Relevance The relevance of the study is driven by the fact that the large-scale internal displacement of the population due to hostilities has coincided with the critical necessity for the state's energy transformation, which actualizes the need to develop entrepreneurial competence, particularly among IDPs, as a strategic tool for simultaneously ensuring their economic self-sufficiency and stabilizing the economic activity of host communities; traditional approaches to the economic integration of this category of the population practically do not take into account their entrepreneurial potential, therefore, the study of the motivational structure of IDPs, the specifics of entrepreneurial competence, and the mechanisms of their activity's impact on host communities will allow for creating a foundation for a business support system that synchronizes social integration with the strategic tasks of ensuring the state's energy independence. Purpose: to define the specifics of entrepreneurial competence of internally displaced persons in the renewable energy sector, characterize the system of incentives and barriers to their entrepreneurial activity, and justify the impact of IDPs' entrepreneurial activity on economic stability, energy security, and social cohesion of host communities. Methods: analysis of statistical data and reports from international organizations – to determine the demographic, educational, and professional characteristics of internally displaced persons, identifying the scale of unemployment and social problems of the displaced; analysis of scientific publications and regulatory documents – to clarify the state of research on the specificities of renewable energy development in Ukraine and the economic integration of a specific category of the population; synthesis and generalization – to establish a holistic view of the system of incentives and barriers to entrepreneurial activity and define the specific characteristics of entrepreneurial competence in renewable energy; comparative analysis – to identify the advantages of entrepreneurship over wage labor as a mechanism for the economic integration of displaced persons and to characterize the multiple channels of impact of IDP entrepreneurial activity on the economy of host communities; system approach – to justify the comprehensive nature of forming entrepreneurial competence. Results: a significant potential for entrepreneurship development among internally displaced persons has been identified, the majority of whom are of working age; the limitations of traditional approaches to IDP economic integration, which do not consider the possibilities of their realization in renewable energy, have been highlighted; the specific features of entrepreneurial competence in the industry, which combines technological, regulatory, and environmental knowledge with business planning and financial management skills, have been determined; the system of incentives and obstacles to starting one's own business by displaced persons has been characterized; the multidimensional impact of IDP business activity on economic stability, energy security, and social cohesion of territories through the creation of enterprises, infrastructure development, technology transfer, and increasing the investment attractiveness of communities has been substantiated. Conclusion: the formation of entrepreneurial competence of internally displaced persons in the renewable energy sector is one of the strategic directions for the comprehensive transformation of the economy of host communities, as it synchronizes the resolution of humanitarian tasks of social integration with the achievement of energy transition goals and the economic stability of territories. The study revealed a significant unrealized potential of working-age IDPs for entrepreneurship development in the renewable energy sector, which is characterized by accessibility for entry at the small business level and the possibility of staged deployment of activities. The motivational structure of IDPs is characterized by the interaction of powerful incentives – the need for economic self-sufficiency, the desire to regain control over life, and the wish to integrate into communities – and systemic barriers: lack of seed capital, absence of entrepreneurial experience, and chronic stress. The entrepreneurial activity of displaced persons can catalyze positive changes in the economy of host communities through the creation of new jobs, the development of energy infrastructure, technology transfer, reduction of energy losses, mitigation of social tension, and increasing the investment attractiveness of territories. The realization of this potential requires not fragmentary educational measures but complex systemic support that combines competence formation with psychological support, financial mechanisms, and social integration tools through the coordination of efforts by state institutions, international partners, and the public sector.

Relevance. The preparation of secondary school teachers for educating students with disabilities requires the development of inclusive competence, which encompasses, among other skills and strategies, proficiency in health-preserving technologies. However, the elevated demands placed on teachers in inclusive classrooms – stemming from the increasing diversity of students’ special educational needs, the need to consistently allocate additional time and effort, and the emotional engagement in complex life situations – result in teacher overload, reduced effectiveness, chronic stress, and professional burnout. Understanding and interpreting teachers’ current psycho-emotional state is a prerequisite for revising the structure of their professional training and providing subsequent psychological support at the community level. Objective: To select and test a screening scale for assessing professional burnout among teachers of inclusive classrooms, as well as to identify and interpret the most prominent burnout symptoms. Methods: A survey was conducted with 65 secondary school teachers from Zhytomyr and Zhytomyr Oblast working in inclusive settings. Data were collected via an online form (Google Forms) containing a screening scale for diagnosing professional burnout. The results were processed by calculating the sum of responses indicating specific burnout symptoms. Data analysis was performed based on three main subscales: emotional exhaustion, depersonalization, and reduction of personal accomplishment. Results: The findings revealed that a significant proportion of teachers involved in inclusive education exhibit symptoms of professional burnout. The most pronounced symptoms include emotional exhaustion (feelings of fatigue and depletion by the end of the workday) and depersonalization (a desire for isolation). Additionally, a considerable number of respondents reported feeling “at the limit of their capacities,” which may be linked to the additional workload associated with supporting students with special educational needs (SEN). Nevertheless, teachers demonstrated relatively high scores on subscales reflecting their communication skills and self-efficacy beliefs. Conclusions: The study results confirm the prevalence of professional burnout among secondary school teachers working in inclusive education settings. Consequently, it is advisable to incorporate a psycho-emotional self-regulation component into the content of their professional training. Furthermore, at the community level, there is a need to organize preventive and corrective measures aimed at reducing stress levels associated with teaching students with SEN and mitigating teacher burnout.

Актуальність: наразі радіоелектроніка є наукомістким і пріоритетних сектором світової економіки із стабільним і постійно зростаючим попитом, значним експортним потенціалом, низькою матеріаломісткістю та високою питомою вартістю продукції, що стимулює розвиток не тільки інформаційно-комунікаційних технологій, але й таких галузей як машинобудування, приладобудування, медицина тощо. Ефективність професійної діяльності фахівця в галузі електроніки та телекомунікацій залежить від поєднання науково-дослідної, графічної та винахідницької діяльності в процесі їхньої професійної підготовки. Мета: дослідження та визначення ключових понять (дефініцій), що характеризують графічну компетентність, а також встановлення умов, необхідних для її ефективного формування у процесі професійної підготовки майбутніх фахівців в галузі електроніки та телекомунікацій з використанням цифрових технологій. Методи: теоретичні (аналіз стандартів вищої освіти, наукових і методичних публікацій, що відображають проблеми дослідження, критичний аналіз наявних теоретичних та методичних шляхів вирішення започаткованої проблеми в Україні та за кордоном щодо формування графічної компетентності майбутніх фахівців у галузі електроніки та телекомунікацій засобами цифрових технологій); емпіричні (анкетування; спостереження за навчальним процесом; опитування роботодавців і експертів). Результати: проаналізовано та обґрунтовано теоретичні положення щодо формування графічної компетентності майбутніх фахівців з електроніки та телекомунікацій засобами цифрових технологій. На основі проведеного аналізу теорії та практики формування графічної компетентності майбутніх фахівців в процесі професійної підготовки було встановлено низку дефініцій, які характеризують результат процесу формування графічної компетентності та визначено умови для її формування. Висновки: в процесі професійної підготовки майбутніх фахівців у галузі електроніки та телекомунікацій, з метою ефективного формування їх графічної компетентності має бути: реалізовано взаємозв’язок професійної й графічної діяльності, що є передумовою ефективного виконання професійних завдань; розвинена готовність до змін і здатність до коригування діяльності відповідно до змінних вимог суспільства; забезпечено формування загальної професійної культури фахівця в цілому. Relevance: currently, radio electronics is a science-intensive and priority sector of the world economy with stable and constantly growing demand, significant export potential, low material intensity and high specific cost of products, which stimulates the development of not only information and communication technologies, but also such industries as mechanical engineering, instrument engineering, medicine etc. The effectiveness of the professional activity of a specialist in the field of electronics and telecommunications depends on the combination of research, graphic and inventive activities in the process of their professional training. Purpose: research and definition of key concepts (definitions) characterizing graphic competence, as well as establishing the conditions necessary for its effective formation in the process of professional training of future specialists in the field of electronics and telecommunications using digital technologies. Methods: theoretical (analysis of higher education standards, scientific and methodical publications reflecting research problems, critical analysis of available theoretical and methodical ways of solving the problem started in Ukraine and abroad regarding the formation of graphic competence of future specialists in the field of electronics and telecommunications by means of digital technologies); empirical (questionnaires; observation of the educational process; surveys of employers and experts). Results: the theoretical provisions regarding the formation of graphic competence of future specialists in electronics and telecommunications by means of digital technologies were analyzed and substantiated. Based on the analysis of the theory and practice of the formation of graphic competence of future specialists in the process of professional training, a number of definitions were established that characterize the result of the process of formation of graphic competence and the conditions for its formation were determined. Conclusions: in the process of professional training of future specialists in the field of electronics and telecommunications, in order to effectively form their graphic competence, the following should be implemented: the relationship between professional and graphic activities, which is a prerequisite for the effective performance of professional tasks; developed readiness for changes and the ability to adjust activities in accordance with the changing requirements of society; the formation of the general professional culture of the specialist as a whole is ensured.

The relevance. The issue of developing teacher's pedagogical excellence is one of the most significant in pedagogical theory and practice, especially at the current stage of overcoming the consequences of the pandemic and martial law. The article proves the importance of process studying of the pedagogical excellence developing of general education teachers of vocational education institutions as a goal-oriented, dynamic system. The aim is to substantiate the methodical system for the development of pedagogical excellence of general education teachers of vocational education institutions. Methods: the study used theoretical methods, which provided an opportunity to examine the state of the research problem in scientific sources, compare different views, analyse the process of development of pedagogical excellence of general education teachers of vocational education institutions as a methodical system. This study used the methods of analysis and synthesis, systematisation, abstraction, generalisation, and modelling, which resulted in building a structure of functional components of the system of teachers' pedagogical excellence development and clarifying the interconnection of the selected components. Results: the article deals with the concept of "system" as a structure that combines naturally arranged elements, components grouped by some common feature; the principles of functioning and development of pedagogical systems are highlighted, the types and structural components of pedagogical systems are analysed; the design of a system for the development of pedagogical excellence of general education teachers as a certain type of pedagogical system is considered. The main structural components of the designed system (target, conceptual and methodological, subjective, content, technological, diagnostic and resultant) are characterised; the functional components of the system for developing pedagogical excellence of general education teachers in a vocational education institution are allocated; the place of the proposed system for developing pedagogical excellence of general education teachers among the systems of vocational education is determined. Conclusions: the designed system for the development of pedagogical excellence of general education teachers in a vocational education institution, as a certain type of pedagogical system, combines certain structural components (target, conceptual and methodological, subjective, content, technological, diagnostic and resultant, and functional components: design, constructive, gnostic, prognostic, organisational, communicative, evaluative and corrective); the general pedagogical system of a vocational education institution includes a system of pedagogical staff professional development, which in turn combines the system of pedagogical staff advanced training and the pedagogical excellence development system of general education teachers of a vocational education institution as a subsystem; prospects for further research will be devoted to substantiating the goals and designing the content of the development of pedagogical excellence of general education teachers.

Relevance: in modern conditions, teachers are actively involved in the creation of electronic textbooks, interactive notebooks, various forms and test tasks, etc. All this means developing and designing objects of the Internet information environment from the standpoint of user-friendliness and meeting the user's aesthetic needs. The web design competence development of teaching staff at vocational education institutions is an urgent need in the context of digitalisation of education. Aim: defining the structure of competence in web design for teaching staff of vocational education institutions and substantiating the methodology for its development. Methods: analysis and synthesis – to determine the development state of the problem under study and the list of competence in web design of teaching staff; generalization – to formulate conclusions and recommendations for the web design competence development of teaching staff at vocational education institutions; diagnostic (testing, conversation) – to find out the level of competence in web design of teaching staff. Results: it was found that more than 17% of teachers design and create websites and web pages that combine text with sounds, pictures, graphics and video; 5-7% use various graphic editors and image processing services; about 80 % of respondents carry out independent design development of electronic publications (a product containing information in electronic form); less than 6 % of respondents indicated that there is a unified approach to the design of educational materials on hard copy and for posting on the Internet. The structure of competence in web design for teaching staff of vocational education institutions consists of technical skills (basics of composition, typography, colour science, graphic design, design software, user interface (UI), user experience (UX), responsive design) and soft skills (project management, time management, copywriting, web design awareness, creative thinking, critical thinking, attention to detail, communication, self-reflection). To assess this competence, four levels (initial, low, medium, high) have been developed, taking into account the indicators of motivational, cognitive, activity and reflective criteria. Taking into account the specifics of the teaching staff activities at vocational education institutions, a methodology for their design education has been developed, which is aimed at developing competence in web design and includes seven stages. Conclusions: Teaching staff of vocational education institutions are involved in the development of e-learning content, but have a low level of competence in web design. The web design competence of a teaching staff member of a vocational education institution is a combination of knowledge, skills and attitudes to web design technologies to create educational content for performing tasks, solving problems, communicating, managing information, working together in the information and educational environment of a vocational education institution, doing it effectively, appropriately, safely, critically, creatively, independently and ethically. At the same time, the teacher does not have to be a web designer, he/she uses the tools and ready-made algorithms of the services he/she works with, the basis of his/her training in this field is graphic design, typography, copywriting, etc. for the effective presentation of electronic content.

Relevance. The research is driven by changes in the field of professional education, the implementation of blended learning in professional (vocational-technical) education, the necessity for distance and online learning, preparation of future qualified workers for independent learning and self-organization, which requires the search for new approaches by pedagogical staff in organizing their independent work, and the need to develop a methodology for organizing the independent work of future qualified workers in blended learning conditions. The aim is to highlight the results of the research and methodology of organizing the independent work of future qualified workers in blended learning conditions, to enhance the effectiveness of organizing and conducting independent educational work by pedagogical staff, and the quality of its execution by educational seekers. Methods: studying scientific literature, normative-legal documents, empirical data regarding the organization of independent work of future qualified workers in blended learning conditions, to identify the current state, analyze the methods of organizing independent work of educational seekers in the conditions of blended learning in institutions of professional (vocational-technical) education. Results: Based on the analysis of scientific literature, normative-legal documents, and empirical data, trends in organizing independent work in institutions of professional (vocational-technical) education have been identified and analyzed; a methodology for organizing the independent work of future qualified workers in blended learning conditions has been developed; its concepts and implementation stages have been defined. Conclusions: The implementation of the developed methodology contributes to the successful performance of educational tasks by learners, mastery of professional knowledge, formation of skills and abilities, development of self-organization skills, work and time planning, self-control, enhancement of the level of digital culture, which prospectively will manifest through increased levels of confidence and independence of the individual, ability to plan one's time, interact in a digital society, be competitive in the labor market, mobile, and professionally grow throughout life.

The relevance of this article is dictated by the acuteness of the environmental pollution issue, especially from the construction sector, which presents a challenge both for Ukraine and globally. One of the solutions to this problem is the implementation of green building, which involves the use of environmentally friendly materials, innovative waste-free and low-waste technologies, alternative energy sources, waste recycling, etc. This necessitates new, ecologically oriented approaches in the training of qualified construction workers, particularly tile setters. Objective: Based on global and national experience in green building, this study aims to investigate the issue of training tile setters in Ukraine using eco-oriented technologies and to develop recommendations for improving the process of integrating these technologies into educational curricula and programs. Methods: Analysis of domestic and foreign sources on ecological education and green building, empirical research on the practice of applying ecotechnologies by tile setters in Ukraine. Results: The essence of eco-oriented professional training is revealed, the foreign and national experiences in green building are analyzed; eco-oriented technologies for tile setters are examined; the main ecological requirements for building materials and technologies for tiling works are disclosed; corresponding recommendations for the use of eco-oriented technologies in the professional training of future tile setters are prepared. Conclusions: Eco-oriented professional training must become an integral part of the professional competence of tile setters, bringing changes both to the content and methods of education. For instance, during tiling works, environmentally friendly hydro insulation membrane materials are used; powerful construction companies that conduct eco-certification of their products have emerged; the use of mastics and adhesives based on dry building mixtures reduces construction waste and, consequently, soil pollution at the construction site; more precise laser measuring devices are increasingly used in tiling works. Therefore, in training tile setters, attention should be paid to studying modern green technologies. The importance of developing normative legal acts on eco-certification of building materials and technologies, and subsequently buildings, is substantiated. It is recommended to revise the National Standard of Professional Education for the profession of tile setter, considering ecological requirements, and for teachers of vocational education institutions to pay special attention to forming ecological competence in future tile setters.

Relevance: In the context of reforming contemporary Ukrainian education and transitioning to multilevel training of professional staff, the competitiveness of specialists in the labor market, the problem of a competency-based approach becomes particularly relevant. In turn, the professional competence of future qualified workers in the service sector is an integral characteristic that determines the individual's ability to solve typical professional tasks and problems that arise in real-life professional situations by using acquired knowledge and skills, professional and personal experience, values, and inclinations from a specific profession in the service industry. Objective: To analyze approaches to defining the essence and content of the definition "professional competence of future qualified workers in the service sector" in the context of modern educational transformations. Methods: Theoretical: analysis, synthesis, generalization of scientific works on the problem of professional competence of future qualified workers in vocational (vocational-technical) education institutions and official documents - to determine the theoretical-methodological foundations of the phenomenon; study and generalization of pedagogical experience to select pedagogical tools - for the development of professional competence of future qualified workers in the service sector; comparison - to determine approaches to solving the researched problem; modeling - to design a model for the development of professional competence of future qualified workers in the service sector during professional training. Results: The essence and content of the definition "professional competence of future qualified workers in the service sector" were examined; various scientific approaches to defining the concept of professional competence and its components were identified and analyzed; various scientific approaches to the classification of structural elements of the professional competence of a future specialist were characterized, which can be used to determine their competitiveness in the market and ensure their success in the service industry. Conclusions: It is recognized that professional competence acts as an indicator of the internal, subjective content of personality, is the result of purposeful internal work, its individual professional characteristic, in the process of which the external is processed and assimilated by the personality, generating a conscious ability to solve a specific professional problem and task in a particular situation, the ability to self-improve in one's work; approaches to defining the essence and content of the definition "professional competence of future qualified workers in the service sector" in the context of modern educational transformations were substantiated (personality-oriented; systemic; activity-based; competency-based, integrated).

The relevance of this article is determined by the need to elucidate the main approaches to interpreting the essence and structure of the concept "professional competence" and to justify its importance as a crucial condition for the successful activity of skilled workers in the service sector according to current labor market demands. The purpose of the article is to illuminate the main approaches to interpreting the essence and structure of the concept "professional competence," and to characterize it as an important condition for the successful activity of skilled workers in the service sector. Methods: the study of scientific sources on the interpretation of the essence of the concept "professional competence" and its structural components, summarization and systematization - for formulating conclusions and perspectives for further research. Results: the results of the analysis of the definition "professional competence" of skilled workers in the service sector are presented, the main approaches in scientific sources to the interpretation of this concept are determined; the main components of professional competence of skilled workers in the service sector are characterized; it is substantiated that the professional competence of a skilled worker in the service sector is a complex formation that integrates knowledge, skills, experience, personal values, orientations, and needs, and ensures productive and successful professional activity and professional development of the personality of a skilled worker, taking into account the needs of the labor market; the following components are singled out: value-motivational, gnoseological-cognitive, innovative-technological, interpersonal-communicative, reflexive-evaluative. Conclusions: the main aspects of the essence and structure of professional competence of skilled workers in the service sector are characterized, the importance of professional competence for successful professional activity is substantiated, taking into account the peculiarities of the profession and labor market demands.

The relevance of the article is determined by: the constant changes and challenges in the field of professional education and the development of public-private partnerships; the necessity for people to adapt to new technological and economic realities, which requires finding new ways of cooperation between public institutions and the private sector in education; the need for domestic professional education to create effective methodological recommendations for the development of public-private partnerships to improve the quality of professional education, enhance the competitiveness of graduates of professional (vocational-technical) education institutions in the labor market, and innovative development of the Ukrainian economy. Purpose: to conduct a theoretical analysis of public-private partnership in the field of professional (vocational-technical) education and determine the modern models of its operation. Methods: theoretical analysis of the source base – to study the normative documents and laws that regulate public-private partnership in the field of professional (vocational-technical) education and determine its various models; comparative analysis – to identify the common and distinctive characteristics of the identified models of public-private partnership, revealing the peculiarities of their operation; expert evaluation – to obtain recommendations regarding the prospects for the development of public-private partnership in the field of professional education in Ukraine. Results: an analysis of legislative and regulatory documents on the development of public-private partnerships has been carried out; contemporary models of public-private partnership have been identified and analyzed; their features and advantages have been revealed and characterized, which can be used to improve public-private partnership in the field of professional education in Ukraine; the existence of a link between the effectiveness of the partnership and the quality of future professionals' training has been noted; significant opportunities and prospects for this form of collaboration have been outlined. Conclusions. The modern models of public-private partnership in the field of professional (vocational-technical) education include: the partnership model at the legislative level (main attention is paid to the regulation of relations between public and private education entities through the adoption of relevant laws and regulations); the project collaboration model (focus is on the implementation of specific educational projects and programs in conjunction with private companies and organizations); the joint financing and resource provision model (partners jointly finance educational programs and provide access to necessary resources); the partnership model in the form of entrepreneurial activity (includes cooperation with private enterprises and the creation of joint educational enterprises). There is a growing interest from both public and private entities in participating in partnerships in the field of professional education, which can be favorable for the further development of this sector. The positive aspects of public-private partnership include improving the quality of education, expanding financing opportunities and access to resources, and creating practical opportunities for educational attainment. Challenges that exist in the development of the partnership include: the need for legislative regulation, ensuring transparency and effectiveness of cooperation, and resolving issues of intellectual property.