Завдання з алгоритмами, OR-квести та аур-дискусії в контексті підготовки майбутніх лінгвістів

Problem setting. Today new generation of future military professionals must be prepared for professional activity and life in the ever-changing conditions of military affairs. Military activity is a specific type of activity. Therefore, higher military education should become school of high culture of thinking of future military specialists. The formation of a logical culture of the future military specialist and a holistic personality is inconceivable without the formation of professional thinking. One of the main shortcomings in the training of cadets is the problem of solving new technical problems.
 Recent research and publications analysis. On the basis of theoretical analysis of scientific sources and expert assessment of the significance of components of the creative activity of military specialists professional thinking, the criteria for the development of each component and their indicators have been defined. This problem is considered by Zavalishin, Teplov, Yagupov, technical thinking (Kudryavtsev, Kulyutkin, Reshetnikov) and othes.
 Paper objective. In the research the theoretical basis and experimental study of peculiarities of the development of the logical component of future military specialists’ professional thinking in the process of professional training in a higher education institution have been carried out.
 Paper main body. On the basis of theoretical analysis it has been determined that logical thinking is an important component of the professional skill of a specialist, which ensures the successful accomplishment of professional tasks, the adoption of optimal solutions in a certain area of activity, and it is the embodiment of the professional competences of the individual and the condition for his or her professional development. The paper deals with the problem of logical thinking as an important component of training military specialists in psychological and pedagogical sciences. The analysis of thinking as a psychological cognitive process, in scientific works of foreign and native scientists, considering the regularities of the human psyche functioning in extreme situations, has carried out, in order to improve the moral and psychological support of the personnel. The model of future military specialists training for the development of primary school pupils‘ logical skills has been developed and tried out. It includes such units as: purposeful (social control, aim, tasks); methodological (approaches, principles, interaction subjects); content and activity (content, forms, means, methods, technologies); assessment and resultative (criteria, rates, levels, result). Forms, methods and means of educational process according to the future military specialists training for the development of cadets logical skills have been improved. This notion has historical character and complex structure: levels of formal logic and dialectics. The pedagogical ways of formation of culture of thinking of students are also given. The transition in the educational dialogue from oral to written, from the external to the internal dialogue, and vice versa, ensures the development of thinking interlocutors in the process of solving educational problems. Educational dialogue is not only an exchange of remarks between its participants, but it is their social interaction, communication, which activates their mental, emotional, sensuous activity. The characteristics of professional thinking of the organizers of future military specialists, which need to be developed to achieve professionalism in the professional military activity, have been considered.
 Conclusions of the research. Practical meaning of the obtained results lies in the development and implementation into the educational process of establishments of higher education the diagnostics methodology of the future teachers‘ readiness levels for the formation of military specialists logical skills. The number of academic hours has been increased to study the methodology of solving tasks in logic. The characteristics of professional thinking of the cadet, which need to be developed to achieve professionalism in the professional military activity, have been considered.

The article is devoted to the study of the issue of developing the culture of professional thinking of future teachers. In this context the conceptual and terminological analysis of the essence of key concepts is carried out. Considering that culture is a system-forming, generic concept, the key categories («personality culture», «professional and pedagogical culture», «culture of professional thinking», etc.) are considered as generic. The author of the article analyzes the approaches of researchers to the interpretation of the essence of culture as a fundamental category of the humanitarian discourse in philosophy, cultural studies, sociology, psychology, and pedagogy. Based on the study, it is concluded that interpretations of the essence of culture have become widespread in humanitarian discourse, focusing on the ontological, anthropological, axiological, activity, heuristic, mental and semiotic aspects. It is determined that the difference in the approaches of scholars to the interpretation of the essence of culture is due to the complexity, ambiguity, multidimensionality and multifunctionality of the analyzed phenomenon, and is also related to the problematic field of specific scientific research. It has been found that culture, society, professional (social) community and personality are connected by multifaceted interconnections and mutual influences in the system: «culture–society culture–professional (social) community culture–individual culture». We consider the professional and pedagogical culture as the culture of a professional community, which organically combines the culture of professional thinking, pedagogical orientation, values, pedagogical abilities, professional competence, pedagogical experience, creative activity, personal and professional qualities of a teacher, etc. Keywords: discourse, category, culture, personality culture, society culture, culture of professional community, culture of professional thinking of a teacher, professional and pedagogical culture.

Problem and goal. An urgent problem in higher education is the search for effective forms of learning that have didactic potential in terms of developing systematic, critical, creative, and other types of thinking demanded by the digital society. The authors propose to actively involve students in designing quests in the format of a collection of puzzles to develop critical thinking as a universal skill that meets the challenges of transformation and globalization. The purpose of the study is to study the influence of the participation of future teachers in the activity of constructing a quest as a collection of puzzles on the level of formation of their critical thinking. Research methods. At the stage of obtaining theoretical generalizations, an analysis of scientific works on the problem of gamification of learning and the use of digital resources for the intellectual development of the individual was used. The questions of the author's test for diagnosing critical thinking were compiled taking into account Bloom's classification. The quest, as a series of tasks united by a single didactic plot, is implemented in the environment of the Kvestodel designer. 60 students of Vyatka State University (Russian Federation) were involved in the design of a collection of puzzles for educational purposes. Training program - Pedagogical education, bachelor's level. Statistical processing of data was performed using Pearson's χ2 (chi-square) criterion. Results. Collections of puzzles are designed and used in the study of the disciplines “Modern Information Technologies” and “Technologies of Social and Professional Interaction” according to the following plan: analysis of educational needs and capabilities of teachers; studying the digital resource and its functionality; working in an environment for designing an escape room; presentation and defense of the project; application of a complete series of tasks in practice. Statistically significant differences were revealed in the qualitative changes that occurred in the pedagogical system (χ2 = 6.533; p < 0.05). In conclusion, the conditions are formulated under which, involving students in the design of quests as a collection of puzzles, will contribute to the creation of additional resources for the development of critical thinking: highly creative activity, participation in discussions, selection of sources and search for information, analysis of opinions (decisions), individual and group work on thinking through a series of tasks.

Critical thinking skills are important for personal development and self-realization in professional activity. Thus, this research was aimed at obtaining data about the formation of students’ critical thinking and the professional competencies of the future specialist within hybrid learning. The developed elective course for psychologists and linguists was introduced into the educational system of a higher educational institution. To measure the level of forced critical thinking, the authors used the California Critical Thinking Disposition Inventory (CCTDI), which is specifically designed for undergraduate and graduate students or comparable groups. The findings describe the specifics of the students’ critical thinking formation within hybrid learning. The statistical data analysis showed positive dynamics and a significant increase in the experimental group. The practical testing and experimental validity of the developed course effectiveness gives prospects for further studies of this phenomenon and the practical implementation of innovative technologies aimed at the students’ critical thinking formation within a blended learning model in higher education institutions. The developed optional course within the blended learning model allows creating and practically implementing new educational programs for university students. The research findings also foresee the need for further study of training competent pedagogical staff for the implementation of blended learning.

The purpose of the article is to show the relevance of teaching the discipline «Geoculture and Geoeducation of Ukraine» at higher educational establishments in the educational-professional program «Secondary education (geography)» and analyse the content of competencies, the acquisition of which ensures its listening. Main material. Introduction of a modern course «Geoculture and Geoeducation of Ukraine» in the educational process of training teachers-geographers in higher education. It is the result of rapid development of innovative educational technologies, globalization of all spheres of human life, integration of the results of advanced scientific researches to the educational process, desire to preserve and increase the national cultural and educational diversity of Ukraine. The discipline has close direct and indirect links with normative and elective courses of the general cycle and the cycle of professional and practical training, such as «Fundamentals of General Human Geography», «Population Geography», «Pedagogy», «Regional Economic and Social Geography», etc. Listening to it gives the students a system of integrated, general, professional competencies, which are the criteria for assessing the quality of knowledge from the course. The discipline covers eight main topics, combining 12 thematic lectures,five practical works and three seminars on ethnogeography of Ukraine. It also includes geography of religion and culture of Ukraine, problems of ethnographic-geographical, historicalgeocultural, integrated geocultural zoning of Ukraine, development of geoculture and geoeducation of the state, etc. Throughout the course there is the development of students` soft skills (teamwork, communication, critical thinking, time management, self-presentation, information management, etc.), which have an interprofessional nature, useful for any activity. This allows you to adapt quickly to new conditions, to practice professional mobility, solve non-standard life and professional tasks. Conclusions. Introduction of the discipline «Geoculture and Geoeducation of Ukraine» in the educational and professional training program for students 014.07 “Secondary education (geography)” is an example of integration of modern scientific developments into the educational process. It is response to the request of Ukrainian society on strengthening state principles in the study of geography in secondary school. It expands the geographical and professional horizons of students, increases competitiveness in the labor market by developing soft skills, forming professional communication and business skills.

DOI: https://doi.org/10.26565/2074-8922-2025-85-27 Research activity in higher education institutions is an integral component of the educational process, aimed at integrating scientific, instructional, and professionally oriented training of learners. It serves as a powerful driver of academic culture, fostering students’ capacity for independent inquiry, critical thinking, creative initiative, and adherence to the principles of academic integrity. The article explores the development of the academic culture of higher education students through research activities as a key factor in enhancing the quality of contemporary education. It is argued that, amid the reform of Ukraine’s higher education system and its integration into the European Higher Education Area, special attention should be paid to nurturing academic values, ethical principles, research competencies, and a culture of academic communication. The essence of the concept “academic culture” is analyzed, and scholarly approaches to its interpretation are synthesized. The article identifies the main structural components of academic culture and reveals the specific features of their formation within the research process. It is substantiated that the effective development of academic culture occurs progressively — from familiarizing students with the fundamentals of scientific inquiry to implementing individual and group research projects and participating in conferences, seminars, and student research competitions. Such gradual involvement promotes the integration of theoretical knowledge and practical skills, the development of critical and analytical thinking, information and communication literacy, and the cultivation of academic ethics and scholarly communication skills. The study emphasizes that research activity in higher education serves not only as a means of professional formation but also as an effective instrument for developing students’ intellectual potential, research initiative, creativity, and responsibility for the outcomes of their scholarly work. It is concluded that fostering the academic culture of higher education students through research activities is a necessary condition for preparing competent, creative, and innovation-oriented professionals capable of functioning in the global information and educational space in accordance with the principles of sustainable development, academic integrity, and professional responsibility. In cites:. Pryhodii A. V, Minko N. P., Horchynska K. V. (2025). Developing the academic culture of higher education students through research activities. Problems of Engineering Pedagogic Education, (85), 324-335. https://doi.org/10.26565/2074-8922-2025-85-27 (in Ukrainian)

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Traditional approaches in teaching and learning do not seem to be satisfactory for students at higher education institution. They do not fully focus on students’ improvement in the process of reality understanding, evaluating the huge amount of data, making the decisions and taking the responsibility for their behaviour. In order to foster those learning processes in formal education, the development of the critical thinking skills became the biggest challenge for higher education institutions (HEI). Critical thinking (CT) is one of the key competences of a university-educated person. This cannot be achieved without changing the perspective of what is the role of the teacher together with the implementation of the teaching techniques which are fostering the critical thinking. Creation of the new types of relationship between teacher and students has significant impact on critical thinking. In this paper, preliminary results of the ongoing national research project conducted at the Matej Bel University in Slovakia are presented. The current level of the critical thinking skills among the students of various study programs were tested. The main aim of this paper is to identify the processes of teaching and learning with the elements of the critical thinking. The project research strategy and methodology has been developed upon the implementation of the Critical Reflection Analyses which assess and evaluates the observed processes as well as provides a room for improvement. The new approach for teaching and learning in higher education which enhance critical thinking skills of students is considered as the key project outcome.

Preparing students to be critical thinkers and effective communicators is essential in today’s multinational and technologically sophisticated environment. New electronic technologies provide opportunities for creating learning environments that extend the possibilities of ‘old’ but still essential technologies: books, blackboards, and linear, one-way communication media. Such technologies contribute to engagement and meaningful learning in the higher education sector. Greater understanding in educational psychology and the effectiveness of educational interventions has motivated the development of various student-centred pedagogies (e.g. Problem-Based Learning (PBL)) addressing perceived shortcomings of traditional didactic instruction. PBL as a pedagogy promotes meaningful learning due largely to its power to stimulate critical, reflective and creative thinking. Can teaching staff, then, adopt technology-based approaches to create multi-disciplinary interactive PBL environments that enhance learning and excite students, inspiring them to take ownership of their own education? This paper presents a cross-case analysis of four cases that explore how classroom-based learning activities have been transferred to online formats in universities to improve critical thinking, problem-solving skills, and other learning attributes across a range of disciplines.

The intellectual activities of creativity and critical thinking are essential in the complex problem-solving process of modern society. This article starts from the position that it is necessary to develop courses and assessment tools that is needed for simultaneously facilitating creativity and critical thinking skills at the same time in universities. The purpose of this paper is to provide a starting point for discussion on the development of creative competency courses and assessment tools required to link creativity and critical thinking skills. In Korea, there are many studies dealing with creativity and critical thinking separately, while in foreign countries, there is an active discussion taking place about the development of courses and assessment tools. To this end, based on the creative competency area set as a core competency in the liberal arts education of a university, the discussion was conducted by citing relevant domestic and foreign materials.<br/>First, in the process of arranging the connection between creativity and critical thinking, the necessity of linking these two skills to solve creative problems was confirmed. Next, the direction of the development of courses that can foster creativity and critical thinking abilities together was explored, focusing on lesson goals, contents, and methods. In order to simultaneously enhance creativity and critical thinking abilities among our students, it is necessary to design an activity-centered curriculum that combines both skills based on the existing creativity education and critical thinking education. Finally, the method of developing an assessment tool that can authentically measure the students’ creativity and critical thinking ability is described mainly using existing tools and in terms of employing technologies. Research on how to integrate previously developed tools for measuring creativity and measuring critical thinking skills should be continued. In particular, it is necessary to prepare a plan to solve technical problems in order to use technology in the course management and development of assessment tools.<br/>Classes for cultivating creativity and critical thinking abilities in our students can be more effective in liberal arts education for the simple reason that lessons within their majors emphasize the acquisition of specialized knowledge. Thus, there is a limit to creative competency education. Since modern and future societies require us to possess the ability to generate creative ideas in abundance in order to solve complex problems, as well as the ability to critically reflect and evaluate ideas and apply them to problem solving, it is urgent to develop courses and assessment tools that can align creativity with critical thinking. Designing effective classes through in-depth discussions on the development of courses and assessment tools remains as a theme for further research.

The aim: To analyse the self-educational competence formation for future doctors in higher education institutions. The process has to be analyzed from the presence of motives regarding the educational activity of the individual to personal need for self-improvement. Materials and methods: The diagnostic stage, which was conducted in 2020-2021, included 300 sixth-year students from three higher educational institutions: I. Horbachevsky Ternopil National Medical University, Danylo Halytsky Lviv National Medical University, Ivano-Frankivsk National University. Results: Comparative analysis shows that the level of self-educational competence formation for future doctors in higher education institutions depends on the form of educational activityto a large extent. It was established that 196 (65%) future doctors prefer practical training at the patient's bedside, 92 medical students (31%) study in simulation centers, and 12 young people (4%) consider combined classes and generalizing conferences to be important. Conclusions: Research and experimental verification of the effectiveness of the self-educational competence formation for future doctors took place during the training of sixth-year students at a higher educational institution. Innovative methods of developing critical thinking, information and interactive tech¬nologies were used.

The professional thinking issues are analyzed in the research. The authors pointed that the technical thought concepts, images and practical actions are in a complex and dynamic interaction with each other. The components of professional thinking are considered in detail. The training method based on the implementation of forming influence is proposed. The regression analysis of the students’ academic progress indicators who are trained by the traditional and innovative methodology with forming influence is conducted in the article. Analysis of thinking activity development levels in the process of professional tasks solving performed by the students of the control and experimental groups demonstrated the straight-line correlation dependence of the professional thinking development on the organization of professional activity in general and the training organization in particular.

In the realm of higher education, the instruction of logic plays a crucial role in cultivating the intellectual prowess and analytical acumen of college students. However, the conventional teaching methods often lean towards a theoretical approach, which proves to be challenging in effectively achieving the desired outcomes. In light of this, this research endeavors to address this issue by proposing an outcome-based education (OBE) framework for logic instruction targeted at undergraduate students from non-philosophy disciplines and postgraduate students from non-logic fields. This innovative approach encompasses the utilization of case-based teaching methodologies, fostering subjective initiative, and transforming the assessment methods. The primary objective of this study is to bridge the gap between abstract logical knowledge and the practical application of logical thinking abilities among college students, enabling them to adapt seamlessly to the future demands of both academia and the professional world. Emphasizing the significance of logic instruction in higher education, this research places particular emphasis on nurturing students’ logical thinking capabilities that are relevant to their respective disciplines. By doing so, it aims to elevate their cognitive aptitude and enhance their overall capacity for learning.

ObjectiveTo explore relationships between therapists’ recurrent, self-regulated evidence-related activities and antecedent factors that may influence these habits.DesignSecondary analysis of survey data using multivariate regression/correlations analyses.SettingRepresentative sample of 30 inpatient rehabilitation clinics across the United States.Participants163 rehabilitation therapists (N=163), specifically physical and occupational therapists and speech-language pathologists.InterventionsNot applicable.Main Outcome MeasuresEvidence-informed professional thinking, which is comprised of measures of recurrent, self-regulated evidence-informed practice (EIP) and reflective critical clinical reasoning (CCR) activities by therapists.ResultsScores indicate infrequent engagement in EIP activities (mean=4.22, SD=0.93), with somewhat greater engagement in CCR (mean=5.00, SD=0.920). Therapists generally had positive attitudes toward evidence-based practice (EBP) on the Evidence-Based Practice Attitude Scale-36. The EIP and CCR were highly related (r=.651, P=.001). Even after linear controls for other possible predictors, beliefs that EBPs lead to greater Job Security predicted greater engagement in both EIP and CCR (P<.001). Openness was also independently related to engagement in EIP (P<.001) and to CCR (P<.011), apparently mediated by Feedback, Professional Education, and awareness of Limitations (of EBP). Specialty certification was clearly related to EIP (P<.016), but many common educational and experience background variables had weak or nonsignificant relationships with therapists’ EIP or CCR habits.ConclusionsSelf-regulated engagement in EIP and CCR are predicted by identifiable but somewhat complex antecedents. CCR was more strongly related to EIP than any other variable. Results suggest that implementation strategies that engage therapists’ reflective critical clinical reasoning will be more successful at increasing therapists’ engagement in self-regulated EBP habits than in strategies that do not.

The article deals with the process of formation of information and mathematical competence of the higher education of engineering specialties in the general course of physics with the use of the Simscape visual programming package. During the study, the theoretical analysis of scientific literature was carried out; systematized and generalized scientific data for the study of the essence and structure of information and mathematical competence of higher education applicants; the experience of using innovative forms of study in the general course of physics is studied; the proposed approach to the educational process was introduced; Summarized and systematized results. The methodological basis of the study is to examine the process of formation of information and mathematical competences when studying physics using the MatLab software package. The solution of the problem in the study of oscillatory processes in the mechanical system with bound oscillations of two material points with MatLab Simscape is given. The components of the process of formation of information and mathematical competence of future engineers in the general course of physics are highlighted: motivational, creative, operational and technological, activity. These components include an increase in motivation, awakening of interest in the study of physics, mathematics, informatics and desires to self-realize; ability to show creativity, readiness for critical thinking and creative comprehension of the use of knowledge, skills and skills; ability to solve physics problems, selection of techniques and methods for solving non-standard tasks, the use of mathematical and information tools when solving problems, knowledge of integration links of objects of general realization; solving professional tasks with the use of mathematical and information technologies. The main tasks during the study of the general course of physics in the process of formation of information and mathematical competence are: a positive attitude to the study of physical and mathematical disciplines and the use of knowledge gained in future professional activities; ability to correctly choose information and mathematical tools for solving applied tasks; ability in accordance with the set task to interpret and use the information received; ability to organize self-education and self-development. It has been established that this approach allows you to form an information and mathematical competence of higher education for higher education in the general course of physics, promotes the development of critical and algorithmic thinking and creative comprehension of the use of higher education acquisitions, skills and skills in the process of solving physical problems.