The article is devoted to the justification of the didactic design of pedagogical technologies in blended learning as a condition for the transition from situational "digitalization" to a controlled, reproducible and diagnostic organization of the educational process in higher education institutions. The purpose of the publication is to provide a theoretical and methodological justification of the didactic design of pedagogical technologies in blended learning and to develop a model for their implementation at the level of the educational component with the definition of quality criteria and performance indicators. The methodological basis is a synthesis of competency-based, activity-based and constructivist approaches, operationalized through the logic of instructional design: designing from expected results and evidence of their achievement to educational activities and resources. The distinction between the levels "methodology - pedagogical technology - digital tool" is clarified, which prevents instrumental reductionism and fixes the priority of pedagogical logic over the choice of platform. The author's implementation model is proposed as a five-stage cycle (context analysis → design → implementation → evaluation and correction → scaling and QA cycle) with feedback loops that provide redesign based on evaluation data. The "core" of the model is defined: quality criteria (consistency of results, activities and evaluation; quality of learning events and interactions; validity of integration of digital tools) and performance indicators (achievement of results by rubrics, dynamics of progress, involvement and repeatability of results in different groups). It is shown that neural networks and generative tools are a new stage in the development of pedagogical technologies in blended learning, however, their educational value is realized under conditions of transparent evaluation, academic integrity and digital pedagogical competence of the teacher. Practical implications include the use of the design matrix "results → evidence → activities → tools" and a regular cycle of course revision based on data.

The article explores the adaptation of foreign language teaching methods for medical students in the context of online education. The authors analyze how digital tools, such as interactive platforms, virtual simulations, and mobile applications, can be used to improve the acquisition of medical terminology, develop communication skills, and maintain student motivation in a distance learning environment. The study is based on a mixed-methods design, combining quantitative and qualitative approaches, and involves 80 students and 10 instructors from two medical universities. The results of the study showed significant improvements in students' knowledge of medical terminology and communication skills after an eight-week online course. The average scores of students increased from 68.2 to 76.9, indicating a large effect size (Cohen's d = 0.94). Additionally, there was an increase in behavioral, cognitive, and emotional engagement among students, confirming the effectiveness of interactive teaching methods, such as role-playing, group discussions, and the use of multimedia materials. However, the study also identified certain challenges, including technological barriers, social isolation, and unequal access to stable internet connections. Some students felt disconnected from their peers and instructors, highlighting the importance of community-building measures in the online environment. The authors suggest using strategies based on cognitive and multimedia learning theories to overcome these difficulties and enhance the effectiveness of online courses. In conclusion, the study emphasizes that well-designed digital strategies can significantly improve foreign language proficiency, motivation, and attitudes of medical students toward technology-driven learning. The integration of authentic clinical scenarios, the use of technology for interactivity, and the support of students' emotional well-being create a dynamic virtual environment that meets the high demands of medical communication.

The article is devoted to studying the features of using virtual assistants of artificial intelligence (AI) - bots, assistants, agents, and agent AI - in the educational process. The topic's relevance is due to the rapid expansion of generative and autonomous AI systems that change approaches to learning, teaching, and management of educational activities. The authors determined the level of awareness and experience of practical application of AI tools in teachers' professional activities using two stages of surveying educators (n₁=123, n₂=65). The study systematizes the terminology, specifies the essential differences between the concepts of "bot", "assistant", and "AI agent", and also provides a comparative analysis of their functions, levels of autonomy, and pedagogical potential. Examples of the use of each type of intelligent system in education are given, from chatbots that provide routine tasks to agent systems capable of planning, self-learning, and collective interaction. The authors described an algorithm for creating an AI assistant in a visual environment without programming. The gradual evolution from bots to agent-based AI shows a transition from reactive support to proactive human-AI collaboration, opening up new opportunities for personalized, exploratory, and reflective learning. The authors emphasize the need to develop AI collaboration literacy among educators and to develop ethical and methodological policies for the use of AI in education.

A high level of proficiency in academic English is a prerequisite for the successful functioning of postgraduate students in the scientific and educational environment. This includes an accurate presentation of scientific ideas in both written and oral forms, presentation of research results at international events, access to publications in world scientometric databases and the ability to publish one's work. In the modern educational context, technologies, in particular concordancers, play an important role in developing academic foreign language competence and forming independent work skills. The study aimed to assess the effectiveness of the use of concordancers (AntConc and Lextutor) in the formation of academic foreign language competence of postgraduate students in the speciality Agronomy and to compare them with alternative means - online resources and applications based on artificial intelligence (Academic Phrasebank, Google Scholar Tools, Grammarly, ChatGPT). The study involved 30 first-year postgraduate students divided into experimental and control groups. The methodology included diagnostic (pre-test) and final (post-test) testing, which covered theoretical questions, analysis of a fragment of a scientific text and writing an essay in a scientific style. Statistical processing of the results was carried out using the Student's t-test. In addition, students filled out a questionnaire with open and closed questions, which were analyzed quantitatively and using the open coding method. The study results showed a significant improvement in academic writing in the experimental group, which confirms the effectiveness of using corpus tools in teaching academic English. Most students highly appreciated the capabilities of AntConc, in particular the analysis of terminology, grammar and stable expressions. At the same time, some respondents noted the complexity of the interface and the need for additional methodological materials. Therefore, it is advisable to create step-by-step instructions, involve teachers of computer disciplines in the educational process and increase the number of practical classes.

This article presents a comparative analysis of the performance of Node.js and Bun platforms in the context of developing educational web applications. Modern educational information systems are increasingly implemented as web applications, requiring high performance, scalability, and efficient resource utilization. With the emergence of Bun, a new platform positioned as a faster alternative to Node.js, there is a need for scientific investigation of its capabilities, advantages, and limitations in practical application. This study describes an experimental evaluation of a web application’s performance on both platforms and discusses the feasibility of migrating from Node.js to Bun. A roadmap for migrating a web application from Node.js to Bun is also developed. The research involved a series of load tests conducted using the Bombardier utility. Experiments were performed in the Google Cloud Platform (GCP) cloud environment using a standardized test configuration, enabling an objective performance assessment of each platform. The test results demonstrated a significant advantage of Bun over Node.js in terms of the average number of HTTP requests processed per second (RPS). Bun showed a 2.14-fold performance increase, processing an average of 8038 requests per second compared to 3753 requests for Node.js. However, certain compatibility issues between Bun and some modules were identified, necessitating modifications to the web application’s code. This suggests that while Bun holds considerable potential for web development, it is still under active development, and the migration process might require additional effort to adapt the application code. The obtained results are valuable for developers of educational web applications, as the choice of runtime environment directly impacts application performance, access speed to materials, and system scalability. Promising areas for future research include analyzing Bun’s stability in long-term use, its compatibility with existing modules, and optimization under real-world high-load conditions.

This article explores contemporary trends in the development of music information technologies, which refinement constitutes a key factor in the advancement of the music industry. The paper analyzes the advantages and challenges associated with these trends, while also forecasting potential directions for the future development of music information technologies. With an interdisciplinary approach at the intersection of musical art and information technologies, the research highlights the impact of modern technologies, the evolution of microelectronics, computers, and artificial intelligence on music creation and music education. Specifically, the transformation processes of physical sound devices into a virtual dimension are examined. The authors propose a definition of the concept of music information technologies as a symbiosis of information technologies and musical art. In other words, music information technologies are information technologies that address, work on, or influence processes within the field of musical art. The authors conclude that studying the issues related to the functioning of music society created through music information technologies is a promising direction in musicology, music education, and related fields. Based on the analysis of Music Information Technologies trends, it is noted that manufacturers of musical equipment and software developers are gradually transitioning to electronic versions of documentation and video tutorials. Trends include an increase in the number of music file formats, higher sampling frequencies, and the resolution of musical digital systems. The authors highlight the development of specialized digital workstations and other software compatible with general standards but specialized for specific individual physical devices or controllers. The article also anticipates the creation of new methods for controlling musical instruments and devices, widespread use of cloud technologies, and artificial intelligence.

This study explores the convergence of video games, game-based learning (GBL), and immersive journalism through various storytelling models, including Joseph Campbell's Hero’s Journey. Convergence is examined from multiple perspectives: technical, economic, legal, organizational, and conceptual. The study emphasizes the dual nature of convergence: natural, which is inherent to human nature and social information, and artificial, which is driven by informatization. The research identifies a conceptual convergence that is rooted in universal narrative paradigms and human psychology, largely propelled by technological advancements. This convergence blends artificial and natural systems of information and storytelling. Education, journalism, and games, all communication processes and archaic mythology, share a common goal: to influence their audiences in order to shape perceptions and conclusions about the world. The tools for this influence are storytelling and engagement. With the rise of information integration technologies, these previously independent fields are beginning to converge. Many educational courses tend to follow linear storytelling, which can limit the transformation of knowledge and reflect the increasing influence of business values within education. In contrast, immersive journalism employs spatial storytelling to highlight overlooked events, challenging traditional storytelling formats. Immersive technologies have the potential to transform education by shifting the focus from a linear credit-module approach to a value-oriented education centred on the concept of the “return of the hero.” The study proposes the social cycle of storytelling and presents a convergent model of immersive spatial storytelling, based on the hero's journey. It has been observed that the convergence of game learning and immersive journalism aims for a new quality informed by transformative theory.

This study aims to investigate the model of emotional intelligence and its use in computer games. Video games can be used to enhance emotional intelligence through active and deep learning. This article explores how emotional intelligence and gaming intersect, offering insights into how higher feelings can be formed through active and deeper learning. The analysis of existing scientific literature highlights the growing interest in creating emotional intelligence models, particularly within the realm of serious games. As part of this investigation, the author introduces a classification of emotional intelligence models that demonstrates their conceptuality. This work proposes the integration of emotional intelligence into game dynamics to enrich the landscape of emotional intelligence assessment and development. One key aspect of this approach is viewing emotional intelligence as a means to cultivate higher-order feelings, such as moral, aesthetic, social, intellectual, and the joy of knowledge and empathy. These emotions are integral elements of a “hot” system, emphasizing their relevance to authentic, non-digital cultural experiences. The dynamic emotional intelligence model introduced here serves to nurture essential skills, including situational cognitive reassessment and “emotional work”, leading to congruence in felt and expressed emotions. This model identifies the interplay of game aesthetics, mechanics, and dynamics as pivotal zones for the formation of higher feelings. The article argues that games intended to stimulate emotional intelligence should not induce a flow state that narrows the player's cognitive scope and inhibits critical thinking. To counteract this, the author suggests incorporating pauses, live communication, and reflective analysis of one's emotions within the gaming experience. The article explores the transformation of impersonal emotional intelligence test questions into game components encompassing mechanics, dynamics, and aesthetics. It outlines strategies for active and deeper learning, facilitating an enriched understanding of emotional intelligence through gaming. The recommendations derived from this discussion can be applied to an array of games under the dynamic emotional intelligence model, making it a valuable resource for educational game design. The proposed dynamic model of emotional intelligence within computer games emerges as a universal and versatile tool. It can function as a pedagogical framework for the development of student's emotional intelligence, enabling educators to harness the power of games for emotional growth. This model serves as a canvas for game designers, offering creative possibilities for the development of new computer-based educational games that target emotional intelligence. This article demonstrates that playing games can indeed stimulate emotional intelligence by fostering active and deeper learning. By incorporating emotional intelligence into gaming dynamics, it is possible to create more engaging and effective learning experiences, ultimately promoting the formation of higher feelings and a deeper understanding of emotional intelligence.

The software tools for processing visual data in an educational chemical experiment, the experience of their usage, and a number of DIY (Do it yourself) projects developed on their basis were analyzed. Particular attention was paid to the role of self-made devices during the forced online education caused by COVID-19 and the full-scale war in Ukraine. The results of the development of the software tool ColorKit, which is being developed at the Department of Physics and Chemistry of H.S. Skovoroda Kharkiv National Pedagogical University are presented. The basic principles were covered, the interface was described, the main functions of the application and their areas of usage were given. The principle of operation of the modules: "Spectrophotometer", "Colorimeter", "Refractometer", "Polarimeter" was characterized. The features of the structure of optical computer devices for physico-chemical analysis developed by teachers, students of higher education and students, members of the Academy of Medical Sciences were considered, and the results of their testing were highlighted. The design of an absorption spectrophotometer based on a reflective diffraction grating made from a DVD disc was described; a new method of its calibration using a diamond green solution was proposed. The operating model was tested and it was established that the accuracy of the device was sufficient for demonstration and educational chemical experiments. The operating principle of the "Colorimeter" module of the ColorKit software tool was considered. It was shown that, unlike other software tools, it had built-in approximation tools, which significantly facilitated the processing of visual data; displaying the results of mathematical processing in a graphic form, which made the experiment visual. It should be noted that for the correct operation of the virtual spectrophotometer and colorimeter in real time, the correct setting of the video device driver is quite important. A number of optical schemes of refractometers developed on the basis of the ColorKit software tool were presented: with liquid and V-prisms; i.e. the device whose principle of action is based on changing the optical properties of the lens in contact with the solution. It was shown that the simultaneous display of the course of the rays and the results of mathematical processing provides a high level of visibility. The results of the approval of the LED DIE refractometer with a V-prism are outlined. Further prospects for the development of the ColorKit project are planned.

Blended learning, which combines traditional teaching methods with online tools, requires effective technological solutions, particularly for ensuring continuous feedback between teachers and students. This article analyzes the current state of organizing blended learning and explores the use of modern information technologies, specifically artificial intelligence and neural networks, in programming education. The authors present a detailed description of the educational platform VirtualLaboratories, a concept for a programming education platform that leverages artificial intelligence, particularly neural networks, to automate various aspects of coding, assessment, and evaluation of completed programming solutions. The platform supports multiple programming languages, such as C#, SQL, and Python, and integrates leading neural networks for code analysis, optimization, and quality improvement. This includes models like GPT-4 Code, CodeBERT, and CodeT5, which provide not only automatic code analysis but also recommendations for improvement and optimization. These capabilities allow teachers to focus on individualized work with students by tracking their progress, while students can tackle assignments at their convenience and receive objective, high-precision analyses of their solutions. The article also provides examples of neural network integration for automating code evaluation processes, which significantly reduces the time required for reviewing work and minimizes errors. It describes the main functional features of the platform, which enable the creation of multi-level programming tasks, real-time feedback, and error analysis to improve programming solutions. Additionally, the article outlines prospects for further research on implementing new artificial intelligence algorithms and expanding the platform’s capabilities to support more complex tasks and programming languages.