Integrating Humanitarian Demining with Remote Control Tech in Educational Process

The article shows the possibility of using hardware ProComp Infiniti System with BioGraph Infiniti Software in the educational process of higher education institutions in Ukraine in different directions of training, including specific training conditions. The Infiniti system monitors and records a wide range of physiological and mechanical signals, analyzes and provides real-time biofeedback through various auditory and visual aids. The authors analyzed scientific and professional literature on the development and introduction of specialized software products in the educational process of higher education institutions in Ukraine and across the globe. The paper defines the advantages and prospects of carrying out a cycle laboratory work and research with BioGraph Infiniti tools and the principles of work with ProComp Infinity hardware. The didactic conditions of use of BioGraph Infiniti Software in the educational process of higher medical education institutions and universities of internal affairs of Ukraine are defined for formation of informational and subject competence of Ukraine’s students. Attention is focused on ensuring the flexibility of the educational process by means of variability, changes in the content and methods of education, forms of organization of educational classes with a direct practical component, a combination of different education methods for students of various types of higher education institutions. The possibilities of development of a series of laboratory works with their further placement in the virtual educational environment "Laboratory works system with specialized software Biograph Infiniti" are considered. Each laboratory work is created according to the principles of scientificity, integrity and professional orientation of education and includes 3 levels: general (basic), psychological and medical-biological.

In the article, the authors highlight the advantages and summarize the experience of using information and communication technologies in the educational process of higher education institutions of central Ukraine, namely: Kyiv University of Civil Engineering and Architecture, Ukoopspilka University of Economics “Poltava University of Economics and Trade” and National University “Poltava Polytechnic named after Yury Kondratyuk” in the conditions the COVID-19 pandemic and the Russian Federation's war against Ukraine. It has been proven that the use of these information and communication technologies contributes to the organization of the educational process in the conditions of new challenges and threats in educational institutions. It is noted that higher education institutions of Ukraine have a sufficient number of high-quality information and communication technologies, successfully solve the problems of organizing distance learning and adapt to new challenges and threats during the period of war and pandemic in the conditions of the development of the digital economy. The analysis of the use of distance learning information and communication technologies among students of various educational and professional programs is determined as a perspective for further research.

The article clarifies the essence of moral and ethical culture and identifies the most effective forms and methods of its cultivation in future teachers in the educational process of higher education institutions in both Ukraine and the United Kingdom. It has been established that moral and ethical culture is an integrated quality of the personality of a future teacher and develops in the course of constantly solving pedagogical tasks related to the moral and ethical education of schoolchildren. The education and further development of the moral and ethical culture of future teachers is carried out in the process of their active participation in professional activities. We define the moral and ethical culture of future teachers as a system of moral and cultural values, value orientations and moral norms. It has been established that the process of educating future teachers in moral and ethical culture combines both traditional and interactive methods. Among the leading forms and methods of fostering moral and ethical culture in future teachers in higher education institutions in Ukraine are: organising thematic research and role-playing games; brainstorming; jointly developing codes of ethics for analysing complex situations; conducting dialogue; modelling ethical behaviour; conducting classroom sessions using interactive teaching methods; developing a personal ‘Teacher's Code of Ethics’ through joint exercises; encouraging future teachers to reflect on their professional roles, responsibilities and the ethical consequences of their actions; providing examples of ethical behaviour; encouraging group discussions to generate ideas and resolve ethical situations; involving students in small group work to promote dialogue and interaction; analysis of educational videos by students to identify violations of ethical standards, and some others. It has been established that, unlike Ukraine, the United Kingdom pays special attention to the ethical education of teachers. The forms and methods of moral and ethical culture education of future teachers in Ukraine and the United Kingdom have been compared. Obstacles that hinder the effective organisation of ethical education for future teachers in the United Kingdom have also been identified.

The russian-Ukrainian war, which began in 2014 and turned into a large-scale aggression by the occupying forces of the russian federation after February 24, 2022, led to significant changes in the priority forms of the educational process in the Higher Educational Institutions of Ukraine. In the conditions of martial law, introduced in the country on the day of the start of the large-scale invasion, mixed and distance learning became the forms of providing educational services that, based on the active use of information technologies, were able to ensure a quick recovery of the educational process with minimal financial costs for its organization.

Role of the research students’ activities of as a factor of modernization of contemporary education is stressed in the article, and its positive impact on the whole educational process was defined, and the educational experience was highlighted.Based on the analysis of scientific, pedagogical and methodological literature and current educational experience of organization of students’ research work in the universities of Ukraine, the nature and content of the concept of the students’ readiness to research work are stated. Also the components and conditions of their formation were systematized, the phenomenon of pedagogical skills of higher school teachers’, its characteristics and structure were observed.It’s proved that at the current state of higher teacher’ education development is to be analyzed and modified while professional training systems of teaching staff in Ukraine. Such an analysis, of course, allows preserving all of the valuable long-term teaching practice of professional psycho-pedagogical disciplines teaching in our country and enriches its valuable achievements the methods of high school, which were influenced by new educational trends.For successful operation in higher teacher education institution the lecturer is required to navigate quickly and switch attention, to assess the situation from different sides, using a set of techniques and methods of influence, using the educational equipment effectively, perceive phenomena and processes of reality to be able to respond to the real situation, analyze ratio "goal - means - results" due to the situation chosen, to form a creative atmosphere, to be a leader, to overcome the language barrier, to be a speaker and organizer, a director-producer, an actor, to play with the audience. All this is possible due to realization of conditions of effective pedagogical skills formation, because any modern technology in the hands of a lecturer with different pedagogical skill levels will produce a different result.Analysis conducted, it shows that further studies requires the elaboration of the questions of the essence and structure of teacher’s readiness to research activity, conditions for the formation of readiness of students to research activities and implementation of research in the educational process of higher educational institutions of Ukraine.

The development of modern society in the world takes place in the era of rapid development of information technologies in all fields of human activity, including education. Therefore, one of the main ways of solving the problem of education modernization is the introduction of information technologies and combination with traditional educational means. The issue of ensuring the high level of information and communication technologies in the educational process becomes more urgent every year. The experience of teachers of higher education institutions shows the effectivenes of information and communication technologies integration in teaching English. Information and communication technologies enable students to be involved in the learning process, increase students’ motivation and their interest in learning English. The use of information and communication technologies in the educational process gives the possibility to reduce the time for mastering the material at the expense of clarity and to check students’ knowledge in the interactive form. The article deals with the use of modern information and communication technologies in the process of teaching English in higher education. Aspects of information and communication technologies in the process of learning a foreign language are theoretically grounded. The experience of information and communication technologies implementation in the educational process of higher educational institutions is analyzed and the main advantages and disadvantages of their application are characterized. The experience of using Quizlet (an application that helps in learning new words, phrases, terms faster and more effectively) in teaching English at the National Technical University of Ukraine “Kyiv Polytechnic Institute of Igor Sikorsky” was analized in the context of the analysis of information technologies in higher educational establishments of Ukraine.

The article substantiates the scientific and pedagogical aspects of training a specialist in physical rehabilitation in the system of institutions of higher education. The social significance of the activities of a qualified specialist in his practical application of the knowledge and skills of health-rehabilitation technologies in restoring and maintaining the patient’s health is determined. Purpose of work. To study the introduction of the scientific and methodological base of training and the level of competence of a specialist in physical rehabilitation into the educational process of higher educational institutions. Methodology. The work used a set of complementary methods in accordance with the task. The analysis of the curriculum of the discipline "Physical rehabilitation" of higher educational institutions. The scientific specialized literature on the problems of using physical culture aids in the comprehensive restoration of physical health is analyzed. Results. The theoretical research method is aimed at streamlining knowledge of physical rehabilitation and the formation of student skills for use in practical activities. Conclusions. The training of specialists in the field of physical rehabilitation indicates that at the level of general biological and medical knowledge, a qualified specialist should fully master the foundations of pedagogical, psychological, and sociological knowledge and apply in his practical activities. Further scientific search for ways to optimize the professional training of specialists in physical rehabilitation in Ukraine is due to the need to develop a process of continuous vocational education and to improve training programs for relevant specialists at different qualification levels. Physical rehabilitation has recently taken a leading role in the comprehensive application of restorative measures and the treatment of diseases and injuries.

The article is devoted to the problem of organizing students' independent work during the study of humanitarian disciplines in the conditions of distance education. The main factors that led to the active implementation of distance education in Ukrainian higher education institutions and an increase in the share of independent work of education seekers during the study of various disciplines are characterized. The approaches of Ukrainian author to the definition of the essence of the concept of «distance learning» were analyzed, and on their basis, the author's understanding of this definition was formulated (a form of organization of the educational process, which is implemented with the help of various information technologies and involves increasing the share of independent work of education seekers during the study of program material). The essence of the concept of independent work of students as an important form of organization of the educational process in higher education institutions is clarified. The focus is on what, at the current stage, it is the main type of educational activity of students, for which no less than 1/3 and no more than 2/3 of the total amount of study time of a student allocated to the study of a specific discipline is allocated. The peculiarities of the organization of independent work by the teachers of the department of Psychology, Pedagogy and Language Training O. M. Beketov National University of Urban Economy in Kharkiv within such humanitarian disciplines as «Language training (for foreign students)», «Ukrainian language for professional direction», «Modern Ukrainian literary language», «Business Ukrainian language», «Professional rhetoric», «Scientific style language training». The main activities that are implemented in O. M. Beketov University in order to facilitate the process of independent work of students: creation of video and audio lectures, as well as slide presentations on topics studied within the disciplines, electronic correspondence, communication in Telegram, Viber, Skype applications, open access for of each student to the digital repository, which contains electronic resources, lecture notes, methodological instructions, study guides and textbooks, abstracts, dissertations, articles, etc. It has been proven that the effectiveness of the educational process in higher education depends to a large extent on the quality organization of independent work in the conditions of distance education.

The article presents data on students' attitudes toward training sessions in two formats: face-to-face and online. The aim of the study was to analyze the attitudes of higher education students toward online training in the context of new social challenges, including quarantine restrictions and martial law. The study was based on a survey of 452 students conducted in six higher education institutions in Ukraine. Students from all academic years participated in the survey, which was conducted remotely using a questionnaire created in Google Forms. All students provided personalized consent for participation in the study. Results. The study revealed that during quarantine restrictions and the period of martial law, online training formats were not implemented in all higher education institutions. Only 32.4% of students reported that online training sessions were introduced during quarantine restrictions, while 5.9% of respondents stated that online training was available during martial law. The majority of students (73.4%) indicated that they had the opportunity to train in real sports halls or stadiums. Among them, 65.7% were satisfied with the quality of face-to-face training sessions. At the same time, 63.4% of surveyed students were satisfied with online training sessions, and 44.5% stated that online training fully met their expectations. However, 46.6% of respondents noted significant changes in their training schedules due to quarantine or military actions, which affected the frequency of attending sports clubs and training sections. A significant portion of students, specifically 53.1%, reported training only 1–2 times per week under martial law conditions. Conclusions. In the context of new social challenges, the training process in higher education institutions has been implemented in three formats: face-to-face, blended, and online. The conducted analysis suggests that students generally consider each of these formats to adequately meet their training needs under quarantine restrictions or martial law conditions.

Процес євроінтеграції української освіти відбувається з моменту незалежної України. Крок за кроком, реформа за реформою ми все ближче до європейського освітнього простору. У 2005 році Україна прийняла на себе зобов’язання реформувати систему вищої освіти відповідно до стандартів та рекомендацій Європейського простору вищої освіти (ЄПВО), підписавши Болонську декларацію та ставши однією з країн-учасниць Болонського процесу. Варто зауважити, що ми успішно з цим впорались. Так, в Україні діють два освітньо-кваліфікаційні рівні, а саме програма бакалаврату (undergraduate) та магістратури (graduate); існує єдина система наукових ступенів; запроваджено додаток до диплому, де перераховано всі освітні компоненти з кількістю отриманих балів, які засвоєні здобувачем вищої освіти під час навчання; оцінювання знань здобувачів вищої освіти відбувається за кредитно-модульною системою (ECTS / European Credit Transfer System). З кожним роком європейські фахівці в галузі освіти відзначають посилення прямої взаємодії між закладами педагогічної освіти України та інших європейських країн (створення численних об’єднань (консорціумів) закладів педагогічної освіти, які спрямовують свої зусилля на розроблення тієї чи іншої проблеми, передусім сучасного курікулума педагогічної освіти). У статті наголошено на тому, що наша держава створила всі можливості для того, щоб мати можливість інтегрувати європейські освітні цінності у свій навчально-виховний процес, але впровадження – це половина справи, друга половина – формування готовності як здобувачів освіти, так і викладачів не тільки сприймати європейські освітні цінності, але й транслювати їх навколишньому соціуму.
\nЗначний обсяг роботи присвячено аналізу перспектив майбутнього вищої освіти України, які ми розглянули у контексті реалій і перспектив розвитку української держави в плануванні освітньої політики. Україна поставила собі за мету стати повноцінним членом Європейського Союзу, поки що це питання часу, кожен із науковців України повинен докласти усіх можливих зусиль, щоб вивести нашу українську систему на найвищий щабель не тільки в Європі, але й у світі.

The article considers the characteristics of the future pedagogue’s personality, the peculiarities of his / her formation as a person and a professional, which occurs for a long period: in the process of studying for the chosen profession, during independent pedagogical professional activity after graduation and throughout the entire professional life. Becoming a young specialist is associated with the formation of a professional position - determining a position in the system of relations with colleagues and students. The importance of personal abilities to self-development and self-design, flexibility, openness to the knowledge of the new, the presence of which, as well as individual behavior, characterize the competitiveness of a specialist, especially in the conditions of European integration is also noted. The relevance of the implementation of interactive teaching methods, particularly the storytelling, as a method in the professional training of future pedagogues, is theoretically substantiated. It is determined that the main difference between storytelling is the ease, lack of compelling suggestions; while listening or reading such a story, the audience will draw the necessary conclusion and will remember a lot more information. Submitting educational material in the form of storytelling develops the imagination, logic and enhances students' cultural education. Storytelling can be considered universal because its possibilities are wide and independent of time and place. Possibilities of introducing storytelling into the educational process of higher education institutions in Ukraine are analyzed in the article. The basic features of storytelling are confirmed, which affirm the relevance of the use of this method in working with students. A list of modern educational tools for creating quality content and interesting styling is presented, because in the educational process it is important not only to use such a method as storytelling but also to diversify the presentation and design of stories

The relevance of the research topic. Today, video advertising is one of the most effective tools for the interaction of higher education institutions with prospective students. Digitalization of society and shift in communication priorities necessitate the adaptation of educational institutions to competitive conditions. Innovative technologies foster a dynamic, interactive, and emotionally engaging emphasis in video advertising, helping build trust among the target audience in the educational institution. Research on this topic is crucial for improving advertising strategies, recognizing the role of cutting-edge technologies in expanding access to education, shaping a positive image of higher education institutions, and fostering public trust in them. The purpose of the article is to analyze the features of the use of innovative technologies in video advertising of higher education institutions in Ukraine. The methodology of the scientific justification is based on an interdisciplinary, comprehensive approach grounded in the content and sequence of resolving the defined objectives. In the course of reviewing and analyzing scientific research, the methods of analysis and synthesis, along with systematic and abstract-logical techniques, were applied. The content analysis method made it possible to identify which innovative video advertising technologies are most commonly used by Ukrainian higher education institutions. The results. Innovative technologies used in video advertising are analyzed based on the examples of specific higher education institutions in Ukraine, arranged chronologically by the year of implementing innovative advertising from 2017 to 2024. These examples represent institutions from different regions of Ukraine (Kyiv, Kharkiv, Lviv, Kherson, Dnipro, Odesa, Chernivtsi) and encompass a variety of specialties — technical, humanities, arts, and interdisciplinary ones. The scientific novelty. For the first time, an analysis has been conducted of innovative technologies in video advertising currently employed by Ukrainian higher education institutions. The practical significance. The analysis of the main innovative technologies used in video advertising on the example of specific higher education institutions can be used by other Ukrainian educational institutions to develop their own effective video advertisements. Conclusions. An essential tool for adapting higher education institutions to the contemporary information environment is the integration of innovative technologies into their advertising activities. Innovative technologies in video advertising support effective engagement with prospective applicants, foster trust between the institution and its target audience, and shape a positive institutional image, thereby enhancing its standing in the educational sphere. In combination with other strategies, these innovative technologies enable higher education institutions to address the realities of the digital environment and reinforce trust in their educational offerings.

Modern Ukrainian society is in a complex process of transformation in various spheres at the present stage of its historical development, including, in the field of education. The humanitarian development of the country and the world sets new tasks for the national education system, the solution of which is inefficient within the framework of the existing methodology. Currently, the issue of analysing the efficiency of the higher education system and its adaptability in the field of training specialists of various profiles to constant and changing processes in various spheres of the society is of particular relevance. The inconsistency of the scientific-theoretical and scientific-practical level of the quality control model of higher education has determined the problem of the necessity to analyse the existing models in order to improve their individual aspects. The purpose of the academic paper is to study the existing models of quality control of the educational process in higher education and to clarify the practical features of the development of such models from the perspective of participants in the learning process in higher educational institutions. Methodology. In the course of the research, the analytical-bibliographic method was used to study the scientific literature on the issues of quality control of the educational process in higher educational institutions, as well as a questionnaire survey in order to clarify in practice the certain aspects of developing the models for the quality management of education in higher educational institutions. Results. Based on the results of the research, the features of implementing the individual models of quality control of the educational process in higher educational institutions were studied, and the main principles and characteristics that should be taken into account when developing such a model for each individual institution of higher education were clarified.

This article explores the context of scientific and technological activities of higher education institutions of Ukraine, summarized the main factors impeding the formation of an effective national innovation system. The emphasis is placed on the role of institutions of higher education in building an innovation-investment model of the economy. It is noted that the effectiveness of scientific and technical activities in general, and in institutions of higher education in particular, affect both the volumes and the structure of financing. Was compared the dynamic of spending on research and development in Europe, and noted that Ukraine is now stored in a downward trend. The structure of financing of research and development activities in Ukraine and some European countries was analyzed, it is estimated that there is currently a disproportion in Ukraine, and most of it falls on public financing. The generalization of international experience allows us to assert that in the countries with developed investment-innovative economy a significant place in the structure of financing of research and development activity is occupied by the business sector. This produces a synergistic effect both on the education system, which receives additional funding and on business competitiveness through the introduction of innovative product production. In addition, an important aspect of cooperation between institutions of higher education and the commercial sector is the creation of academic enterprises, and the introduction of the model of a "commercial institution of higher education". A significant impetus to this cooperation, fiscal instruments can be used both to businesses and to higher education by providing them with tax breaks, lower tax rates, innovative soft loans and other preferences. Considered fiscal instruments that are used in the world and outlined their possible impact on the innovation activities of higher education institutions of Ukraine. It is determined that the study of international experience may be the basis for building a system of fiscal instruments promoting cooperation between higher education institutions and entrepreneurship.

Nowadays the Ukrainian society demands that a specialist of the New Ukrainian School should be prepared to perform their professional functions effectively and fully participate in all spheres of life. This article highlights the topical issues of organizing the educational process in higher educational establishments in Ukraine, namely the formation of general and professional competencies of primary school teachers in accordance with regulations: the law of Ukraine "On Education", professional standard for professions "Primary school teacher in the establishment of general secondary education", "Primary education teacher (with a diploma of junior specialist)". This article presents the analysis of the implementation the project-based technology in the educational process of Pedagogical College as an effective means of students’ personal and social development during the classes from different disciplines, students’ self-work as well as during the aprobation and undergraduate practice. The paper provides an overview of the implementation of project-based technology in the process of blended learning a foreign language to achieve the main goals of language learning by future teachers, which involves effective communication in oral and written forms, language use as a means of intercultural communication, the ability to use language as a tool in the cultural dialogue in the modern world. The authors substantiate the didactic potential of interactive teaching methods, in particular the project-based technology, as a component of the system of the formation of the communicative competence in the process of learning English. The analysis and the generalization of the foreign language instructors experience in Lutsk Pedagogical College are done taking as an example the process of organizing the educational process implementing interdisciplinary practiceoriented long-term project "Lina Kostenko. The poetess above an epoch", which involved the students from the Primary Education department with the additional qualification “English language teacher in primary school”. The effectiveness of the project-based technology in the system of formation the general and professional competencies of students of higher educational institutions of Ukraine, as well as communicative competence in particular is proved in this article.