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Category: Uncategorised

authors:

Lesya Panchenko (https://orcid.org/0000-0001-8436-1206)

Volodymyr Petrenko (https://orcid.org/0009-0008-6013-9748)

Relevance of the research. The a priori problem lies in the fact that the information agenda does not possess the status of subjectivity; rather, it belongs to the category of classical objects that are shaped at the discretion of full-fledged subjects, namely media owners, beneficiaries, and, so to speak, socio-political “curators.” The key question in this regard may be formulated as follows: do the needs and interests of the actors who generate a particular information agenda always coincide with the national interests of the state and the deeper needs of society?

Problem statement. The information agenda is not a neutral reflection of reality; rather, it is often shaped under the influence of media owners, political beneficiaries, and other interested actors whose interests do not always coincide with national interests and the actual needs of society. Under such conditions, a contradiction arises between society’s need for a reliable, substantively balanced, and strategically oriented information environment and the actual practice of imposing priorities that may be situational, manipulative, or conjunctural. This makes it necessary to study the information agenda precisely as a factor of societal effectiveness, as well as to identify the conditions under which its formation would serve not narrow group interests but the public good.

Analysis of recent research and publications. The theoretical foundations for the analysis of the information environment and its semantic distortions can be traced in the works of J. Baudrillard, who drew attention to the phenomenon of the implosion of meaning in the media, as well as in the writings of M. Foucault, H. Arendt, and M.-R. Trouillot, which illuminate the relationship between power, control over narratives, and the production of socially significant meanings. Contemporary studies by G. Beck, A. Bennett, E. Charlton-Clarke, A. Cooley, A. Dukalskis, S. Reisoglu, M. Shermer, M. Steinberger, and G. Saad examine new forms of propaganda, informational distraction, the crisis of truth, authoritarian influence, and technologies of control over mass consciousness. In Ukrainian scholarly discourse, the works of V. Petrenko, M. Mykhalchenko, and Z. Samchuk are of particular importance, as they address issues of contemporary information and communication trends, distortions of social reality, inadequate perception of actuality, and the deformation of the hierarchy of social priorities. At the same time, despite the considerable body of research, the problem of the information agenda as a factor specifically of societal effectiveness, especially in the context of Ukrainian realities, still requires further systematization and deeper reflection.

Research task. The priority of the research effort is to analyze and systematize the conditions that determine the effectiveness of the information agenda not for individual persons, corporate interests, or заинтересованные parties, but for society as a whole and for the national interests of the state.

Main material presentation. There is little doubt that the information environment is a necessary and, to a large extent, sufficient prerequisite for the materialization of such attributes of the spiritual sphere as worldview priorities, ideas, and values. In the era of the information society, this fact has acquired self-evident, trivial, and realistic features, since it is precisely the informational mobilization of mass consciousness that renders one or another ideological preference nearly uncontested and practically destined for success in terms of mass support.

Conclusions. The effectiveness of the information agenda is largely determined by the power of informational and communicative influences, which shape not only the current state of society but also its vision of the future. Contemporary media technologies increasingly rely on manipulative mechanisms, including the imposition of an illusion of freedom, the clichéd structuring of thought, and the substitution of genuinely important issues with secondary or artificially constructed problems. As a result, public attention is diverted from strategically significant challenges, while the information space begins to serve not the needs of people but a conjunctural agenda. For this reason, the cleansing of the information and sociocultural space from manipulative practices becomes a priority, requiring the development of critical thinking, philosophical reflection, comparative analysis, and public dialogue grounded in the principles of deliberative democracy.

Keywords: information agenda, era of information society, efficiency of society, worldview alternatives, ideological sphere, mass consciousness, sociocultural conditioning.

References:

1. Bodriiar, Zh 2004. ‘Imploziia smyslu v zasobakh informatsii (Implosion of meaning in the media)’, v kn. Symuliakry i symuliatsiia; per. z fr. V. Khovkhun, Kyiv : Osnovy, 230 s.
2. Mykhalchenko, M & Samchuk, Z 1998. Ukraina doby mezhychassia. Blysk ta uboztvo kurtyzaniv (Ukraine of the interregnum. The brilliance and poverty of courtesan), Drohobych : Vydavnycha firma “Vidrodzhennia”, 288 s.
3. Petrenko, VK 2024. ‘Informatsiino-komunikatyvni tendentsii suchasnosti yak faktor zhyttiediialnosti suspilstva (Informational and communicative trends of the present as a factor of society's life)’, Kulturolohichnyi almanakh, (4), c. 246–255.
4. Samchuk, Z 2023. ‘Perekhrestia naukovo-osvitnikh alternatyv: monopoliia na pryiniattia rishen chy kultyvuvannia kompetentnosti? (The intersection of scientific and educational alternatives: a monopoly on decision-making or the cultivation of competence?)’, Filosofiia osvity. Philosophy of Education, 28 (2), c. 171–196. Dostupno : <https://doi.org/10.31874/2309-1606-2022-28-2-10>. [12 Sichen 2026].
5. Arendt, H The Origins of Totalitarianism, Harcourt, Brace, Jovanovich, 576р.
6. Beck, G Propaganda Wars: How the Global Elite Control What You See, Think, and Feel. Forefront Books. 272р.
7. Bennett, A 2025. Deepfakes: and the Right to Truth, Alan Bennett Publishing, 332 р.
8. Charlton-Clarke, E 2025. How Humanity Lost Its Focus: The Theory of Distractibilit, B0F6C7MWK8, 51 р.
9. Cooley, A & Dukalskis, A Dictating the Agenda: The Authoritarian Resurgence in World Politics, Oxford University Press, 312р.
10. Landemore, H 2026. Politics Without Politicians: The Case for Citizen Rule, Thesis, 314р.
11. Reisoglu, S 2024. Losing Social Intellect: The core reason behind the troubles in Free Market Economy and Democracy, B0CRLDSKP5, 211р.
12. Risman, B Political Control in the Courts: Dictatorship versus Democracy, B07KJQ5MR3, 210р.
13. Saad, G Suicidal Empathy: Dying to Be Kind, Broadside Books, 256р.
14. Shermer, M 2026. Truth: What It Is, How to Find It, and Why It Still Matters, Johns Hopkins University Press, 384 р.
15. Steinberger, M 2025. The Philosopher in the Valley: Alex Karp, Palantir, and the Rise of the Surveillance State, Avid Reader Press Simon & Schuster, 304р.
16. Trouillot, M.-R Silencing the Past (20th anniversary edition): Power and the Production of History, Beacon Press, 217р.

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Category: Uncategorised

author:

Maya Trynyak (https://orcid.org/0000-0003-4981-8535)

 Relevance of the research. The relevance of this study stems from the fact that the experience of war, as lived by modern people, brings about profound changes in the cultural, linguistic, and existential dimensions of existence, which, in turn, gives rise to new forms of literary writing and calls for philosophical reflection. In the context of Ukrainian society, war emerges not merely as a historical event, but as a means of constituting an individual’s thought, memory, and self-reflection. Contemporary Ukrainian and European philosophers and writers, by representing images of war, open up the possibility of analytically grasping traumatic experience, revealing the specificity of human existence in extreme conditions while simultaneously forming new linguistic models for its description.

Problem statement. In this article, the author explores the conceptual understanding of literary representations of war. War is presented as a specific, representative depiction of a traumatic experience, and the time to which participants in military conflicts refer is marked by destruction.

Analysis of recent research and publications. In literature and philosophy, the issue of how images of war are portrayed in paradigmatic forms is explored in the works of Paul Fassel, Michael Rothberg, and Katie Karut, whose research takes an existential-traumatic approach. Dominic LaCapra, who distinguishes between the experience of war trauma and the reflection on this issue, and Lynn Henley point to the literary representation of images of war as a means of remembrance.

Research task. To analyze the concept of war as an ontological and spatial rupture; to examine the issue of silence and apophaticism in the representation of wartime experience; to explore the temporal dimension of war through the concept of unfinished time; to define the ethical and aesthetic boundaries of literary depictions of war; to conduct a hermeneutic analysis of contemporary Ukrainian philosophical prose (in particular, the works of Bohdan Zhuravlia and Yevhen Herasymenko).

Main material presentation.. The article highlights that philosophical prose—specifically, a literary text—serves as a vehicle for spatial thinking, where the traumatic experience of war introduces new forms of thought, since literary depictions of war have practical reflections and applications in the literary works of contemporary Ukrainian writers. War, as an extreme situation of human existence, introduces destructive shifts in the perception of the categories of time and the subjective perception of world space, which involves the concept of existential emptiness. Contemporary philosophical prose largely attempts to recreate images of war through literary creation, since this subject matter should not be lacking in the representation of war imagery.

Conclusions. Based on the analysis conducted in this study, it has been established that literary images of war in contemporary philosophical prose transcend the boundaries of traditional representations of events and acquire the status of an ontological phenomenon. Literary images of war become an event of thought in which philosophical analysis and artistic reflection are combined, forming a new language for describing the extreme states of human existence and the human condition.

Keywords: literary depictions of war, philosophical prose, traumatic experience, unfinished time, memory, language, existence, subject, contemporary Ukrainian literature, war.

 References:

1. Vildshtein, B 2024. Nedovershenyi chas (Imperfect tens). Kyiv: Dukh i litera, 640 s.
2. Herasymenko, Ye 2024. Shchodennyky viiny (Imperfect tens). Dostupno: <https://surl.li/blwgoy>. [24 Lystopad 2025].
3. Zhuravel, B 2025. Istoriia odnoho plavannia (Bukuria. The story of one voyage). Kyiv: Vikhola, 264 s.
4. Zabuzhko, O 2020. Planeta Polyn: esei (Wormwood planet: essays). Kyiv: Komora, 320 s.
5. Zabuzhko, O 2016. I znov ya vlizaiu v tank (And again I get into the tank). Kyiv: Komora, 416 s.
6. Zebald, VH 2023. Povitriana viina i literatura (Air warfare and literature). Kharkiv, 160 s.
7. Kultaieva, M 2015. Osvita i kultura v konteksti tsyvilizatsiinykh zmin: monohrafiia (Education and culture in the context of civilizational changes: monograph). Kharkiv: KhNPU, 280 s.
8. Kultaieva, M 2014. ‘Osvitni stratehii Tretoho Reikhu: ideolohichni zasady ta sotsiokulturni naslidky (Education and culture in the context of civilizational changes: monograph)’, Filosofiia osvity, № 2 (15), c. 45–56.
9. Sloterdaik, P 2015. Teror z povitria (Terror from the air), Kyiv: Dukh i Litera, 120 s.

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Category: Uncategorised

author:

Svitlana Kutsepal (https://orcid.org/0000-0002-5528-7438)

Relevance of the research. Although the COVID-19 pandemic now seems like a distant memory and has been overshadowed by the grim reality of a full-scale invasion, it was precisely the quarantine restrictions imposed during the pandemic that brought to light a significant number of social issues, including the challenges of distance learning. The transition to distance learning has exacerbated issues of violations of academic integrity by students – the widespread use of technologies and artificial intelligence capabilities (Chat GPT, Compose AI, Gemini, Microsoft Copilot Search, Adobe Podcast) in the educational process and educational-scientific activities, as well as academic fraud: dishonest borrowing, appropriation, and use of others’ ideas and statements,  plagiarism, and breaches of confidentiality.

Problem statement. The Institute of Education in the realities of the digital society is forced to respond to a number of challenges in the educational process and educational and scientific activity, in particular, the problem of monitoring the educational achievements of higher education students and their compliance with the principles of academic integrity.

Analysis of recent research and publications. The issues of academic integrity, its principles, and the standards for upholding it in the context of distance learning – a consequence of the pandemic – are being studied by scholars in the fields of education, sociocultural studies, philosophy, and law.

The issues of distance education and academic integrity are addressed in the works of the following researchers: O. V. Galkin [3], N. V. Kamardash [2], K. Kovalenko [7], O. M. Makovey, R. G. Makovey [8], D. Andres, M. Moritz, W. Oestreicher [4], R. J. Fendler, J. M. Godbey [5]. 

Despite the large number of studies on the phenomenon of distance education,  the issues and  principles of academic integrity, the use of  artificial intelligence technologies and their impact on the educational process, these topics continue to generate keen interest in both domestic and Western academic discourse.

Research task. The purpose of the article is to conduct a study of the problems of academic integrity in the domestic educational environment in the conditions of distance learning and mass use of technologies and capabilities of artificial intelligence during the COVID-19 pandemic.

Main material presentation. The 21st century is a century of digital breakthroughs and digital technologies that are driving fundamental transformations in all social institutions, as well as in individuals’ consciousness and worldviews. The emergence and rapid development of artificial intelligence technologies have also significantly diversified the nature of how digital society functions.

These changes also affect the field of education, as a result of the pandemic and lockdowns – and, in the Ukrainian context, full-scale aggression – offline learning has rapidly shifted to a remote format, transforming into learning that utilizes gadgets and information and computer technologies, resulting in changes to curricula and the modernization of teaching methods, the development of online versions of educational modules, and the transformation of traditional lectures and seminars into webinars (an information and communication technology-based learning method involving interactive remote classes in a synchronous virtual classroom) and web seminars.

Online learning has become possible thanks to the development and widespread adoption of remote communication and data-sharing platforms, the most commonly used of which in Ukraine’s educational sector are Zoom, Google Meet, Google Classroom, and Microsoft Teams.

It is becoming evident that online learning is extremely promising; it frees participants in the educational process from spatial constraints, as it enables participation in educational communication from any country – the only requirement being access to devices and the internet – and the ability to record classes allows students to review them at their convenience. However, distance learning significantly exacerbates the challenges of monitoring the academic performance of higher education students and, consequently, ensuring their adherence to the principles of academic integrity.

According to the Law of Ukraine “On Education”, academic integrity is the set of ethical principles and rules defined by this Law and other regulatory acts of Ukraine, which participants in the educational process must follow during learning, teaching, and conducting scientific (creative) activities in order to ensure trust in learning outcomes and/or scientific (creative) achievements. The legislature recognizes the following as the means and principles intended to ensure academic integrity: the adequacy and good faith of citation practices in scholarly texts, compliance with copyright and related rights legislation, the provision of accurate information, and the objectivity of the assessment of learning outcomes.

The period of quarantine restrictions established distance learning as a response to the need for social distancing; however, in the Ukrainian context, distance learning continues to play a significant role. One of the prerequisites for a new, high-quality level of distance learning is an awareness of the need to adhere to the principles of academic integrity.

Conclusions. Distance learning has become firmly established in the domestic educational landscape during the COVID-19 pandemic. One consequence of the shift to distance learning has been an increase in violations of academic integrity by students.

While distance learning was initially perceived as a necessary response to societal challenges related to the COVID-19 pandemic and subsequent full-scale aggression, it is now becoming a fully-fledged form of organizing the educational process, with both advantages and disadvantages, among which the issues of academic integrity and the use of artificial intelligence tools (ChatGPT, Compose AI, Gemini, Microsoft Copilot Search, Adobe Podcast) in the educational and scientific process stand out. 

Adherence to the principles of academic integrity and an understanding of the consequences of violating them must serve as a guarantee of a responsible approach to the use of artificial intelligence tools in the educational and scientific process.

Keywords: academic integrity, distance learning, webinar-based platforms, the COVID-19 pandemic, information technology, artificial intelligence.

References:

1. Castells, M, 2020. The Rise of the Network Society (The Information Age: Economy, Society and Culture, Volume 1), Vol 1. 2nd Edition with a New Preface, Oxford: Wiley Blackwell Publ, 594 p.

2. Kamardash, NV 2020. ‘Filosofska refleksiia osvitnikh tendentsii metamodernu (Philosophical reflection on educational trends in the metamodern era)’, Humanitarnyi korpus: zbirnyk naukovykh statei z aktualnykh problem filosofii, kulturolohii, psykholohii, pedahohiky ta istorii. Vyp. 36, s. 40-42.

3. Halkin, OV 2022. ‘Efektyvni mekhanizmy kontroliu za dotrymanniam norm akademichnoi dobrochesnosti v umovakh dystantsiinoho navchannia (Effective mechanisms for monitoring compliance with academic integrity standards in the context of distance learning)’, Molodyi vchenyi, № 5(105), s. 98–103. 

4. Andres, D, Moritz, M & Oestreicher, W 2014. ‘Gute Begleitung wissenschaftlicher Arbeiten als Ansatz zur Prävention akademischen Fehlverhaltens’, Information-Wissenschaft Und Praxis. 65 (1). s. 3–8. DOI: 10.1515/iwp2014-0002.

5. Fendler, RJ & Godbey, JM 2016. ‘Cheaters should never win: Eliminating the benefits of cheating’. Journal of Academic Ethics. № 14 (1), p. 71–85. DOI: 10.1007/s10805-015-9240-8.

6. Zakon Ukrainy “Pro osvitu” (Law of Ukraine "On Education") 2017. Dokument № 2145-VIII,  Vidomosti Verkhovnoi Rady (VVR), № 38-39, st. 380.  Dostupno: <http://zakon3.rada.gov.ua/laws/show/2145-19>. [18 Bereznia 2026].

7. Kovalenko, K 2024. ‘Chesnist, dobrochesnist, akademichna dobrochesnist: spivvidnoshennia poniat u naukovomu ta zakonodavchomu dyskursi (Honesty, Integrity, Academic Integrity: The Relationship Between These Concepts in Scientific and Legislative Discourse)’, Aktualni pytannia humanitarnykh nauk,  Vyp. 76, tom 1, S.283-288.

8. Makovei, OM & Makovei, RH 2022. ‘Modernizatsiia navchalnoho protsesu za pryntsypom akademichnoi dobrochesnosti: problemy ta ryzyky (Modernizing the Educational Process Based on the Principle of Academic Integrity: Challenges and Risks)’, Innovatsiina pedahohika, Vyp.54, T.2,  S.18-23.

Details

Category: Uncategorised

authors:

Olga Kyvliuk (https://orcid.org/0000-0002-7900-9299)

Svitlana Solianyk (https://orcid.org/0000-0002-5183-2152)

Sviatoslav Kyiashko (https://orcid.org/0009-0000-2938-0199 )

 Relevance of the research is determined by the active integration of artificial intelligence systems into the educational process, which is accompanied by profound transformations of cognitive practices, decision-making mechanisms, and learning activities. Under these conditions, the issue of preserving the human-centered nature of education and developing thinking as its core value becomes especially significant.

Problem statement consists in addressing the fragmentation of critical, creative, and logical thinking in contemporary academic discourse, where they are predominantly interpreted as isolated skills or competencies. Such an approach complicates an adequate philosophical and educational understanding of cognitive transformations in the context of algorithmization and the growing influence of artificial intelligence.

Analysis of recent research and publications demonstrates a substantial body of studies in the fields of philosophy of education, digital transformation, and the application of artificial intelligence in education. At the same time, insufficient attention is paid to integrative approaches that conceptualize different forms of thinking as a synergistic whole and take into account the historical and methodological prerequisites of their differentiation within educational practice.

Research task is to provide a philosophical and educational interpretation of the synergy of critical, creative, and logical thinking in the era of artificial intelligence and to substantiate its significance as a methodological guideline for the responsible and meaningful use of intelligent technologies in education.

Main material presentation is based on the analysis of logical thinking as the rational foundation of knowledge structuring, critical thinking as a reflective and evaluative mechanism, and creative thinking as a source of meaning-making and innovation. It is argued that their synergy enables a transition from the instrumental application of artificial intelligence to its integration into the culture of human thinking.

Conclusions demonstrate that the synergy of critical, creative, and logical thinking is a necessary condition for preserving the humanistic orientation of education in the digital age and creates theoretical prerequisites for returning higher-order problems to scientific discourse and for forming a new integrated intellectual resource capable of addressing complex civilizational challenges.

Keywords: philosophy of education; artificial intelligence; critical thinking; creative thinking; logical thinking; thinking synergy; digital transformation of education.

References:

1. Andrushchenko, VP (red.) 2021, Filosofiia osvity: navchalnyi posibnyk (Philosophy of education: textbook), Kyiv: Vyd-vo NPU imeni M. P. Drahomanova. Dostupno: <https://enpuirb.udu.edu.ua/server/api/core/bitstreams/6f4bb544-2d5c-4d01-8067-34d1a1a674b5/content>. [20 Hruden 2025].
2. Barladym, VM (red.) 2024, Vykorystannia zasobiv i servisiv shtuchnoho intelektu v osvitnomu protsesi: preprynt (analitychni materialy) (Use of AI tools and services in the educational process: preprint (analytical materials)), Kyiv: IITZN NAPN Ukrainy. Dostupno: <https://lib.iitta.gov.ua/id/eprint/744000/1/Preprynt%20(analitychni%20materialy)%202024.pdf>. [20 Hruden 2025].
3. Barladym, VM, Briuiaka, AV, Aismont, AV, Kovalenko, VV, Mariienko, MV, Nosenko, YuH, Semerikov, SO, Sukhikh, AS & Shyshkina, MP (red.) 2023, Metodolohiia vykorystannia khmarooriientovanykh system vidkrytoi nauky u zakladakh osvity: monohrafiia (Methodology of using cloud-oriented open science systems in educational institutions: monograph), Kyiv: IITZN NAPN Ukrainy. Dostupno: <https://lib.iitta.gov.ua/id/eprint/738501/1/Monohrafiia%202023%20viddil%20KhOSIO.pdf>. [20 Hruden 2025].
4. Drach, I 2023, ‘Vykorystannia shtuchnoho intelektu u vyshchii osviti (Use of artificial intelligence in higher education)’, Mizhnarodnyi naukovyi zhurnal “Universytety i liderstvo”, № 15, s. 66-82.Dostupno: <https://dspace.lvduvs.edu.ua/bitstream/1234567890/7011/1/213-Article%20Text-384-1-10-20230707.pdf>. [20 Hruden 2025].
5. Ievropeiska Komisiia 2022, Etychni nastanovy shchodo vykorystannia shtuchnoho intelektu ta danykh u vykladanni y navchanni dlia osvitian (Ethical guidelines on the use of artificial intelligence (AI) and data in teaching and learning for educators). Dostupno: <https://education.ec.europa.eu/sites/default/files/2022-10/ethical-guidelines-ai-and-data-in-education-and-training-for-educators_en.pdf>. [20 Hruden 2025].
6. Kolomiiets, A & Kolomiiets, D 2025, ‘Vplyv shtuchnoho intelektu na filosofiiu osvity ta pedahohichnoi nauky (The impact of artificial intelligence on the philosophy of education and pedagogical science)’, Naukovi zapysky VSPU. Seriia: Pedahohika i psykholohiia. Dostupno: <https://vspu.net/nzped/index.php/nzped/article/download/1009/414>. [20 Hruden 2025].
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11. Mielkov, Yu ta in. 2024, Synergy-transform: rozvytok universytetiv: teoretychni ta metodychni zasady (Synergy-transform: university development: theoretical and methodological foundations), Kyiv: Instytut vyshchoi osvity NAPN Ukrainy. Dostupno: <https://ihed.org.ua/wp-content/uploads/2025/03/Synergy-transform-VO_IVO-2024-102p.pdf>. [20 Hruden 2025].
12. Moliako, VO 2024, Problemy i funktsionuvannia kreatyvnoho myslennia v umovakh suchasnykh vyklykiv: monohrafiia (Monograph: problems and functioning of creative thinking under contemporary challenges), Kyiv. Dostupno: <https://lib.iitta.gov.ua/id/eprint/742710/1/MONOHRAFIIa_Moliako_2024_.pdf>. [20 Hruden 2025].
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15. Rostoka, ML 2023, ‘Filosofiia transdystsyplinarnoho pidkhodu v proiektuvanni vidkrytoho informatsiino-osvitnoho seredovyshcha zakladiv vyshchoi osvity (Philosophy of the transdisciplinary approach in designing an open information-educational environment of higher education institutions)’, Analitychnyi visnyk u sferi osvity y nauky: dovidkovyi biuleten, Vypusk 17, DNPB Ukrainy im. V.O. Sukhomlynskoho, c. 3-30. Dostupno : <https://lib.iitta.gov.ua/id/eprint/735907/1/Rostoka%20ML-AHSEduSci-RB17-2023.pdf>. [20 Hruden 2025].
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