The aim of the study is to assess the effectiveness of staged continuing education in the formation of professional competencies of computer science teachers and its impact on adaptation to digital technologies. The research methods included questionnaire surveys of teachers with different work experience, a pedagogical experiment with division into control and experimental groups, analysis of learning outcomes, and statistical assessment of the impact of digital technologies on teaching. The results of the study showed that the staged education system significantly increases digital literacy (+38%), the integration of STEM methodologies (+34%), and the effectiveness of adaptive curricula (+29%). The best indicators were demonstrated by teachers with 5–8 years of experience, who were able to combine technological training with practical experience. The findings prove the effectiveness of the implementation of staged education for the development of technical and pedagogical competencies. The academic novelty is the developed integrated training model that combines adaptive programmes, digital platforms, and interactive methods. Further research prospects include a long-term analysis of the effectiveness of this model in training teachers of other subjects and expanding its capabilities by integrating artificial intelligence and virtual reality.

Este artículo se centra en el estudio del conocimiento y uso de la tecnología e inteligencia artificial (IA) por parte de los futuros docentes de enseñanza Secundaria. Para ello, se empleó un diseño analítico descriptivo transversal con una metodología de encuesta mediante un cuestionario online, que evaluó el conocimiento, uso y percepciones sobre la IA y las tecnologías educativas, además de variables socio-demográficas, de un grupo de estudiantes del Máster Universitario en Formación del Profesorado. La muestra, de tipo no probabilístico y seleccionada por conveniencia, fue analizada con técnicas estadísti-cas descriptivas y comparativas, incluyendo frecuencias, porcentajes, medias y diferencias significativas según variables demográficas. Las respuestas cualitativas fueron codificadas para identificar patrones temáticos. Los resultados muestran que los futuros docentes tienen un conocimiento variable de la IA y las tecnologías educativas, con una actitud generalmente positiva hacia su integración en la enseñanza. No obstante, se identifican áreas de mejora, especialmente en la formación específica en estas herra-mientas. Asimismo, en este artículo se proponen recomendaciones para mejorar la capacitación docente en tecnología e IA, sentando bases para la implementación de programas formativos más completos.

The article analyzes the innovative system of educational work in an educational institution and proposes innovative approaches to improving the educational sector. The purpose of the article is to reveal the innovative component in the educational system of educational institutions and experimentally verify the effectiveness and importance of the innovative system of educational assistance in higher education institutions for education. The methodological basis of the study is presented at four hierarchically subordinate levels: philosophical, general scientific, specifically scientific and technological. The structural elements of the innovative system of educational assistance in an educational institution, its components, and the main ways of professionalization are developed. We highlight the main innovative principles of education in educational institutions. The main innovative principles and methods of education in educational institutions are highlighted. An experimental study was conducted to confirm the effectiveness and importance of the innovative system of educational work in higher education institutions for education. As a result of the experiment, positive changes allow us to speak about an increase in the level of student learning.

The objective of this paper was to analyse the achievements, challenges, and prospects of inclusive education in Ukraine, focusing on the ethical principles and values that influence its implementation. The study adopted a theoretical and documentary approach, reviewing current scientific literature to explore key concepts and the ethical dimensions of inclusive education, such as justice and fairness in educational settings. The methodology involved analysing various research studies that defined the challenges of inclusion and examine the attitudes and behaviours of students and teachers towards inclusive education. Additionally, the paper evaluated existing equity assessment tools and their potential adaptation to the Ukrainian context. The most relevant findings highlight a growing global interest in inclusive education, particularly in areas like diversity, disability, early education, and teacher training. However, ethical concerns remain a significant challenge in Ukraine, presenting opportunities for further research. The paper concludes that ethical considerations play a vital role in shaping inclusive education practices, but much work remains to be done to fully address these issues and improve equity in educational systems.

En la tecnología educativa para la formación de los estudiantes de medicina, dentro del subsistema universitario, se va cerrando una brecha en el empleo de las tecnologías de cuarta dimensión como una nueva experiencia humana o, una nueva manera de formación, a través de la representación del ciberespacio. La metadimensionalidad de las TIC sumergen al usuario y lo hacen parte del proceso, dicho de otra manera, la cuarta dimensión tiene un grado de realidad en la educación médica por medio de visores tridimensionales y tetradimensionales del cuerpo humano. Con la fenomenología interpretativa como enfoque, se da paso al conocimiento para percibir una realidad en la educación médica del mañana, adoptándose como método el círculo hermenéutico que va del todo a las partes y de las partes al todo. Metadimensionalidad de las TIC, significa más allá de en cuanto a dimensión, para integrar plataformas digitales en una, representadas éstas por los metaversos, la bioimpresion, la georreferenciación satelital, la realidad aumentada, la realidad virtual, la proyección holográfica, entre otras tecnologías emergentes. Así el estudiante en su proceso de formación complementa con estos circuitos de tecnología, para un aprendizaje significativo en Ciencias de la Salud.

The aim of the article is to determine the specifics of the relationship between the components of emotional intelligence (EI) and the emotional dependency (ED) reactions in student age. The MSCEIT (The Mayer–Salovey–Caruzo Emotional Intelligence Test) and R. Hirshfield’s Interpersonal Dependence Test were used to achieve the aim and objectives of the study. The article analyses the dynamics and correlation of indicators for educational courses at the bachelor’s level of higher education institutions (HEIs). The prevalence of the medium indicators of the levels of EI and manifestations of ED was found during the studied period. A significant increase in EI indicators was determined between the second and third years of study. A gradual decrease in the ED reaction before the completion of studies in HEIs was recorded. Significant correlations of the ED parameters with the conscious management of emotions, the ability to understand and identify experiences were calculated. Most often, the connections between the EI components were established to manifested with the level of self-confidence. It can be stated that high EI indicators determine a decrease in EI. The research prospects may be the development and verification of the effectiveness of programmes for EI development at student age.

The article proves the relevance and main tasks of using interactive electronic educational video resources for the professional training of specialists. The classification and features of interactive electronic educational video resources for the professional training of specialists are presented. The content and features of creating an educational video are disclosed, and their role in the training of specialists is disclosed, the advantages of using video in the educational process during distance education are shown. The significance of using interactive electronic educational video resources for preserving the continuity of education and the possibility of participants' communication in the educational process through platforms, e-mail, messengers (Telegram, Viber, etc.), video conferences, etc., is shown. The importance and advantages of mobile applications for the professional training of specialists with the aim of effective support and learning motivation in the educational process conditions have been proven. Recommendations are offered that can be useful for developing and using interactive electronic educational video resources from various disciplines. The analysis of the results of the conducted pedagogical experiment allows us to state that the use of interactive electronic educational video resources for the professional training of students in real life is indispensable in the modern educational process.

The aim of the study is to empirically verify the effectiveness of training in building the professional image of future preschool teachers. The research employs the following methods: diagnostics, qualitative and quantitative analysis, comparative analysis, testing, fulfilling tasks and resolving situations, completing creative professional assignments. A comparative analysis of the data on the level of the professional image of future preschool teachers with bachelor and master qualification levels was carried out. A professional image building programme was developed and tested within the scope of the study. It consists of ten training classes. The study found an increase in the level of the professional image of future preschool teachers by an average of 26.7%. The highest indicators of the professional image of future preschool teachers were recorded for the motivational and value component (75% of respondents), the medium — for the practical and activity component (65%), and the lowest — for the prognostic and reflexive component (60%). The use of training is effective for building the professional image of future preschool teachers in the process of their professional training.

The main objective of this study was to determine the effectiveness of the use of multimedia technologies in building the methodological competence of future teachers. To achieve this, a mixed methodology was used that combined the application of standardized tests, direct observation, in-depth interviews, evaluation by experts and a training experiment. The main findings of the study reveal that the systematic use of multimedia technologies in the training of future teachers constitutes an effective factor for the development of their methodological competence. A significant impact was observed on the cognitive and motivational components of said competence. The multimedia training system implemented was based on the principles of methodological training and demonstrated a high potential to be integrated into pedagogy educational programs and continuing training courses for teachers.