https://hdl.handle.net/10481/64827 Mon, 13 Apr 2026 20:16:29 GMT 2026-04-13T20:16:29Z https://hdl.handle.net/10481/69225 Practice and innovation inclusive education in preschool institutions Larysa, Zdanevych V.; Oksana, Popovych; Tetianа, Tsehelnyk M.; Olena, Novak M.; Oksana, Kasianenko Inclusive education in pre-school education is a general policy and practice in European countries, but implementation of the policy varies from country to country depending on institutional, legal factors, funding, access to pre-school education and pedagogical concepts. The aim of the study is to analyze the practice and innovation of inclusive education in pre-school institutions in Poland, the Czech Republic, Hungary and Slovakia. Features of the practice of inclusive education for pre-school children have been determined on the basis of qualitative and quantitative methodology, content analysis and statistical analysis. The results indicate that there are differences in the inclusive education of pre-school children in these countries. Therefore, the practice of inclusive education in the Czech Republic is very different where children of pre-school age are highly involved in formal education, study in special groups to a greater extent and in completely separate educational institutions, and to a lesser extent in special pre-school institutions. Segregation in the Czech Republic is more intense, and therefore the level of inclusion is much lower. It was found that models of inclusion in pre-school education institutions in these countries can be defined as a model of full inclusion in Poland and Hungary (79.68% and 82.18%, respectively), partial inclusion in Slovakia and the Czech Republic (64.85% and 19.74% respectively). The Czech Republic differs significantly from Poland, Hungary and Slovakia in inclusive education for pre-school children. https://hdl.handle.net/10481/69225 https://hdl.handle.net/10481/69220 Development of professional competence of present and future teachers under the conditions of transformational processes in education Valentyna, Chernysh V.; Olha, Zadorina; Kateryna, Melnyk; Olga, Khromova I.; Mykola, Danyliuk M. Currently, the modern education system is in the process of transformation processes. One of the directions of reforming the education system in Ukraine should be directed at improving the level of professional competence of teachers, their knowledge, skills and abilities. The purpose of the academic paper is to study approaches to the formation of professional competence of present and future teachers under the conditions of transformational processes in education. The following scientific methods have been used in the academic paper, namely: methods of theoretical analysis and description – in order to reveal the theoretical and methodological aspects of the development of teachers’ professional competence in the conditions of transformational processes in education; methods of grouping, comparison and synthesis - to consider the features of the development of professional competence of teachers in Canada and Ukraine. In Canada, the development of professional competence of modern teachers involves the preparation of an exam by educators, which would certify the high level of their effectiveness. Intercultural competence-based teaching methods, introduced at higher educational institutions in Canada, have a positive effect on the formation of professional competences of future teachers. In Ukraine, the key directions for improving the level of professional competence of both present and future teachers should be professional selfimprovement, which is achieved through purposeful self-educational activity. The professional activity of a teacher should include love for children, pedagogical foresight, knowledge of the subject of activity, pedagogical tact, innovative scientific and pedagogical thinking. The development of professional competence is a dynamic process of assimilation and modernization of professional experience, which leads to the development of individual professional qualities, the accumulation of professional experience, which involves continuous development and self-improvement. The professional competence of teachers allows not only applying basic knowledge and skills, but it also forms the ability to carry out practical activities in specific professional situations; it provides creative solutions to professional problems and makes it possible to easily navigate in a professional environment and possess a culture of work. The formation of teachers’ professional competence should be carried out on the basis of the general provisions of the system approach and the use of other scientifically sound approaches. https://hdl.handle.net/10481/69220 https://hdl.handle.net/10481/69207 The Impact of Bybee and Synectics Models on Creativity, Creative Problem-solving, and Students’ Performance in Geometry Kalantarnia, Zahra; Shahvarani-Semnani, Ahmad; Hassan Behzadi, Mohammad; Rostamy-Malkhalifeh, Mohsen; Reza Mardanbeigi, Mohammad The present study aimed to investigate the effect of Bybee and Synectics on creativity, creative problem-solving, and performance of ninth-grade students in geometry. The research method was quasi-experimental with pre-test, post-test, and control group. From the entire population of the ninth-grade female students of public high schools in Tehran, three intact classrooms were selected by the cluster sampling method, each consisting of 30 students. Then, two classes were randomly assigned to two experimental groups and one control group. In addition, research instruments included Abedi’s creativity test, Basadur’s problem-solving creative test, and a researcher-made geometry test .In order to collect data, at first, pre-tests of performance, creativity and creative solution were performed on the subjects. After performing the patterns in the groups, post-tests of performance, creativity and creative solution were performed on the subjects. Finally, descriptive (the mean and standard deviation) and inferential ANCOVA statistics were used to analyze the data by SPSS software. The findings indicated that using the patterns of Bybee and Synectics on students’ creativity, creative problem-solving, and performance in geometry were significantly more influential compared to traditional teaching methods .The use of educational patterns appropriate to the educational content will lead to the training of creative people. https://hdl.handle.net/10481/69207 https://hdl.handle.net/10481/64832 Flipped classroom and digitization: an inductive study on the learning framework for 21st century skill acquisition Mittal Bishnoi, Malini While increasingly demands have been made on Higher Education Institutions for revamping curriculum designs and instructional pedagogies to adapt to the 21st century digitized learning and skill environment, the COVID-19 pandemic underscored this adaption as the singular solution to maintain the learning continuum. The inverted or flipped classroom has emerged as an enabling learning framework offering a convergence of technological advancements with active and collaborative learning. This study investigates the correlation between the flipped learning pedagogy in higher education and the acquisition of 21st century skills in the current digitized environment to meet Industry 4.0 readiness landscape. Primary data for this study was collected using a scientifically deployed mixed methods survey research and in-depth interviews from undergraduate students across universities to get their input on what they experienced and perceived as learners through the classroom flip experience. Until today, there has been lack of focus on Higher Education in the literature on an effective pedagogy for cultivating 21st century skills. This is an original research work which presents a holistic view of what elements are offered by ‘flipped learning’ as key to the development of 21st century skills and competences considering the demands of the fourth industrial revolution (IR 4.0) from Higher Education Institutions, for creation of a job resilient workforce. The findings of the study showed that the flipped classroom model was experientially and perceptibly preferred by undergraduates for the acquisition of 21st century skills and competencies needed for industry 4.0 readiness amongst other reasons. The results of this study have implications for students, faculty and higher education institutions. https://hdl.handle.net/10481/64832 https://hdl.handle.net/10481/64831 Increasing Motivation of Primary School Pupils’ Studying Prokopchuk, Viktoriia I.; Revenko, Iryna; Demchenko, Yuliya M.; Blaga, Olga B.; Tarasova, Vitaliia V. The scientific investigation reveals the topic of increasing the motivation of primary school pupils’ studying, which is relevant today and requires careful study. Data from the Institute of Educational Analytics, the German Internet Portal of statistics Statista, the World Bank and the international organization World Population Review have been used in the context of solving the problem of increasing motivation of primary school pupils’ studying in in Ukraine and Germany. The processing of statistics requires the use of methods of theoretical substantiation, analysis and comparison in the study. According to the World Bank’s education quality rating, Germany was ranked as one of the best countries with a high level of education quality in 2015-2017, and Ukraine ranked the 54th and the 56th places respectively. It has been found that today both in Germany and Ukraine an improvement of pupils’ studying at school is observed, it has been found that in the period of 2016-2018 the number of elementary schools in Ukraine decreased sharply, in Germany during 2008-2018 it has been a similar situation. The results of the series of studies have shown the presence in the practice of the activities of educators, psychologists and scientists, specializing in the study of this issue, a significant number of available and potential ways for increasing motivation. It has been studied the reasons for the learning motivation decrease and the factors influencing it, as well as five levels of learning motivation in primary school. In author’s opinion, the ARCS model is relevant nowadays, because it focuses on the motivational aspects of the educational environment and includes four components of motivation. It has been proved, that it is necessary to provide the innovative teaching methods in Ukrainian school during evaluation process. IT programs, that can improve the learning process and increase motivation in primary education has been presented. https://hdl.handle.net/10481/64831