Journal of Information Technologies in Education (ITE)

COMPARISON OF METHODS FOR SELECTING IMMERSIVE TECHNOLOGY TOOLS AND SERVICES TO SUPPORT BLENDED LEARNING IN GENERAL SECONDARY EDUCATION INSTITUTIONS

Yuriy Bohachkov — 2025-11-21

Abstract. This article is dedicated to the pressing issue of selecting immersive technology tools and services to support blended learning in general secondary education institutions. It analyzes existing approaches to choosing such tools, considering the rapid development of technology and the growing number of available options. The introduction highlights that, despite the numerous benefits of immersive technologies (improving learning quality and material comprehension), teachers and students face the challenge of selecting appropriate services that meet their specific tasks, needs, technical readiness, and financial capabilities.
The article formulates the problem of developing methods for finding optimal services. It notes that the choice becomes more complex in the context of blended learning, where it's necessary to manage a variety of resources and accommodate individual student needs. An analysis of recent research confirms the importance of immersive technologies for modern educational innovation, particularly for inclusive education and the development of critical thinking. The paper compares four main methods for selecting services:
1. Search-based: Choosing the optimal service from an existing list based on given criteria.
2. Constructive: Formulating a description of an ideal service and then searching for one that matches the criteria.
3. Direct AI Queries: Receiving recommendations from artificial intelligence through direct queries.
4. Structured AI Queries: A sequential series of AI queries to create a specialized search table, allowing for a systematic search.
The authors detail each of these approaches, identifying common problems users face: the lack of a single list of services, the difficulty in choosing evaluation criteria, considering the needs of different users, and predicting the learning effect. As a solution, the article proposes using the structured AI queries method to create and populate a custom search database (using a Google Sheet as an example). This method allows for flexible adjustment of search criteria and the accumulation of results, making it universal and scalable for collaborative use. A key strength of the proposed approach is the ability to systematize the search and flexibly add new information, which significantly narrows the range of services that need to be analyzed manually.
A list of effective prompts and a functional service search table are provided. In the conclusions, the authors summarize that while the proposed method does not provide answers to all problematic questions, it offers an effective mechanism for solving them. Future research will focus on testing this method and organizing its collaborative use.

REVIEW OF EXPERIENCE IN THE USE OF AI FOR THE DEVELOPMENT OF DIGITAL COMPETENCE OF SCIENTIFIC AND PEDAGOGICAL STAFF

Vasyl Oleksiuk — 2025-11-21

Abstract. The study is devoted to the analysis of foreign publications on the use of generative artificial intelligence (AI) for the development of digital competence of scientific and scientific-pedagogical workers in the field of educational sciences. The authors systematized and processed scientific publications from the Scopus and Web of Science databases covering the basic concepts of the study. Analysis of the metadata obtained showed a rapid increase in the number of studies since 2021, which continues to this day. The countries (China, the US, and EU countries) with the highest number of studies were identified, as well as the publications that publish articles on this topic most intensively. Studies from Ukraine are highlighted separately. Based on graph theory concepts (betweenness centrality, closeness centrality, density), research directions in this field were identified. These include: conceptual approaches to the use of AI in the context of digital transformation; digital literacy in the use of generative AI; training and professional development of teachers; methodological and ethical issues in the application of AI technologies. The results of thematic and cluster analysis show that researchers are mostly focused on higher education, generative AI models, the ChatGPT chatbot, other AI services, and the need to develop methods for building digital competence among educators and researchers, taking into account ethical aspects and principles of academic integrity. The analysis of Ukrainian experience in applying AI for competence development was performed based on metadata exported from the OUCI service. Its results demonstrated a rapid growth in scientists’ interest in this issue, but also revealed the limited nature of research on the target category of scientific and pedagogical staff.

The conclusions emphasize the relevance of developing the digital competence of scientific and pedagogical workers, but point to a lack of research on the systematic use of AI for this purpose, especially experimental research. The authors emphasize the need to develop a comprehensive methodology for using AI to develop the digital competence of scientific and scientific-pedagogical workers in the field of educational sciences.

DEVELOPMENT OF PROFESSIONAL COMPETENCIES OF FUTURE INFORMATICS TEACHERS IN THE PROCESS OF IMPLEMENTING STEM APPROACHES

Halyna Tkachuk — 2025-11-21

The article examines the features of implementing STEM approaches in the process of preparing future computer science teachers, justifying their importance for meeting the demands of the modern labor market. The rapid development of technology dictates the need not only for solid theoretical knowledge but also for practical skills, flexibility, and innovative thinking. STEM approaches contribute to the development of key competencies such as critical thinking, creativity, and teamwork, which are essential for effective professional activities.

The implementation of STEM education is a global trend that requires computer science teachers to adopt a multidisciplinary approach. This includes the use of modern technologies such as programming, robotics, and virtual reality. An analysis of recent research indicates an active interest in STEM in the context of forming professional competencies for computer science teachers, particularly in Ukraine, where the STEM Education Development Concept is being implemented through 2027. This concept aims to develop competencies relevant to the labor market, including algorithmic thinking, creativity, communication skills, and innovation.

There is a need for further research into the impact of STEM approaches on the preparation of future computer science teachers. In particular, project-based learning and collaborative learning within the STEM framework ensure the development of both theoretical and practical skills, oriented toward the real needs of professional activity. STEM approaches also promote the integration of interdisciplinary knowledge, making them an integral part of modern education.

USE OF ARTIFICIAL INTELLIGENCE TO CREATE PERSONALISED LEARNING PATHS FOR RADIATION LITERACY

Oleksandr Tymoshchuk — 2025-11-21

The article highlights the results of the study and substantiation of the possibilities of using artificial intelligence (AI) to create personalised learning trajectories for the formation of radiation literacy for different groups of the population. Attention is focused on the growing role of radiation literacy in the modern world, which is determined by the use of radiation technologies. The necessity of transition from traditional methods of forming the ability to think critically, analyse information and make informed decisions on radiation safety in different segments of the population is emphasised.

The article presents the results of the analysis and synthesis of scientific works on the use of AI in the educational process, in particular, for the personalisation of the educational process. The key trends in the development of digital educational environments and the possibilities of using AI to adapt educational material to the individual needs and level of training of students are identified.

The article presents the experimental and empirical stage of the study, which aimed to investigate the effectiveness of different concepts of using AI to create personalised learning paths for the formation of radiation literacy. The following population groups were involved as participants: specialists working with radiation-hazardous equipment (X-ray equipment), future science teachers, and people living near nuclear power plants. The effectiveness of different AI approaches was analysed and compared by the criteria of compliance with the control materials and the quality of wording and comprehensibility of the generated educational information for the participants of the experiment.

It is proved that modern AI tools are effective tools for improving radiation education and have significant potential for personalised radiation literacy. It is established that AI is able to adapt to the educational needs of different population groups by providing objective and scientifically based information. It is noted that different approaches to the use of AI, such as the ‘assistant’ model, adaptation of educational content and personalised recommendations, differ in their effectiveness. The results of the empirical data processing show that the approach of ‘personalised recommendations’ has demonstrated the highest efficiency.

AUDIOVISUAL REPRESENTATION OF SCIENTIFIC INFORMATION ON WIKIMEDIA PLATFORMS

Oleksandr Radkevych — 2025-11-20

Relevance of the study lies in the rapid digitalization of the educational and scientific space, which requires new approaches to communicating scientific knowledge. Traditional text formats are losing effectiveness in conveying information to a broad audience, especially in an environment dominated by visual content. In this context, Wikimedia platforms—including Wikipedia, Wikimedia Commons, and Wikiversity—are viewed as essential components of the digital science infrastructure that bridge academic and public domains. Presenting scientific concepts through images, animation, video, and other interactive formats enhances comprehension of complex ideas and improves the quality of scientific and educational communication. This approach is particularly relevant in the era of globalized knowledge, when research outcomes must be accessible not only to experts but also to the general public.

The aim of this article is to justify modern approaches to the audiovisual representation of scientific information on Wikimedia platforms. The study classifies existing types of science-oriented audiovisual content across Wikipedia, Wikimedia Commons, Wikiversity, and related platforms. It also defines the core principles of audiovisual representation of scientific knowledge online—clarity, accuracy, reliability, open dissemination of science, broad audience engagement, adherence to free licensing requirements, and respect for copyright. The article provides examples of effective use of audiovisual media to illustrate complex scientific concepts in various disciplines, helping audiences grasp abstract ideas, understand intricate processes, and sustain interest in scientific topics.

To ensure the quality of audiovisual scientific content on Wikimedia platforms, the authors propose the following recommendations: engaging researchers, educators, and Wikimedia editors in creating and distributing freely licensed audiovisual materials that visualize research findings and explain complex concepts; ensuring scientific validity and accuracy of created content; and improving accessibility—for example, by adding subtitles to videos or alternative text descriptions to images.

INDICATORS OF RESEARCHERS’ DIGITAL COMPETENCE IN THE CONTEXT OF WEB-BASED ENCYCLOPEDIC RESOURCE USE

Olha Pinchuk — 2025-11-20

The study addresses the issue of identifying indicators of digital competence (DC) among researchers in the context of using web-based encyclopedic resources (WBER) as elements of digital academic infrastructure. The focus is placed on the role of WBER as a platform of open science, which introduces new requirements for researchers' digital preparedness, particularly about working with ontologically structured data, metadata, semantic web services, and editorial standards of digital environments.

The author's contribution to the problem lies in refining the list of relevant DC indicators for researchers through adapting the DigComp 2.2 framework to the needs of the academic environment. These indicators are classified according to the traditional three-component model: knowledge (of WBER structures and functions, principles of the semantic web, and digital publishing standards), skills (content analysis, source verification, editing, integration of WBER into research activities, and collaborative data work), and attitudes (participation in content development, adherence to systemic coherence, and academic citation practices).

The key methodological approach is the principle of internal consistency, applied to assess the alignment of three models of structuring digital competence with the goals and objectives of the study, namely, the functional-operational, the contextual-integrative, and the structural-competency-based approaches. The latter is the most relevant, as it enables the construction of a system of measurable indicators that can be replicated, adapted to evaluation methodologies, and, if necessary, integrated into training and professional development systems.

The practical foundation of the study is based on the experience of the "Ukrainian Electronic Encyclopedia of Education" platform, particularly the analysis of user activities (authors, editors, and moderators) related to content creation, editing, updating, and categorization

METHODOLOGY FOR THE DEVELOPMENT OF DIGITAL COMPETENCE OF RESEARCH AND PEDAGOGICAL STAFF USING THE INTERNATIONAL UKRAINIAN NATIONAL H-INDEX RANKING

Tetiana Novytska — 2025-11-19

The article is devoted to the substantiation and development of a methodology for the development of digital competence of scientific and scientific-pedagogical staff using the international non-profit rating Ukrainian National H-index Ranking (Ukrainian NHR). The functionality, main indicators, key aspects, shortcomings and uniqueness of the Ukrainian NHR ranking are analyzed. The representation of a domestic scientific institution in the Ukrainian NHR ranking on the example of the Institute for Digitalisation of Education of NAES of Ukraine is considered In order to implement the development of digital competence of scientific and scientific-pedagogical staff using the international Ukrainian NHR ranking, a special course «Development of digital competence of scientific and scientific-pedagogical staff using the international Ukrainian National H-index Ranking» has been developed, which consists of two modules: 1. Theoretical foundations of digital competence and methods of its development and 2. Using the international rating Ukrainian NHR. The methodology for developing the digital competence of research and pedagogical staff is based on the rating and includes: the purpose of training, target audience, main tasks, forms, methods, learning tools, and the expected result. After completing the course, students will be able not only to improve their digital competence but also to contribute to the development of the scientific sphere in Ukraine using the tools and techniques they have mastered during their studies. The developed methodology demonstrates that the integration of the Ukrainian NHR system into the educational process is a promising way to improve the efficiency of education and science. It allows not only to develop skills but also to stimulate scientific productivity, and helps to increase the digital competence of researchers, preparing them for new challenges in modern science.

THE POTENTIAL OF CLOUD SERVICES FOR BUILDING INFORMATION SECURITY COMPETENCES IN PRE-SERVICE TEACHER EDUCATION

Valerii Ihnatenko — 2025-11-19

The article examines modern information technologies in the context of information security, reveals the potential of cloud technologies as a key element of digitalisation of modern education and the possibilities of their use in the professional training of future teachers. In the context of the constant development and transformation of the educational space and the information society, cloud technologies are an effective tool that helps to form digital, information and communication, and information security competencies.

The article analyses the main advantages of using cloud technologies, among which the personalisation of the educational process, expansion of opportunities for distance and blended education, instant exchange of educational materials, and creation of an interactive educational environment are particularly noteworthy.

The article pays special attention to the issue of information security of future teachers, noting that a modern teacher should be aware of the methods of identifying information threats, have the skills to use digital resources safely and create an information-secure learning environment. The necessity of integrating information security competencies into the educational standards for teacher training is substantiated.

The article contains an analysis of a number of current challenges related to the introduction of cloud services into educational practice, including technical barriers, lack of common standards, insufficient digital literacy of teachers, and regulatory issues. Overcoming these obstacles is a prerequisite for the effective implementation of cloud technologies in pedagogical activities.

The conclusions emphasise the importance of using cloud technologies to upgrade the infrastructure of educational institutions, to form digital culture, critical thinking, media literacy, and digital responsibility of future teachers, which ensures their competitiveness in the dynamic information space.

METHODOLOGY FOR THE DEVELOPMENT OF DIGITAL COMPETENCE OF SCIENTIFIC AND SCIENTIFIC-PEDAGOGICAL STAFF USING THE CANVA GRAPHIC DESIGN WEB SERVICE

Svitlana Ivanova — 2025-11-19

The article presents the author's methodology for developing the digital competence of scientific and scientific-pedagogical staff using the Canva graphic design web service. The relevance of the study is due to the need to improve the digital skills of education and science staff in the context of digitalization. The Canva web service is considered an effective didactic tool for developing the digital competence of scientific and scientific-pedagogical staff, visualizing knowledge, supporting academic communication, and creating interactive content. The conceptual principles of digital competence are substantiated in accordance with national and European frameworks (DigComp, DigCompEdu, DigComp 2.2, the National Framework for Digital Competence of Citizens of Ukraine, the Conceptual and Reference Framework for Digital Competence of Pedagogical and Scientific-Pedagogical Workers), and an analysis of modern research on the implementation of digital platforms in education is conducted. It is determined that the digital competence of scientific staff and university teachers, according to the types of professional activity, includes educational, research, methodological, organizational and communication, and cross-functional components. As part of the study, a two-module special course was developed, focused on the development of digital competence of scientific and scientific-pedagogical staff using Canva tools. The correspondence of the platform's functionality to each of the components of digital competence was analyzed: creating graphic materials, working with templates, interactivity, collaboration, and compliance with copyright. The proposed methodology includes the goal, forms, methods, tools, a two-module special course that combines theoretical knowledge with practical skills in creating presentations, infographics, posters, and other elements of visual design. The methodology is based on the principles of interactivity, consistency, accessibility, and practical orientation. It is shown that the use of Canva contributes to increasing the effectiveness of academic communication, developing teamwork skills, and forming creative thinking. Prospects for further research are outlined, in particular, regarding the adaptation of the methodology to various educational contexts and expanding methodological support. Prospects for further research include testing the effectiveness of the developed methodology in scientific institutions and universities.

ALGORITHM FOR PREPARING HIGHER EDUCATION STUDENTS TO APPLY ARTIFICIAL INTELLIGENCE IN SCIENTIFIC RESEARCH

Anastasiia Volianiuk — 2025-11-19

Abstract: This article reveals the urgency of pedagogical preparation of higher education students for the conscious, ethical, and effective application of artificial intelligence (AI) in scientific research. In the context of digital transformation in education, AI is viewed not only as a tool for automating routine tasks but also as a potential catalyst for developing students’ research autonomy, critical thinking, and academic culture. The need for a step-by-step pedagogical algorithm is substantiated, enabling systematic integration of AI tools into the training of young researchers while maintaining a balance between technical capabilities and ethical guidelines of scientific inquiry.

A review of literature, EU strategic documents, and empirical research results indicates insufficient methodological regulation of AI use in higher education. Key contradictions have been identified: between the availability of AI tools and the lack of skills for their conscious application; between AI’s potential for analytics and the weak formation of critical and research competencies; and between the active use of generative AI and the threat to academic integrity. The article emphasizes that overcoming these contradictions is possible only through the introduction of pedagogically motivated approaches to education.

Based on theoretical analysis and the testing of educational practices in higher education, an algorithm for preparing students for scientific research involving AI was developed, which includes four consecutive stages: propaedeutic, normative-ethical, practice-oriented, and project-research. Each stage is aimed at the gradual formation of academic literacy, digital ethics, critical data handling skills, and students’ research autonomy. The algorithm is grounded in principles of andragogy, ethical responsibility, practical feasibility, and interdisciplinary integration.

The practical significance of the proposed algorithm is confirmed by results of its implementation in the educational process, particularly within the educational component "Methodology and Technology of Organizing Pedagogical Research. Educational Measurements" at the Faculty of Pedagogy, Kherson State University. The article also provides a SWOT analysis of the developed algorithm, highlighting its strengths (stepwise approach, ethical orientation, practical focus), weaknesses (dependence on staff qualifications and technical resources), opportunities (adaptability to other educational levels, increased graduate competitiveness), and threats (rapid technological changes, risks of AI misuse). This analysis allows assessment of the algorithm’s prospects for scaling and further improvement of educational practices.

FEATURES OF MATHEMATICS TEACHING IN SOME DEVELOPED COUNTRIES

Viktoriia Brydun — 2025-11-18

The article examines approaches to teaching mathematics in developed countries such as the USA, Singapore, Japan and Finland. Since teaching mathematics is an important component of training future engineers, scientists, programmers, analysts, and entrepreneurs, in these countries special attention is paid to the development of analytical and mathematical thinking, solving and modeling practical problems, and the ability to analyze the obtained results. In the USA, the mathematics teaching system is aimed at developing critical thinking and applying knowledge in real life. Considerable attention is paid to the integration of information and communication technologies, ICT, into the educational process and motivating students to learn through project activities. In Finland, known for its consistently high results in international testing (such as PISA), the importance of an individual approach to each student is emphasized. Here, less stress is placed on assessment and more on a deep understanding of the material, cooperation, and the development of the student’s internal motivation. In Japan, the emphasis is on deep mastery of basic mathematical concepts through repeated repetition and variety of exercises. A Japanese mathematics lesson, which Stigler and Hiebert classify as “structured problem solving,” includes five steps: review of the previous lesson, presentation of the problem, individual or group work, discussion with the whole class, and review/summary. In Singapore, which is one of the world leaders in mathematics education, the “conceptual learning” method is used. Students learn not only to perform algorithms, but also to understand why these algorithms work. The main idea is to gradually move from the concrete to the abstract, which ensures a solid assimilation of knowledge.

It is extremely important for Ukraine to study and adopt these approaches. In the modern world, where technology and science are becoming the engines of economic development, strong mathematical knowledge is the key to the country’s success. The transition from mechanical mastery of formulae to the development of critical thinking, maintaining interest in learning, integrating the latest technologies, and an individual approach to the student can significantly improve the quality of Ukrainian mathematics education. The introduction of the best global practices will allow us to educate a generation capable of solving complex problems of the future and building a strong economy.

INTERACTION OF PARTICIPANTS IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION IN TERMS OF DISTANCE LEARNING

Olena Anisimova — 2025-11-18

The article studies the peculiarities of interaction of participants in the educational process in institutions of higher education (HEI) in the conditions of distance learning. It is determined that the introduction of distance learning radically changes the traditional approaches to communication between teachers, students and administration, putting forward new requirements for the organization of the educational process. The authors emphasize that effective interaction between participants in the educational process depends on the level of digital literacy, the quality of technical support and the adaptation of educational programs to the online environment.

The work focuses on modern technologies and platforms used in distance learning, such as Zoom, Google Meet, Microsoft Teams and Moodle. The advantages of distance learning are analyzed, including the availability of educational resources, the possibility of personalizing the educational process and flexibility in the time and place of study. However, identified the main challenges facing the participants of the educational process. These are technical problems (unstable Internet connection, lack of appropriate equipment for students or teachers), insufficient level of digital competence of individual participants and lack of interactivity in online interaction.

The author emphasizes that effective interaction in the conditions of distance learning should be based on the active use of modern educational technologies, providing two-way feedback and creating a favorable online environment. It is noted that the use of Web-technologies, cloud environments, platforms and information and communication technologies helps to increase the efficiency of the educational process, providing an individualized approach and stimulating the development of creative abilities of applicants for education. They increase the intensity and effectiveness of training, creating conditions for continuous professional development. This allows us to process a larger amount of information and contributes to the growth of information and communication competence of future specialists in the educational sector.

The article offers recommendations for improving distance learning in HEI. Among them are the development of digital infrastructure, increasing the level of digital competence of teachers and students, improving distance learning methods. The need for regular monitoring of the quality of distance learning for its further improvement is noted.

The results of the study emphasize the importance of an integrated approach to the organization of distance learning, which includes technical, pedagogical and psychological components, as well as active communication between all participants in the educational process.

ONLINE PLATFORMS FOR AUTOMATED LANGUAGE ASSESSMENT

Lesia Matviienko — 2025-11-18

The modern educational process cannot be imagined without the use of digital technologies, which not only increase the effectiveness of learning, but also open up new opportunities for assessing knowledge. One of the current trends in the field of teaching foreign languages is the use of online platforms for automated assessment of language skills. Such platforms allow you to objectively and quickly check the level of proficiency in a foreign language, analyze errors and provide feedback. The article examines the features of using such platforms in the educational process of philology students of Poltava State Agrarian University.

The purpose of the study is to analyze the functionality and capabilities of leading online platforms for assessing language skills, as well as determine their effectiveness based on a pedagogical experiment. Two groups of students were formed within the experiment: control and experimental. Students in the experimental group used such online platforms as Duolingo English Test, Grammarly, Write & Improve, TestEnglish, and Exam.net during the academic semester to check their language skills and receive automated feedback. The control group studied using traditional methods without the use of digital tools.

The results of the experiment demonstrated a higher level of success of students in the experimental group, which indicates a positive impact of using online platforms on the formation of reading, writing and listening comprehension skills. The functionality of each of the platforms was analyzed, in particular the possibility of automated checking of grammar, vocabulary, sentence construction and writing texts of various genres. The advantages and disadvantages of using these platforms in the educational process are presented, and recommendations for their integration into the educational environment of higher education institutions are presented.

The conclusions indicate the prospects for further research, which include analyzing the impact of online platforms on the development of students' oral and communicative skills, as well as improving the methods of using digital tools to form foreign language competence.

VISUALIZATION OF MODELING PHYSICAL LAWS FOR SYSTEMS, PROCESSES AND PHENOMENA USING AUGMENTED REALITY

Hennadiy Kravtsov — 2021-03-30

The methods of visualization in modeling physical laws for systems, processes and phenomena using AR technologies in the educational process of secondary schools are considered. The use of augmented reality (AR) technology allows teachers to design and create effective educational resources (EER). Visual representation of the action of physical laws contributes to their better perception and understanding by students and increases their motivation to learn.

A model of an educational system using augmented reality technologies was built to visualize physical laws in school textbooks. Examples of visualization of physical laws in the 8th grade physics course were considered. AR applications were developed to visualize physical laws studied in the sections "Thermal phenomena", "Electrical phenomena. Electric current".

The expert method was used to assess the prospects for using augmented reality in the educational process. The result of a survey of experienced secondary school teachers in Kherson (Ukraine) confirmed the hypothesis about the effectiveness of using electronic educational resources based on AR technology. The feasibility of using such educational resources both in the classroom at school and in extracurricular work during independent learning has been confirmed. The proposed model of the learning system was tested in the classrooms of students in the process of studying in the specialties of the STEM educational paradigm.

DESIGN AND REALIZATION OF AUTOMATIC DISTRIBUTION REVIEW SYSTEMS BASED ON GAIL-SHAPLE ALGORITHM

Nataliia Valko — 2021-03-30

The article provides an example of implementing the Gale-Shapley algorithm in an automatic article distribution system for peer review. The algorithm, its properties, and application specifics are discussed. The requirements are specified and the database structure is presented, consisting of the tables "articles", "reviewers", "solution_reviewers", "keywords", "reviewer_keywords", "article_keywords". Attention is paid to frameworks, development environments and servers. The functionality of the information system, tested on real data from a scientific publication, is described. Functions related to adding, editing, and deleting articles, working with keywords, and reviewers are detailed. It is noted that the distribution results will vary depending on the initiating party ("reviewer" or "article topic"). It is also established that the distribution will be more advantageous for the initiating party, in this case, ensuring the selection of the most competent reviewer for publication. Additionally, a software product based on this algorithm has been developed. It associates options for selecting reviewers with keywords and prioritizes their assignment. Manual adjustments to the distribution are also possible. A drawback of this system is its focus on mass and large volumes of input information. An advantage is that the reviewer assignment process can be partially automated, especially with a large number of incoming messages. It is demonstrated how the implementation model of the Gale-Shapley algorithm for the problem of distributing articles by reviewers is the basis of a system that optimizes the work of the publication, speeds up and makes individual processes more efficient, in particular the process of reviewing articles taking into account key parameters.

USE OF ARTIFICIAL INTELLIGENCE ON MUSICAL ART LESSONS IN PRIMARY EDUCATION (IN WARTIME CONDITIONS)

Alla Vladymyrova — 2025-02-14

The article examines the peculiarities of the use of artificial intelligence (Suno. AI project) in music lessons in primary education in the conditions of distance learning during wartime. Attention is focused on the restructuring of the psychological and pedagogical activities of the music teacher and primary education teacher in the process of introducing artificial intelligence Suno AI, as an innovative system that automates the process of creating music and has its own key characteristics, with the help of which students learn to analyze musical works, musical parameters, master musical terminology.

It has been proven that experimenting with various musical effects enables students, under the guidance of a teacher, to develop their own musical intelligence, musical auditory representations, sense of rhythm, imagination and fantasy. The work of teachers in the field of musical art is characterized, as during the war they suffer from the lack direct "live" contact with students, in the process of learning songs, vocal exercises, emotional experience of song texts. An introduction to Suno artificial intelligence is offered. AI, which will practically help to interest teachers and students in creating and implementing interactive music studies, music games and quizzes, testing their own knowledge in the field of musical art. The study explores the integration of artificial intelligence in music education through various interactive and creative tasks, such as the quiz “Guess the Melody,” “Instrumentalist Battle,” “Musical Crosswords,” “Music Marathon,” “Thesaurus of Musical Terms,” “Composers,” and the music salon “Impromptu.” These activities facilitate the consolidation of theoretical knowledge, the practical application of virtual musical instrument simulators, and the enhancement of students’ creative potential.

The use of AI in primary music education, particularly tools like Suno.AI is viewed as highly promising, especially in the context of distance learning, which remains relevant in Ukraine under martial law. AI integration contributes to the design of innovative educational tasks, the development of students’ emotional and imaginative capacities, and supports teachers in acquiring contemporary digital tools for enriching and modernizing music lesson content.

THE USING ARTIFICIAL INTELLIGENCE IN THE METHODOLOGY OF PEDAGOGICAL RESEARCH ORGANIZATION BY STUDENTS OF HIGHER EDUCATION

Anastasiia Volianiuk — 2025-02-14

The article is dedicated to analyzing the possibilities of using AI in the methodology and technologies of organizing pedagogical research, determining effective ways of its integration to improve the effectiveness of the research process, and summarizing the risks of using AI in order to minimize them. The current state of research on this problem is considered, emphasizing the lack of attention to the methodological aspect of AI integration into pedagogical science. Key research questions are defined: the use of AI by students in writing scientific papers and organizing research, effective ways of using AI in pedagogical research, and preventing excessive/incorrect use. The role of the teacher in the information age and the potential of AI as a powerful tool in scientific research are considered. The article analyzes the challenges associated with the use of AI in organizing pedagogical research, such as data quality, complexity of result interpretation, ethical issues, and risks of academic dishonesty. The necessity of expert verification of AI-generated results and adherence to the regulatory framework governing its use is emphasized.

The experience of AI integration into the educational component «Methodology and Technology of Organizing Pedagogical Research. Educational Measurements» at the Faculty of Pedagogy of Kherson State University is described. A survey of students regarding their interaction with AI was conducted, revealing problems they encounter during AI interaction, such as incorrect queries, excessive use of AI, lack of dialogue with AI, and risks of academic dishonesty. Based on surveys and practical tasks, it was established that AI is most often used at the stages of topic formulation, information retrieval, and text editing. Recommendations for the effective use of AI in the methodology and technologies of organizing pedagogical research are provided.

The article proposes principles of interaction with AI, such as the formation of ethical norms, the development of critical thinking, and the use of AI as an auxiliary tool. The main problems of AI use and ways to minimize them are systematized in a table, which considers risks such as academic dishonesty, plagiarism, low data quality, ethical issues, lack of critical thinking, the «black box» problem, data confidentiality, simplification of the research process, and data bias. Corresponding minimization methods are proposed for each risk. The article also presents recommendations for using AI at various stages of organizing pedagogical research, from topic formulation to dissemination of results. It is emphasized that AI can be a useful tool at every stage, increasing work efficiency and helping to avoid routine tasks. The necessity of further research in this area, the development of practical recommendations, and the implementation of interdisciplinary approaches to develop research competencies of pedagogical specialties students are emphasized.

NOTION PLATFORM AS A TOOL FOR ORGANIZING A DIGITAL EDUCATIONAL ENVIRONMENT

Liubov Titova — 2025-02-14

The article explores the possibilities of using the Notion platform to organize the educational process in the context of digital transformation. It is noted that the transition to distance and blended learning requires new approaches to managing learning resources, communication between participants in the educational process, and monitoring learning outcomes. In this context, the Notion platform is seen as a universal tool for creating and organizing a digital learning environment, collaborating, and managing learning projects.

The main focus is on the platform's functionality, which includes tools for creating databases, interactive tables, visual diagrams, and notes that help improve the organization of the educational environment. The platform offers a user-friendly interface adapted for the work of both individual users and groups, which allows organizing the educational process within a single space. Notion provides support for planning learning activities, creating and posting learning materials, project management, task control, and creating documents for collaborative processing, which helps to increase the efficiency of students and teachers.

The article emphasizes that Notion allows you to create personalized workspaces, plan group projects, track the progress of tasks, and integrate various types of content, including text, tables, videos, and graphics. The ability to adapt the structure of the platform to the specific needs of users helps to increase the efficiency of work in the educational environment. It is noted that the tool supports the creation of Kanban boards, calendars, schedules, and interactive task lists, which helps structure the process of collaborating on a single document or training project and ensures transparency of task performance. Integration with other services, such as Google Drive, Google Calendar, Zoom, Slack, etc., allows you to create a single educational space that ensures close interaction and collaboration.

TRANSFORMING INFORMATION ARCHITECTURE IN THE CONTEXT OF UNIVERSITY DIGITALIZATION

Natalia Bobro — 2025-02-14

The article examines the transformation of information architecture within universities in the context of digitalization. Digital technologies have become a cornerstone of social and economic progress, with profound implications for education. As universities face increasing demands for technological innovation, the effective management of information flows has emerged as a critical factor in ensuring efficient operations and adapting to the digital economy. Despite advancements in informatization, many universities struggle with fragmented information systems, resulting in inefficient processes, data duplication, and unreliable reporting.

The study highlights the challenges posed by insufficient IT strategies, inadequate staff competencies, and underdeveloped infrastructure, which hinder the successful implementation of digital transformation. Traditional approaches to knowledge delivery, primarily reliant on the exchange of electronic documents, remain prevalent, underscoring the need for a more integrated and advanced approach. Existing systems often lack a unified vision, as departments independently develop specialized solutions that fail to interconnect, leading to inefficiencies in information management.

The article emphasizes the importance of adopting an architectural approach to reorganizing information architecture in universities. Such an approach involves a comprehensive analysis of both horizontal and vertical information flows, identifying points where information quality is compromised. By implementing a unified concept for data collection and optimizing these flows, universities can significantly enhance management efficiency. A staged development of information and analytical systems tailored to the specific needs of higher education institutions is proposed as a resource-intensive but effective solution. Figures illustrating typical and optimized information flows demonstrate the benefits of an integrated digital system. Key advantages include optimized information flows, improved interdepartmental communication, enhanced data reliability, reduced reporting errors, and increased efficiency of information systems. These improvements address the critical gaps left by fragmented informatization efforts and prepare universities to better meet the demands of the digital economy.

The study concludes that successful digital transformation in universities requires not only the adoption of advanced technologies but also a holistic restructuring of information architecture. This approach fosters improved collaboration across departments, reduces inefficiencies, and enhances the overall resilience of the educational system. To achieve these outcomes, universities must prioritize the development of tailored digital transformation strategies, invest in adequate IT infrastructure, and ensure continuous professional development for staff. These measures will enable universities to align their operations with the dynamic requirements of the digital era, ultimately driving innovation and sustainable growth.

CASE STUDY OF FUTURE DOCTORS OF PHILOSOPHY DIGITAL COMPETENCE FORMATION

Galyna Lutsenko — 2025-02-14

The rapid digitalization across various spheres of human activity is reshaping the requirements of educational programs designed to train future Doctors of Philosophy (PhDs). This has sparked active discussions within the scientific community and higher educational institutions about the importance of developing digital competence among future Doctors of Philosophy.

This article examines the role and significance of information and digital technologies in research practice, focusing on contemporary approaches to defining the concept of digital competence for future PhDs. It highlights global initiatives, such as those by Vitae and JISC, which provide structured frameworks for describing the professional qualities and digital competencies necessary for researchers in both academic and organizational contexts.

Additionally, the article discusses practical experiences in organizing PhDs training through the course "Information and Communication Technologies in Scientific Research". The content of this course is aligned with the competencies and professional qualities required for conducting research, as outlined by these international frameworks.

A detailed survey was carried out among future Doctors of Philosophy, and the results are presented, shedding light on their needs regarding digital skills and the course content. The survey also reflects the PhDs' experiences with using digital tools in their research, the challenges they face, and the course’s influence on their development of digital competencies. The findings reveal a strong demand for the enhancement of digital skills across a broad spectrum, including the use of specialized tools, information management services, and digital communication platforms. These insights will be instrumental in further refining the course on the use of digital technologies in scientific research.