New pedagogical thought

Characteristic features of the implementation of the motivational function of management by the head of an educational institution in modern conditions

Iryna Myshchyshyn, Khrystyna Kalahurka, Mariia Kryva — Sun, 13 Apr 2025 20:39:40 +0300

The article is devoted to analyzing the process of managing teachers’ motivation by the head of an educational institution in modern conditions of social instability and high psycho-emotional stress. The conclusions of the theories of motivation development (A. Maslow, S. Alderfer, F. Herzberg, D. McClelland, V. Vroom, L. Porter, E. Lawler, D. McGregor, W. Ouchi) are presented, which explain employee motivation from a review of behavioral and content-based approaches. The essence of internal and external motivation in teachers' professional activity is analyzed. The greater efficiency of internal in comparison with external is indicated. The reasons for internal motivation, in particular, may include personal orientation on achieving success, professional self-affirmation and self-realization, constant self-improvement, and growth in accordance with the requirements of the modern professional environment. A connection has been established between teachers' perception of the elements of a safe and favorable school climate and their motivation and self-esteem, the dependence of motivation on the quality of teamwork practiced at school, on the degree of professional freedom and autonomy, on the degree of feeling of professional effectiveness of teachers, as well as on the style of management activity of the head. The main motives for the professional activity of teachers in war conditions are satisfaction with the process and results of work as well as the opportunity for self-realization in this activity. To successfully manage teacher motivation, the head of an educational institution needs such qualities as expertise, empathy, enthusiasm, and sociability. It is essential to consider the dependence of an employee's work efficiency on the measurement of motivational tension, the increase of which to a certain point has a stimulating effect, and then becomes destructive. A significant aspect of motivation management is the manager's ability to analyze the balance of costs and the obtained results, as well as the specifics of the perception of the same incentives: as motivational by some employees and, accordingly, demotivational by others. In conditions of social instability and transformation of the educational environment, managing the professional motivation of teachers requires significant efforts and creative approaches from the head.

Formation of cultural competence of future leaders (principalists) of early education institutions in the conditions of master's degree

Iryna Onyshchuk, Oksana Domaniuk — Sun, 13 Apr 2025 20:59:53 +0300

The article is devoted to the key issues of training future specialists in preschool education in the current conditions. In particular, the primary attention is focused on the problem of forming the cultural competence of students of the second level (master’s) higher education as one of the ways to implement the standard «Head (Director) of Preschool Educational Institution» by various profile institutions, including higher education institutions.

The article analyses the works of specialists in psychology and pedagogy about the core aspects of cultural competence as one of the six general competencies defined in the Professional Standard: culture of self-expression, personal expression, and creative expression. The publication highlights the structural components of the studied phenomenon (cognitive, emotional and value, behavioural) and diagnostic methods (questionnaire, method of unfinished sentences, «Free Imagery» creative task), which provided the necessary information about the state of the problem in practice. Based on the analysis of the diagnostic results, the prospects for further scientific research are determined; namely, the identification of effective ways to form the cultural competence of future heads of preschool educational institutions in the conditions of the master's degree.

Determinants of self-activity in the educational process of pilot cadets at aviation higher education institutions

Mykola Piven, Viktoriia Piven — Sun, 13 Apr 2025 21:31:21 +0300

The article examines the conditions for organizing and conducting a workshop as a form of educational activity in which an individual independently creates the conditions for transforming self-learning skills from a knowledge-based space into a tool for self-creation. It enables the development of an individualized approach to personal self-improvement, where the content of the workshop becomes an activity of self-work. Considering this, in the educational process of future aviation professionals, particular importance is given to such issues as methods for developing the ability for self-learning; forming adequate evaluative attitudes; a stable interest and a positive mindset towards mastering autodidactic skills; the ability to engage in prolonged activities aimed at achieving subjectively significant goals; the demonstration of willpower to develop personal qualities aligned with the corresponding determinants of self-activity.

A workshop, as a metaform of organizing the educational process (self-learning) for cadet pilots, is characterized by dynamism, flexibility, independence, and a creative atmosphere. It serves as a pedagogical condition that allows cadets to transfer their competence into a functional control panel for both professional and personal self-improvement. The content of the workshop, designed according to the «do it yourself» principle and directed by the cadet toward self-development, represents an expansion and enhancement of their initial self-learning capacity. This expansion requires a specific methodology and a decomposition of the traditional workshop structure. The self-activity of pilot cadets in workshops not only actualizes but also facilitates the realization of their potential capabilities. It allows them to understand and visually observe how the personal learning paradigm evolves in professional education, enabling cadets to explore themselves through self-movement in educational activities.

Development of cultural competence of students of profile secondary education by means of digitalisation

Zinaida Bakum, Oleksandra Palchykova, Iryna Dyrda — Mon, 14 Apr 2025 18:59:18 +0300

The article deals with the peculiarities of developing the cultural competence of students of profile secondary education by means of digitalisation. It is found that the modern job market is in demand for specialists who are able to critically analyse information, adapt their thinking, attention and behaviour to uncertain conditions and changing requirements, use digital resources in their studies, and cooperate with representatives of other cultures. It is defined that cultural competence of students of profile secondary education by means of digitalisation is the ability of an individual to comprehend and popularise the cultural achievements of Ukraine and master the world ones; to show respect for discrepancies in the ways of worldview, traditions, and norms of behaviour of representatives of indigenous peoples and national minorities, other states and peoples; the desire to form one’s own artistic tastes and to convey ideas and feelings through creative artistic activity.

It is established that the development of cultural competence of graduates of a profile secondary education institution by means of digitalisation involves respect for the cultural achievements of Ukraine and their promotion through English-language means of verbalisation; tolerance towards the cultural heritage of other countries and differences in the value and normative systems of peoples; practical operation of linguistic and cultural knowledge when communicating with representatives of one’s own and other cultures; correct interpretation of the interlocutors’ intentions and prediction of their reaction to the things heard; the use of digital applications to enhance students’ cognitive activity, optimise the search for learning tasks and create their own content.

The authors distinguish the system of exercises for the development of cultural competence – receptive-reproductive non-communicative, receptive-reproductive conditional communicative, productive communicative, aimed at improving skills in the use of culturally marked units and developing abilities of dialogical communication.

Main approaches to the implementation of pedagogical technologies in the conditions of european integration

Lidiya Voznyuk — Mon, 14 Apr 2025 19:11:07 +0300

The article highlights the main approaches to the implementation of pedagogical technologies in the conditions of European integration, the essence of which is a new vision of the concept of educational and pedagogical activity, new forms and methods of learning.

Among the factors of such changes, digitalization of the educational process, focus on individualization and interactivity of learning, orientation of the content of education on the development of soft skills and critical thinking have been identified. Attention was paid to the European integration orientation of the development of national education, which ensured the intensive introduction of new pedagogical technologies.

The majority of researchers are inclined to the opinion that in the conditions of European integration processes and at the same time martial law, it is necessary to maintain a high level of educational standards, strengthen international cooperation and activate the use of new pedagogical technologies.

It is noted that military aggression by the Russian Federation led to the search for new effective pedagogical technologies that would ensure the quality of domestic education at the level of European and international standards in such difficult conditions.

Attention is drawn to the fact that the functional effectiveness of the teacher in the implementation of technological, competence, axiological and synergistic approaches is characterized by the ability to adapt new pedagogical technologies in accordance with the characteristics of the class and the capabilities of the students; diversify the forms and methods of educational activity taking into account the peculiarities of the educational situation and the environment in which the educational process takes place; to provide psychological support to students taking into account stressful situations and unstable emotional states; to provide optimal support for programs of individual development of students; implement the principles of partnership and cooperation with all subjects of educational activity.

It is noted that in the conditions of European integration, domestic education is oriented towards the formation of a new generation of citizens who are able to actively and creatively act in the conditions of modern challenges.

Systematization of types of computer games and platforms for teaching programming of student’s of a general secondary education institution

Pavlo Kvak — Mon, 14 Apr 2025 19:23:47 +0300

Modern education in Ukraine is undergoing significant transformations driven by both technological advancements and social challenges, particularly the need to adapt to distance and blended learning formats. In this context, programming education has become increasingly important, as it fosters critical thinking, creativity, and technical skills among students. This article focuses on the systematization of types of computer games and platforms used for teaching programming to secondary school students. An analysis has been conducted on various game development environments, such as Scratch, Roblox Studio, Unity, and CodeCombat, and their impact on students' motivation and academic performance.

Key criteria for selecting platforms have been identified, emphasizing accessibility, alignment with educational objectives, and ease of use. Special attention is given to the adaptation of these tools to the conditions of distance and blended learning, which is particularly relevant for contemporary Ukrainian education. The use of games enhances students' motivation and engagement in the learning process. The transformation of theoretical knowledge into functional programs or interactive games helps students experience success and boosts their self-confidence.

Criteria for selecting platforms for effective programming education have been determined, taking into account the age-specific characteristics and preparation levels of secondary school students. A classification of computer games based on complexity and educational objectives is proposed, enabling teachers to better tailor teaching methods to students' needs. The study demonstrates that integrating game-based platforms into the programming education process is an effective tool for increasing student motivation, ensuring better material comprehension, and developing essential programming skills.

Artificial intelligence as a tool for the formation and development of soft skills of student’s in the process of formative assessment

Olena Marchenko — Mon, 14 Apr 2025 19:49:30 +0300

The article analyzes intermediate results of research on the formation and development of soft skills of students in the New Ukrainian School. The analysis is based on data of the Ukrainian Center for Evaluation of the Quality of Education, which examines the effectiveness of the implementation of the New Ukrainian School Reform. The results of this study indicate that from 28% to 47% of students have soft skills as initiative, critical and systemic thinking, justification of one’s position, ability to express one’s orally, creativity etcetera at an average and low level.

The study also actualized the problem of preserving and further developing the principles of formative assessment, because middle and high school teachers need to prepare for educational cooperation with students who were taught to work in a different way. That is why the problem of development of the soft skills in the process of formative assessment is important.

Recently, the list of the latest trends in the expansion of formative assessment tools has included the use of artificial intelligence, in particular, a chat-bot with artificial intelligence developed by the company OpenAI. The possibilities of using a chat-bot for the development of soft skills are already being discussed in the international pedagogical press.

In Ukraine, research into the possibilities of using artificial intelligence in pedagogy is just beginning. The purpose of our research is to carry out an analysis of promising areas of application of artificial intelligence as a formative assessment tool aimed at the effective formation of soft skills.

The purpose of using ChatGPT in the process of formative diagnostic assessment was the determination from which cognitive position starts the particular student’s teaching, what are his/her strengths/weaknesses, which educational strategies are the most acceptable for this student. For this, we developed a didactic game «the competition with ChatGPT», which demonstrated its suitability for determining the educational achievements of students according to B. Bloom’s taxonomy.

On the other side, as an example, we show the usage of ChatGPT in the process of application the formative diagnostic assessment to find out the levels of development student’s critical thinking.

As a result of our research, it has been determined that the completing such tasks creates for the students an unique educational environment for the development of soft skills, as it provides opportunities for cognitive autonomy, motivation for self-education in the chosen direction, reasons for the students to «think like an expert» according to the criteria, consciously choosing an individual educational trajectory.

Capabilities of chatbots based on artificial intelligence in the context of inclusive education

Andrii Ozarchuk, Natalia Basaraba — Mon, 14 Apr 2025 20:03:03 +0300

This study explores the potential of artificial intelligence (AI) in inclusive education, focusing on ChatGPT and the Poe chatbot. AI-driven technologies enhance accessibility, adaptability, and efficiency, particularly for students with special educational needs. These tools automate educational processes, generate personalized learning materials, support multilingual education, and facilitate real-time translations. AI also improves student engagement by providing interactive and customized learning experiences.

ChatGPT is recognized as a versatile tool that models human-like dialogues, simplifies complex concepts, and adjusts tasks to students’ proficiency levels. It integrates with accessibility technologies such as Braille displays, speech-to-text software, and screen readers, ensuring inclusivity. Additionally, it assists educators by generating adaptive teaching materials, assessing student performance, and offering personalized learning pathways, optimizing the educational process.

The Poe chatbot stands out for integrating multiple language models (GPT-4, Claude, Gemini) and offering extensive customization. It enables the rapid development of instructional content, real-time feedback, and automation of administrative tasks, reducing teacher workload. Its multilingual capabilities create an inclusive learning environment for students from diverse linguistic backgrounds. Ethical considerations, including data privacy, algorithmic bias, and responsible AI deployment, are emphasized.

The study highlights AI’s transformative role in inclusive education, addressing its ability to bridge learning gaps, promote independent learning, and enhance student-teacher interactions. However, effective implementation requires adherence to security standards, ethical guidelines, and equitable technology access. Recommendations are provided for optimizing AI-based tools in education, emphasizing continuous evaluation, teacher training, and policy development to ensure sustainable and responsible AI adoption.

Features of personality defence from a stressful situation

Mariia Stasiuk — Mon, 14 Apr 2025 20:13:19 +0300

The article is devoted to the phenomenon of psychological defence as an unconscious reaction of the individual’s psyche to real or imaginary danger. On the basis of theoretical analysis of scientific works, the authors identify psychoanalytic, psychotherapeutic, psychological and philosophical directions of studying psychological defence. It considers the peculiarities of psychological defence as a mechanism for eliminating and reducing emotional stress and anxiety associated with the awareness of intrapersonal conflict.

The article explores the conditions and consequences of the positive and negative effects of psychological defence aimed at distorting reality and reducing the impact of stress, which leads either to personality development or neurosis. It reveals how psychological defence fosters self-support and confidence in one’s own perspectives. It is emphasised that psychological defence contributes to more cohesive and adaptive behaviour.

It is established that psychological defence is a condition for the formation of psychological security of the individual, which is manifested in an adequate level of aspirations and normative self-esteem, responsibility, a sense of belonging to a group, the capacity for proactive and self-directed action, the absence of an increased level of fear and anxiety.

It is noted that psychological defence performs adaptive and regulatory roles, affects the personality constructively and destructively. It makes the behaviour adapted or maladapted. The article empirically identifies the peculiarities of the psychological security of the respondents due to adequate self-esteem, high level of stress resistance and social adaptation. Inflated or deflated self-esteem, low level of stress resistance and social adaptation have a destructive effect on the personality, so he or she is not psychologically protected, and his or her behaviour may be maladapted. The article notes that psychological defence is aimed at preserving the psychological security of an individual, inviolability and integrity of his or her inner world.

Game-based teaching of ukrainian literature in the system of school professional orientation

Natalia Romanyshyna — Tue, 15 Apr 2025 19:23:05 +0300

The article substantiates the innovativeness of game-based teaching of Ukrainian literature in the system of modern educational gamification and profiling of high school. Determining the career guidance content of the subject, organizing work with episodes of read program works of art that are interesting in terms of problems of professions, professional activity, role-playing imitation of certain aspects of professional activity, performing «professional» tasks in the developed training games «In the world of philological professions», «Profession – journalist», «Master of interpretations», etc. forms the subject content of specialties related to working with text, mastery of the word; contributes to the conscious choice of the future profile of study, profession; understanding one’s own calling, development of talents, abilities.

For example, in the game «Master of Interpretations», with indicative stages: sequential presentation by players of hypotheses (interesting, new, unexpected considerations regarding the read work of art); discussion of the originality of the proposed ideas (makes you think, opens up something new; alternative to the stereotypical literary interpretation); if the option is uninteresting, the player drops out - the professional skills of a literary critic are developed. The practice of «expert» comprehension of new books will contribute to a thorough analysis of works of art as a solid background for the next level - professional; initiative, independence in selecting works for additional reading; formation of a culture of media consumption, life-building skills.

The «gaming» method of organizing educational material includes familiarization and practice of «literary» skills of creativity, generation of original ideas, application of practical tools of artistic writing in popular, highly paid IT specializations: game designer, online platform coordinator, rewriter, blogger, etc.

The potential of Ukrainian literature in a systemic and complex process, which should be career guidance in the New Ukrainian School, is in the actualization of soft universal interprofessional skills: development of critical thinking, analytical abilities, communication, ability to work in a team, solving problem situations, application of theoretical knowledge in practice, to future professional self-determination.

School study of literature using game forms and methods opens up space for fantasy, reading as acquaintance and pleasure, is an alternative to the «current», «standard» understanding of program works limited by formal factors. «Literary» games in the classification by educational subject especially correspond to the essential characteristics of the game: use in various roles, involvement of players in active participation through fantasy, narration, storyline; the game nature of artistic creativity, reading, their creative, emotional, conditional character.

Pragmalinguistic parameters of the threat as a conflictual speech act

Natalia Shulzhuk — Tue, 15 Apr 2025 19:30:52 +0300

The author of the article considers influence as an interdisciplinary phenomenon, the intensification of scholars' attention to which is associated with the intensification of social tension and tolerance of violence in society. The field of research focuses on such a type of negative influence as speech aggression, which often results in conflictual communication interaction. The author chooses a threat as a conflictogen for a detailed linguistic description, qualifying it as a communicative and pragmatic phenomenon that combines the features of such speech genres as directives and commissives. The author does not equate a threat with such speech acts as a request, advice, or warning, since they, unlike a threat, are not binding.

Among the means of verbalizing a threat, the author characterized the pragmatic potential of lexical (expressively colored vocabulary of negative connotation), morphological (mainly different forms of the verb), which form both explicit threats and convey the unreality of the speaker's intentions, and phraseological, which often require a common cognitive experience of the addressee and the addressee.

She considers models of complex and non-conjunctive sentences with cause-and-effect relations between predicate parts as a typical form of threat presentation at the syntactic level, the conflictogenic potential of which is often supported by such means of expressive syntax as repetition, syntactic parallelism, parcellation, rhetorical questions, incomplete (interrupted) and exclamatory constructions. Non-verbal (optical-kinetic), para- and extralinguistic means are also “woven” into the functional and pragmatic field of the speech act of threatening, strengthening the categorical nature of the statement.

The author also made some brief remarks on the gender specificity of the threat, noting that speakers of both sexes use confrontational influences to strengthen their social status and express their attitude to the interlocutor, but the choice of verbal and non-verbal conflictogens in the act of threat determines the degree of formality of the communicative interaction of speakers, as well as such components of the speech situation as the social, communicative and psychological roles of its participants, their motives, intentions, attitudes towards the interlocutor, place, time and method of presenting the threat, as well as the common cognitive experience of the addressee and the addressee. With regard to the latter, the common background knowledge of communicators in the context of a particular linguistic culture makes it possible to appeal to precedent phenomena.

Webquest technology in legal education at general secondary education institution

Oksana Mulyar — Tue, 15 Apr 2025 19:38:47 +0300

The article examines the utilization of webquest technology in the educational process as an interactive learning form. Practical advice is provided for teachers aiming to incorporate webquests into law lessons to stimulate independent scientific research among students. The article explores methodological approaches to using webquests as tools for developing students’ research skills within the context of legal studies.

The paper outlines the theoretical foundations of the webquest, its structure, methodological techniques, and practical application aspects. The author argues the benefits of webquests in fostering critical thinking, creativity, and collaboration among students. It presents a classification of webquests based on various criteria and describes the stages of their creation. Through webquests, students engage actively in searching and analyzing online information, enhancing knowledge retention and establishing enduring learning motivations.

The article posits that webquests transform students from passive knowledge consumers into active participants in the educational process, thereby increasing their responsibility for their work outcomes. Based on the research conducted, the author concludes that webquests hold promise in legal and suggests directions for further scientific inquiry in this field. The article includes a specific example of a law webquest, enabling teachers to tailor this experience to their pedagogical practices. This article serves as a valuable resource for educators seeking to enhance their teaching methods and integrate innovative approaches.

Competency-based approach in professional education and integration of practice-oriented tasks for the development of the modern individual

Hanna Alieksieieva, Larisa Tikhonova, Oleksandr Antonenko, Oleksandr Ovsyannikov — Tue, 15 Apr 2025 19:54:23 +0300

This article explores the impact of practice-oriented tasks on the teaching process of biology and chemistry within the framework of the competency-based approach. Modern education necessitates not only profound theoretical knowledge but also the ability to creatively and effectively apply it in various real-life situations. The traditional differentiated approach to teaching natural science subjects leads to the isolation of disciplines and complicates the formation of a systemic understanding of the learning material. In global practice, increasing emphasis is being placed on the competency-based approach, which aims to develop students' overall life competencies, including skills in analysis, decision-making, and solving complex problems.

One of the effective methods for integrating interdisciplinary knowledge is the use of practice-oriented tasks in biology and chemistry lessons. This article presents several examples of such tasks that foster the development of critical thinking, problem-solving, communication skills, and independent learning among students. Practice-oriented tasks link theoretical knowledge with real-life scenarios, thereby enhancing student motivation and ensuring more robust assimilation of information.

The research methods employed include the analysis of regulatory documents, scientific literature, educational materials, and observations of biology and chemistry lessons. The study’s findings confirm that the implementation of practice-oriented tasks promotes the development of interdisciplinary competencies in students, enhances the effectiveness of the educational process, and prepares competent graduates capable of successfully adapting to changes in the modern dynamic world.

In conclusion, the use of practice-oriented tasks is a vital tool for integrating interdisciplinary knowledge and developing the necessary competencies in students. This approach aligns with the requirements of modern education and contributes to the preparation of graduates who are ready for independent and productive activity in various spheres of life.

Health-safe technologies as a means of forming social competence of student’s institutions of general secondary education

Yulia Bobrykova — Tue, 15 Apr 2025 20:00:39 +0300

The article considers the importance of health-saving technologies as a tool for the formation of social competence of students in modern education, which in the process of teaching students are designed to ensure a high level of their psychosomatic health, mental performance, to form motivation to lead a healthy lifestyle and high health culture.

It is determined that under the health-saving educational technologies should be understood: favorable conditions for teaching a child at school (lack of stressful situations, adequacy of requirements, methods of training and upbringing); optimal organization of the educational process (in accordance with age, gender, individual characteristics and hygienic norms); full and rationally organized motor mode.

In view of the above, under the health-saving training should be understood: a complex of systematic knowledge and ideas about changes in the state of one's own health and the health of others; the ability to make a program to preserve their health and an effective program (plan) to preserve the health of students in the educational process; the ability to create a healthy educational environment; ownership of the ways of organizing health prevention and health protection activities; possession of educational technologies that preserve the health of students; study of the effectiveness of the educational process in health issues; the ability to organize and implement prevention and health protection activities.

Attention is drawn to the fact that the development of health-saving technologies and their introduction into the educational process of an educational institution will ensure the formation in children and youth of health-saving and health-developing competencies, an appropriate health culture, and the establishment of a priority for a healthy lifestyle.

It is concluded that health-saving technologies in the process of teaching students in general are designed to ensure a high level of their psychosomatic health, mental performance, to form motivation to lead a healthy lifestyle and high health culture.

Implementation of the national education program in educational institutions of rivne region for 2020-2025: successful practices

Natalia Davydyuk, Natalia Minakova — Tue, 15 Apr 2025 21:45:10 +0300

The article highlights the purpose of educational programs, emphasizing that their development is driven by societal challenges and transformations that necessitate changes in approaches to educating children and youth. Such programs should have a flexible, non-regulatory framework that allows for adaptable modeling of the educational process, considering real-life conditions and circumstances. They should also ensure the right of educators to academic freedom and the ability to freely choose forms, methods, and means of activity.

The National Education Program in the educational institutions of Rivne Region for 2020–2025 aims to cultivate the following value groups in students: universal, national, spiritual, civic, personal, family, and environmental. The program’s practical component has been implemented both at the regional and local levels, particularly in general secondary and extracurricular education institutions.

Successful practices of program implementation are characterized, including short-term and long-term projects, such as charitable and volunteer initiatives involving educators, students, their parents, and other participants. Additional activities such as games, trainings, campaigns, flash mobs, and other initiatives have been categorized based on their thematic focus and corresponding value groups.

The article emphasizes that the effectiveness of these forms and methods largely depended on their content and the structured interaction among participants. It concludes that the flexible structure of the program allowed for adjustments to the educational process in response to the introduction of martial law in the country. Future research directions are identified, focusing on assessing the quantitative and qualitative indicators of value formation among students.

Internet folklore as a communicative phenomenon in the ukrainian network space

Bohdan Stoliarchuk, Maria Ostapchuk-Budz — Tue, 15 Apr 2025 21:55:52 +0300

The article is devoted to the study of the evolution of folklore under the influence of modern information and communication technologies. Since the emergence of folklore, it has been constantly improving and acquiring new forms, genres and themes, depending on the socio-cultural context. An important role in this process is played by the Internet, which has become a platform for the dissemination and development of Internet folklore.

The article analyzes the main features of Internet folklore that emerged under the influence of digital communication, its genre diversity, communicative properties, and methods of dissemination. The authors consider Internet folklore as a communicative phenomenon with characteristic features such as anonymity, variability, fidelity, creativity and multimedia.

Special attention is paid to visualization and hybrid combination of different forms of communication. Examples of popular genres such as Internet memes (in particular, war-related memes), demotivators, photo frogs, pie poems, poetry powders, webcomics, «happiness letters» and cripepasts are considered. Specific examples are given, such as the meme «Are you one of the Avengers? No, I am from the Ukraine Post» and a Ukrainian cripepast about a nuclear disaster.

The role of Internet folklore as a tool for relieving social tension and supporting ideology is analyzed separately. Popular Ukrainian Internet resources specializing in Internet folklore are mentioned. The conclusions emphasize that Internet folklore reflects the transformation of traditional forms in the digital age, preserving its essence and acquiring new characteristics. It is an important indicator of socio-cultural processes and changes in modern society.

Thus, Internet folklore appears as a dynamic phenomenon that reflects current social, cultural, and political processes and demonstrates the innovation of modern society in using digital media for self-expression and communication.

Cultural and historical prerequisites for the establishment and development of the trumpet performance school in the rivne region

Stepan Tsyulyupa, Natalia Tsyulyupa, Roman Ostapchuk — Tue, 15 Apr 2025 22:07:31 +0300

The article examines the cultural and historical prerequisites for the development of the trumpet school in the Rivne region, shedding light on its unique evolution within the broader context of Ukrainian music culture. It delves into key factors such as the historical backdrop of the region, the advancement of music education, and the role of both professional and amateur ensembles in shaping the local trumpet tradition. Particular attention is given to the contributions of leading educators, musicians, and conductors who played pivotal roles in popularizing the trumpet and fostering its growth.

The article explores the features of educational programs, repertoire policies, and methodological principles that developed locally, reflecting the interplay between regional traditions and broader Ukrainian trends in wind instrument performance schools. Festivals, competitions, and cultural initiatives that promote trumpet performance are highlighted as crucial elements in enhancing the school's visibility and prestige. The pedagogical contributions of prominent musicians, as well as the influence of local educational institutions, orchestras, and ensembles, are thoroughly evaluated.

Moreover, the dynamics of collaboration between local and national institutions are analyzed, emphasizing cross-regional exchanges that enriched the Rivne trumpet school's development. These interactions not only facilitated the dissemination of innovative teaching methods and repertoire but also strengthened the integration of the Rivne school into the national musical framework.

The research underscores the significance of studying regional characteristics within the broader Ukrainian cultural landscape. It reveals how the Rivne trumpet school embodies Ukrainian musical identity while preserving its distinctive regional traits. This duality ensures that local traditions are both celebrated and adapted to contemporary trends in music education and performance.

By examining these aspects, the study contributes to academic discourse on trumpet performance schools in Ukraine. It provides valuable insights for future research, highlighting the importance of preserving and developing this rich cultural heritage for generations to come.