which in the conditions of martial law are an important factor in ensuring the quality of school education, have been defined and substantiated. Attention is drawn to the fact that the functional effectiveness of the teacher in the implementation of technological, competence. axiological and synergistic approaches are characterized by the ability to adapt new pedagogical technologies in accordance with the characteristics of the class and the capabilities of students; diversify the forms and methods of educational activity taking into account the peculiarities of the educational situation and the environment in which the educational process takes place; provide psychological support to students taking into account stressful situations and unstable emotional states; to provide optimal support for programs of individual development of students; implement the principles of partnership and cooperation with all subjects of educational activity. The important tasks of the teacher are outlined, including «ensuring the quality of education at the level of new educational standards by applying all available forms of educational organization process, optimal support of programs of individual development of education seekers, solving issues of student motivation for educational activities in the conditions of martial law». It is noted that conscious responsibility for the results of pedagogical activity, quick orientation in non-standard situations requires a high level of professional skill of the teacher of the new Ukrainian school.

The article reveals the role and place of augmented and virtual reality technologies in classroom and extracurricular activities. Despite the fact that, as educational practice shows, these technologies have a number of advantages over traditional teaching methods, there are a number of problems of their effective implementation in the educational process. In particular, many teachers experience difficulties in using AR technologies in their professional activities, associated with determining their place and role in the specific circumstances of the educational process. The aim of the work is to study the possibilities of using augmented and virtual reality technologies as an innovative technology for organizing the educational process in real school practice. The text discusses various approaches to the implementation of these technologies in the educational space of the school, technological and methodological features of their development within the school informatics course, gives a comparative description of programs and applications for creating augmented reality, presents the development of some elements of augmented reality and reveals the methodological features of their use in lessons and extracurricular activities. As a result of the study, it became possible to consider AR/VR-technologies as an integral part of school educational tools.

In the article, the authors reveal current issues regarding the expediency of using authentic literature in English language classes in higher education institutions. Emphasis is placed on the need to introduce innovations into the educational process in order to train a competitive specialist who is able to freely express opinions and carry out analytical activities in accordance with modern challenges. The aim of the article is to investigate the effectiveness of using authentic literary texts in English language classes, which contributes not only to the deepening of language skills, but also affects the comprehensive development of the student's personality, forms cultural awareness and activates critical thinking. Modern foreign studies were analyzed, which considered the advantages of using literary texts, in particular, confirmed their role in the formation of cultural awareness of students, promoting the development of critical thinking and emotional intelligence, improving creative writing based on offered tasks. The attention of researchers is focused on the expediency of using modern literature, taking into account the relevance of the topic and its diversity, which makes language learning interesting, conscious and productive. The authors of the article analyzed the pedagogical advantages and practical application of modern literature in educational programs, in particular, indicated their effectiveness and efficiency. A survey was conducted for students of the first (Bachelor's) and second (Master's) levels of higher education in order to find out the influence of authentic modern literature on the development of language skills and critical thinking. The answers of the respondents regarding the question of the effectiveness of the use of the mentioned literature in English classes, the understanding of the author’s position and their own vision of the problematic of the work were analyzed. It is concluded that working with an authentic text in class activates the educational activity of students, provides an opportunity to freely express their own opinions, discuss and justify their own position.

Today, the need for the formation and development of critical thinking attracts more and more attention from foreign and domestic scientists. It was found out that this is primarily due to the lack of independence, social orientation, motivation and effectiveness of thinking of the younger generation. There is a tendency to increase the flow of information with which a person interacts on a daily basis, but the question arises not only of perceiving and memorizing this information, but also of critical understanding, highlighting important characteristics, and achieving the truth of knowledge. The development of critical thinking becomes the main task of education, in particular higher education, it is an important component of the intellectual development of future teachers. The article considers the need to develop critical thinking skills in future educators. The didactic features of the mentioned phenomenon among students of higher education in the specialty 012 Preschool education during the study of the discipline «Formation of soft skills of a modern specialist in preschool education» were revealed. Education focused on the development of critical thinking is an urgent methodological problem of modern education. Techniques for the development of critical thinking make it possible to obtain positive results in the formation of active mental activity of students. The specified type of thinking is aimed at developing skills for working with information, the ability to analyze and apply this information in solving professional situations. Based on the analysis of scientific literature, the interpretation of the concept of «critical thinking» from the perspective of psychological and pedagogical science, namely the views of researchers of the past and modern scientists, is highlighted. The author describes the methods and techniques of developing critical thinking. Among them, the following were found to be effective: «INSERT», «Open microphone», «Brainstorming», «Conjecture tree», «Written discussion», «Thick and thin questions», «PRES-formula», «Fishbone». The specified methods and techniques accustom students to independent thinking, a critical look at alternative solutions to existing problems, and the choice of well-founded argumentation. Emphasis is placed on the application of the problem-based approach in the educational process, which is the main tool for the development of critical thinking, because it contains a contradiction that allows students to form their own attitude to the issues under consideration. It has been proven that during the study of micro- and macroeconomics, effective methods of developing critical thinking are the division of students into groups and teamwork during preparation for debates, and the important role of essay writing is also analyzed. Key words: critical thinking, professional training, future educator, «INSERT», «Written discussion», «PRES-formula», «Fishbone».

What should be the media of a modern education institution? How is the educational organization supposed to be represented in social media? What methods of increasing the level of media literacy of teachers and students should optimally use? As the purpose of this study the authors can see in the development and presentation of an optimal model of media space for modern educational institutions which will take into account not only the changes in the education process, but also the needs of the modern audience – teachers, students, parents, and educational partners. The resources of “Moscow e-school” become part of the educational media sphere of modern educational organizations. Resources and methods: resources of an educational institution, namely, social media, blogs and microblogs, users’ accounts, channels, educational platforms, which present the work of educators. The importance of analyzing media of the modern educational institution is that media-education serves as a pedagogical system, allowing the use of modern techniques and technologies through the development of critical thinking, which occurs under the influence of information flows. In this regard, there is a need for the comprehensive approach to the media organization in the modern school. An integral element of the complex approach is the creation of conditions for the development of media literacy for teachers and learners. The result of this research is the optimal model of media space for the modern school, which includes social networking profiles, microblogging, blogs, users’ accounts, and web resources, each of which has its own purpose and functional features. As a conclusion we can note that one of the core values of the media model is the development of creative and critical thinking, the acquisition of experience and tools of media, independent search, the ability to use information flows for the effective communication, solving educational and cognitive, other personal problems and tasks, i.e. the orientation is not so much on the knowledge as on the acquisition of positive experience of the independent work.

Site Kadriyah palace as local history studies should be intensified, in the teaching of history in schools. Method of learning utilization the local history field trip site Kadriyah palace in SMA Muhammadiyah 1 Pontianak was able to enhance the learners' enthusiasm for learning history. Conditions of a historical awareness of learners generally mixed. Some karatkter awareness of history found among others the emergence of attitudes prepared for the future, alert, creative, appreciate the past, the spirit of hard work and others. This study is expected to describe the historical consciousness and contribute to the teaching of local history in Pontianak and the surrounding area. Also expected to study the history of the palace site Kadriyah be intensified to be one source of learning history. Keywords: Consciousness the History, Methods of Field Trips, Local History, Sultan Kadriyah Site

the main aim of the study is to investigate the issues of pedagogy and technology of local history studies applied in training Bachelors of Education at a pedagogical University. The authors describe results of experimental work carried out at Stary Oskol branch of Belgorod State National Research University and approbation of local pedagogical history technology. Regarding the methods used in the study, we consider the training system containing local history concepts is made up by the following components: the training process, educational activities and research, teacher’s internship, extracurricular and outreach activities. The outcomes of the study demonstrate that local pedagogical history contributes significantly to training Bachelors of Education.

This study addresses the teaching of Social Sciences and History from a critical perspective, proposing the classroom as a laboratory for socio-historical analysis. Traditional education reproduces dominant narratives that reinforce social inequalities, exclude subaltern voices, and limit the development of critical thinking among students. The objective is to analyze how the classroom can become a space for resistance and critical reflection by incorporating historical thinking and critical pedagogy to foster the active construction of knowledge. A documentary methodology with a bibliographic design and critical-reflective approach was used. Through content analysis, relevant texts were selected and coded from various academic databases, prioritizing theoretical coherence with the study’s objective. Four key dimensions were identified: the reproduction of educational inequalities, critical thinking as a form of resistance, the transformation of historical narratives, and the teaching of history as a social practice. Additionally, a differentiated application of the approach by educational level (primary, secondary, and higher) was proposed, emphasizing the benefits of the historical method and interdisciplinarity in developing critical thinking. Theoretical evidence suggests that the classroom can be re-signified as a transformative space if inclusive, collaborative, and historically contextualized methodologies are promoted. Structural and institutional barriers must be overcome through critical educational policies and specific teacher training. Historical education, when critical and interdisciplinary, contributes to forming committed citizens capable of analyzing and transforming social reality from an ethical and emancipatory perspective.

In the second decade of the 21st century, there is an ongoing discussion on the value of online classes in higher education as the implementation of new technologies in the higher education processes is on the rise. The main questions that are emerging are the level of interactions, quality of knowledge transfer, and development of critical thinking. Several previously conducted research concluded that online models of higher education teaching add more value than traditional methods, and some of the research has shown the shortcomings of online higher education programs. The pandemic of Covid-19 disease caused by a Corona Virus (SARS-CoV-2) has forced most of the higher education institutions in Europe to transfer almost the entire educational process to online platforms. In this paper, the satisfaction of the teachers and the students with the online classes’ effectiveness regarding the teacher-student communication, knowledge transfer, and development of critical thinking in the case of the School of Engineering Management in Belgrade, Serbia, is researched through a short survey and interviews. Statistical analysis has shown that there is a statistically significant difference between students' and teachers' satisfaction. Furthermore, in short interviews, it is shown that the students are more receptive to knowledge transfer, teacher-student communication, and the development of critical thinking through online classes than the professors. As the sample is small, further empirical research on the wider sample is needed in order to get more compelling conclusions.

Labor market trends estimation shows that there is an increasing number of professions in which universal competencies are valued, including critical thinking. This paper presents a theoretical framework, which makes it possible to assess the organizational and pedagogical conditions for the development of critical thinking, and analyzes these conditions in Russian universities. To collect data, we used the method of semi-structured interviews with teachers (18 people), with representatives of the administration (10 people) of Russian universities, and with one of the authors of Federal State Standards for Higher Education (current version). The results show that today in Russia, despite the requirements of the standards, not all universities have conditions for the development of critical thinking among all students. Three types of universities can be distinguished: 1) universities that create conditions for the development of critical thinking among all students; 2) universities whose conditions allow to develop critical thinking only for individual students; 3) universities that do not create conditions for the development of students’ critical thinking at all.

Local history should be taught in history courses. It enables students to investigate and learn geography, form connections between past and present, and gain important life skills. This study analyzes the views and practices of Turkish history teachers vis-a-vis local histories in a qualitative study. The focus group consisted of 12 history teachers working in the central provinces of Kayseri city. Researchers used semi-structured interviews to collect data, and used qualitative analysis, explanatory and deductive codes to explore emerging patterns in the data. Our data show that local history lessons facilitate greater knowledge of local geography and culture. Conversely, teachers reported financial issues, lower teaching hours, and disinterested students when implementing local history curricula. According to these results, our researchers provide recommendations to better implement local history activities in the classroom. Article visualizations:

The article outlines the key educational goal, the principles of state policy regarding its implementation in our country (Law of Ukraine “On Education” of September 5, 2017). The concepts of “competence”, “distance learning” are thoroughly understood. The disadvantages and advantages of the latter are considered, in particular in the conditions of the Russian-Ukrainian war. The significance of historical local history in the context of teaching the history of Ukraine to students of pedagogical universities is analyzed in detail, highlighting the theoretical and practical aspects of such an approach. The relevance of the topic is due to the need to form in higher education students a conscious attitude towards their own history and identity, which is especially important in the conditions of globalization and rapid cultural changes. The article pays great attention to methods of teaching history, in particular traditional (lectures, seminars, practicals, preparation of essays, group work) and innovative (discussions, competitions, quizzes, cases, projects, creation of blogs, video materials). A review of digital tools for various purposes is carried out: for interactive presentations (Prezi, Canva, Google Slides, Nearpod); online platforms for creating virtual tours and developing interactive maps (StoryMapJS, ArcGIS StoryMaps, Google Maps); gamification of the historical educational process (Cossacks: European Wars, Kingdom Come: Deliverance); platforms for online testing (Kahoot or Quizizz); social networks (Facebook, Instagram, TikTok). Attention is drawn to the fact that the integration of local history into the educational process not only increases students’ interest in learning, but also contributes to the development of their critical thinking. The role of production practices of historians in pedagogical universities is studied, which, even in conditions of distance learning, are important for the formation of professional competencies, such as the ability to create interactive educational materials, organize online classes and effectively communicate with their students in a virtual environment. A positive aspect is the cooperation of universities and local museums and archival institutions.

We examine the need to develop the subjective qualities of students at technical universities based on the analysis of Russian and foreign research on future engineers’ training. We consider the peculiarities of future engineers’ educational process, based on the importance of extracurricular activities in the development of such qualities. The purpose of the study is to test the hypothesis about the effectiveness of developing the subjective qualities of future engineers by involving them in extracurricular activities that were formed at the initial stage. The paper describes a pedagogical experiment that includes three stages. The set of research methods includes analysis, synthesis, comparison, generalization, pedagogical observation, questionnaire survey, testing, conversation, expert assessments, and statistics. We present different directions and types of activities organized within the experimental work with pedagogical support. Besides, we give examples of extracurricular activities that contribute to the successful development and manifestation of the specified personal qualities in students. The paper contains evidence of the effectiveness of extracurricular student activities as a factor in developing subjective qualities.

The article is devoted to the analysis of the concept of “digital competence” in the context of professional training of teachers of higher education institutions. The main components of this concept are considered, modern approaches to the formation of digital skills among teachers are analyzed, and the main challenges faced by teachers in the process of integrating digital technologies into the educational process are also determined. Special attention is paid to methods and techniques that can be used to increase the level of digital competence of teachers, as well as prospects for further development of this direction. Higher education in modern conditions has faced numerous challenges caused by the development of IT‐technologies and social demands related to the pandemic and war. This caused a significant increase in the pace of innovation implementation for flexible response to changing conditions of the educational process. The possibilities and needs of pedagogical workers of higher education institutions in mastering the latest technologies, as well as the peculiarities of this process, are determined. In addition to mastering the basic tools and methods that can be used in the educational process, it is important to consider the speed of development of digital technologies. The authors emphasize the need for the formation of flexible work skills and the ability to constantly update one’s knowledge in accordance with the needs of time and changes in the information and communication field. Also, the higher school, in addition to providing certain professional competencies, performs the most important function – the socialization of young people. Therefore, the implementation of digital technologies requires a balanced approach, taking into account all aspects. The digital competence of teachers of higher education institutions is an integral component of the successful implementation of the educational process in the conditions of the modern information society. The analysis of the conducted research shows that increasing the level of digital literacy of teachers requires a comprehensive approach, which includes both theoretical training and practical classes using modern digital tools. Teachers should be ready to constantly improve their skills and introduce the latest technologies into the educational process. The main components of the digital competence of teachers include the knowledge and ability to work with information and communication technologies, the ability to use digital resources to organize the educational process, as well as the skills to ensure information security and personal data protection. An important aspect is 150 Педагогічні науки: теорія, історія, інноваційні технології, 2024, № 5 (139) also the development of critical thinking and creative abilities, which allows you to effectively adapt digital tools to the needs of the educational process. Increasing the digital competence of teachers of higher educational institutions will contribute not only to the improvement of the quality of education, but also to the increase of students’ motivation to study, the development of their professional skills and preparation for a successful career in the modern digital society. Therefore, further research in this direction should be aimed at developing effective teaching methods and creating conditions for continuous professional development of teachers.

The issue of education acquires new connotations in contemporary society, given by unprecedented changes in all areas of social life. The emphasis shifts from the informative to the formative. Education transcends the boundaries of the school curriculum and tends towards lifelong learning. A unitary curriculum can no longer respond to human diversity alone, and the goal of lifelong learning tends to become an indisputable reality. Thus, without denying the importance of curricular education, it becomes increasingly obvious that extracurricular education, i.e. that achieved beyond the educational process, has its role and place well established in shaping the personality of young people. Sociological research, conducted in four colleges in Bacau, Romania (National College "Vasile Alecsandri", Technical College of Communications "Nicolae Vasilescu-Karpen", National College "Ferdinand" and National College "Gheorghe Vrănceanu") during September - October 2020 on a sample of 210 people (130 high school students, 80 parents), aimed to identify the opinions of students and their parents on the main aspects of extracurricular activity: the degree of involvement of students in extracurricular activities; the level of partnership relationship of the school with the family in carrying out extracurricular activities; types of extracurricular activities; the ways of organizing them; the level of motivation to participate in extracurricular activities.