Zasobi navčalʹnoj ta naukovo-doslìdnoï roboti
Founded in: 1996 Field of science and issues in focus: The journal aims to draw the attention of the wider educational community to a little-developed area of scientific and pedagogical research – the creation, theoretical justification, and application of means of improving the educational process in preschool, general education, higher education, postgraduate education, non-formal and informal lifelong education, as well as means of scientific and research activities in the field of educational sciences. The journal was included in category “B” of the List of Scientific Professional Publications of Ukraine, in which the results of dissertations for the degrees of Doctor of Science and Candidate of Science (Doctor of Philosophy) may be published (Order No. 886 of the MES of Ukraine dated July 2, 2020) Updated List of Ukrainian Scientific Professional Journals (Order No 928 dated 11 June, 2026) Cluster: Human Capital Development, Social Sciences, and Journalism Specializations: A1 Educational Sciences; A2 Preschool Education; A3 Primary Education; A4 Secondary Education (by subjects); A5 Vocational Education (by specialisation); A6 Special Needs Education (by specialisation) ISSN: 2312-1548 (Print), 2312-8801 (Online) Decision of the National Council of Ukraine on Television and Radio Broadcasting №1223 of 31.10.2023 Media ID: R30-01498 Indexing: Vernadsky National Library of Ukraine, Ulrichsweb Global Serials Directory, OCLC WorldCat, ResearchBib, Index Copernicus, Google Scholar, ERIH PLUS, OpenAIRE, Scillit, fatcat!, Sherpa Romeo, OUCI Frequency of publication: 2 times a year. Language of publication: Ukrainian, English. Publisher: H. S. Skovoroda Kharkiv National Pedagogical University. USREOU code: 22518134 Publisher's ROR: https://ror.org/00gjv5s24 DOI prefix: 10.34142 Editor-in-Chief: Kateryna YURIEVA, Doctor of Pedagogical Sciences, Professor, Professor at the Department of Musical Art, H. S. Skovoroda Kharkiv National Pedagogical University, Ukraine Editorial office address: 61002, Kharkiv, 29 Alchevskykh Str. E-mail: yuryeva.ka@hnpu.edu.ua
H.S. Skovoroda Kharkiv National Pedagogical University
АРТ-ПРОСТІР ЗАКЛАДІВ ОБОВ’ЯЗКОВОЇ ОСВІТИ ЯК РЕСУРС ФОРМУВАННЯ ЦІННОСТЕЙ СТАЛОГО РОЗВИТКУ
The relevance of the study is determined by the growing importance of education for sustainable development and the need to introduce its values into students’ everyday educational experience. In this context, the art space of compulsory education institutions may serve not only aesthetic and decorative purposes but also function as a practical educational resource that supports the development of environmental responsibility, social inclusion, cultural awareness, cooperation, responsible consumption, and respect for the future. The problem addressed in the article lies in the insufficient use of the educational potential of school art spaces. In many institutions, visual and musical environments remain secondary elements of school design, while their capacity to communicate sustainable development ideas, influence students’ attitudes, and reinforce value-based behaviour is not fully recognised or systematically integrated into educational practice. The proposed solution is based on interpreting the art space of a modern school as an integrated system that includes visual design, artistic objects, student artworks, exhibitions, installations, musical zones, acoustic elements, collective performances, and participatory creative practices. The article presents selected examples from several countries to demonstrate how particular sustainable development values may be embodied through visual and musical environments, including the use of natural and recycled materials, ecological art projects, multicultural representation, inclusive design, collaborative music-making, soundscapes, and student-led artistic initiatives. The results indicate that a purposefully organised art space can make abstract sustainable development principles more accessible, emotionally meaningful, and age-appropriate for students. Visual images, spatial solutions, musical activities, and collective creative practices attract students’ attention, encourage reflection, and contribute to the gradual internalisation of ecological, social, and cultural values. The visual component may promote environmental awareness, responsible consumption, cultural diversity, and appreciation of heritage, while the musical component can strengthen cooperation, inclusion, dialogue, emotional sensitivity, and shared responsibility. The study concludes that the art space of compulsory education institutions should be regarded as an important element of the hidden curriculum and as a practical mechanism for fostering sustainable development values. Its effectiveness depends on functionality, accessibility, inclusiveness, continuity, student participation, and meaningful integration with curricular and extracurricular activities. Therefore, the purposeful development of school art spaces should become an important direction in the modernisation of educational environments and the implementation of education for sustainable development.
Copyright (c) 2026 https://creativecommons.org/licenses/by-nc/4.0/deed.uk
COOPERATIVE LEARNING IN ENGINEERING GRAPHICS THROUGH ZOOM BREAKOUT ROOMS
Relevance. The mass transition to distance education has brought forth the question of effective organization of group work in online environments. Zoom breakout rooms have become a practical tool for implementing cooperative learning, yet the specifics of their application in technical disciplines, particularly engineering graphics, remain insufficiently studied. Research aim is to evaluate the effectiveness of the teaching methodology for engineering graphics using breakout rooms based on student perceptions. The study draws on the Community of Inquiry theoretical model, the Learning by Teaching concept, and cooperative learning principles. Methods. The study was conducted at Igor Sikorsky Kyiv Polytechnic Institute with first-year students majoring in Nuclear Energy. A three-stage lesson structure was developed: introductory briefing, group work in breakout rooms on tasks of two difficulty levels, and presentation of results with collective error analysis. Groups of 3–4 students collaboratively completed drawings of sections, after which students individually added dimensions, implementing the two-stage cooperative learning model. To verify understanding, oral questioning with real-time construction elements was conducted. Data collection was carried out through an anonymous online survey six months after the lessons; response rate was 58.1% (25 of 43 students). The questionnaire contained 17 Likert-scale questions in four blocks (engagement, learning quality, organization, comparison with traditional format) and 3 open-ended questions. Results. The overall mean score is M=4.05 (SD=0.85), with 74.1% of responses rated 4–5. The “Learning Qualityˮ block received the highest ratings (M=4.20, SD=0.68), indicating the pedagogical effectiveness of the methodology. The statement “Group work helped me better understand the algorithm for performing sectionsˮ received the highest indicator M=4.84 (SD=0.37). The Learning by Teaching phenomenon was confirmed: 44% of respondents described experiencing deeper understanding through explaining material to peers. Students valued the speed of feedback, psychological safety in small groups, and mutual quality control. Comparison with the traditional format showed advantages: 76% of students reported accomplishing more in the group format. A limitation was identified: insufficient time (M=3.60, SD=1.15). Conclusions. The three-stage methodology using breakout rooms is an effective pedagogical approach for teaching engineering graphics remotely. High ratings of learning quality and confirmation of the Learning by Teaching phenomenon indicate activation of deep learning mechanisms in synchronous group work conditions. The methodology ensures optimization of the three types of presence in the Community of Inquiry model, which explains its effectiveness compared to the traditional individual format.
FORMATION OF THE MODERN PRIMARY SCHOOL MUSICAL ENVIRONMENT: PEDAGOGICAL DIMENSION OF FOREIGN EXPERIENCE
The article actualizes the problem of forming the musical environment of the modern primary school as an important component of the younger pupil’s personality development in the context of contemporary educational transformation and the implementation of the concept of the New Ukrainian School. The musical space of the primary school educational environment influences not only the aesthetic education of pupils, but also the development of creativity, emotional intelligence, communicative skills, the ability for emotional self-regulation, socialization, and the formation of children’s value orientations. The study focuses specifically on the problem of forming the musical environment within compulsory primary education institutions, since the individualized musical space of a child outside school largely depends on the family environment, parents’ cultural capital, media practices, and individual developmental conditions, which significantly complicates the possibilities for its objective analysis and international comparison. In this regard, the school is considered the most structured and manageable space for the musical socialization of younger pupils. The methodological basis of the research includes the methods of comparative analysis, pedagogical generalization, systematization of scientific sources, analysis of educational and regulatory documents, and interpretation of foreign educational practices. The article presents a comparative analysis of models for forming the musical environment of primary schools in different countries around the world. Several basic models of organizing the musical space within compulsory education systems have been identified: 1) state-regulated (the People’s Republic of China, Singapore, partially the Republic of Korea, etc.); 2) autonomous-pedagogical (the United States, Canada, Australia, and others); 3) state-supported (Sweden, Norway, Germany, United Kingdom); 4) culturally integrative (Japan, Estonia, Finland). It has been proved that regardless of the level of state regulation, all models pursue a common goal: creating conditions for the harmonious development of the child’s personality, the formation of aesthetic culture, creative potential, emotional stability, and the ability for cultural communication. Within the discussion framework, the expediency of combining Ukrainian educational traditions with the best foreign practices of forming the musical environment of primary schools is emphasized in the context of implementing the principles of the New Ukrainian School, child-centeredness, partnership pedagogy, and the development of the pupil’s creative personality.
INTERNATIONAL PRACTICES OF DESIGNING COMMUNICATIVE SCHOOL ENVIRONMENT THROUGH ART SPACES
The relevance of the study is determined by the transformation of contemporary school education amid globalisation, internationalisation, and the increasing role of foreign-language communication in the educational process. Modern schools are gradually reconsidering the educational potential of physical infrastructure, viewing it not only as a technical component of the learning process but also as an active pedagogical instrument influencing students’ communicative behaviour, motivation, creativity, and intercultural interaction. In this context, special attention is paid to art spaces as multifunctional educational environments capable of stimulating foreign-language communication through visual culture, collaborative creativity, informal interaction, and emotionally engaging educational practices. The study focuses on the experiences of China, Japan, the United States, and France, where art spaces encourage students’ foreign-language interaction both during classroom activities and beyond formal lessons. The conceptual foundations of communicative educational environments, art-oriented pedagogy, and spatial approaches to foreign-language education are outlined. The methodological basis of the study includes comparative pedagogical analysis, synthesis, systematisation, and interpretation of international educational practices. The research draws on an analysis of scholarly publications, educational concepts, school design strategies, and practical cases involving the implementation of communicative art spaces in educational institutions abroad. The results demonstrate that foreign education systems actively use school art spaces to intensify students’ communicative activity. In China, art-integrated educational environments are associated with collective creative practices and a culture of visual communication. Japanese schools emphasise harmony, aesthetics, shared responsibility, and interactive cultural spaces that support communicative behaviour. In the United States, flexible creative zones, open libraries, media studios, and multicultural artistic environments support inclusive communication and project-based foreign-language learning. French schools actively employ cultural and aesthetic environments to develop a culture of discussion, creativity, and linguistic interaction. The authors’ analysis confirms that the effectiveness of communicative art spaces depends on the integration of pedagogical goals, school design, cultural context, and educational strategies. International experience demonstrates a transition from traditional classroom-centred language instruction towards holistic educational ecosystems in which communication becomes a natural component of students’ everyday school life. The study’s practical significance lies in the possibility of adapting international approaches to modernise school educational environments in other national education systems.
TEACHER TRAINING FOR THE NEW UKRAINIAN SCHOOL: VECTORS OF TRANSFORMATION
The article substantiates that a comprehensive transformation of the system for training future teachers – encompassing scientific, methodological, and technological dimensions – is a key prerequisite for the successful implementation of the New Ukrainian School (NUS) reform and for improving the quality of mathematics education in Ukraine. The priority of the competence-based approach in teacher education under the conditions of the NUS reform is demonstrated. The significance of digital resources in creating a modern learning environment for future teachers is highlighted. The study shows that an important vector of transformation is the active involvement of university scholars in developing educational and methodological support for NUS, including model curricula (for Grades 5-9 and 10-12) and next-generation textbooks. This activity enables university instructors to remain informed about current innovations in school education, ensures continuous high-quality methodological training of graduates, and provides practicing teachers with a flexible toolkit for teaching mathematics (electronic supplements, materials for formative assessment) adapted to the challenges of contemporary schooling. An analysis of faculty participation in international projects (under the auspices of UNESCO and GPE) indicates a high level of integration of Ukrainian mathematics education methodology into the global educational context. The development of specialized online courses for NUS trainers facilitates the rapid dissemination of best practices and provides high-quality academic support for practicing teachers nationwide. It is established that the renewal of bachelor’s and master’s degree programs enhances students’ practical readiness to work within the NUS framework. The introduction of methodological-cycle courses, the use of visualization tools (mind maps), and the focus of independent work on comparative analysis of alternative textbooks foster future teachers’ ability to critically select learning content and effectively use artificial intelligence tools (Google Gemini, ChatGPT‑5). The study confirms the effectiveness of a comprehensive approach that combines academic training with student involvement in socio-educational initiatives (“Skovoroda Hub”) and scholarly discussions (conferences, round tables), thereby strengthening their professional competence and readiness for innovative pedagogical activity.
ANALYSIS OF INSTITUTIONAL REPOSITORIES AND LIBRARY SYSTEMS FOR STORING AND PROCESSING FAIR DATA IN EDUCATIONAL SCIENCES
The development of open science and the need to standardize research data management highlight the problem of assessing the compliance of digital platforms with the FAIR principles (Findable, Accessible, Interoperable, Reusable). For educational sciences, this issue is particularly significant: a bibliometric analysis of 133 publications retrieved from the Scopus database as of April 8, 2026, revealed the absence of educational terminology in the keyword co-occurrence network of FAIR data research discourse, indicating insufficient attention to this problem in the pedagogical context. To achieve the research aim, a comparative analysis of seven digital platforms – institutional repositories (DSpace, EPrints, Invenio RDM, Fedora/Samvera, Greenstone) and library systems (Koha, Ex Libris Alma/Primo) – was conducted using an adapted criteria matrix based on F-UJI principles and a three-level compliance scale for each FAIR principle. Among the analyzed platforms, Invenio RDM demonstrates the highest compliance level (12/12) due to native DataCite support, OpenAPI 3.0 standard, machine-readable SPDX licenses, and alignment with OpenAIRE and EOSC guidelines. DSpace and EPrints provide a medium compliance level (8/12), supporting Handle identifiers, OAI-PMH, and Dublin Core, but with limited implementation of Interoperable and Reusable principles. Fedora/Samvera offers a flexible semantic architecture (11/12) but requires significant technical resources for deployment; Greenstone remains a solution for offline environments with minimal FAIR compliance (4/12). Library systems partially satisfy FAIR requirements: Koha primarily through MARC 21 and Z39.50 (7/12), Ex Libris Alma/Primo through BIBFRAME, Schema.org, and DataCite support (11/12), though full Reusable compliance for both requires integration with repository platforms. The study establishes that FAIR compliance level is determined not by the platform licensing type but by the depth of metadata standards integration, persistent identifier support, and machine interoperability mechanisms. Ukrainian educational institutions are recommended to modernize existing DSpace repositories with DataCite integration, while migration to Invenio RDM is identified as a promising direction for developing FAIR data infrastructure in educational sciences.
DESIGNING BLENDED LEARNING THROUGH RESEARCH: EXPERIENCES IN TRAINING LIBRARY AND INFORMATION SCIENCE PROFESSIONALS IN THE CONTEXT OF DIGITAL TRANSFORMATION
The article addresses the topical issue of designing research-based blended learning in the professional training of future specialists in Library, Information, and Archival Studies (Speciality B13, formerly 029). In the context of the digital transformation of higher education, the necessity of shifting from a mechanical combination of online and offline formats to a holistic pedagogical model, where research activity acts as a system-forming factor, is substantiated. The aim of the study is the theoretical justification and empirical verification of the effectiveness of such a model at a technical higher education institution (National Aerospace University “Kharkiv Aviation Institute”). The research methodology is based on the concept of design-based research and involves the use of mixed methods: the quantitative IMMS (Instructional Materials Motivation Survey) based on J. Keller’s ARCS model to measure motivation, and qualitative methods (semi-structured interviews with the teacher, pedagogical observation, SWOT analysis). The experimental work was implemented in three stages: diagnostic-design, formative-corrective, and reflective-generalizing. The process of the iterative transformation of a traditional course into a hybrid format on the "Mentor" platform is described in detail. A key element of the updated design was the integration of digital tools (scientific repositories, databases, AI chatbots, Google Docs collaboration tools) and research tasks (group cases, mini-studies, verification of AI-generated content). The results of the study demonstrated positive dynamics in the students’ learning motivation: an increase in the integral indicator by 12.8% was recorded, confirming the effectiveness of combining the research-based approach with the flexibility of blended learning. A qualitative analysis of the teacher’s reflections revealed a complex trajectory of professional transformation: from initial apprehension and resistance to the realization of the benefits of a facilitative role and collaborative interaction. It is concluded that the success of blended learning depends not only on the technological infrastructure but also on systemic support for teachers and the subordination of digital tools to a unified research logic of the course.
MODELS FOR ASSESSING THE ACADEMIC ACHIEVEMENTS OF HIGHER EDUCATION STUDENTS AT EUROPEAN UNIVERSITIES: A COMPARATIVE STUDY
The article presents a comparative analysis of models for assessing the academic achievements of higher education students in European universities and clarifies their impact on the quality of the educational process. The relevance of the study is determined by the need to update approaches to the assessment of learning outcomes in the context of European integration, the internationalization of higher education, the strengthening of the competence-based paradigm, and the expansion of academic mobility. It is emphasized that contemporary assessment systems perform not only a controlling function but also motivational, regulatory, and prognostic ones, contributing to greater transparency, objectivity, and effectiveness of learning. Through the analysis of the works of Ukrainian and foreign scholars, the main approaches to understanding the role of assessment in ensuring the quality of higher education are outlined. It is determined that in the international academic environment increasing attention is being paid to formative assessment, programmatic assessment, the quality of feedback, the transparency of criteria, and the use of analytical data for improving educational programmes. The purpose of the article is a comprehensive theoretical and applied analysis of systems for assessing students’ academic achievements in higher education institutions of European countries in order to identify their advantages, limitations, and the possibilities of using productive experience in Ukraine. The main body of the article focuses on the characteristics of approaches common in the United Kingdom, Germany, and France. It is established that the British model is distinguished by the significant role of written assignments, external moderation, and clearly defined assessment criteria; the German model by a high degree of formalization, numerical precision, and regulated procedures; and the French model by a centralized character, a 20-point grading scale, and normative regulation of knowledge control procedures. It is shown that in all the systems under consideration the importance of formative assessment, self-assessment, peer assessment, and digital tools is increasing. The conclusions emphasize that the most effective are comprehensive assessment models combining traditional, formative, and competence-based approaches. It is proved that the effectiveness of assessment practices depends on the professional training of teachers, the quality of feedback, the flexibility of criteria, and the integration of assessment procedures into the digital educational environment. Prospects for further research are associated with a deeper study of assessment methods, tools, and procedures in leading European universities and their adaptation to the practice of Ukrainian higher education.
ENVIRONMENTAL EDUCATION AT PRESCHOOL AND EARLY PRIMARY SCHOOL STAGES IN THE CONTEXT OF IMPLEMENTING THE SUSTAINABLE DEVELOPMENT GOALS: CHALLENGES, STRATEGIES, AND PERSPECTIVES
Transition to the sustainable development paradigm. The article substantiates the need to rethink classical environmental education and to move towards holistic Education for Sustainable Development (ESD) at the early stages of learning. Such a shift is not only a response to the challenges of the Anthropocene, characterized by the dominant and destructive impact of human activity on the biosphere, but also marks a step beyond its limits. The authors emphasize that contemporary education can no longer be grounded in a pedagogy of fear or in treating nature solely as a resource. In the context of environmental crises, education should focus on fostering psychological resilience and a sense of agency in the youngest generations. Developmental psychology and ecology. Preschool and early primary school age are of critical importance for the formation of pro-environmental habits and the so-called child’s “ecosystem identity”. Based, in particular, on Jean Piaget’s concept, the publication substantiates the need to channel children’s animism and fascination with nature (biophilia) towards the development of deep empathy and moral responsibility. A lack of free contact with nature during this period carries the risk of forming biophobia, which in adulthood may manifest itself in a poor understanding of environmental problems. The sociological dimension of early education is also important, as a properly educated child often becomes an “agent of change,” influencing pro-environmental attitudes within the family. Synergy with the 2030 Agenda and the Health-Promoting Preschool model. The study examines the links between the UN Sustainable Development Goals, above all Goals 3, 4, and 12, and the structure of the Health-Promoting Preschool model. Sustainable development in preschool and primary education primarily means the affirmation of a sustainable lifestyle in which care for the child’s psychophysical well-being constitutes an integral foundation for caring for the natural environment. A fundamental goal of education thus becomes the development of meta-competences, including systems thinking, normative competence, anticipatory competence, and strategic competence. Innovative didactic strategies. The authors outline specific and proven methodological solutions aimed at implementing the objectives of ESD. • Outdoor education and forest kindergartens provide direct immersion in nature, eliminate the anthropocentric distance from the natural world, and reduce children’s stress levels. • Research projects, grounded in J. Dewey’s constructivist idea, enable children to identify real problems, formulate hypotheses, make and implement decisions on a micro-scale, thereby counteracting apathy and fostering operational optimism. • The purposeful use of microscopes or nature apps as a “digital magnifying glass” for studying the details of nature and collecting data in citizen science practice not only integrates environmental and natural science education, but also, through the digital environment familiar to contemporary children, connects the digital world with the world of nature, stimulates interaction with the natural environment, and increases the time children spend outdoors. • Place-based pedagogy also acquires particular importance, as it connects environmental education with the child’s direct experience in the local natural, cultural, and social environment. Space as the “third teacher” reinforces this approach: the architecture and the institution’s internal and external educational space should model behaviour, while visible composters, biocentric gardens, and the implementation of the “Zero Waste” concept oriented towards waste reduction teach children through everyday experience. Barriers and recommendations. The implementation of innovative solutions is complicated by the progressing “concretization” of urban space and by adults’ hyper-cautiousness regarding children’s safety, which together limit children’s contact with the natural environment and cause a deprivation of the experience of interaction with the natural world (“nature deficit disorder”). Another challenge remains the preparation of teaching staff, who in their professional activity often give preference to the factual transmission of knowledge rather than to the formation of systems thinking, as well as the need to overcome entrenched consumer habits in children’s families. The authors conclude that the new educational paradigm aimed at shaping a “citizen of the planet” may become a catalyst for the transition to the age of the post-Anthropocene.