СТРУКТУРА ПОЗАНАВЧАЛЬНОЇ РОБОТИ – СКЛАДОВА ФОРМУВАННЯ ІНШОМОВНОЇ КОМУНІКАЦІЇ МАЙБУТНЬОГО МОРЯКА

У статті розглядаються деякі методичні аспекти формування іншомовного професійного спілкування майбутніх фахівців, виокремлюються методи, які оптимізують процес навчання. Аналізується важливість методичного забезпечення навчального процесу у вищих навчальних закладах. Зауважується, що знання іноземної мови, вміння входити в іншомовне комунікативне середовище мають особливо важливе значення для конкурентноздатного працівника. Звертається увага на те, що професійна іншомовна підготовка майбутнього фахівця повинна ґрунтуватися на гнучкості навчальних програм та курсів підготовки, інтегрованості знань з професійно орієнтованих дисциплін та іноземної мови, а також новітніх інформаційних технологій.
 Зазначається, що формування іншомовної комунікативної компетентності студентів немовних спеціальностей можна розглянути як підготовку до спілкування в умовах професійної діяльності.
 Вміння входити в іншомовне комунікативне середовище передбачає комплексне використання сукупності інноваційних методів і технологій навчання іноземної мови, а також організацію освітнього процесу, побудованого на основі компетентнісного і комунікативного підходів.
 Процес формування іншомовного профільно орієнтованого спілкування повинен бути спрямований не лише на оволодіння системою знань, вмінь та навичок, але і на формування комунікативної компетентності майбутнього фахівця, що в свою чергу сприятиме саморозвитку та самовдосконаленню в рамках європейських стандартів.
 Зміни, що відбуваються у соціальний сфері, зумовлюють трансформації в теорії і практиці іншомовної освіти. Нагальним є питання впровадження в навчальний процес інтерактивних методів, інформаційно-комунікативних технологій. Вченими виділяється декілька методичних аспектів формування іншомовного професійно орієнтованого спілкування: навчальний аспект, пізнавальний аспект, виховний аспект, розвиваючий аспект.
 У процесі утвердження стратегії міжкультурного спілкування, полікультурне професійне спілкування набуває все більшого значення серед провідних європейських країн.
 Володіння іноземною мовою передбачає як знання фонетики, лексики, граматики, так і іншомовної структури загалом. Це в свою чергу стає можливим у сукупності певних аспектів: навчальному, пізнавальному, розвиваючому та виховному.
 Подальші перспективи досліджень у цій сфері можуть включати питання вдосконалення змісту і формування іншомовного спілкування майбутніх фахівців у професійній сфері.

In the context of a dynamically changing professional environment and increasing demands on specialists, higher education institutions are faced with the task of preparing graduates who are able to successfully integrate into the labor market and adapt to work in a rapidly changing professional environment. For effective professional training, it is not enough to simply transfer theoretical knowledge – it is necessary to integrate theory and practice, develop professional competencies, and form a value-based attitude to work and personal qualities necessary for future professional activity. It becomes obvious that it is necessary to form a student’s professional and work experience as one of the key results of the educational process. In the course of the theoretical study, a working definition of a student’s professional and work experience was proposed as an integral result of the educational process, expressed in the formation of sustainable professional motivation, a system of specialized knowledge and skills, as well as experience in solving professional problems in a real production environment. The structure of professional and work experience includes four interrelated components: motivational (characterizes the system of value orientations, motives and attitudes of the individual in relation to professional activity), cognitive (includes professional knowledge necessary for the implementation of work activity), activity (reflects the formation of professional skills and abilities, the ability to solve professional problems) and reflexive (expresses the student's ability to analyze and evaluate his/her professional activity, identify his/her strengths and weaknesses, plan his/her own professional development). The concept of labor education is aimed at developing a responsible attitude to work, professional motivation and readiness to perform production tasks. Professional and work experience is formed in the process of educational, research, project, industrial and extracurricular activities. Particular attention should be paid to mentoring, industrial practice and independent work of students. The formation of students' professional and work experience requires a targeted organization of the educational environment, integration of various types of activities and development of personal qualities. This approach ensures the successful adaptation of graduates to the requirements of the modern labor sphere, promotes their professional self-realization and effective entry into the professional community.

Introduction. The problem of the article is the lack of relevant model ideas about the correlations between the content and formats of moral education and extra-curricular provision in higher education institutions and students’ needs and demands. The aim of the research is to provide theoretical substantiation of the dynamic model of correlations between the content and formats of moral education and extra-curricular provision in higher educational institutions and the needs and demands of students. Materials and Methods. The research methodology is based on the system-activity and research-constructive approaches, on the basic provisions of the theory of educational modeling. Theoretical (analysis, synthesis, comparison, and classification), as well as empirical methods (survey - semi-structured interview, questionnaire; quantitative analysis of annual plans for moral educational and extra-curricular events and applications for the Contest of best practices in the implementation of moral educational and extra-curricular activities and youth policy; content analysis of syllabi of moral education and extra-curricular activities in higher education institutions of the Russian Federation) were used to build the model. Results. The main results consist in the construction of two versions of the dynamic model of correlations between the content of moral educational activities at higher education institutions and students’ demands for extracurricular activities - model-state and model-project. The model-state demonstrates two zones: synchrony and asynchrony. The first zone is characterized in general by the coincidence of students’ demands and the university's offer (1-2 year students), and the second one (3-5 year students) reveals the existing gaps in this field. The model-state reveals the problem of cyclic annual character of moral educational and extra-curricular activities with the prevalence of artistic and creative content, mass formats and lack of professionally oriented events. The model-project is based on the idea of replacing the annual cycle with cyclic one based on the duration of the degree program (4-6 years). The dynamics of the content and formats of moral educational and extra-curricular activities in the model-project is based on two factors: the dynamics of professional and social formation of personality and the dynamics of social and state requirements to the student, the fulfillment of which provides an effective social transit of youth. The content basis of the model-project is a consistent change of types and formats of extracurricular activities. Conclusions. The study concludes that the dominant practices of moral educational and extra-curricular activities in higher educational institutions can be significantly optimized by abandoning the repetitive annual cycle of activities and events, provision of professionally-oriented content, using small group formats based on interaction in horizontal communities of students, considering moral educational and extra-curricular practices as effective mechanisms for building social capital, obviously applicable to the development of social competences, as well as to the development of a new educational system for students.

This article is devoted to the problem of the formation of foreign language communication among university students of technical specialties. The approaches of Russian researchers to the definition of the concepts of "foreign language communication", "competence of foreign language communication", "professional foreign language communication" are considered.

Purpose The structural-functional model of professional business communication development of future economic specialists is presented by the author. Its basic components, purpose, function, principles, methods of its practical realization are characterized in the article. Methodology The considered model is aimed at providing advanced and competent levels of professional business communication / cross-cultural business communication of future specialists in economics by means of relevant to the problem special course within a system of humanitarian cycle disciplines, and integrated class hours and extracurricular activity. The main feature of the special course is its integrated character determined by the necessity to synthesize contents of humanitarian cycle disciplines for the purpose of training material comprehensive awareness. Results In this context focused professional extracurricular activity carried out in strict accordance with an overall objective of young specialist training is effective. Successful implementation of structural functional model is possible providing that integrated approach to creative specialists training by means of entire educational and extracurricular activity system. DOI: http://dx.doi.org/10.12731/2218-7405-2013-5-8

The poultry industry plays a crucial role in addressing global challenges, which necessitates the modernization of educational programs to develop not only technical competencies but also global and social awareness for sustainable advancement. Extracurricular activities (ECA) have gained wide recognition as essential tools for fostering holistic personal and professional development, particularly within academic programs. While formal education provides the foundation for technical knowledge, ECA offers students valuable opportunities to enhance their professional and interpersonal skills. These activities serve as a vital complement to in-class learning. This study aims to explore the role of ECA as a form of strategic soft power in developing the professional and personal competencies of students enrolled in poultry science programs and in preparing them to meet the future challenges of the industry. A qualitative descriptive methodology was adopted, including a review of relevant literature, to assess the impact of employing ECA as a strategic soft power in shaping the competencies of poultry science students within higher education institutions (HEIs). The study indicates that the effective use of extracurricular activities (ECA) in poultry science programs is expected to have a positive impact on student retention rates and enhance the programs’ attractiveness, thereby encouraging more students to enroll. Additionally, these activities play a central role in offering graduates valuable opportunities to strengthen their professional and personal skills, enabling them to meet the dynamic and growing demands of the poultry industry. Based on these insights, the study recommends integrating ECA into poultry science curricula as a core component of student development. The HEIs should allocate adequate resources to support such initiatives and foster partnerships with industry stakeholders to offer training opportunities and practical workshops. Moreover, HEIs should cultivate an inclusive environment that encourages active student participation in extracurricular engagements, thereby enhancing their employability and leadership potential within the poultry sector.

Abstract. This article examines the theoretical aspects of foreign language communicative competence in students of higher medical education. The study analyses the concepts of «communication», «linguistic communication», «foreign language professional communication», and «foreign language communicative competence». It is emphasized that the development of medicine and national healthcare systems requires the application of advancements in medicine from other countries. In this context, proficiency in a foreign language and the ability to communicate with international specialists play a crucial role. Therefore, foreign language communicative competence is an essential component of the professional competence of future medical practitioners. Foreign language communicative competence is defined as an integrative personal and professional quality that determines a specialist’s ability and readiness to creatively address practice-oriented and communicative tasks within their professional activity and foreign language professional communication. The foundation of foreign language communicative competence is foreign language professional communication, understood as a system of communicative norms, skills, and strategies that enables effective use of a foreign language for professional communicative activities, participation in international projects, continuation of studies abroad, and engagement in scientific research. Teaching foreign languages for professional purposes at higher medical education institutions ensures the development of the necessary communicative capacity in both oral and written forms of professional communication. It equips students with practical language skills across various types of speech activity to the extent required by professional needs and facilitates access to the latest professional information through foreign language sources.

The main idea behind the Concept of Contemporary Ukrainian Education is to ensure its quality in accordance with the demands of consumers of educational services, the requirements of the state, international standards and society. One of the leading tendencies in the development of today's professional education is to increase the attention to the issues of training of a qualitatively new level, which are capable of professional self-realization, self-development, creative search, and ability to use new pedagogical technologies in future activity. The starting point in the proper preparation of the future teacher is to ensure their own readiness for the didactically conditioned and pedagogically effective use of information and communication technologies in professional pedagogical activity. Today, the leading educational trend is to integrate visualization technologies into educational practice. Accordingly, the purpose of the article is to analyze the state of preparation of future teachers of the disciplines of the natural and mathematical cycle for the introduction of imaging technologies in their own professional activity. According to the purpose, the tasks, which consist in the analysis of curricula, other providing and corresponding documentation on the outlined direction of preparation for preparation of future teachers of natural and mathematical direction in higher pedagogical educational establishments in the course of preparation of the course, are being singled out. , as well as an analysis of the syllabuses of the disciplines that exist in this area, to ensure that students are prepared to create copyright and adaptations of existing digital visual didactic tools. The article used general scientific methods of research, such as, analysis of scientific, pedagogical and psychological works, information sources on the problem of research, systematization of the views and achievements of scientists, synthesis and generalization of theoretical positions. Higher education institutions have been reviewed for such training for future educators. The research conducted by the authors gave grounds to consider it necessary to make certain changes to the process of preparing future teachers of natural and mathematical disciplines for the use of visualization technologies in their professional activity.

Abstract. The article presents a detailed analysis of the elective discipline “Professional Medical Communication between a Doctor and a Patient”. The curriculum for the discipline is prepared for students studying at I. Horbachevsky Ternopil National Medical University of the Ministry of Health of Ukraine under the educational program “Medical Care” of the second (master’s) level of higher education in the branch of knowledge 22 “Healthcare”, specialty 222 “Medicine”. “Professional Medical Communication between a Doctor and a Patient” is taught to third-year students. The following topics are studied: 1. The concept of norms and language education of a doctor. 2. Language skills of a doctor. 3. Communicative characteristics of the Ukrainian literary language as parameters for assessing the professional communication of a medical professional with a patient. 4. Dynamic lexical and semantic processes in the modern Ukrainian medical terminology. 5. Functional potential of medical terminology units. 6. Medical jargon of the doctor. 7. Word-formation identity of modern Ukrainian medical terms. 8. Grammatical features of the organization of medical communication. 9. Typical language errors in professional communication between a doctor and a patient. 10. Reference medical text. The purpose of studying the discipline is: to form systematic knowledge and understanding of the conceptual foundations of the study of the professional Ukrainian language of a physician with the prospect of its further use in professional activities; to provide students with communication needs in the educational, professional and educational-scientific spheres; to form language competence, communication skills of future specialists; to achieve exemplary language skills of a medical professional when communicating with a patient; in-depth study of lexical and semantic potential, word-formation identity of medical terminology and organization of perfect medical education.

The article deals with the problem of improving the quality of training future navigators according to the strategic goals of the modernization of the educational process in Ukraine’s marine higher educational institutions, based on the humanistic paradigm, which requires special attention to the formation of future navigators’ communicative self-efficiency. The study of this problem is of particular relevance, since it is one of the main professional characteristics for representatives of the senior command navigators that enables them to carry out professional activities productively, adequately and at a high level: to organize the coordinated work of the crew, especially consisting of specialists of different nationalities, religious denominations, mentalities; competently and skilfully communicate with seaport employees, representatives of foreign companies, etc. The paper presents the conceptual provisions of A. Bandura, the founder of the theory of self-efficiency, its role and importance in person’s life as well as those of J. Caprari and D. Servon, D. Matsumoto (communication), educators (self-efficiency), (communicative self-efficiency) in the context of importance and the need to develop and form these phenomena for improving the quality of the training aimed at future navigators in higher education institutions of maritime profile. The phenomenon “communicative self-efficiency of the future navigators” has been defined; its essence and structure have been considered, the latter consisting of three components: reflexive (self-identification with navigators as model professionals, the presence of adequate self-assessment of their own actions in the field of professional communication, a stable reflexive position), cognitive-operational (awareness of the communicative sphere of maritime professional activity, skills, professional communication abilities); affective-behavioural (confidence in the possibility of productive communication in professional activities, emotionality, activity, responsibility, ability to self-regulate and self-sustain). The forms and methods for the formation of communicative self-efficiency of cadets of marine universities involved into the experiment have been presented: reflective workshop, keeping a reflective diary, which gave the cadet the opportunity to conduct self-analysis of their own professional actions and enhance self-understanding regarding the presence of the necessary professional personal qualities for performing their future professional activities effectively and building a positive Self-concept of the future navigator; the organizing dialogue “The role of the reflective component in developing future navigators’ communicative self-efficiency”, the technology “Developing confidence in self-efficiency and productive communication of future navigators in their future independent professional activities”, the training module “Communication skills”, etc. Keywords: communication, self-efficiency, communicative self-efficiency, future navigator, marine higher educational institution.

The co-authors of the scientific publication carried out the research and described the results by means of a survey of 9th grade athletes from 34 sports clubs in Ukraine (n=807), research students of the State Institution Luhansk Taras Shevchenko National University (n=92), and practicing students of the State Tax University (n=32), who were involved in the development of mini-projects on health promotion activities, conducting training in combat horting in natural conditions, experimental extracurricular health activities, writing qualification papers on the topic of research and participating in conferences of various levels, including international ones, monitoring activities during combat horting classes and extracurricular activities). The aim of the study is to practically test the efficiency of educating pupils', students' and cadets value attitude to health-preserving activities by means of combat horting. The basis of the study was the development of research skills through the method of analyzing student researchers; improvement of practical skills of pupils and students who participated as combat sport athletes and student practitioners, assistant coaches from 2020 to 2024. Results of the research. The co-authors of the research group developed and implemented a set of goals for educating pupils', students' and cadets to cultivate a value-based attitude to health promotion; developed questionnaires and conducted a survey among pupils and students; identified components, criteria and indicators for developing a value-based attitude of pupils', students' and cadets to health promotion; and presented practical recommendations. Moreover, the respondents acted as coaches, which promoted the development of soft skills and the ability of teamwork. Conclusions: This study contributed to the coordination of teamwork between pupils, students, teachers/coaches; aimed at improving the quality of professional and practical training of higher education students and their career development. Consequently, it is necessary to focus on the practical component of educational and research activities in higher education institutions, improvement of the educational and training process in sports clubs of Ukraine, based on the domestic and foreign experience of prominent experts.

<p>The article deals with the problem of formation and transformation of a professional position of a specialist involving in the processes of professional communication. It is proved that the professional position of the individual is formed on the basis of the general personal position, the determining factor of which can be considered to be how much a person seeks conditions in which his potential can develop most effectively. As professional activity is connected with interaction, the processes of creating, maintaining (maintaining and restoring) contacts, which promote the efficiency of professional activity become important. It is determined that the communicative competences of the future specialist should be regularly updated. Constructive professional position is formed on the basis of realising of the values of activity, performance, respect for others, indifference, pragmatism. It leads to the necessity of developing the skills of future specialists to organize and maintain professional communication. Professional communication acquires features of social orientation, since it allows searching for clients effectively, carry out indirect professional communication in social networks, and to supplement communication communications, using all possible means of verbal communicative influence on the person. The role of reflection of professional activity within the limits of the person’s professional development problem as a person's ability to isolate, analyze, evaluate, learn, understand their capabilities, personal and professional qualities are presented. It is determined that the factors of the professional activity reflection are self-awareness, self-examination, self-esteem and self-knowledge. The characteristic of self-consciousness is given as the ability to evaluate the activities of others through the prism of personal professional criteria; self-knowledge as an understanding of the personality of the contradiction between personal harassment and the assessment of his professional activities and qualities on the part of the professional group; self-examination and self-assessment as regulators of professional growth of a person. It is concluded that the direction of future specialists to social and communicative activity is a factor in the transformation of their professional and personal position.</p>

Higher education institutes around the world are adjusting to a rapidly changing environment caused by macro level trends such as massification and marketization. As part of this process, higher education institutions are seeking to enhance the student experience and build deeper, mutually beneficial relationships with their alumni. This involves encouraging loyalty in students and alumni from the outset of the relationship. This paper studies the impact of extra-curricular activities on students’ loyalty to their educational institution. A quantitative survey was conducted in an Irish HEI ( n = 798) and a French HEI ( n = 670). The data collected suggests that participation in extra-curricular activities has a significantly positive effect on student’s loyalty to their institution which we posit will enhance their loyalty as eventual alumni. Institutional loyalty is culturally sensitive and needs to be managed as such, but the effect of participation in extra-curricular activities on loyalty is consistent across cultural contexts. These findings suggest that institutions should support extra-curricular activities as an investment in building loyalty in students and alumni.

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.

The aim of this study is to examine the effectiveness of the integrated teaching method in preparing specialists with a strong professional and communicative language focus, well-developed critical thinking skills, and creative potential. This article discusses the importance of forming a foreign language communicative competence, which is a component of the professional competence of a modern specialist, and the issues of forming a foreign language professional communicative competence (FLPCC) of non-linguistic university students. The definitions of the concept of "communicative competence" and “effectiveness of integrated learning in the development of FLPCC” have been described. From integrated learning, the CLIL approach (Content and Language Integrated Learning) was chosen, and its theoretical background was described. Moreover, the article defines the main components of the FLPCC, outlines the structure of a set of exercises designed to develop foreign language speaking skills for fluent communication in a professional context, and provides an example of such exercises. The research work shows the results of experimental work and analysis. This helped to determine the necessity and importance of using a set of exercises aimed at enhancing students’ professional communication skills and qualifications in teaching their subject in English through integrated instruction. These exercises not only contributed to the development of professional competence, but also promoted the improvement of subject-specific language proficiency. The research materials may be useful for teachers teaching chemistry in English to effectively use CLIL in practice and for researchers studying issues within the framework of CLIL.