Современные тенденции развития профессиональной деятельности педагога хореографического образования

The article discusses the problem of forming the linguistic identity of foreign medical students; it emphasizes the need for pedagogically sound and rational implementation of modern information and communication technologies in the process of higher education. It highlights the problem of choosing effective methods and innovative approaches that can compete with traditional methods of presenting educational information, complementing and expanding their repertoire. The authors justify the relevance of improving the effectiveness of teaching the discipline “Ukrainian as a Foreign Language” in higher education institutions by implementing the task of forming and developing the communicative competence of foreign students. The implementation of this educational goal directly affects the curriculum and the choice of teaching technologies, which contributes to improving the quality of Ukrainian language learning. Particular emphasis is placed on combining traditional teaching methods with interactive technologies, which are the focus of the authors of the proposed study. They aim to use interactive technologies for learning Ukrainian as a foreign language to help students of higher medical education master the learning material through communicative practice. The practical skills and competences acquired can be valuable not only in the process of learning Ukrainian, but also in their social and professional communication. Interactive teaching technologies are based on dialogical forms of interaction between students, in the process of which they develop cooperation skills; thus, learning Ukrainian as a foreign language, which is one of the options for implementing a communicative approach in education, is based on active interaction between teachers and students, as well as between students themselves. The integration of interactive technologies into the teaching of Ukrainian as a foreign language meets the needs of modern higher education students, increases the clarity of educational information, and facilitates its perception and assimilation.

Background and Aims: Enhanced investor scrutiny, regulatory obligations, consumer lobbying, and the obvious effects of social injustice and climate change have all significantly enhanced the relevance of environmental and social responsibility in business. Ethical consumption, environmental principles, and ESG investing have all worked together to transform how businesses operate and engage with the public. In addition to evaluating theoretical frameworks like stakeholder theory, CSR, and ESG. Thus, this paper aims to consolidate existing knowledge, highlight trends, and identify research gaps in Ethical Edge. Methodology: A qualitative documentary research technique was used to investigate company reports, case studies, regulatory frameworks, and peer-reviewed academic literature for themes. The UN SDGs, the Harvard Business Review, the IPCC, and publications from top ESG assessment organizations are examples of core sources. Results: The findings demonstrate the growing significance of supply chain ethics and DEI, the positive correlation between ethical leadership and business resilience, and the strategic importance of environmental responsibility in sectors such as technology, fashion, and the automotive sector. ESG-aligned companies generally do better than their counterparts in terms of market value, client loyalty, and talent retention. However, there is still criticism of worldwide enforcement disparities, conflicting ESG standards, and greenwashing. Conclusion: Ethical and sustainable business practices are no longer optional; they are now crucial to long-term viability and stakeholder trust. The future of business depends on integrated solutions that take social justice, environmental responsibility, and ethical governance into account. Continuous innovation, technology integration, and critical research are essential to advancing this shifting paradigm.

This study examines conference design preferences among Generation Z participants, with a particular focus on technology-related and sustainability-oriented attributes. As this generational cohort becomes increasingly influential within the business events sector, understanding their expectations is essential for the future development of conferences. Survey data were collected from 257 Generation Z respondents in Serbia, all of whom had prior conference attendance experience. Exploratory factor analysis was applied to identify the underlying dimensions of conference design preferences. The results reveal a four-factor structure comprising experiential and personalized learning, sustainability and social responsibility orientation, technology-enhanced conference interaction, and virtual participation and networking. The findings indicate that Generation Z strongly values interactive digital technologies that enable real-time engagement with speakers and flexible participation formats. In addition, sustainability-related practices, including environmentally responsible and socially conscious initiatives, emerge as a distinct and influential dimension shaping conference attractiveness. The study concludes that technology integration and sustainability are central determinants of conference appeal for Generation Z rather than peripheral features. These findings offer practical recommendations for conference organizers and destination stakeholders seeking to design future-oriented conferences that align with the expectations of this emerging and increasingly important market segment. Article history: Received (February 5, 2026); Revised (February 15, 2026); Accepted (February 22, 2026); Published online (February 27, 2026)

Aim/Purpose: The primary objective of this study is to evaluate students’ perceptions of the impact of interactive technology on developing their competencies in STEM classes at an applied technology school in the United Arab Emirates (UAE). Specifically, the study aims to (i) measure changes in students’ perceptions about their competencies before and after the integration of interactive technology, and (ii) explore in-depth their perspectives of how these technologies influenced specific competencies. Background: Over two semesters, interactive technologies, such as AI tools, virtual labs, simulations, gamified platforms, and collaborative software, were introduced into daily STEM lessons for the first time. Teachers received training to ensure these tools were used effectively to enhance student competencies through pedagogically grounded integration. Methodology: Employing a mixed-methods approach with 126 male students in grades 9-12, the study utilized pre- and post-intervention surveys, as well as focus group discussions. The quantitative component consisted of pre-and post-intervention surveys, while the qualitative component included focus group discussions. This design enabled the study to assess both measurable changes in perceptions and deeper insights into students’ learning experiences. Contribution: This study highlights the potential of interactive technology to prepare students for the demands of a technology-driven future, aligning with the UAE’s strategic vision for educational innovation. It contributes actionable evidence on students perceived development in core competencies such as critical thinking, collaboration, and digital citizenship. Findings: Results indicated significant improvements in students’ perceptions about developing their competencies, such as digital citizenship, communication and collaboration, critical thinking, problem-solving, research and information literacy, creativity and innovation, and technology operations. Recommendations for Practitioners: It is important for educators to integrate interactive technologies into STEM education to promote students’ competencies and their perceptions in developing them. Also, professional development should emphasize equipping teachers with essential skills and strategies in using interactive technology effectively. Recommendation for Researchers: Researchers should consider the long-term effect of interactive technology on developing students’ competencies and beyond perceived changes. Accordingly, longitudinal studies should be considered as well as the role of gender differences. Impact on Society: The findings suggest that continued investment in interactive technologies can significantly enhance student engagement and competency development, aligning with the UAE’s vision for educational innovation. Future Research: It is important to consider including diverse student populations from both genders and different educational level.

Background Presently, models of professional development aimed at supporting teachers’ technology integration efforts are often short and decontextualized. With many schools across the country utilizing standards that require students to engage with digital tools, a situative model that supports building teachers’ knowledge within their classrooms is needed. Purpose of Study The purpose of this study was to examine how teachers’ instructional planning and delivery, as well as their perceptions of their proficiency with technology integration, changed when they participated in a model of technology-focused professional development titled the Technology Integration Planning Cycle Model of Professional Development. The researchers also examined the relationship between students’ (N = 1,335) digital literacy skills and teachers’ participation in the Technology Integration Planning Cycle Model of Professional Development. Program The TIPC Model of PD comprised whole-group professional development sessions, long-range planning, access to instructional coaches, professional learning communities, digital tool resources, observations with reflections, and a comprehensive project website. Research Design This mixed-methods study combined numerous quantitative and qualitative data sources and data analysis techniques to answer the research questions. Pre- and posttest comparisons were used to examine changes in students’ digital literacy skills and changes in teachers’ perceptions of their pedagogical expertise for integrating digital technology. Daily diaries, classroom observations, interviews, and field notes were analyzed to understand the role of the professional development in teachers’ instructional planning and their perceptions of their proficiency. Findings Results indicate that students in classrooms with participant teachers performed significantly better on a digital literacy assessment, the Survey of Internet Use and Online Reading, than did control group students. Selective exposure to digital tools, professional learning communities, and opportunities for reflection were the most transformative elements of this model for teachers. Teachers were better prepared to envision their roles in the classroom and the purposes for integrating technology because of the TIPC framework. Conclusions The results of this study provide important implications for professional development, particularly in regard to (1) providing a model in which to ground discussion and application of technology integration; (2) situating digital tools within context-driven instruction; and (3) using multiple modes of teacher engagement.

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 discusses the problems of using web technologies in the development of self-sufficiency of University students. We hypothesize that real professional situations in which he/she is obliged to work independently on the basis of web technologies contribute to the development of students’ self-sufficiency. It is shown that the activity approach to learning, based on the use of project learning technologies in the process of preparing for lessons by learners and interactive technologies of blended learning, promotes the development of independence and self-reliance of students on the basis of web technologies. This article contains a matrix of integration of interactive technologies in the process of independent work of students. This will allow the teacher to select the tools for Moodle Leaning Management System in order to successfully implement the interactive forms and education methods in independent work of students in the conditions of turning down the monologue-based oral presentation of training material by the teacher. For assessment of the effectiveness results of research we carried out a survey of Bachelors of pedagogical education. The article presents the results of the survey of four-year students confirming the results of the study.

Modern society demands the high level of foreign language skills of various spheres specialistsf. Most scholars believe that the main reason for the low level of foreign language knowledge is insufficient level of motivation to study the subject. The article examines the essence of the concept of motivation for in pedagogical and psychological research. The author explores the main ways to increase the positive motivation to study B usiness English in the use of interactive and multimedia learning technologies, business games, debates, discussions, group work during classes. A special role in enhancing the positive motivation of master’s degree students is the possibility of using foreign language knowledge acquired through participation in foreign internships and business practices. Key words: motivation, masters, B usiness English language, interactive learning, multimedia technologies, debates, business game, foreign internship. Резунова О. С. кандидат педагогічних наук, доцент, Шляхи формування позитивної мотивації до вивчення ділової англійської мови у магістрантів / Дніпровський державний аграрно-економічний університет, Україна, Дніпро Сучасне суспільство висуває високі вимоги до рівня володіння іноземною мовою фахівців різних сфер. Більшість науковців основною причиною низького рівня володіння іншомовним матеріалом вважають недостатній рівень мотивації до вивчення предмету. У статті розглядається сутність поняття «позитивна мотивація до навчання» у педагогічних і психологічних дослідженнях. Основні шляхи підвищення позитивної мотивації до вивчення ділової англійської мови автор вбачає у використанні інтерактивних та мультимедійних технологій навчання, ділових ігор, дебатів, дискусій, групової роботи під час занять. Особливу роль в підвищенні позитивної мотивації магістрантів відіграє можливість застосування отриманих іншомовних знань завдяки участі у закордонних стажуваннях та виробничих практиках. Ключові слова: мотивація, магістранти, ділова англійська мова, інтерактивне навчання, мультимедійні технології, дебати, ділова гра, закордонне стажування.

Communication professionals are often associated with the organization’s responses to developments in the environment (reactionist’s approach), but most of the CSR and sustainability initiatives in an organization are due to the active role and personal leadership (proactive and leadership approach) of communication professionals. The pandemic highlighted the importance of the performance of communication professionals: if in the past communication professionals were able to communicate face-to-face through various communication tools and encourage stakeholders to engage in various organizational activities, the changed conditions not only forced to search for new forms of communication building and strengthening relationships with stakeholders in the “new reality” applying a hybrid mode for interactions and communication, but also to review the organization’s activities, strengthen the motivation of individual stakeholders, and encourage them to stay engaged with the organization. In the chapter, the model of one- and two-way communication processes is applied for the analysis of CSR/sustainability communication strategy and the role of communication professionals in proposing and implementing CSR/sustainability activities in organizations, through initiation, motivation, and call to action, especially during crisis or in the situations with high level of uncertainty. The choice of such an approach for analysis of CSR/sustainability activities within the organization, which indicates the respective role of communication professionals in them, allows us to evaluate the activities of communication and sustainability of the organization, highlighting the role and personal and proposed globally initiatives taken by communication professionals as social change agents. The chapter analyzes the role of communication professionals as social change agents in times of crisis to achieve an organization’s CSR/sustainability goals in collaboration with various stakeholders. In the chapter, statements on the role of communication professionals are reinforced with the results of qualitative in-depth interviews with top communication professionals working in corporations nominated for CSR and sustainability awards in Lithuania, supported with the content analysis of activity reports of those corporations for 2019–2020. Communication professionals, driven by the organization’s values, take on the role of social change and CSR/sustainability “ambassadors” in the pursuit of the organization’s corporate strategy, promoting and sharing sustainability ideas and encouraging responsible actions by organizations and external stakeholders. The actions of communication professionals are related to integrating the relevant values into the organization’s activities and communication, promoting CSR/sustainability initiatives, motivating the launching of activities, and engaging actively in the implementation of CSR/sustainability activities. The role of communication professionals in CSR/sustainability can be seen in the context of the organization’s system and culture for initiating and implementing CSR/sustainability activities but is also determined by the communication professional’s personal leadership and individual engagement in initiating sustainability activities, finding CSR/sustainability solutions, and implementing activities involving different stakeholders in the organization to create an added value for the organization and make social impact in the areas of CSR/sustainability chosen by the organization.

The article deals with the theoretical aspects of the essence, structure of interactive pedagogical technologies and the basics of future teachers’ of preschool educational institutions formation readiness to use interactive pedagogical technologies in their professional activity. It appeared that there is no single educational structure for interactive pedagogical technologies. The author states that the use of interactive pedagogical technologies in the educational process of pre-school educational institutions is provided with the direct implementation in the educational pedagogical activity with children of preschool age of the structure of interactive pedagogical technologies offered to us, which acquires such properties and states that provide the possibility of an efficient education management. Provision of educational services for future preschool teachers is accompanied by a multifaceted component of this educational process. This is due to the fact that the effectiveness of obtaining a vocational education by future teachers of preschool education is mostly personal (increase of social status, development of cognitive competences, ability to self-realization, retraining and professional growth, relevant material status, etc.), which is useful for the development of society, in general. From future preschool educators’ point of view, the idea is gradually emerging that the use of interactive pedagogical technologies in professional activity creates the necessary relationships and conditions for the formation of educational and life competencies of preschool children, and the development and upbringing of personality with an appropriate value system. In this regard, it seems quite important to define the very concept of interactive pedagogical technologies, structures and essence of this group of methods, and their differences from others. The process of preparing students to the use of interactive pedagogical technologies in pre-school institutions should form a positive attitude towards innovative activity; to acquaint future teachers of pre-school educational institutions with innovative and interactive pedagogical technologies in preparing students for practical application of these technologies during the educational process with preschoolers.

This study comprehensively discusses the evolution of social responsibility in public relations and the concept of sustainable public relations. The sensitivity of societies to increasing environmental, social and economic problems directs businesses and organizations to adopt a more ethical, transparent and responsible communication approach. The role of public relations in promoting social responsibility projects, supporting sustainability principles and developing sensitive communication strategies was examined within the scope of this study. Additionally, the study discusses the central role played by public relations in promoting social responsibility in the context of responsive communication strategies. In this context, problems such as difficulties in implementing sustainability, lack of resources, focus on short-term gain and balancing different expectations of stakeholders are emphasized. At the same time, how active participation of stakeholders can be achieved through sustainable public relations, participatory communication models and transparent dialogue processes were evaluated. The impact of digital media on sustainable public relations strategies is discussed in the light of rapidly changing communication dynamics. It has been examined how social media platforms make it easier for sustainability-focused campaigns to reach large audiences, while also bringing about a demand for higher transparency and accountability. In addition, measuring the effectiveness of sustainable public relations was examined with qualitative and quantitative evaluation methods. Finally, future trends in social responsibility and sustainability in public relations are discussed. In particular, it has been discussed how elements such as technology integration and artificial intelligence will shape this field. The study aims to contribute to sustainable public relations practice at both academic and practical levels through these issues. Keywords: Public Relations, Social Responsibility, Sustainability, Responsive Communication, Social Media.

While technology is prevalent in American classrooms, meaningful technology integration remains an issue, indicating a lack of effective professional development. Unlike the typical workshop model, professional learning communities (PLCs) utilize teacher-centered approaches to professional development. Kolb’s experiential learning theory, Bandura’s self-efficacy theory, and the expectancy-value model work together to provide the theoretical foundation supporting professional development through PLCs. This article proposes a plan for transformative technology integration using a PLC model for professional development.

<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>

The article describes and analyzes modern aspects and approaches to the definition of extracurricular activity. Its system, forms, content and functions were considered in this article and its structure was also analyzed. It is stated that the purpose of extracurricular activity is to prepare the student to perform his/her professional duties in the future, to overcome the language barrier and to socialize with crew members by means of communication. Significant time in the student's pastime is occupied by classroom activity, such as lectures and seminars, practical or laboratory classes, but it is extracurricular activity that gives students the opportunity to implement their knowledge and acquire new ones through self-education. The relevance of the presented material is about to the needs in additional hours of future maritime transport specialists allocated for the formation of foreign language communication during their studying for direct adaptation, socialization and professional communication during their marine practice and professional activity in the future. As well as increasing the requirements for professional foreign language communication of maritime transport professionals under modern conditions of competition in the labor market, which leads to the renewal of the system of professional culture. Extracurricular activity is a form of student's social work. The article reveals the role of extracurricular activity and the opportunities in the formation of communicative culture of future seamen. Extracurricular activity plays a role in improving the professional communication skills of the future maritime transport specialist. The priority in higher education institutions is given to classroom work, during which hard skills are formed and developed. The importance of extracurricular activity is becoming very important just recently due to the requirements of employers to develop soft skills that can be developed through foreign language communication. It is defined that extracurricular activity helps to increase students' interest in the chosen field of activity, to develop independent work and selfdevelopment, which stimulates the desire for a professional approach and creative search.

The English Curriculum Standard for Compulsory Education lists the specific requirements for the integration of English discipline and information technology to optimize the presentation of education. For college students’ English teaching, the most appropriate and effective way is to widely apply multimedia courses to English teaching. Using the rich multimedia knowledge of multimedia courses to expand students’ oral English and teaching skills, widen the reading path of reading and writing, multimedia tutoring teaching can concretize and visualize abstract knowledge well, and rich multimedia knowledge can facilitate students’ learning and play an important role in understanding knowledge. This paper focuses on multimedia technology-assisted college English grammar teaching. The multimedia technology is analyzed by using the multimedia data hashing algorithm with semantic fusion. Then, the application of multimedia teaching materials in teaching and traditional teaching methods is experimented. By comparing their learning effects, the author draws a conclusion that multimedia technology has been applied in English grammar teaching to a certain extent, and the present situation of its application is relatively good. Most of them have an encouraging attitude, especially in improving students’ learning attitude and increasing their interest in learning. Due to the limitations of awareness and conditions, the extent and progress of the integration of information technology and disciplines have lagged behind relatively, and there are many difficulties in the application of multimedia course materials; there are certain difficulties in integrating multimedia course materials and English subjects.