Background: Internship is the most important process that prepares a person for his profession. However, this process can also bring some problems in the context of human relations. Inner sound and forum are techniques that have been using in psycho-educational group works. Purpose: To manifest what man want to accomplish and how he perceives the recognition of the problematic situations. The general purpose of the study is whether the students of the Faculty of Education who attend the internship solve the difficult situations they encounter within themselves or try to resolve it through a group discussion. Materials and Methods: This study is conducted in Sinop University Education Faculty’ Elementary School education students. In this study, all data analysis is conducted using interviewing – a qualitative information gathering technique. A study group consisting of 50 university students from different age groups was formed. Two general divisions of personal and group is gathered into categories of obedience to authority and obeying the rules. The qualitative interview conducted. Results: The two general distinctions, personal and group, are divided into two categories: obedience to authority and obedience to rules. Among the qualitative data collection techniques performed, the interview can be grouped as “I cannot do it”, “they do not allow it”, “my friend did not want it”, “I was scared”. Conclusions: Playing to complain and to find solutions instead of muttering is done through interactive forum theater method. For this, it should be suggested that students who attend internship at faculties create a forum to share their experiences, conflicts and problems that they could not find solutions to.

Background: The digitalisation of the world economy as a means of improving the quality of human life is becoming increasingly important. The essence of the digital economy is multifaceted and insufficiently studied, in particular, the concept of “digital economy” needs to be clarified, the principles for digitalisation of the economy for specific countries and ways to implement them need justification. Purpose: To explore the current trends for digitalisation of the world economy and on this basis to develop principles and ways to implement them at the state level. Materials and Methods: A set of theoretical methods was used: analysis of academic literature, current normative documents and draft legislative acts, as well as synthesis, comparison, generalization, systematization to define and substantiate the guiding principles for digitalisation of the economy and ways to implement them in Ukraine. Results: Current trends in the digitalisation of the world economy were studied. The essence of the concept of “digital economy” was clarified. We propose to understand the digital economy as a type of economic activity in the system of socio-behavioral and cultural relations with the use of digital technologies, characterized by the creation, collection, processing, storage, transfer and use of digitized resources. The guiding principles for digitalisation of the economy were justified: integrity, phasing, leading, innovation, adaptability, simplicity (accessibility). Ways of implementation were developed for each principle. They contain answers to key questions: what needs to be done? how to stimulate? what support should be provided by the state? Conclusions: This paper reveals the current trends of digitalisation of the world economy and provides responsible persons, who determine the country policy, the guiding principles for defining and implementing digitalisation strategies in the most appropriate sectors of the economy at the state level

Dear readers and authors, It is a great honor for us to publish the International Journal of Education and Science (IJES) for the fourth year in a row. There were some organizational and technical changes at the beginning of 2021, of which we would like to inform the readers and authors of the IJES. Changes in the IJES co-founders composition. The co-founders composition changed in March 2021: Information Agency PROK, Latvian Republic – Ukraine and Melnyk Yuriy Borysovych, Ukraine were replaced by a new co-founder Kud Aleksandr Aleksandrovich, Ukraine. Re-registration is taking place in the Ministry of Justice of Ukraine. Expansion and specification of scientific directions of the IJES. Today’s realities required combination and specification of scientific directions in the field of social and behavioral sciences the IJES is dedicated to. Such scientific directions as Social and Behavioral Sciences: Education, Economics, and Law were specified to ensure further more in-depth professional specialization of the IJES. Thus, the IJES remains a scientific periodical peer-reviewed indexed journal providing a scientific platform for presenting and discussing new trends and problems in the social and behavioral sciences. For the previous three years, the IJES was published only in two languages (English and Ukrainian). In 2021, the Editorial Council decided to publish the IJES in three languages, namely in English, Ukrainian and Russian. Changes in the format of scientific papers in the IJES. Due to the change in the number of languages in which the IJES will be published, as well as new trends, including regarding the references format (APA Style (APA 7th)), the requirements for paper format have been changed. You can read about the changes both in the online version on the IJES website and in the printed version at the end of the last issue.

Background: Training of future officers of moral-psychological support at the military department of the university involves the formation of knowledge, skills, professional and personal psychological qualities acquired in the process of professional training, providing the ability to constantly exert psychological influence on the subordinate unit by performing functional duties. Purpose: To determine the psychological conditions for the formation of future officers’ professional competencies on moral-psychological support during training at the military department of the university, based on analysis and conclusions to create a structural scheme of their formation. Materials and Methods: Research methodology is based on theoretical and practical experience, analysis of special psychological literature study and generalization of professional experience in the Armed Forces of Ukraine and other military formations. Results: The developed matrix of the officer for moral-psychological support of the Armed Forces of Ukraine is formed from general, special and main (psychological study, psychological training, psychological support, recovery (rehabilitation) knowledge, skills and abilities. The proposed structural scheme for the formation of future officers’ professional competence on moral-psychological support in the process of acquiring capabilities at the military department of the university consists of the following blocks: the necessary professional competencies; main, general and special competencies; general and professional requirements for the training of officers for moral and psychological support; educational and methodical support; diagnosing competencies in the learning process. Conclusions: Determined psychological conditions for the formation of the officer’ professional competencies on moral-psychological support is an effective tool for organizing a system of training a competent professional. The proposed block diagram is open, constantly evolving, and, if necessary, can be supplemented with new components in the future.

Background: One of the problems of the modern lawmakers in different countries is that they try to regulate an object before they study the nature of its origin, which, logically, entails many errors regarding its definition in the legal framework. The absence of unified definitions and clear classification of virtual assets as tools for implementing the methods of financial and management accounting of property according to their fundamental and unique features makes it nearly impossible to determine the features of virtual assets important for legal regulation and, therefore, to enshrine them in laws and establish a proper legal framework. The paper is dedicated to solving a relevant and cross-discipline scientific and applied task of developing a comprehensive multilevel classification of virtual assets. Unlike the few existing classifications that focus on parts of the virtual asset phenomenon and selective methods of its implementation, the paper proposes an all-encompassing comparison of all known types of virtual assets, which confirms the comprehensiveness of the classification proposed in this paper. Purpose: To develop and substantiate a comprehensive and multilevel classification of known types of virtual assets, which allows solving the cross-discipline scientific and applied task of systematizing virtual assets for future development of a single approach to regulating relations, the objects of which are different types of virtual assets. Materials and Methods: In order to study the nature of virtual assets and develop a comprehensive classification, a set of scientific research methods has been used: analysis, including cause and effect analysis, synthesis, comparison, generalization, systematization and interpretation of results and induction. Results: The author describes a triune nature of virtual assets: technological, economic and legal, information and applied. This classification of virtual assets will allow determining promising tools for accounting of property and rights. Unlike other known approaches to differentiating virtual assets, where crypto-assets (or cryptocurrencies) were unjustified “leaders”, the author has distinguished the group of tokenized assets for the first time. This particular group, due to its direct relation to property, allows performing accounting as well as reaccounting of property and rights in modern digital accounting systems – decentralized information platforms based on the distributed ledger technology (blockchain), whereas this accounting cannot be performed using crypto-assets due to absence of direct relation to property. Out of virtual assets, the author distinguishes a digital asset and analyzes the semantic features of the term “digital asset”. The digital asset is based on a unique information resource as the original asset and on the property of derivativeness from the real asset, which greatly differentiates it from other types of virtual assets. All of that allows considering it as an effective tool for implementing the methods of financial and management accounting of property. Thus, owners of digital assets can use the new way of accounting of their property and personal non-property rights. Based on the properties of a digital asset, the author distinguishes other types of virtual assets: polyasset and monoasset, with the relevant examples. The author provides the characteristics of their features and structural components while comparing them to the features of digital assets and giving clear and well-known financial and legal analogies regarding the implementation of mutual obligations between parties to a traditional deal. The paper also contains the first systematization of seven properties and parameters of a tokenized asset and, therefore, description of properties of three variations of a tokenized asset: monoasset, polyasset and digital asset. This allowed presenting the varieties of virtual assets as a three-level classification based on the complexity of the nature of virtual assets. The author’s classification distinguishes seven types of virtual assets and contains their description. Conclusions: Overall, the proposed approach to classification allows giving a scientific answer to the question of how to compare the multitude of known virtual assets and how to relate them to the legal framework of a state. These developments will be useful for legislators in basically every country, financial, tax and banking state bodies, as well as private companies when keeping books and performing accounting of virtual assets in their business activity.

Background: The relevance of the study lies in the need of studying lecturer’s language etiquette, his role in the formation of a professionally oriented personality in terms of improving the system of higher education, in the process of implementing new requirements and standards of education. Purpose: To identify the components of lecturer’s language etiquette, which are important for students of higher education, as well as to identify ways of their formation and development. Materials and Methods: A questionnaire was developed using Google Forms to implement the study. The questionnaire was distributed by e-mail among 70 students from Kharkiv National University of Civil Engineering and Architecture (Kharkiv, Ukraine) and 40 students from Sukhum State University (Tbilisi, Georgia). Results: The survey allowed to find that the main principles of language etiquette of the lecturer are: politeness, tact, kindness, tolerance, friendliness, ability to listen, others. Among the violations of the rules of language etiquette of the lecturer, which are most common, students noted the following: talking in “high tones”, excessive categorical statements, hostility, tactlessness, rudeness, bias, arrogance, others. Conclusions: The most popular in the process of pedagogical communication are the lecturer’s competencies, such as listening skills, managing their emotions and states, interaction with students based on understanding their values and needs, tact, politeness, tolerance, friendliness. Especially important are the skills of building effective speech, establishing and maintaining a communicative balance in the audience, creating an atmosphere of trust, psychological comfort, open and equal cooperation. These skills and abilities become especially relevant in the era of digitalization and the transition to blended learning.

Today we are living in the 21st century, we human are enjoying luxurious life by utilizing available natural resources. We have changed our lifestyle by consuming more and more natural resources, due to this over exploitation of the natural resources is taking place. We know that we will not have any alternative for our Earth even we are searching for new planet, we are finding the alternative for our Earth. The characteristics of various natural phenomena are being changing due to excess interference of human in natural environment. This century called it as technical era, we have developed various technologies which are playing a vital role in our development, even we have concentrated on industrial development, economic development, agricultural revolution, international trading etc. Through this activities, we have improved our economy, our lifestyle, and even we have minimized our pain. As a human being these developmental activities are seeming to blessing for us, without raising any doubt we all should accept that our all these development activities are very much essential for the better human development. But, if we look towards another side of our developmental activities which are creating tremendous pressure on ecology, ecosystem and entire environment. Now days we are facing various environmental challenges like climate change, global warming, ozone depletion, waste management, destruction of biodiversity, environmental pollution, land desertification etc. these challenges are not restricted towards any particular country or any particular region, we have understood that developed countries, developing countries and least developed countries all are going through these challenges, therefore we need to take serious action against this environmental issues for the better future of our next generations.

Анотація Вступ та Мета дослідження: Підготовка майбутніх офіцерів-психологів на військовій кафедрі закладу вищої освіти (ЗВО) передбачає формування низки компетентностей, однією із важливих є професійна компетентність. Це передбачає вирішення певних завдань щодо якісної підготовки офіцерів-психологів, поліпшення викладання у військових ЗВО та покращення організації та методики роботи з особовим складом Збройних Сил України. Мета дослідження: визначити психолого-педагогічні засади формування професійних компетентностей майбутніх офіцерів-психологів під час навчання на військовій кафедрі ЗВО та на цій основі розробити модель формування професійної компетентності. Матеріали і Методи: Методологія дослідження базується на компетентністному підході до формування професійно значущих якостей майбутніх офіцерів-психологів. Аналіз і узагальнення психолого-педагогічної, науково-методичної літератури з проблем організації навчання на військовій кафедрі ЗВО, розробка моделі професійної компетентності майбутнього військового психолога для вирішення компетентністно˗орієнтованих задач в освітньому процесі. Результати: Визначено, що специфіка професійної діяльності майбутніх офіцерів-психологів має стійку та потужну психолого-педагогічну складову, яка містить: психологічну діагностику, психологічну прогностику, психологічну профілактику, психологічне консультування, психологічну корекцію, психологічну реабілітацію, психологічний відбір та розстановку кадрів, просвітницько-пропагандистську та дослідницьку роботу, психологічну експертизу. Уточнено структуру складових професійної компетентності офіцера-психолога. З’ясовано психолого-педагогічні засади формування професійної компетентності офіцера-психолога, які становлять зміст умовної складової моделі професійної компетентності майбутнього військового психолога та містять три взаємопов’язаних між собою блоки: цільовий, змістовий, результативний. Висновки: Визначені психолого-педагогічні засади формування професійної компетентності офіцера-психолога розглядаються як ефективний інструментарій організації системи підготовки офіцера-психолога. Запропонована модель професійної компетентності майбутнього військового психолога є відкритою, постійно розвивається та за необхідністю може бути доповнена новими компонентами.