The year 2019 became a starting point in the educational sector of almost all countries of the European Union. The СOVID-19 pandemics has changed the classical form of learning and teaching to a new, yet unexplored well, distance one. The start of the war in Ukraine on February 24, 2022 made this form of the educational process an integral characteristic of modern education in our independent country. The purpose is to investigate theoretical and practical conceptual foundations of individualization of future foreign languages teacher’s professional training in distance education at the institutions of higher education. Methodology. The methods of the educational research context, data collection, data analysis and reporting of the students’ responses were used. Some questionnaires and interviews were used in this study to elicit the answers of different lecturers at Volodymyr Vynnychenko Central Ukrainian State Pedagogical University. We have found that the process of professional training becomes more effective if certain pedagogical conditions of students’ teaching training are created and implemented. The basis for our research was scientific and pedagogical studies relevant to future foreign languages teacher’s professional training in distance education conditions. Results. The essence of the concepts “individualization of professional training”, “distance studying of foreign languages” has been defined. The main tasks of individualization of future foreign languages teacher’s professional training in distance education conditions as well as the readiness of the lecturers and students of the foreign languages faculty for the introduction of distance form of future specialists’ training in foreign philology have been characterized. The main approaches to the training of future specialists in foreign languages and means of adaptation of lecturers and students in the conditions of the distance form of the educational process’ organization have been analyzed. The author also outlined qualitative tools for constructive “teacher-student” communication within the distance training of a future teacher of foreign languages and highlighted ICT tools for training a future teacher in the field of foreign philology. It has been determined that individualized distance teaching training is a complex pedagogical phenomenon comprising goals, contents, structures and processes of teaching. It determines the effectiveness of teaching a foreign language and requires a certain degree of learner’s maturity. In order to determine the main evaluative judgments of this study, research of various components of distance education and levels of professional training of the future teacher of foreign languages at IHE has been conducted. The analyzed results lead us to the opinion that, despite all its advantages and disadvantages, distance training of the future teacher of foreign languages reflects the modern conditions of the development of Ukrainian education and has taken its place in the educational process of every institution of higher education. Conclusions. Distance education allows you to study at home according to a convenient schedule and in the most comfortable conditions. In addition, knowledge control with this form of education can also be carried out in distance – students prepare scientific papers, pass electronic examination tests, take exams for teachers through video conferences, etc. The use of interactive technologies in a foreign language lesson involves an active creative process of cooperation between the teacher and students, and also stimulates cognitive activity during and after the lesson.

The article aims to develop a comprehensive pedagogical model for training future teachers of agrarian disciplines in the context of implementing a three-level pedagogical technology for educational process management (EPM). The pedagogical experience of Great Britain is under review, which can be used to improve the technological process of forming the professional competence of teaching specialists. The research methodology was determined by a set of methodological approaches (system, activity, competence, technological, personal development) and was based on a pedagogical experiment that included ascertaining, formative and control stages. Results. The theoretical and methodological foundations of the introduction into the educational environment of the three-level pedagogical technology of educational process management in the conditions of training future teachers of agricultural disciplines in higher education institutions are analysed. An applied model of educational process management for the training of future teachers of agricultural disciplines is proposed on the example of the first (bachelor) level of education in the conditions of introducing a SMART-educational communicative environment. The structure of the readiness of future teachers of agricultural disciplines for professional activity (motivational-cognitive, practical-active, creative-developmental levels) is determined. The technological stages of the process of professional training of future teachers of agricultural disciplines in institutions of higher education in the context of the pedagogical experience of Great Britain (motivational-orientational, planning, cognitive-transformative, control-analytical, regulatory-developmental) are considered. The didactic methods, forms and means of the proposed pedagogical technology for managing the educational process are substantiated. Conclusions. The results of the experimental work demonstrate a significant increase in the quality indicators of the professional training of future teachers of agricultural disciplines in higher education institutions (motivation, creative activity, productivity) in the conditions of the implementation of the three-level pedagogical technology of the EPM. The implementation of a three-level pedagogical technology in the educational process management system allows for boosting students’ creative activity, increasing the level of their internal motivation, and deepening the level of independence and individualisation of learning, which eventually is determined by a high level of readiness for professional pedagogical activity.

Purpose is to characterize the self-educational competence of the individual as a key one in the modern educational space and to reveal the essence and distinguish the structural components of the self-educational competence of school students. Methodology. The study used the terminological analysis – provides the development of the concepts of competence approach, competence, self-educational competence; a general scientific method that facilitated the analysis and systematization of scientific and methodological literature (regarding study of the concept of the competence approach and approaches to determining the self-educational competence of an individual), comparison (studying the components of self-educational competence); comparative method – was the basis for comparing the interpretation of the essence of the self-education of students. Results. In the course of the study, such concepts as "competence approach", "competence", "self-educational competence" were analyzed as key. Approaches to the interpretation of self-educational competence of schoolchildren (activity, personal and integrative) are highlighted and summarized. Views on the understanding of the structure of self-educational competence of schoolchildren are systematized and compared. A refined definition of the self-educational competence of schoolchildren based on the integrative approach is proposed. The conducted analysis of psychological and pedagogical research provides grounds for delineating the components of self-educational competence of schoolchildren are considered. Conclusions. The self-educational competence of a student of a general secondary education institution is understood as the personality’s integrated quality, which is determined in a certain way by systematized knowledge, self-educational abilities, and skills; focus on life-long learning, motives, and aspiration for self-educational activities; formed self-control skills and reflection, self-evaluation of educational activities. The components of the structure of the school student’s self-educational competence are: motivational-value, substantive-procedural, and control-reflective.

This article provides an overview of the Moodle learning environment – what it includes and how it can benefit your teaching. The purpose of the article is to substantiate the significance and expediency of using electronic educational courses on the LMS MOODLE platform in the context of improving the quality of independent work of students while learning a foreign language. The following methods were used: theoretical (analysis, synthesis, generalisation and systematisation of scientific theoretical and methodological literature) – in order to define the concepts of research; empirical-diagnostic (discussions, questioning, testing, pedagogical observation, expert questionnaire) to study the results of educational activities and determine the level of formation of students’ independent work; pedagogical experiment (stages of launching, formation, controlling) to check the performance of the system of the corresponding didactic tools based on the LMS MOODLE platform. The results are the following. Nowadays, universities widely use the e-learning system based on the virtual learning environment Moodle (full name – Modular object-oriented dynamic learning environment). It is focused on learning technologies in cooperation and allows you to organise training in the process of solving educational tasks together, exchange knowledge. A brief analysis of the main directions of distance learning is given; experience in the development and application of electronic educational courses in English. It is concluded that the use of e-learning in the educational process increases the effectiveness of various types of independent activity of students, self-development and formation of their professional competence. The author has developed an electronic course on the discipline “Foreign language of academic and professional communication” using LMS Moodle. Thus, it is concluded that LMS Moodle has increased the effectiveness of learning a foreign language by non-linguistic students. Learning becomes oriented due to the variability and flexibility of learning the learning material at an individual pace. In addition, LMS Moodle allows solving a variety of priority tasks that modern society puts before learning and meets the requirements and capabilities of recent students. However, like any method, distance learning has its strengths and weaknesses.

The relevance of the problem is due to dynamic changes in digital society. The study aims to determine and compare the levels of digital competence development for future philologists-teachers before and after studying the module “Digital Training Tools”. The research methodology provided consideration of the target, content and procedural aspects of digital competence development for future philologists within limits of competence, activity and technological approaches. The methods of comparative analysis of scientific publications and documents on the topic, practical survey methods using Google forms, analysis of received empirical data, generalization of scientific and pedagogical workers’ experience at Ukrainian Language and Literature Faculty named after H. F. Kvitka-Osnovianenko, who ensure the implementation of educational programs in the specialty «Philology». The comparison is conducted with the help of pedagogical methods and appropriate extracurricular activities. It has been found out that the majority of philology students (90 students) of Bachelor Degree qualification in the program subject area «Philology» at the Ukrainian Language and Literature Faculty named after H. F. Kvitka-Osnovianenko and the Faculty of Foreign Philology are at the average level of digital competence development before studying the module “Digital Training Tools”. The results of the study have shown that the number of students at the average level of communication and interaction in the digital society has decreased, it is completely absent at the basic level, and it has increased at the high level. The obtained and compared results after studying the module and conducting extracurricular activities are provided: the number of students at the high level of computer literacy has increased by 17% and the number of those ones at the average level has decreased by 15%. The statistics on the levels of information literacy and ability to work with digital data are given. The results indicate the effectiveness of the offered module and activities. Conclusions. The basics for the digital competence development are defined. They are motivation and awareness of the digital competence necessity by all students in different subjects; availability of technical tools and free digital content with the native-language interface. The prospects for further research are outlined.

Purpose. The paper deals with the effective implementation of mobile applications for learning grammar in the EFL course for students of non-linguistic higher educational institutions. The tasks for the research are the following: to discover the didactic properties of mobile applications that enable students’ progress in learning English grammar and to apply them; observe students’ attitudes towards mobile learning applications for training English grammar skills and their grounds. Methodology. Quantitative outcomes of the experiment were calculated by means of the knowledge ratio technique. Scaling method was applied to organize the data into numerical form for comparative analysis of the experimental groups and control groups’ achievements. A case study was conducted on the basis of Sumy National Agrarian University, Ukraine. A sample consisted of two experimental groups (35 students), and two control groups (36 students), aged 18-19, who studied second year at different faculties during 2021-2022 in the University and participated voluntarily in the study. In experimental groups the studying process was organized with the implementation of tablets and cellphones with the ability to access the Internet via Wi-Fi as mobile learning tools and mobile learning applications. A series of the interviews were held to learn students’ attitudes towards mobile apps. Results. English grammar command levels in experimental groups are predominantly sufficient and high in contrast to the predominantly low and initial levels in control groups. The attitudes of students towards mobile apps for learning EFL are mostly positive. Conclusions. It was concluded that the implementation of mobile learning tools provided the efficient mastering of English grammar by students of non-linguistic higher educational institutions. Improving of EFL teachers’ methodological preparation for the introduction of mobile learning requires further researches in this sphere.

Ukrainian society is exposed to external threats from the war with Russia, which negatively affects the plans, goals and quality of life, increases psychological tension and leads to a deterioration in the mental and social health of the population. This also applies to participants in the educational environment. The relevance of studying the state, experience, psychological and social capabilities of modern students is growing during the conduct of hostilities in Ukraine. Hence, the issue of psychological safety in the interaction of participants in the educational environment in distance and mixed forms of education becomes a priority. The process of forming risk-oriented thinking of students of a technical educational institution provides for training in understanding the phenomenon of risk-based thinking in the unity of three incarnations: a person himself determines what is acceptable for him, taking into account possible negative consequences, the presence of moral attitudes to preserve the life and health of people of social values of development social relations that exclude danger. The purpose of this article is to study the features of ensuring psychological security in conditions of uncertainty during the war in order to form risk-oriented thinking of students of higher educational institutions of a technical profile. The methodology on which this article relies includes empirical methods (observation, conversation, dialogue) that are used in full-time and distance learning, and theoretical methods (analysis, synthesis, generalization, explanation, classification). Based on them, we formulate practical recommendations for providing psychological safety measures for the effective formation of risk-oriented thinking of students in modern learning conditions. Within the framework of our study, the following results were achieved: the stages of educational and educational work in the educational process, pedagogical techniques through which the formation of risk-oriented thinking among students takes place; the conditions under which the psychological security of the student's personality will be ensured are formulated, the indicators of the success of the strategies for the psychological security of students of higher educational institutions in war conditions are identified. The article presents the concept of risk-based thinking of students, which provides for the ability to prevent actions to eliminate potential inconsistencies in technosphere safety, analyze all identified inconsistencies, and also take actions to prevent the recurrence of risk. The conclusions allow us to state that for the development of risk-oriented thinking, personal potential and abilities, it is important for a person to be in a safe and stable environment. A safe environment around the personality is the most important condition for its development. The Institute of Education is a psychological and pedagogical environment where specially organized conditions are developed for the development of a personality, included in the spatial, subject and social environment, the essence of which is a set of communicative actions and relationships between participants in the educational process.

The article deals with the importance of having soft skills nowadays. Through the analysis and synthesis of scientific and methodical sources, it was found that soft skills are flexible, sometimes non-special, acme competencies for the successful performance of professional duties. The purpose of the article is to reveal the content and the conditions for soft skill development in the process of training future primary school teachers, in particular, during the Ukrainian language teaching methods. To reach the purpose of the article, a set of research methods was used: theoretical: analysis of linguistic, educational, psychological, and methodical literature on the problems; synthesis, generalization, comparison; studying the work experience of higher education institutions teachers, defining the conceptual apparatus of research; empirical: observation and analysis of pedagogical phenomena and processes, collective and individual conversations with the aim of identifying the main contradictions and shortcomings in the content, teaching methods to identify the problems of soft skills formation in the process of learning the Ukrainian language teaching methods. Results. It was determined that the term “soft skills” in the context of training a future primary school teacher is considered as a set of personal skills aimed at developing successful, productive learning of primary school pupils, the ability to communicate effectively with direct participants during the educational process (pupils) and indirect participants (colleagues, administration, pupils’ parents). It has been proven that the new communicative environment enables the productive organization of the educational process participants, encourages creativity by means of developing the potential of methodological techniques, and operations in the form of various documents (working materials) aimed at obtaining the information with a powerful didactic resource for studying professional courses. The analysis of the professional standard “Teacher of the primary school of a general secondary education institution”, which was developed on the basis of the working functions of a teacher and involves a review of attitudes towards professional qualities and changes in stereotypes of the professional development, made it possible to identify a number of soft skills that must be formed in accordance with teacher’s working functions. It has been found that soft skills include leadership qualities and the ability to work in a team, the ability to teach and negotiate, set and complete tasks, time management, purposefulness, effective communication skills, presentation skills, stress resistance, creativity and analytical abilities. The attention is focused on the communicative aspect of soft skills. An employee with strong interpersonal communication skills can formulate his needs and expectations from the team and environment and listen carefully to others. She/he should communicate with the participants of the educational process in such a way that everyone has the feeling that he was heard and understood, and even the refusal was done professionally, without leaving a residue of indifference and hostility. The exercises and tasks for forming soft skills during the course of Ukrainian language teaching methods are offered. Conclusions. The necessity of updating the content of educational programs and courses of the specialty 013 “Primary education” to further develop future primary school teachers’ soft skills is proven since their professional and personal success depends on soft skills formation.

The paper deals with competency-based education. Both the development of the category “competence” and application of competences in educational sphere were considered. The purpose is to examine the development of competency-based approach to teaching and learning from the standpoint of modern educational paradigm. The methods of the investigation are analysis and syntheses of the associated researches used to collect and present the findings and draw the conclusion. The results revealed that competency-based education appeared under the influence of the term “competence”; in its development three main stages may be distinguished: 1) 1960-1970 (introduction of the category “competence” in the theory and practice of language learning); 2) 1970-1990 (extension of the studied phenomenon to the field of management and leadership); 3) since the 1990s to the present (comprehensive consideration and analysis of the stated category; finding the blocks of competencies, the principles of systematization; studying the structure of competencies). The conclusion is that in modern educational system competency-based approach is one of the central as existence of the system of competences contributes in description of academic and professional profiles, levels and results of higher education at the international level. Moreover, due to the application of the system of competencies, the process of expanding academic and professional recognition and mobility, as well as increasing the comparability and compatibility of diplomas and qualifications has become possible.

Distance learning has become one of the most popular educational trends of the 21st century, and the COVID-19 pandemic and war in Ukraine has only accelerated the process of its integration into the education sector. The purpose of our work is to study the influence of the online learning format on the adaptation and academic success of students, as well as to search for promising analogues. The methodology. In addition to a comprehensive theoretical analysis, which included a comparison of different approaches and research, we used the method of interviewing respondents, which involved 200 first-year students from 6 Ukrainian higher education institutions (H.S. Skovoroda Kharkiv National Pedagogical University, Taras Shevchenko National University of Kyiv, V. N. Karazin Kharkiv National University, National Technical University of Ukraine Kyiv Polytechnic Institute, State Biotechnology University, Kharkiv National University of Radio Electronics). The survey was conducted online using the Google Forms platform in the period from December 19 to 26, 2021, the calculation and visualization of the received data were performed using Microsoft Office tools. Fisher's statistical test (online-tool) was used to establish differences between the indicators of academic success of the respondents of the two groups. Results. We decided to compare the academic success of students who study online with students included in the blended learning system. Thus, only 8% of the respondents who took the course in an online format received a mark of 5 at the end of the academic semester, while almost a quarter (25%) of the students of the second group who took the course in blended learning received the highest score. We also asked respondents to evaluate the process of their own adaptation to new conditions (distance and blended learning). The results of the survey showed that the adaptation process proceeds much easier in the conditions of the blended learning or Flipped Classroom blended learning model, while the adaptation of respondents to the online format had a number of problems. Conclusion. Online learning has a high potential, which is difficult to realize due to the high demands on technical support, communication problems in an unfamiliar space, and the lack of social presence of participants in the educational process. Blended learning, as a combination of full-time and distance learning, can offset the shortcomings of online learning and realize its potential. The next step in our research will be to compare the performance of another learning models.