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The article presents a mixed-methods study that examines how undergraduate students of English as a Foreign Language (EFL) sustain their practices of learning English during the ongoing Russo-Ukrainian war in 2022–2023. In total, 33 undergraduate EFL students (henceforth – participants) took part in the study. In order to gain insight into their sustainable learning practices, the participants were requested to write a short reflective essay titled “My Thoughts on How I Learn English during the War”. The participants were instructed to write their essays in English within a one-week timeframe. Seeking to identify and classify a range of sustainable practices related to the ways the participants learnt English during the Russo-Ukrainian war, their reflective essays were analysed qualitatively and quantitatively. The analysis of the participants’ essays revealed the following learning practices that, according to the participants, helped them to sustain their EFL learning trajectory in the wartime EFL contexts: (i) participation in online EFL courses, (ii) communication with the native speakers of English on social networking sites (e.g., Instagram), and (iii) the combination of EFL learning activities offered at the participants’ university. The findings are discussed in detail further in the article through the lens of sustainable multilingualism development. Specifically, we argue that the development of multilingualism in the time of crises is feasible and sustainable, especially if it is coupled with an EFL learner’s inner psychological factors that are further facilitated by the external support offered by the digital learning environments that are (i) institutionalised and systematic, and (ii) extra-mural and unstructured (in other words, digitally wild).

In the current conditions of intensification of grain production, it is important to develop resource-saving cultivation technologies that ensure the maximum realisation of the genetic potential of crop varieties through the use of foliar fertilisation and mineral fertilisers. The article presents the results of research on the optimisation of fertilisation of spring barley plants. During the period of research, the influence of fertilisation and foliar feeding on the germination and preservation of spring barley plants, net photosynthetic productivity, elements of the yield structure, yield and grain quality was assessed. The research was conducted in the experimental field of Vinnytsia National Agrarian University during 2018--2020 on grey forest medium loamy soils. The hydrothermal conditions were quite contrasting and differed from the average perennial conditions both in terms of heat intensity and moisture level, which allowed to study the influence of the studied factors and their interaction on the formation of spring barley yield and grain quality. The maximum indicators of plant preservation, net productivity of photosynthesis, elements of crop structure, yield and grain quality were obtained in the experiment variant with the combined application of mineral fertiliser at a dose of N30P30K30 and foliar feeding of plants with Vuksal microfertiliser (BBCH 33-51) and (BBCH 51-54) in Aizhan and Aristey varieties. With the application of mineral fertiliser at a dose of N30P30K30, the grain yield of spring barley varieties Aizhan and Aristey increased by 0.99; 0.85 Mg·ha-1, and the protein content by 1.9; 2.0% compared to the control variant. With the combined application of mineral fertiliser at a dose of N30P30K30 and foliar feeding of plants with Vuksal microfertiliser, grain yield increased by 1.54; 1.23 Mg·ha-1 for one-time foliar feeding; by 1.77; 1.42 Mg·ha-1 for two-time foliar feeding, and protein content by 2.8; 2.7 and 3.4; 3.3% in Aizhan and Aristey varieties compared to the control variant, respectively. [ABSTRACT FROM AUTHOR]

The importance of the adolescence in the value orientations formation as a stable personality trait associated with the shaping of worldview has always been a matter of special research attention. This article seeks to investigate the formation of teenagers' value orientations through creolized texts. The creolized text is a text in which verbal and nonverbal components form a visual, structural, semantic and functional wholeness, aimed at a complex impact on the recipient. The authors cleared out cognitive, emotional, and behavioural criteria for the formation of students' value orientations. To determine students' instrumental and terminal values, M. Rokeach's method of value orientation diagnostics was used. Educational workshops aimed at altering teenagers' values with the use of creolized texts were arranged. Examples of motivational posters and comics created by students in the process of these extracurricular activities are provided. The reflexive component is presented through students' impressions of working with creolized texts. [ABSTRACT FROM AUTHOR]

The paper deals with theoretical substantiation and construction of the methodological system of autonomous learning of the course "English for Specific Purposes (ESP)" for prospective teachers of Mathematics. The purpose of the study is to prove theoretically the methodological system of autonomous ESP learning for prospective teachers of Mathematics and to test empirically the current students? level of autonomous learning competence. The main components of the methodological system are observed, among them: target component (social demand, requirements, goals, and objectives); methodological component (approaches and principles); procedure component (content and technologies); assessment component (control and results). The main features such as functionality, complexity, openness and conceptual positions of the methodological system are described in the paper. It is said that the designed methodological system of autonomous learning of ESP of prospective teachers of Mathematics can be implemented in the educational process effectively in the presence of grounded pedagogical conditions, among them: training of students? autonomy, pedagogical support, and effective learning environment. The analysis of the study results reveals that during the initial phase of the implementation of autonomous ESP learning, the students have a moderate level of autonomous learning competence and it needs improvement in the process of implementation of the developed system. [ABSTRACT FROM AUTHOR]

One of the most promising means of creating and updating the database of educational and methodological materials are assumed to be cloud technologies (CT). The prospects of cloud technologies have made it possible to assume that, unlike traditional, educational and methodological support developed in the context of cloud technologies, it is open and dynamic, elementarily interchangeable and responsive to a wide range of teachers with different levels of IT competence. Theoretical and methodical principles of pedagogical training of teachers in the conditions of informational and educational environment of a HEI are substantiated: availability of interrelated IT tools system, software tools of cloud services intended to provide openness and accessibility of the selection and modification of teaching aids, organization of interactive training; diagnostic and control of the training at all stages with the aim of possible adjustment of it (application of a person-oriented approach), feedback; multilevel and differentiated approaches in training with the possibility of continuous on-line and offline assistance; flexibility of training organization. The research aims substantiate theoretical and methodical principles of professional training of physical education teachers under the conditions the university's informational and educational environment. Methods: retrospection, comparison, content analysis; synthesis, generalization, theoretical design; psychopedagogical observation, conversations, testing, questionnaires, interviews; pedagogicalexperimentwithqualitativeandquantitativeanalysisofresults, their statistical processing (A chi-squared test or χ² test, Microsoft Excel, α² dispersion, Student's t-test, the Pearson correlation coefficient). Participants: 642 students were divided into three groups: two control groups (CG1 - 210, CG2 - 215) and one experimental group (EG - 217). Results: the values of the observed statistics χ2/13 and χ2/23 are respectively 8.45 and 10.08, gives grounds for rejecting the null hypothesis and acceptance of an alternative hypothesis. Conclusions: The experimental checkup indicates the effectiveness of the developed model, which was used by students of experimental groups since it made it possible to improve the quality of students' pedagogical knowledge, form independent work skills and increase the level of professional motivation. [ABSTRACT FROM AUTHOR]