The article analyzes the main challenges of professionally oriented English-language training of future Ukrainian military personnel, which include the urgent need to quickly master and operate new foreign weapons and equipment during the Russian-Ukrainian war, language barriers, the need to prepare for rapid decision-making in non-standard situations, the lack of specialized training programs for professionally oriented English-language training of military pilots adapted to NATO standards, the inconsistency of national standards and NATO standards, the lack of qualified teachers, limited access to modern technologies, in particular modern stimulators and simulators. Various general scientific approaches to professionally oriented training of future military pilots are discussed: competency-based, systemic, personality-oriented, and cultural approaches. The differences in the training of aviation specialists of civil aviation and military pilots and dispatchers of the Air Force of the Armed Forces of Ukraine are substantiated, taking into account the specific goals, criteria for assessing language competence, the content of training, as well as the peculiarities of aviation English necessary for effective radio communication, increased requirements for accuracy and speed of interaction, especially in non-standard situations in combat conditions. The main ways of improving professionally oriented English-language training of future Ukrainian military pilots are identified, which include the creation of unified training modules that combine ICAO and NATO standards, conducting regular training for English language teachers who work with future military pilots to ensure that their knowledge complies with ICAO and NATO standards, providing the necessary knowledge and skills on how to organize classes with future military pilots. The use of a comprehensive competency-based approach to training, integration of modern technologies (integration of simulations and virtual reality in flight simulators to model various flight conditions), an interdisciplinary approach and emphasis on training on real military scenarios is proposed.

У статті висвітлено значення професійно-прикладної фізичної підготовки майбутніх авіаційних фахівців для формування здоров’язбережувальної компетентності. Зазначено, що сучасна цивільна авіація характеризується високими вимогами до фізичної, психофізіологічної та психоемоційної готовності персоналу, що безпосередньо впливає на безпеку польотів та ефективність авіаційного обслуговування. Розглянуто актуальність інтеграції здоров’язбережувального підходу в освітній процес студентів, який поєднує фізичну, психофізіологічну та професійно-орієнтовану підготовку. У наукових джерелах відзначається зростаюча увага до формування здоров’язбережувальної компетентності, психофізіологічної стійкості та професійно-прикладного змісту фізичного виховання у закладах вищої освіти. Обґрунтовано структуру та зміст професійно-прикладної фізичної підготовки (ППФП) для студентів спеціальності «Авіаційний транспорт», зокрема у межах освітньо-професійної програми «Аварійне обслуговування та безпека на авіаційному транспорті». У межах цієї структури підкреслено формування ключових компонентів здоров’язбережувальної компетентності: когнітивного, операційно-діяльнісного та ціннісно-мотиваційного, і показано, як через спеціальні фізичні вправи, психофізіологічні тренінги та адаптовані тренувальні комплекси реалізується їх формування. Окрему увагу приділено практичним аспектам ППФП, включно з розвитком витривалості, сили, координації, сенсомоторних навичок, адаптацією до стресу, моделюванням надзвичайних ситуацій та відновлювальними методиками. Наголошено, що цей напрям фізичного виховання сприяє формуванню стійкої професійної готовності, безпечної поведінки та довготривалого збереження функціональної надійності у професійній діяльності авіаційного персоналу. Окреслено перспективи подальших досліджень щодо інтеграції міждисциплінарних підходів, педагогічних та медико-біологічних методик у програми професійно-прикладної фізичної підготовки, що дозволить підвищити ефективність формування компетентності майбутніх авіаційних фахівців.

The article reveals the essence of media hazards to supplement the content of the academic discipline «Life Safety and Fundamentals of Occupational Safety» for students of pedagogical institutions of higher education in Ukraine. Currently, knowledge about the latest dangers in the media sphere is considered mainly in the context of digital literacy or journalistic competence. However, neither in the formation of digital literacy nor in the formation of journalistic competence, the process of the emergence of danger was the subject of study. In digital literacy, attention was paid to the principles of safe use of the capabilities of information and communication technologies. For journalistic competence, it was considered sufficient to know the fact that a person’s sense of fear is used for commercial, propaganda and entertainment purposes. In the textbooks on the discipline «Life Safety and Fundamentals of Occupational Safety», the latest dangers are not given due attention or are neglected. As a result, dangers relevant to young people remain outside the attention of higher education students. It has been established that the sources of the latest dangers are media violence, media falsifications and media mystifications. To create a dangerous situation, the fact of interaction of children and adolescents with sources of the latest dangers is enough. The main striking factors will be a feeling of fear, suggestion, manipulation of consciousness. However, unlike striking technogenic factors, the probability of manifestation of harm from which is approximately the same for different categories of the population, striking factors from the latest dangers do not always lead to harm and have a different probability of manifestation for different categories of the population. It is known that in the media space the nature of harm is programmed by the developers of media violence, media falsifications and media mystifications themselves and this will be decisive for the transformation of striking factors into a specific type of harm. It has been determined that the universal type of harm will be the psychological dependence of young people on sources of the latest dangers, for example, from thrillers, horror films, disaster films (category of media violence). Psychological dependence, in turn, can lead to attempts by young people to recreate scenes of violence in real life or in amateur video productions (types of second-order harm). If we consider the connections between young people and the Internet in this context, then typical types of harm will be stress, depression and thoughts of suicide from cyberbullying, trolling, cyberharassment. Reducing the risks of online dangers is possible only by developing media literacy, the main component of which will be critical thinking.

Professional reflection is conceptualized as a fundamental mechanism of self-awareness, critical analysis, and self-regulation in the work of a choreographic ensemble leader. The relevance of this investigation derives from the necessity to deepen our understanding of the internal psychological processes that ensure effective leadership within creative teams. The central issue examined in this study concerns the insufficient theoretical and practical understanding of the structure of professional reflection within the context of preparing future leaders of choreographic collectives. This research endeavors to establish a theoretical framework for the component structure of professional reflection and to explore its specific manifestations in choreographic and pedagogical activity. The investigation is grounded in philosophical, psychological, and pedagogical approaches to the phenomenon of reflection. Based on systematic analysis, the research identifies four core components: motivational-value, cognitive-analytical, operational-activity, and creative-regulatory. Each component is examined in depth, with particular emphasis on its contribution to shaping a coherent model of reflective practice in the professional training of choreographers. The analysis reveals that the integration of these components enhances the quality of vocational preparation, facilitates informed decision-making, and promotes professional self-development. The interrelationship between these components constitutes a dynamic system that manifests in professional choreographic practice. The reflection process enables practitioners to critically evaluate artistic choices, pedagogical methods, and interpersonal dynamics within the ensemble. This comprehensive approach to reflection contributes significantly to the development of a distinct choreographic style and pedagogical methodology. The study presents conclusions regarding potential directions for cultivating reflective competence within the system of artistic education, including diagnostic instruments for assessing reflection levels and pedagogical conditions for their formation.

The scientific prerequisites for studying the problem of social maturity are justified by the results of the analysis of social and cultural trends in the development of modern pedagogical education, the integration essence of pedagogical activity and the personality of the teacher make it possible to conclude that the theoretical search for effective ways of developing the social maturity of the future teacher is conditioned not only by educational practice, but by objective needs of society as well. In our thesis, we consider the concept of development of social maturity of the future teacher as the unity of purpose, essence, principles, structure, content and the result of its implementation in the pedagogical educational process. Methodological basis of the concept of development of social maturity at the philosophical level are the ideas of the active essence of man, his role in solving social, personal problems, the idea of natural and social integrity. The laws of the dialectic of unity and struggle of opposites, the transition of quantitative changes to qualitative, the principles of objectivity, determinism, development, systemicity and interaction, which allowed: to reveal the dialectic of the pedagogical educational process, to the implementation of the concept of development of social maturity; to identify contradictions, relationships of quantitative and qualitative changes inherent in the development of personality, at the stage of professional training in a higher education institution; to study the patterns of development of subjects of pedagogical education in the context of updating the information culture of society, taking into account the psychological patterns of all types of activity. The leading methodological foundations of the research concept are systematic and activity approaches that allowed to consider social maturity as an integral system, to identify its elements, to define the subordinate basis of interaction, to establish the internal and external relations and interdependence between them, to consider each element as a system, and «social maturity» as a subsystem of system education of a higher level – «maturity».

In today’s world, characterized by the rapid development of technology and globalization, proficiency in professional English in the engineering field is becoming an integral part of professional success. The article addresses the pressing issue of teaching future engineers to create English-language technical documentation in the context of globalization, digitalization, and rapid technological advancement. The focus is placed on the growing need for effective intercultural communication, particularly within international projects where technical documentation plays a crucial role in ensuring accuracy, consistency, and process standardization. High-quality technical documentation serves not only as a means of knowledge transfer but also as a tool that facilitates the integration of engineering solutions into the global production environment. The study analyzes linguistic, cognitive, cultural, and technological aspects of teaching technical writing. It explores the challenges students face when producing English-language texts, including terminological precision, structural logic, adaptation to the cultural norms of the target audience, and the use of digital tools. The article is based on a review of current academic sources, allowing for the systematization of existing approaches to teaching technical writing and the identification of research gaps. Special attention is given to underexplored areas such as the assessment of technical documentation quality, the role of feedback in developing writing skills, and motivational factors that influence the effectiveness of the learning process In conclusion, the article highlights the importance of integrating innovative technologies, particularly artificial intelligence, into the process of teaching technical writing. Recommendations are provided for developing a methodology that meets the practical needs of future engineers, fosters the development of professional communication competencies, and prepares students for work in international environments.

This work is devoted to the study of the peculiarities of the process of forming pedagogical reflection in future primary school teachers during their training. To this end, the problems of increasing the requirements for the personal and professional qualities of teachers, increasing their social value and self-esteem, caused by the radical modernization and fundamental transformations of the pedagogical education system, are analyzed. It is shown that in the educational process, it is important for students to transition from being consumers of information to creators of their own knowledge and themselves, to develop personal characteristics, and to reflect on the results of their pedagogical activities. The correctness of this approach to ensuring the systematic updating of higher pedagogical education is justified, from the standpoint of which the professional activity of each teacher must be adapted to these changes, and the teacher must have a developed ability to understand themselves and their environment, be ready for continuous self-education to improve the effectiveness of their daily practical activities and develop readiness for innovative activities. In this regard, it is assumed that the necessary and most important component in the structure of pedagogical activity is reflection as the teacher’s cognition and analysis of the phenomena of their own consciousness and activity, as a view of their own thoughts and actions from the outside. This assumption is based on the belief that teaching is inherently reflective in nature, because when organizing students’ activities, teachers must evaluate themselves and the correctness of their actions from the perspective of their students, taking into account their views, seeing their inner world and emotional state. Based on the above arguments, it is concluded that a teacher’s willingness and ability to reflect is a particularly important professional quality.

The article provides a comprehensive theoretical and methodological analysis of the problem of forming the culture of Ukrainian singing (ukrainosong culture) among future artists in higher art education institutions. The relevance of the study is determined by the need to preserve and actualize the national vocal tradition in the context of globalization, intensified intercultural interaction, and ongoing transformations of the contemporary educational space. The essence of the concept “culture of Ukrainian singing” is defined as an integrated professional and personal quality of a future artist, encompassing vocal and technical skills, artistic and interpretive abilities, a deep awareness of the national and cultural context of Ukrainian vocal art, as well as established value-based and semantic orientations. It is emphasized that the culture of Ukrainian singing serves as a significant factor in the development of professional competence, creative self-realization, and national identity of future performers. The role of the traditions of the Ukrainian vocal school is revealed as a methodological foundation for the professional training of students in artistic specialties, particularly in terms of shaping an authentic singing manner, stylistic accuracy, emotional expressiveness, and depth of artistic interpretation. Modern innovative approaches to vocal training are analyzed, including interdisciplinary integration, the use of digital technologies, project-based and reflective learning, and the individualization of students’ educational trajectories. Key challenges caused by the dominance of mass culture, the standardization of vocal education, and the decline of interest in national artistic traditions are outlined. The necessity of purposeful integration of the national vocal heritage with innovative pedagogical technologies is substantiated in order to form professional competence, cultural resilience, and national identity of future artists within the contemporary sociocultural environment.

The scientific article conducts a thorough study of the issue of forming the legal culture of future teachers in the educational environment of Ukrainian universities as one of the key factors in the formation of a legal state and the development of a democratic society. The scientific and pedagogical prerequisites for the development of the above-mentioned issues are analyzed and a definitive analysis of key concepts is conducted, in particular, such as “legal culture” and “legal culture of the future teacher”. The authors also characterize the current state of legal education in Ukraine, identify the main challenges and shortcomings in the system of training applicants for pedagogical specialties. Some European practices of forming the legal culture of applicants in higher education are investigated. In addition, special attention is paid to the development of practical recommendations for improving educational programs and teaching methods to increase the efficiency of the process of forming the legal culture of future teachers in higher education institutions. In particular, it is determined that the Ukrainian system of teacher training should: 1) introduce mandatory courses on the study of the legal foundations of educational activities; 2) integrate individual legal topics into disciplines of professional pedagogical orientation; 3) use interactive teaching methods when teaching law-oriented disciplines or individual thematic blocks; 4) involve future teachers in participating in legal educational activities; 5) promote the participation of future teachers in international and Ukrainian projects aimed at forming a legal culture and increasing legal awareness; 6) create resources and environments in pedagogical universities for practical development of legal skills; 7) introduce reflective methods for self-assessment by students of the level of their legal culture; 8) conduct regular monitoring of the level of legal culture of future teachers by including legal tasks in the programs of certification exams; 9) create conditions at the university for observing academic integrity, which is the basis of lawful behavior, forms respect for norms and understanding of responsibility for their violation.

The article considers the issue of professional training of future educators for the study of fairy tales of the peoples of the world by children of senior preschool age in the conditions of the information and communication space. The authors substantiate the importance of studying fairy tales of different cultures for the comprehensive development of children of senior preschool age, the formation of their worldview, moral qualities and intercultural competence. The effectiveness of integrating information and communication technologies into the educational process of a preschool educational institution is studied, which significantly increases its visualization, interactivity and immersion in the world of a fairy tale. Special attention is paid to the analysis of methodological tools that can be used to form the necessary knowledge, skills and abilities in the use of ICT for visualization, interactive presentation and creative processing of fairy tale material in preschool students. The experience of the author’s team in the context of training higher education applicants to use the potential opportunities of ICT in the formation of intercultural competence of children of senior preschool age is highlighted, in particular, examples of the use of digital resources for studying fairy tales of the peoples of the world by children of senior preschool age (interactive e-books, educational videos, audio tales, game educational platforms) are presented, as well as innovative services such as Animated Drawings and Google Earth Voyager. The scientific work presents the results of a survey of students, which revealed their interest in integrating ICT into the educational process, and also identifies key aspects that require increased attention during preparation. It was found that students see the importance of developing skills to adapt digital resources to the age characteristics of preschoolers and use them to develop intercultural communication. The structure of the methodological toolkit for training future educators is substantiated, which includes theoretical, practical, methodological, and project components. It is summarized that the integration of fairy tales of the peoples of the world using ICT is a strategically important direction in the training of future educators of the new generation. Prospects for further scientific explorations are identified regarding the study of the impact of ICT on the development of intercultural competence of future educators and, accordingly, preschoolers, as well as the creation of clear criteria and tools for assessing the readiness of future educators to effectively use ICT for organizing fairy tale therapy with preschool children, as well as for diagnosing their emotional state and development.