The aim of this study is to analyse the implementation of inclusive policies and practices in Ukrainian HEIs and to cluster them based on inclusivity levels. Data were collected from May to July 2025 using a structured questionnaire distributed via Google Forms to 821 respondents, including students, faculty, and administrative staff across various HEIs. A quantitative analysis of 34 closed-ended questions (Cronbach’s alpha = 0.944), followed by quartile-based cluster analysis using an aggregated inclusivity indicator (Pinc). The overall proportion of affirmative (“yes”) responses was 56.6%. Identified strengths include flexible learning formats, diverse methods for demonstrating knowledge, and quota systems for socially vulnerable groups. However, significant gaps exist in information accessibility for individuals with disabilities, faculty professional development in inclusive education, and the provision of adapted learning materials. Private and communal HEIs outperform state-owned institutions. Pedagogical HEIs lead with 67.1% of affirmative responses, followed by classical (59.7%), medical (55.2%), and technical (50.4%) institutions, reflecting sectoral differences. Clustering identified three groups based on inclusivity levels: low (Pinc ≤ 21), medium (21 < Pinc < 30), and high (Pinc≥ 30). These groups were influenced by funding, staff training, and monitoring systems. The findings justify targeted support for HEIs with low inclusivity scores and the dissemination of best practices from high-performing institutions. Policy priorities include increased funding for barrier-free environments and adapted materials, mandatory staff training, and national monitoring of inclusivity. Future research should develop longitudinal indicators and explore the impact of inclusive practices on the social integration and rehabilitation of veterans and displaced persons.

The purpose of this research is to explore the correlation between the teaching of IT students with AI technologies in the modern era and John Dewey’s model of teaching from the recent past. The study employs a combination of descriptive and qualitative research methods to achieve its aim. The Scopus AI resource is used to explore the existing AI technologies. The study found that experiential learning correlates with the use of realistic simulations powered by AI, and that collaborative learning is linked to AI-powered tools. Critical thinking and problem-solving are closely associated with AI-based platforms, and learning by doing is closely tied to AI models. It has also been demonstrated that reflective thinking correlates with AI-driven feedback systems, lifelong learning is linked to AI-powered continuous learning platforms, and self-learning is closely tied to AI chatbots. The following points of intersection were defined: (1) Dewey delineates student-centered learning, which we see when using AI in education (through project-based learning); (2) Dewey's vision of the educational process as a two-way street echoes AI’s ability to provide personalized and individualized education; (3) Dewey supported the idea of lifelong education that mirrors in the availability of AI platforms with a wide range of courses and resources that support lifelong learning and contribute to professional development of IT majors. AI has the potential to individualize instruction, facilitate experiential learning, and promote critical thinking skills among learners. It correlates with Dewey’s beliefs in education as a process of active engagement, which can be relevant to the process of imparting knowledge in the AI era.

Learning distractions, both internal and external, disrupt students’ focus and academic performance. Understanding these distractions is crucial for developing effective strategies to mitigate their effects and enhance learning outcomes for university students. Little literature is available on assessing students' learning distractions in Ethiopian universities. The current study aims to identify learning distractions of university students and their correlates using a multilevel regression analysis. A cross-sectional survey with a self-administered questionnaire, quantitative approach grounded in postpositivist and connectivism philosophies, is used to collect data from a sample of 1,380 students at the Addis Ababa Science and Technology University. The data are analyzed using SPSS version 27.0, Winsteps version 5.7.1.0, and R version 4.3.2. The multilevel model with random intercept and random-fixed slopes is used to analyze the learning distraction score of the students. The results show that the average learning distractions score is 33.70 out of 100, indicating moderate learning distraction levels among the students. Most (79.20%) students are in a good state, and 5.07% are academically resilient. About 15.44% of the students need help facing academic problems, and 0.29% require urgent university assistance due to early burnout. A significant portion (51.86%) of the variation in distraction score is due to differences between students’ years of stay at the university. Factors affecting learning distraction score include gender, age, income, time spent on social media, and academic resilience. Female students experience lower learning distraction as compared to males. Learning distraction score decreases with an increase in age. An increase in monthly income increases their learning distraction. Student learning distraction increases as the time spent on social media daily increases. Higher academic resilience reduces their distraction score. Interventions based on behavioral, cognitive, and social cognitive learning theories and self-regulated strategies are crucial for managing learning distractions at the university. The intervention may include well-planned training and awareness creation programs for the university students.

Purpose: This study aims to develop and validate a scale to determine university students' attitudes toward assessment and evaluation in online exams. Background: Measuring students' attitudes toward online exams is crucial, especially in the context of emergency transitions to online learning and the impact of external factors such as the COVID-19 pandemic. Students' perspectives on online examination practices in higher education institutions are significant in understanding students' attitudes and perceptions of online exams for effective implementation. Method: During the developmental phase of the scale, 13 items were created and presented for expert opinion. The scale propositions are designed to question the compliance of the courses with the curricula in the online education process, the transparency of online exams, and the University's technological infrastructure for online exams. The participants in the study consist of 1095 students studying in different programs at the Vocational Schools of three foundation universities in Istanbul, and they were reached via e-mail. Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted. Findings: The results obtained prove that the 13-question scale is valid and reliable and is a good measurement to determine university students' attitudes to online exams. Implications for Research and Practice: Attitudes are likely determinants of academic achievement. Furthermore, utilizing e-tests positively impacts higher education students' performance and participation in online testing. Therefore, it is essential to consider students' attitudes towards online exams to increase academic success in online courses and provide better learning outcomes. Thus, scale development plays a pivotal role in advancing knowledge within specific domains of social science research, and it is integral to ensuring the quality and reliability of online exam instruments used in higher education.

The study aimed to analyse online English teaching and learning experience in higher education institutions in Ukraine through pandemics and wartime. To answer our research questions, we employed a mixed-method research design, which considered social, methodological and emotional aspects of education. We conducted quantitative research to collect data on the experience of Ukrainian university teachers of English (N=100) and students (N=277) related to the emergency caused by pandemics and wartime. The qualitative data sources included online interviews and written comments of the participants. The main findings were as follows: teachers experienced challenges during the COVID-19 pandemic such as lack of interaction with students, and unawareness of effective teaching methods in the digital environment. The wartime challenges included: air raids and power outages and, consequently, disrupted communication and isolation, stress and sense of insecurity, excessive workload, with students experiencing technical issues, air raids and communication problems as well as large amount of homework, no access to the software, inconvenient schedule, and their own unwillingness. To solve the problems, teachers introduced an online synchronous mode during the COVID-19 pandemic, supported by blended and asynchronous modes which was a transformational period to teaching and learning English during wartime. The most common among the learning platforms and applications were Zoom and Google Classroom, as well as Moodle, MS Teams, YouTube, and Classtime, listed by both university teachers and students. Social networks such as Telegram, Viber, Facebook etc. were widely used too. To conclude, the COVID-19 pandemic caused Ukrainian teachers and students master new tools to use at online lessons of English, during wartime the demand on already familiar tools, as well as the range of them, increased as they provided more interaction. Considering emotional aspects, the study revealed disturbing data on teachers’ well-being: nearly 50% confessed that they were burned out and emotionally devastated, close to 40% were tired and pushed themselves to continue teaching. Despite these challenges, the majority were able to find solutions in conflict situations with students and colleagues, two-thirds were sure that their work was even more important during the wartime and they found ways to provide emotional support to their students needed in the times of war.

Corrective feedback is a crucial aspect of language teaching, which aims to help students improve language accuracy and fluency. While research on corrective feedback has been conducted worldwide, there is a dearth of empirical studies in the Indian context. Despite this gap, several studies suggest that corrective feedback practices in India are based mainly on traditional grammar-translation methods prioritizing accuracy over fluency rather than considering students' needs and learning styles. Issues related to corrective feedback in India include cultural factors, optimal timing, teacher beliefs, technology-mediated feedback, and student motivation. Cultural factors such as societal expectations and values can influence teachers' and learners’ attitudes toward corrective feedback. The optimal timing of providing corrective feedback in ESL writing is also an issue, as the effectiveness of immediate versus delayed feedback on language accuracy and fluency is still unclear. Moreover, teachers' views on corrective feedback may influence their practices and need further exploration in the Indian context. The potential of technology-mediated corrective feedback and its effects on student motivation and self-efficacy also require further research (Doley, 2023). Overall, this review highlights the need for more empirical research on corrective feedback practices in India to inform effective teaching practices and enhance the effectiveness of ELT in the country. Future studies should focus on examining cultural factors that influence corrective feedback practices, identifying optimal timing for feedback, examining teachers' views and practices, examining technology-mediated feedback, and examining the effects of corrective feedback on student motivation and self-efficacy.

Anchored on Evans’ professional development (PD) model, this study aimed to develop, implement, and evaluate a professional development program on designing participatory action research (PAR) projects for basic education teachers. The teachers are from Junior and Senior High School teaching English, Mathematics, and Science. The PD program consisted of ten in-person training sessions and virtual consultations which happened in between training on AR problem conceptualization and methodology for a 14-week period. Using the mixed-methods sequential explanatory (QUAN à qual) design, the study started with a professional needs assessment participated by 18 teachers from a secondary school as a basis for the planned PD program. The teachers underwent training sessions to develop a group or participatory AR proposal as evidence of their professional growth and program outcome. At the end of the program, the English, Mathematics, and Science teachers, respectively, developed and presented their AR proposals on the (a) design and evaluation of a gamified-based instruction towards improving vocabulary skill, (b) video-based instruction in teaching basic concepts of probability, and (c) investigating the effect of contextualized learning materials in developing students’ conceptual understanding of atoms. The post-assessment results, supported by interviews, revealed that the teachers displayed behavioural, attitudinal, and intellectual developments in AR. Based on the Department of Education’s criteria for evaluating PAR proposals, all three proposals were rated acceptable for implementation by a panel of evaluators. In conclusion, the PD design and evaluation framework were important factors that enabled the participating teachers to transform their AR competencies toward developing PAR proposals for improving teaching and research in their schools.

The article aims to find out the impact of online education on on-site education by analysing the results achieved by the respondents in the tests. We used descriptive statistical methods to analyze the data. The reason was that such methods allow us to better understand the correlation between the results obtained in traditional testing and online testing. The research was conducted in the summer semester of the academic years 2020/2021 and 2021/2022. 2508 students of the University of Economics in Bratislava participated in the research. The respondents were first-year Bachelor's degree students at the University of Economics in Bratislava whose first foreign language was professional English. When analyzing the data we took into account the test results, the number of students who did not take the test, the number of students who had to retake the test, and the number of students who did not take the test. The results confirmed that students who took the test in the home environment performed significantly better than students who took the test in person at the university. The results of on-site education were influenced by the online learning process. As students adapted to the online environment, they changed their study habits, which had a negative impact on learning. This negative impact was also reflected in the results of the on-site testing. The solution to this situation is to better prepare teachers for online learning and to ensure that schools are equipped with the latest technology.

Although studies on the approaches and methods of teaching Academic Writing in university classroom are extensive, comparative studies on students’ evaluation of the classroom strategies and techniques applied are still scant. A current paper is based on our comparative research conducted both at Slovak and Hungarian universities at the faculty of Humanities. The objective of this particular study was to explore senior university students’ “voice” on feedback and instructions in EFL academic writing classroom. It suggests that the pinpoint is on the students’ viewpoint rather than their supervisors’. Therefore, our task was to scrutinize the students’ perspectives and based on them develop further research. Observably, the analysed data furnish more positive students’ responses (within both Group A-Slovak and Group B-Hungarian) on feedback, as well as on being graded and being recognised as a writer. However, grading might be an issue in EFL classroom: based on the research, it awakes heterogeneous opinions of the respondents. The final section of the questionnaire was aimed at finding out how instructions for writing during studies can be improved. It is notable that both groups (A and B) (from 66,67% to 100%) consider feedback, professional tutoring, online support and extra courses in writing as an effective tool for improving writing skills within academic curriculum. A logical follow-up of the study might be investigating most appropriate and “customer-friendly” ways of feedback and instruction. This might further instigate creating resources to support the unfolding of academic writing feedback across EFL program Europe-wide.

The present article investigates foreign language teacher training quality enhancement by surveying pedagogical university students’ opinions on important aspects of the course of Introduction to Germanic Linguistics within the Educational Programme for Bachelor’s Degree in Education. The prime purpose is to study the perception of the above-mentioned optional course by Drohobych Ivan Franko State Pedagogical University (DIFSPU) students, with a focus on its content, organization and relevance to foreign language teacher training as well as on its professional competence formation efficiency. The complexity of the problems involved requires a combination of different methods, i.e. empirical, theoretical and statistical ones. 42 undergraduate DIFSPU students majoring in 014 “Secondary Education (English Language and Literature)” and 014 “Secondary Education (German Language and Literature)” took part in the experiment. The main survey tool was a questionnaire reflecting the parameters of assessing the course of Introduction to Germanic Linguistics. The data collected provides a solid basis for the revision of the course content, structure, organization, educational significance and efficiency, based on the direct participants’ assessments and comments. The students’ feedback reveals: 1) unanimous approval of the content and organizational principles of the discipline; 2) mixed opinions on its importance in the structure of the Educational Programme for Bachelor's Degree in Education; 3) variability of the course efficiency assessments. The data obtained allow for determining the conditions of an efficient implementation of Introduction to Germanic Linguistics into educational practice, such as prior familiarization of students with its aim and essence, emphasis on its applicability and optionality as well as its adaptation to the level and needs of future teachers. The data interpretation equally contributes to establishing the prospects of enhancing the course: 1) proportionalizing diverse types of educational activities; 2) increasing flexibility and variability in the educative process organization; 3) more efficiently interiorizing its content in terms of professional education priorities for future teachers of the English and German languages.