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The purpose of the article is to analyze the research activity of students in the context of distance education in order to identify factors that influence its formation. The work highlights the practical aspects of stimulating students' research activity. The work uses the methods of questionnaires, testing, and the method of expert evaluations. Statistical analysis was carried out using chi-square, Pearson's coefficient. The study was based on a pedagogical experiment. It was determined that the students within the experimental group exhibited a markedly higher degree of research engagement than the control group. Specifically, the mean research activity scores in the experimental group were 75% for the need for achievement, 68% for the need for recognition, 82% for the need for curiosity, 61% for the need for control, and 42% for the need for distinction. Overall, it can be contended that motivation plays a crucial role in fostering research endeavors in the conditions of distance education. The obtained results can be used to improve the research activity of students. Potential future studies could focus on conducting a comprehensive exploration of certain aspects, such as the incentives behind research endeavors and enhancing cognitive abilities through research activities.

The research is focused on a comprehensive analysis of digitalization as a prerequisite for higher education modernization. The authors of this article consider the digital divide as a component of information inequality, which has a technological nature and presupposes unequal opportunities for access, use, and production of information and knowledge or new technologies for their effective use in practice. The authors determined the digital divide is intensifying under pandemic and quarantine restrictions when the preference is given to blended learning technologies, collaborative learning, integrated learning, flipped classroom technology, storytelling, inquiry based learning (IBL), and project based learning (PBL). The research result is a unified information and communication ecosystem developed, which unites the scientific, technological, and educational potential of the network educational digital environment. The ecosystem also provides for the transformation from a lineal to a cluster model of competence cultivation, the formation of digital skills, growth in the volume of information, and creation of digital products.

The study of the role of the pedagogy of partnership (PoP) in building the professional competence of future primary school teachers is relevant in the context of modern educational and pedagogical transformations, which require the preparation of teachers for new challenges and creating a favourable learning environment. Therefore, the aim of our study was to check the effect of observing the pedagogical partnership principles in the educational process on the development of the communicative competence of future primary school teachers. The study employed the following psychodiagnostic methods: the Thomas-Kilmann conflict mode instrument (TKI), Myers-Briggs type indicator (MBTI), Snyder's self-control in communication. The implementation of the PoP programme in higher education institutions (HEIs) has a positive effect on the development of the communicative competence of future teachers, in particular, on developing the ability for self-control and increasing the scope of psychological knowledge. The study revealed some important correlations. Our results indicate that cooperation and the ability to make compromises are directly related to the communicative abilities of future teachers. Further research can be focused on studying the impact of pedagogical partnership on other aspects of future teacher training, such as methodical mastery, motivation for learning and development.

The article is devoted to the study of the issue of training future police officers to use unmanned aerial vehicles (UAVs) in their professional activities. Based on the results of the theoretical analysis of scientific and applied works, modern trends in the development of drones in the activities of law enforcement agencies were identified, and the problem of their implementation in practical activities was outlined. An online survey was conducted in order to study the opinion of scientific, scientific and pedagogical workers and graduates of higher education institutions with specific learning conditions that train police officers about the need to train future police officers in the control of UAVs. The need to introduce into the system of primary professional training the training of service skills using drones is substantiated. On the basis of the study of the content of the training program for unmanned aircraft systems of the first class according to the basic qualification level of the first level, it is proposed to introduce the general professional educational unit "formation of skills and skills of controlling an UAV" into the training program of the primary professional training of police officers in the specified specialty.

Following the launch of Russia's full-scale invasion of Ukraine in February 2022, scholarship has not yet addressed the role of the European Higher Education Area (EHEA) in this context. This paper asks: What is the political role of the EHEA as an institution and the instrumentalisation of its higher education (HE) cooperation initiatives in the context of the invasion? To investigate this, the paper thematically analyses interviews with representatives from key HE stakeholders in three EHEA members -- Germany, France and Italy, as well as key recent international communications related to the EHEA's response to the war. The thematic analysis revealed two overarching themes leading us to consider that: (1) the EHEA has been regaining its lost significance through shaping and disseminating its response as an institution to the invasion of Ukraine; and (2) HE cooperation in the EHEA in the context of this war has been acquiring a new meaning. These themes lead us to conclude that the war has prompted the EHEA to re-establish its purpose, following the ebbing interest in standardising HE structures. Most importantly, the EHEA has begun to emerge as a platform for political cooperation beyond HE for the promotion of peace in the European region.

This study addressed the language in professional communication and national identity of civil servants-bilinguals in the Ukrainian border oblasts with Russia. It was empirically determined that the civil servants mainly use the Ukrainian language in professional communication with the users of civil services, but with colleagues, the Russian language. Most civil servants are proud of their nationality, but not all of them are clearly aware of their national identity. A statistically significant relationship between the valence of the national identity of the civil servants and oral and written professional communication in Ukrainian with the colleagues and users of civil services has been established. The clarity of the national identity of the civil servants is connected only with oral professional communication in Ukrainian with the colleagues and users of civil services. The parameters of male civil servants' national identity is connected with a larger number of professional communication forms in Ukrainian.

The Russian invasion of Ukraine, on 24th February 2022, was met with widespread condemnation across Europe, with many universities and higher education-focussed national and regional organisations issuing their own public statements about the invasion and subsequent conflict and, in some cases, taking specific action in relation to one or both of the countries. This article draws on an analysis of 55 such statements to examine what they reveal about how higher education organisations conceptualise the European higher education space, and the position of Russia and Ukraine within it. Specifically, the article considers what spatial imaginaries -- pertaining to higher education -- are evident in the statements about the Ukraine conflict issued by higher education organisations across Europe, and the extent to which the statements provide evidence about the role of these organisations as normative policy actors.

Extreme conditions, such as the COVID-19 pandemic and the Russian attack on Ukraine, cause major disruptions, with teachers struggling to uphold educational provision. The study presented here aimed to substantiate and experimentally confirm the effectiveness of providing teachers with psychological support in extreme situations in order to optimise the balance of the psychological and pedagogical components in their professional activity. Regular teacher training in Ukraine includes a standard course, "Pedagogy and Psychology", which provides teachers with basic knowledge of pedagogical psychology. Building on this basic course, the authors of this article developed an advanced training course entitled "Psychological support for teachers in extreme conditions". A supplementary course of this kind is especially important in extreme conditions such as a war, as it is designed to clarify the methods of professional activity in practice, based on updated and expanded psychological knowledge. The authors piloted the course with a group of 190 teachers (80% female, 20% male) from a wide range of backgrounds in terms of age, years of experience, subject field, type of institution etc. They compared the effect with a control group of 190 teachers (85% female, 15% male) who had only taken the basic course. Findings of the pilot study suggest that awareness of the importance of psychological knowledge in education increases in proportion to the teacher's experience. A key issue is the teachers' motivation to engage in psychological training: they must clearly understand how and where they can apply the acquired psychological knowledge in their professional activity. Having conducted their pilot study in conditions of martial law in Ukraine, the authors conclude that improving teachers' psychological readiness for extreme conditions not only preserves the quality of the educational process, but also helps to preserve the psyche of students in conditions of war.

The study aims to investigate the efficiency of the RAFT framework--Resilience, Appreciation of Diversity, Facilitation, and Trauma-Informed pedagogy--in enhancing educators' skills in managing virtual exchange (VE) projects in crisis times. VE has become an important instrument for maintaining education across physical and geopolitical barriers; hence it is necessary to assess and improve teachers' ability to manage such projects effectively. This study involved 52 educators in a comprehensive assessment process including initial self-assessments on their competencies, specialized professional training guided by the RAFT framework, and conducting VE projects. Surveys, focus group discussions, and content analysis of reflective portfolios were used by the study to establish their practicality and effectiveness. Results indicated the RAFT framework increased educators' resilience, diversity awareness, facilitation, and trauma-informed teaching skills. The study concludes RAFT framework is a useful tool for educators to efficiently manage VE programs in crisis.

This study aimed to explore the motivational factors influencing the development of environmental leadership qualities among students in higher educational institutions (HEIs). The study used surveys based on the methods of Zhang and Nunez Alonso, the Karpenko criteria, and the methods of Chen and Semedo. The study revealed that the proposed program, designed to enhance motivation and foster environmental leadership qualities, positively impacted students' motivation. Approximately one-third of students exhibited only an elementary level of environmental culture, indicating a lack of focus on environmental protection. However, applying the proposed approach increased motivation, environmental culture, and environmental leadership among students. Furthermore, a correlation was identified between motivation factors, environmental culture, and environmental leadership qualities. Future research should explore strategies for promoting ecological behavior among students, schoolchildren, and adults.

This study examined the integration of social-emotional learning (SEL) in formative assessment of pre-service English as foreign language (EFL) teachers during times of crisis and its perceived impact on their communicative competence. The study encompasses a six-month trial period of SEL-enriched formative assessments across five Ukrainian universities. Findings from interviews with 12 participants indicate that incorporating SEL in EFL teacher education programs enhanced learning outcomes, when compared to traditional assessment methods. Furthermore, data suggest that promoting SEL in formative assessment provides invaluable feedback for tutors, prompting them to modify their teaching strategies appropriately while applying and expanding pre-service EFL teachers' professional-focused skills.

The aim of this study was to share our experience of developing a digital Natural Language Processing Tool and its implementation in the process of training future linguists. In this article, we demonstrate the process of creating the web application SENTIALIZER, which is a multilingual Sentiment Analysis Tool developed with the help of the Python programming language and its libraries NLTK, BS4, TextBlob, Googletrans. The integration of Sentiment Analysis Tools into the educational framework is relied on the Unified Theory of Acceptance and Use of Technology (UTAUT) as its foundation. The results show that students see the prospects of using Sentiment Analysis Tools in their educational and professional activities, are ready to use them in the future, but are not ready to participate personally in projects to develop and improve such technologies. The reasons for this attitude are discussed. The presented study has a clear focus on student learning outcomes, which is an important criterion for the successful integration of technology into the educational process.

Developing young learners' language awareness is becoming an important educational goal in a rapidly globalised world characterised by linguistic and cultural diversity. Drawing upon previous research in the field, the article highlights the importance of promoting language diversity and nurturing language awareness from an early age. We present a qualitative study's findings to analyse the potential of using pluralistic approaches to language teaching for developing young learners' language awareness. The study was based on a case study format involving pupils aged five and six years. By exposing the participants to a set of plurilingual activities following the DivCon model, we were able to observe and identify their language awareness development. In addition, the pupils' responses to language awareness activities and their perceptions of different languages were analysed through a survey in the form of interviews. The results of the study indicate positive outcomes, demonstrating an enhanced level of language awareness among the pupils, as well as an increased appreciation for language diversity.

The purpose of this study was to identify the effectiveness of the project method as an innovative tool for the teaching of humanitarian subjects. The research used such methods as follows: questionnaire, observation, experiment, as well as statistical methods for data processing. In the course of the research, it was determined that the students who were engaged in the project activity, during the project, autonomously researched scientific, reference, educational, and methodological literature. A group of experts found that students' participation in project activities influenced the development of creative activity, and creative systemic thinking contributed to their self-organization. During the survey, it was determined that students' independent work on creating projects ensures the development of personal and functional components of self-organization. The research's scientific novelty lies in its exclusive focus on students studying humanitarian disciplines. The restricted scope of the experiment facilitated the identification of the project approach as such that it can be integrated into the academic system to enhance students' personal and practical proficiencies, thereby promoting their overall growth. Further research can be aimed at determining the effectiveness of using game methods in the course of teaching humanitarian disciplines.

The aim of this research was to study the current level of preschool teachers' partnership competence in the aspect of interacting in the teaching staff. During the research, questionnaires and statistical methods of analysis were conducted. The results of the study show that 82% of the respondents describe the psychological climate in the team as moderately favourable, 6% note its high level, 9% feel low favourableness, and 3% see it as unfavourable. The conducted research revealed a positive moderate correlation between the partnership competence level and the psychological climate level in the team of preschool teachers. Therefore, a positive psychological climate, characterized by mutual understanding, support and openness, contributes to creating a favorable environment for partnership interaction. When teachers feel comfortable and supported in the team, they are more inclined to work together, share experiences and provide mutual support. The area of further research is to identify the relationship between the professional development of teachers and their partnership competence, as well as to study the impact of distance learning on partnership interaction between teachers and ways of its development in the digital environment.

The purpose of this study is to determine the relationship between the GPA of graduates of social majors at National Technical University «Kharkiv Polytechnic Institute» (Ukraine) with the results of the entrance assessment, learning motivation, achievement motivation, and perception of teacher leadership, based on the correlation and regression analysis of the study with a total of 502 respondents. Results of the presented study demonstrate a significant correlation between the level of academic success and the level of educational and cognitive motivation of graduates (r = 0.644, ? < 0.010). A less strong connection was found between graduates' GPA and the entrance examination results (r = 0.502, ? < 0.010). The weakest, albeit statistically significant, relationship is between GPA variables and students' perception of teacher leadership (r = 0.160, p < 0.010), as well as between GPA and motives for creative self-realization (r = 0.139, ? < 0.010). The article also carried out a correlation analysis for groups of students by level of education, form of study, majors, and gender of respondents. Obtained results are discussed with the purpose of improving the procedure for selecting applicants for admission to universities and improving the educational process.

Digital tools have become integral to training military engineers, and the introduction of a technology enhanced learning environment may improve the educational process at higher military educational institutions. This study explores the impact of digital transformations in military engineering education through a technology-enhanced learning environment. To answer the research questions, mixed methodology was used, which involved integration and data triangulation matrices. The survey included17 experts who possess the competences to evaluate the integration of technology into the learning environment. The results showed that a positive technology-enhanced learning environment is represented through ICT-supported learning, e-learning, blended learning, and virtual learning environments. The researchers distinguished groups of digital tools used at higher military educational institutions(communication tools, content creation tools, Learning Management Systems, collaboration tools, assessment tools, simulation and modelling, and adaptive learning tools). The impact of digital tools applied for the formation of professional competence among future military engineers was evaluated. Then, the algorithm for creating and developing a positive technology-enhanced learning environment was explained as the set of systematic measures used to design and implement a learning environment that integrates technology. The measures to be taken to foster digital technologies while training future military engineers were described during the study. The outcomes can be used to improve the existing system of military engineering education at the Ukrainian military institutions and to maximize the professional training at the active military units.

Scholars as exemplars and their linked eponyms play a significant role in education. Since the discovery of the periodic law in 1869, perceptions of Mendeleev and his eponyms may have shifted. With the aim of assessing the historical and current portrayal of Mendeleev and his eponyms in chemistry textbooks and on the Internet, content analysis of textbooks, including Soviet and contemporary Russian (11) and Ukrainian (16), was conducted. Additionally, an Internet search in 7 languages was conducted to assess the prevalence of Mendeleevian eponyms online. Primary Mendeleevian eponyms are predominantly utilized in the Russian segment of the Internet. While Mendeleev's portrayal held significance in mid-20th-century Soviet chemistry textbooks, his presence has dwindled in current Russian and Ukrainian textbooks. This decline is attributed to the obsolescence of associated chemical realities, the disputed priority of Mendeleev, and an ambiguous attitude towards him. The implications of this decline include loss of historical context, reduced memorization aids, impact on critical thinking, disruption of continuity, and reduced humanism in education. The research underscores the importance of a balanced and inclusive approach to science education, recognizing contributions from scientists of diverse backgrounds and perspectives, and highlights the interconnected nature of science education and international relations.

Effective formation of the specialist's personality, as practice shows, is possible only with a holistic and systematic organization of the learning process, which is achieved by modeling. The aim of the study is to develop a model of realization of pedagogical conditions of formation of self-regulatory competence of future foreign language teachers in the process of professional training and to analyze blocks of the developed model by means of theoretical analysis and practical state of the researched problem. The basis of empirical research was Poltava V. G. Korolenko National Pedagogical University, H.S. Skovoroda Kharkiv National Pedagogical University, Kharkiv Humanitarian-Pedagogical Academy and Khmelnytskyi National University. The study was conducted in 2019-2022 study years. 261 students of the 4th year of bachelor's educational and professional programs of training future teachers of foreign languages (English, German) took part in the pedagogical experiment. The control group (CG) included 132 students, the experimental group (EG) -- 129 students. Research methods: analysis of scientific and methodical literature; pedagogical observation; pedagogical experiment; pedagogical testing; methods of mathematical statistics. According to the results of the study, groups of stumetadents with low (13.5%), below-average (32%), average (41%) and above-average (13.5%) levels of self-regulation were identified among students.

Since the full-scale war in Ukraine began in February 2022, many Ukrainians have migrated abroad. Canada, with its tradition of welcoming refugees and other displaced persons and its large Ukrainian community, has accepted thousands of Ukrainian migrants. After arriving in Canada, some decided to enroll in community colleges to improve their labor-market skills and to facilitate their transition to life in Canada. This empirical study draws on the psychological resilience theory and the social support theory to examine the challenges these students face, the coping mechanisms they use, and the support they receive from their colleges and Canadian society. The findings reveal that the participants experience stress, anxiety, helplessness, and isolation, owing to concerns about family members in Ukraine and difficulty adapting to a foreign environment. Financial worries also loom large because of their families' loss of property and income, as well as their limited job opportunities in Canada.

The Russia-Ukraine conflict has significantly impacted the outbound student mobility of Russian students. This paper highlights and explains the positive role virtual student mobility can play in shaping and sustaining the international education aspirations of Russian students amidst the entangled geopolitical and financial crises. Drawing upon the Aspirations-Capabilities framework of migration, the notion of mobility capital, and different states of (im)mobility, the study analyses 16 semi-structured, in-depth interviews conducted with Russian students who participated in various forms of virtual mobility in 2020-2023. The findings reveal that virtual mobility can bolster Russian students' capacity to aspire to international studies despite the mobility-suppressing climate by acting as a 'rite of passage' en route to international education, increasing language confidence, and challenging media portrayals of hostility towards Russian students. The richness of the virtual mobility experience in terms of communication with foreign teachers and students plays a key role in activating this affordance.

The war in Ukraine has affected the internationalization of higher education in Kyrgyzstan in a number of ways, some unique to Kyrgyzstan and some paralleling effects in other countries. This reflective essay, drawing on four theoretical frameworks, with a focus on examining the actors involved, and informed by personal communications and participant observations, suggests that further research is needed on a number of Kyrgyzstan-specific topics. Moreover, the presence in Kyrgyzstan's capital of two internationalized universities with connections to opposing side in the conflict -- the Kyrgyz-Russian Slavic University and the American University in Central Asia -- puts forth the notion that post-World War II assumptions about internationalization contributing to mutual understanding were developed in specific contexts. The complexity of the forms internationalization takes now implies that the comparative and international education field might benefit from some broader rethinking about the rationales for and effects of internationalization.

This paper explores the impact of the Russia-Ukraine war on Russia's academic sector, relying on the limited evidence available. The invasion has triggered an academic exodus from Russia, with both immediate and far-reaching consequences. These consequences range from the interruption of ongoing research projects and the termination of international collaborations to the emergence of an intellectual void, raising concerns about the future of academic pursuits in Russia. Conventional models for understanding academic mobility, which primarily focus on professional and economic incentives, prove inadequate in accounting for the complexities introduced by geopolitical strife, international sanctions, and curtailed academic freedoms. This paper calls for an interdisciplinary approach incorporating perspectives from political science, sociology, and international relations for a richer understanding of academic migration in conflict-affected settings. The Russia-Ukraine war serves as an important case study, shedding light on the vulnerabilities of academic sectors, even in the aggressor country where the physical conflict is not occurring, and offering broader insights for the field of academic mobility.

This first attempt aims to determine the extent of students' covert use of machine translation (MT) in the online assessment of their sight translation, the strategies of such use, and its signs. The study is based on the analysis of target texts (TT) of specialised online sight translation from Ukrainian into English by 13 BA and 10 MA students. The procedure involved the comparison of the students' TTs with their MT counterparts. Signs of covert MT were found in 46% of the BA and 30% of the MA students' translations. The main method of this covert MT use is "simultaneous post-editing", i.e., the immediate oral post-editing of the MT text generated by the students on their screens and hidden from the assessor, while they deliver their supposedly original TTs. Simultaneous post-editing strategies range from replacing individual lexemes with their synonyms, adding and deleting elements, changing the syntactic functions of words or phrases, rearranging sentence fragments, transforming their structure, to applying several of these strategies simultaneously. Other methods of concealment include alternating MT systems in translating the same source text, as well as artificially slowing down the process of reading the TT from the screen, accompanied by pauses in the relevant text fragments to perform certain mental operations. In order to increase objectivity, the author recommends a delayed assessment of students' online interpreting recordings. The research perspective is to study the didactic potential of simultaneous post-editing as a procedure for developing general interpreting skills.

Purpose: Following globalisation, a rich literature on global citizenship education developed (Akkari & Maleq 2020; Goren & Yemini 2017). However, recent developments in international politics prompt us to ask whether global citizenship education gives young people a grasp of the international world. We argue that global citizenship education theory must be supplemented because it does not provide much guidance to help young people understand international politics properly. Design/methodology/approach: We discuss how theories of global citizenship education conceptualise international conflicts and how three theories on international politics offer supplementary conceptions and perspectives. Findings: Global citizenship education should be supplemented with theories of international politics. Research limitations/implications: Our analysis only indicates some implications for global citizenship education, and further research on the didactical implications is required. Practical implications: Global citizenship education must rely on a wider set of theories to prepare the students for understanding global issues.

This article examines how European regionalization influences Ukrainian public universities by exploring the Ukrainian education strategy and institutional internationalization and marketing policies. The study outlines specific historical and geopolitical conditions that have determined the development of the higher education system in Ukraine. Using a case study, the author analyses university development policies within regional, national, and local environments and examines challenges to and supports for the implementation of these policies. The analysis shows how the combined conflicting influences of the Bologna Process and Soviet legacies have affected Ukrainian universities. The article relies on the study results obtained before the Russian full-scale invasion of Ukraine. It also offers an analysis of higher education internationalization reforms during the recent events of Russia's war against Ukraine. The study contributes to the understanding of internationalization efforts in an East European country under multiple, sometimes contradictory, influences of the Bologna Process and the Soviet past.

Purpose: The research aimed to critically analyse the changes that have occurred in the core curricula of general education in Poland following the Russo--Ukrainian war from the perspective of the securitisation process. Methodology: The research involved analysing 366 texts spanning various genres. These texts were produced by both securitising actors and recipients of the change. The research employed content analysis and Critical Discourse Analysis, following the approaches of Ruth Wodak and Martin Reisigl. Findings: The research revealed that the securitising actors advocating for changes in the core curricula have been identified as a threat directly linked to the war in Ukraine. However, the discourse surrounding these changes also exhibited several features that indicate a hidden political dimension. Further, the analysis emphasised the use of 'ministryplaining' towards the audience involved in education, who formulate critical remarks.

Purpose: This study investigates teachers' professional judgement about Russia's war on Ukraine as an unplanned, controversial classroom issue. Design: It employs 26 interviews with Russian teachers collected during the invasion's first month. Findings: The analysis identifies six situations and five teaching approaches that emerged in response to these, with varying degrees of student voice and political commitment. The inclusion of student voice is limited by perceived student passivity, lack of skill, and political disagreement with students. Satisfaction with the status quo, lack of social status, and fear of harming students were obstacles to pursuing political commitment. Research implications: By exploring the dynamics of depoliticisation in the classroom, this article adds to the literature on the co-construction of authoritarianism in Russia. It also highlights practices of resistance and 'everyday politics' stemming from teacher professionalism as a function of individual and structural factors.

The paper argues that the Warin Ukraine is promoting and accelerating the Westernization of the region's higher education. The paper employs Mignolo's (2011) geopolitics of knowledge as the theoretical framework to illustrate how internationalization promotes the adoption of Western/English liberal education and how the War in Ukraine is speeding up the process. Using focus groups, I capture conversations with local graduate students in Kazakhstan to demonstrate that Western education is acquired to 1) accelerate the de-Russification of Kazakhstan by moving away from the former imperial power, 2) use English to undermine the Russian language and cement Kazakhstan's independence from Russia, 3) acquire internationally recognized English credentials for global/Western competitiveness and modernity. The participants in this study framed their decision to pursue university graduate studies as freedom from the Soviet system, de-Russification, and modern development, underscoring the high value that some graduate students have for an English credential.

This study employed a social media discourse analysis approach to illuminate the narratives of Indian international students in Ukraine affected by the Russo-Ukrainian war. We used agency and liminality as analytic lenses to highlight how this uniquely situated population utilized Facebook to navigate conflict, voice demands, support each other, challenge hegemonic narratives, (re)construct diasporic identities, and re-orient their futures. Findings indicate that Indian international students in Ukraine displayed insurmountable courage and resilience during the war, enacting agency from the margins to amplify their voices and actuate desired futures. Furthermore, South Asian students in Ukraine put aside their religious, ethnic, national, and caste conflicts to come together as a collective, uplifting each other and centering humanity. Little is known about how international students, especially in non-Anglocentric, peripheralized European countries, negotiate power and navigate crises during war. This study fills an important lacuna in the literature on internationalization, crisis migration, and higher education.

The war in Ukraine has opened a Pandora's Box of internationalization concerns that, heretofore, took a backseat to concerns with the effectiveness and sustainability of the field. In analyzing the impact of the war on international higher education, scholars offered various assessments of the conflict's effects, especially in the combatant countries and post-Soviet Eurasia: e.g., the disruption of organizational forms and methods of internationalization in Ukraine, the forced relocation of international students and faculty, and the creation of special programs to accommodate transferring international students from Russian and Ukrainian universities. Each of these assessments catches aspects of the emerging reality. Yet, they miss a crucial change that the war has triggered: ideational change regarding the rationales, norms, and values that underpin internationalization and shape the behavior of states and other related actors. Through this work, I advance this line of inquiry and examine its problematic implications for policy and practice.

Values such as peace, mutual understanding, and solidarity have long been subsidiary to the aim of pursuing competition and revenue through the internationalization of higher education (HE). With the full-scale Russian invasion of Ukraine in February 2022, higher education institutions demonstrated strong support for peace and solidarity. Yet, the extent to which we are witnessing a return to an international politics rationale driving HE internationalization remains unclear. Using Canada and Germany as case studies, this paper compares how international conflict impacts HE internationalization practices from a host institution perspective. The developed theoretical framework connects HE crisis literature with novel approaches to HE institutions in global geopolitics. Data were analyzed through critical policy analysis, focusing on university presidents' statements and institutional press releases. The key finding suggests the dominance of the logic of appropriateness whereby a geopolitical rationale governs institutional responses in a context where widely shared democratic values are under attack.

This qualitative study explores the self-conceptualisation of higher education projects (HEPs) relocated out of Russia or created in exile by Russian emigrants after the Russian invasion of Ukraine in 2022. Drawing on semi-structured interviews, analysed by thematic analysis, and discourse analysis of projects' promo-materials, this paper explores how HEPs formulate their goals and aims concerning the conflict zone--their homeland. The research argues that these projects manage to overcome 'exiled consciousness' and appear as a hope-making practice. However, aiming to preserve the relocated academic heritage, HEPs limit their self-reconceptualisation, i.e., further reflection on the continuity of their practice. Along with presenting current narratives, the study suggests further directions for exploration of the imagined future and its materialisation mechanism through educational means in the context of a political and humanitarian crisis, along with the way the international education landscape is being reshaped in it.

This paper explores how faculty in Kazakhstan perceive the current and potential effects of the Russia-Ukraine war and sanctions on internationalization and international mobility in higher education in the Central Asian country. The purpose of the study was to provide some initial insights into the perceived effects of the conflict on international mobility and higher education in the country, which has the longest border with Russia. The study uses grounded theory as an approach to research design. The data was collected via semi-structured interviews whereby the participants were selected from among faculty of Kazakhstani universities using a combination of snowball and maximal-variation sampling approaches. The results of the analysis revealed that the participants interpret the impacts of the conflict predominantly in neoliberal terms with only some faculty members noting potential effects in terms of academic colonialism. Identified themes are best interpreted in terms of the conceptual construct of capital. We suggest a combination of several capital theories as a potential theoretical framework for understanding perceptions of the effects of war on internationalization and international mobility in higher education.

The objectives of the research: The article considers the problem of preparing teachers for activities in the information space, which covers both the virtual space, where electronic communications are provided via various Internet networks, and certain technical devices. Considerable attention is paid to the study of the peculiarities of the psychological readiness of teachers to use information and communication technologies. The complex of research methods is used in the work: Psychological features and problems of the influence of information and communication technologies on the implementation of effective interaction between teachers and students are identified. Theoretical results: Based on the analysis, the essence and structure of psychological readiness of teachers to interact with students in the digital educational environment are revealed, which contains cognitive, motivational and operational components. Empirical results: A set of methods for studying the levels of psychological readiness of teachers to use information technology and interaction with students in the educational environment is grounded and the results of their application in a representative sample of educators are presented. It is noted that the introduction of ICT in the educational environment contributes to improving its quality, as well as improving the organization of educational institutions and their management.

This research is a systematic literature review study that aims to explore the evidence in publications that report on the types of misconceptions experienced by students in learning chemistry by providing types of students' chemical misconceptions based on levels and obtaining the correct formulation of misconceptions so that they can be used as a basis for overcoming them. The collected publications came from Scopus-indexed publications in journals, Conference Proceedings, Books, and Book Series from 2006 to 2021. Data analysis used was thematic analysis and data extraction and publication selection procedures using the PRISMA modification method, which consisted of four phases: identification, screening, eligibility, and inclusion. The linkages between all the literature with misconceptions were analyzed using VOSviewer software to visualize bibliometrics. There are four chemical materials with the most misconceptions experienced by students: chemical equilibrium with seven studies, covalent bonds with six studies, acid-base theory with five studies, and materials and their classifications with five studies. Countries actively researching misconceptions are the United States, Turkey, Taiwan, South Korea, Ireland, England, Colombia, Macedonia, India, Thailand, Slovakia, Indonesia, Spain, Malaysia, Finland, and Ukraine. The research findings provide an overview of chemical materials that students often experience misconceptions about and the types of misconceptions about these chemical materials. [Note: The publication year (2023) shown in the citation on the PDF is incorrect. The correct publication year is 2024.]

The aim of the research is to identify the peculiarities of building reading skills in junior schoolchildren with ASD. The study involved the use of parent questionnaire survey to confirm the diagnosis of ASD (the Social Communication Questionnaire, SCQ), diagnosis of reading skills (the Standardized Assessment of the Reading Skills (SARS), Test of Operational Units of Reading), analysis of statistics from official sources. The study showed that the reading skills of children with ASD range mostly within the normative limits, but there are some children with low values. It was established that there are significant differences between the components of the reading skills of children with ASD and children with normative development for the parameters of reading comprehension (M = 4.2, SD = 1.4, t[less than or equal to]0.01), reading speed (M = 3.7 , SD = 1.6, t[less than or equal]0.05), the method of reading (M = 6.4, SD = 1.9, t[less than or equal to]0.05) and the index of operational units of reading (M = 5.5, SD = 1.8, t[less than or equal to]0.01). It was found that there is a correlation between the degree of manifestation of ASD in junior schoolchildren and their reading skills. The higher the manifestations of violations, the lower the indicators of reading skills. The study found that children with ASD have normatively developed reading skills at the level of their peers, but reading speed and reading comprehension are more difficult for them. Severe concomitant manifestations of ASD negatively affect the development of reading skills, which requires special conditions for the development of reading skills in children with ASD. The obtained results can contribute to the development of a programme of support for children with ASD at the level of school inclusive education with the involvement of relevant specialists in order to more fully include them in the educational space and ensure the development of a high level of the reading skills.

The sudden and unexpected war in Ukraine led to a large flow of citizens displaced abroad. Almost half of them are preschool- and school-age children. The peculiarities of their adaptation to the educational environment of another country necessitates the study of the main aspects of adaptation in these conditions. The aim is to identify the psychological and pedagogical aspects of adaptation to the educational environment of another country of school-age refugee children. The research included the use of surveys, questionnaires (Strengths and Difficulties Questionnaire, SDQ), analysis of official information sources. The research found that the studied 203 children relocated to other countries have high rates of adaptation to the educational environment. Their performance indicators improved, high satisfaction with school, teachers, and relationships with classmates was revealed. The SDQ found a low overall level of adjustment difficulties (M=16.3, SD=1.9). The study showed that, in general, displaced Ukrainian children have high rates of adaptation to the educational space of other countries. They are emotionally stable, sociable, moderately hyperactive, have no behavioural disorders, and have high prosocial behaviour. The obtained results can contribute to the development of a programme to support Ukrainian children of immigrants to the educational environment of other countries, which will contribute to their psychological and pedagogical adaptation to it.

The review article presents an analysis of the literature on environmental literacy in sustainable development. By utilizing techniques to examine multiple documents published between 2013 and 2023, including citation analysis, co-authorship analysis, subject area analysis, and keyword analysis, this study aims to provide valuable information and insights into the research landscape surrounding environmental literacy and its contribution to promoting sustainable development. A systematic search was conducted to gather several scientific articles, conference papers, and publications from the Scopus database from 2013 to 2023. The findings of this analysis shed light on authors, influential institutions, and active research groups that contributed to the study of environmental literacy and sustainable development. This comprehensive review offers an understanding of the state of research in this field while identifying areas for further exploration and research gaps. The insights gained from this study can be highly beneficial for researchers, policymakers, and practitioners seeking to advance knowledge and take action toward promoting literacy's role in sustainable development. This analysis is a foundation for advancing our understanding of literacy's significance while emphasizing its vital role in sustainable development efforts.

The CEFR and the Companion Volume to the CEFR (Council of Europe, 2001, 2020), as the main language policy documents in Europe, intend to improve the standard of language teaching, learning and assessment. These documents among other things proclaim students' diverse linguistic repertoire as an asset in the language classroom. In this light, the promotion of multilingual education initiatives and enhancing students' plurilingualism is an educational requirement. Teachers, language teachers included, are seen as agents of change who can foster multilingual approaches in their language classrooms (Krulatz et al., 2022). Although previous studies have found that many language teachers hold favourable views on multilingualism, they face challenges when implementing multilingual approaches in the (foreign) language classroom. Teachers' beliefs on multilingualism in (foreign) language teaching and learning and how these impact their teaching practices have not been investigated in the Ukrainian education context, which has always been multilingual. The purpose of the article is to share and discuss the results of a quantitative study designed to investigate Ukrainian teacher beliefs in learning English and whether these beliefs are reflected in teaching practices. Data were collected using an online questionnaire administered to 73 English as a foreign language (EFL) teachers from 12 Ukrainian universities. The research questions were ascertained using descriptive statistics and Pearson correlation analysis. The collected insights helped to identify areas that require a more careful consideration in the multilingual education in Ukraine. The outcomes reveal complex and uneven relationships between teacher multilingual beliefs and the implementation of multilingual practices in EFL classrooms in Ukraine, with discrepancies in their perceptions and practices. The main finding suggests that the majority of Ukrainian language teachers have a favorable perception of multilingualism, yet they lack the required expertise and confidence to effectively build on their students' linguistic resources in teaching English. In addition, there are some critical gaps in teacher understanding of fundamental concerns about multilingualism. Suggestions will be made for a scenario-based approach to a teacher professional development course.

Mastering academic writing skills in English is essential for future researchers. At present, AI language processing tools provide high-quality, accessible, and fast assistance for translation, editing, and stylistic enhancement of scientific texts. However, their use within English for Academic Purposes (EAP) courses generates mixed reactions among educators and raises ethical concerns. Our study aimed to explore the predominant perceptions of AI language processing tools by PhD students of the National Academy of Sciences of Ukraine (NASU) from the viewpoint of their integration into the academic English course taught in the first year of their PhD studies. The study involved 52 PhD students from various NASU institutes. They completed a survey with both closed-ended and open-ended questions regarding their previous and expected use of online translators, writing enhancement tools, and ChatGPT for research writing purposes. The results of the survey show that NASU PhD students have extensive experience with online translators, but are less familiar with writing enhancement tools and less certain about their potential use in the future. Almost a third of the respondents expressed reservations about using ChatGPT for academic writing due to academic integrity concerns. Most of the respondents (66%) agree that the basics of ethical use of AI writing and editing tools should be incorporated into EAP courses. One subgroup of the participants (n = 11) took part in a small-scale additional intervention focused on writing enhancement tools. They were asked to apply Grammarly, QuillBot, and ChatGPT to edit their course projects (presentations of the current state of their dissertation research) and compare these tools according to various criteria. The feedback provided by this subgroup indicates that they were most satisfied with the quality of editing provided by ChatGPT but found Grammarly and QuillBot easier to use and more suitable for superficial grammar checks. We found out that the AI tools helped participants achieve improvements primarily in such aspects as the use of articles, punctuation, use of prepositions, and elimination of redundancy. The study has significant pedagogical implications, promoting the wider use of AI tools in the context of teaching English for Academic Purposes and addressing appropriate teaching techniques and methods.

Purpose: This article examines the use of English medium instruction (EMI) for teaching Japanese as a foreign language (JFL) by non-native speakers with a focus on multilingual classrooms. It also explores teachers' positive and negative beliefs about using EMI in classroom settings for JFL instruction. Methods and procedure: 274 non-native Japanese language teachers from around the world (57 countries) voluntarily participated in a survey, answering a questionnaire on Google Forms and Jotform. Both qualitative and quantitative methods were employed. The research instrument was piloted before the main study and was found to be effective and adequate to elicit the desired data. The research questions aimed to identify whether there were any relationships between the use of EMI and the multilingual classroom. Findings: The results showed a clear correlation between the extensive use of EMI and the multilingual character of JFL classrooms. Translanguaging turned out to be a common practice adopted by non-native Japanese teachers regardless of the primary language of instruction. The article concludes that EMI can be a valuable tool for JFL instruction in multilingual classrooms. Based on the investigation of the teachers' beliefs, the results showed a changing positive attitude towards English employed in JFL classrooms. Implications for research and practice: The findings can be used to further investigate EMI in JFL instructional practices in multilingual classrooms, improve the quality of JFL instruction and facilitate the integration of multilingual education into foreign language teaching. Future research can explore the effectiveness of EMI in different JFL contexts and investigate the impact of EMI on students' language learning outcomes.

Introduction: The COVID-19 pandemic has accelerated the transition to online learning, with synchronous e-learning becoming a critical modality in higher education institutions (HEIs) worldwide. This shift, while ensuring educational continuity, has unveiled numerous challenges, especially in developing nations where resources and infrastructure may not adequately support such a rapid transition. Purpose: This study aims to provide a systematic literature review of the challenges encountered by students in developing nations during the implementation of synchronous e-learning amid the COVID-19 pandemic. It focuses on identifying and analysing technological, pedagogical, infrastructural, socioeconomic, and health-related challenges that have impacted the efficacy of online learning. Methods: Through a systematic literature review of 43 peer-reviewed studies conducted in developing nations, dated between 2020 and 2022 sourced from the SCOPUS database, this article synthesises findings on the multifaceted challenges faced by HEIs students during the COVID-19 pandemic. The study employs a thematic analysis approach to categorise these challenges and discuss their implications for educational equity, student well-being, and the resilience of higher education systems in developing countries. Conclusions: The study underscores the need for comprehensive strategies to address the identified challenges, emphasising the importance of infrastructural improvements, pedagogical support, socioeconomic interventions, and health-focused measures. It calls for a collaborative effort among educational institutions, governments, and international organisations to enhance the resilience and inclusivity of e-learning environments, ensuring equitable access to quality education in developing nations during and beyond the pandemic.

A crisis constitutes a catalyst for rethinking academic responsibilities in societies facing a major threat. When a crisis escalates, such rethinking moves to the centre of both academic and social discourses, resulting in scrutiny, as well as synergy of scholarship and citizenship. Delving into the existential threats faced by Ukrainian scholars during the genocidal campaign unleashed against their country by Russia in 2022, this paper re-examines academic citizenship in times of war. The interviews analysed in this paper contribute to identifying synergies between scholarship and citizenship, and unpacking a collective agency shaped by crisis. Once peripheralized by neoliberal universities, academic citizenship is acquiring new meanings, while it reframes communal obligations and repositions professional duties in view of the life-and-death choices brought on by the war.

The purpose of the study was to identify how the updated refresher course influences the civil servants' readiness to promote or restore the reputation of Ukraine in the setting of crisis communication. The study used qualitative methods and tools for baseline analysis of the currently delivered refresher courses for civil servants and quantitative methods for quasi-experimental research. It was found that there was a need for updating the curriculum to concentrate more on training civil servants in promoting the reputation of the country in the context of crisis communication. The main outcome of the intervention was the student-designed and presented projects. These were as follows: "Consolidation of the world through the "soft power" of the state," "Transparency: See, Invest, Gain," "Handwriting of Consolidation: Books and Journals," "Welcome to Our Club," "Great Citizens: Footprints in History," "Fight Fakes: Learn how," "From Heart to Heart via Facebook," and "Did you ever know that …? You'll be surprised!." Using the researcher-designed awareness and readiness for promoting the nation's reputation scale (ARPNRS), it was found that the updated refresher course for the civil servants improved the attendees' brand management awareness and skills, crisis communication awareness, and skills, awareness, and skills in measuring a nation's image and reputation, and motivational components. The ANCOVA test identified that there was a shift from knowledge readiness level (71.23%) to readiness-to-perform level (62.50%) in the participants of the updated course (EG). Further research is needed to identify the effectiveness of student-designed projects in real-life settings.

Modern conditions of public administration are formed in the BANI world (Grabmeier, 2020), unstable, disturbing, uniquely technological and digital. How many of today's civil servants are capable of functioning in such a world through current training and professional development systems? This issue is particularly relevant for post-Soviet countries, as most of them belong to emerging economies that are still shaping their own unique public administration system. The article is aimed at studying the practice of professional development of civil servants within the framework of additional education in post-Soviet countries in the context of digitalisation. According to the study, it is clear that the Soviet model of supplementary education for civil servants is still valid, with minor differences in the countries studied. This model is characterised by a centralised organisation of training of civil servants within the framework of specially created structures (public service academies). With the transition to digital learning, countries are differentiated by the pace and level of transition to distance and e-learning for public servants.

This article is dedicated to find out the impact of social changes and their crisis manifestations on the dynamics of family relations, which is manifested in situations of child-parent interaction in the learning process, as well as to analyze the impact of social changes on manifestations of violence against children. A comparative analysis of joint learning situations in junior grades during the COVID-19 pandemic and under martial law was carried out. The article analyzes the dynamics of changes in parents' assessment of the learning process and results, the behavior of parents and children in the learning situation. An important task of the research is to identify the dynamics of changes in the risks of violence and the level of violence against children by parents in the joint learning situation. These social changes affect family dynamics and manifestations of parental violence against children.

This article explores the effectiveness of virtual reality (VR) interventions in reducing anxiety and stress among music students, employing a quantitative, experimental methodology. Utilizing the State-Trait Anxiety Inventory (STAI) and the Perceived Stress Scale (PSS) as measurement tools, the study engaged 120 volunteer musicians from South Ukrainian National Pedagogical University named after K.D. Ushynsky, Ukraine. These participants were randomly assigned to either a control group or an experimental group engaging in tailored VR interventions over a six-month period. The results showed a significant decrease in anxiety and perceived stress levels among the experimental group, as indicated by the STAI and PSS scores. These findings suggest that VR interventions can effectively enhance psychological well-being in music education. The study contributes to interdisciplinary knowledge, combining technology with educational methods, and recommends incorporating technology-driven approaches in curricula to address the emotional and mental health challenges faced by students. Furthermore, the article broadens the existing understanding of VR's impact on anxiety and stress reduction and offers practical insights for educators, psychologists, and policymakers, particularly advocating for the adoption of these methods across Asia.