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Category: Uncategorised

authors:  Svitlana Babiichuk, Olha Zadorozhna, Olha Tomchenko

 Abstract.

Relevance of the research. Contemporary education requires teachers who possess not only theoretical knowledge but also research competencies that enable them to operate effectively in the context of digital transformation. Geographic Information Systems (GIS) and Remote Sensing (RS) technologies serve as powerful tools for cultivating such competencies, as they allow for the analysis, modeling, and interpretation of spatial data. Their integration fosters critical thinking, digital literacy, and interdisciplinary approaches, thereby enhancing the quality of teacher education.

Problem statement. Despite the rapid advancement of digital technologies, the potential of GIS and RS remains underutilized in teacher education due to a lack of methodological frameworks and technical resources. Existing curricula often fail to meet the demands of modern education, limiting the development of students’ analytical and research skills. Therefore, there is a pressing need for scientific justification of effective strategies for integrating these technologies into the training of future educators.

Analysis of recent research and publications. Scholars such as M. Holovan, V. Yatsenko, O. Tovkanets, L. Karpova, O. Tovkanets, O. Ovcharuk, O. Fomin, and others conceptualize research competence as an integrated personal-professional quality encompassing motivation for inquiry, methodological proficiency, and readiness for independent activity. Current studies emphasize project-based learning, interactive methods, and the use of ICT to foster research skills. It has been established that the development of such competencies promotes pedagogical mobility, innovation readiness, and improved educational outcomes.

Research task. The purpose of this article is to justify the theoretical and methodological foundations for the use of geographic information systems (GIS) and remote sensing (RS) technologies in the process of developing the research competence of future teachers.

Main material presentation. Research competence is a key condition for the professional formation of modern educators, as it enables them to critically reflect on educational processes, make evidence-based decisions, and implement innovative teaching strategies. As noted by I. Zyazyun, N. Nychkalo, L. Lukyanova, S. Sysoieva, as well as L. Shulman, and L. Darling-Hammond, the teacher-researcher should be an active participant in scientific inquiry, capable of analyzing and improving pedagogical practice through evidence. In this context, it is essential to equip students with the ability to integrate research-based approaches into the learning process, thereby fostering critical thinking, creativity, and media literacy among students. The course “GIS and RS Technologies in Science Education” (S. Babiichuk, O. Tomchenko), offered within the “Science Education and Science Communication” program, equips future teachers with skills to work with spatial data, analyze natural and social processes, create digital maps, and implement STEM projects. The application of GIS and RS in school curricula facilitates a shift from reproductive to inquiry-based and innovative learning, shaping a generation of analytical educators capable of nurturing student-researchers and advancing scientific thinking.

Conclusions. The use of GIS and RS technologies in pedagogical education is an effective means of developing research competencies in future teachers. Mastery of these tools contributes to the growth of analytical thinking, digital literacy, ecological awareness, and interdisciplinary integration. Studying the course “GIS and RS Technologies in Science Education” prepares a new generation of educators—researchers and innovators—capable of applying scientific approaches in teaching, implementing STEM education, and enhancing the quality of the educational process.

References:

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5. Holovan, MS & Yatsenko, VV 2012, ‘Sutnist ta zmist poniattia “doslidnytska kompetentnist” (The essence and content of the concept of “research competence”)’, Teoriia ta metodyka navchannia fundamentalnykh dystsyplin u vyshchii shkoli, № 7, c. 55-62. Dostupno : <https://essuir.sumdu.edu.ua/server/api/core/bitstreams/bc2e6579-1293-4c44-b059-3b243fefce69/content>. [27 Traven 2025].
6. Dovhyi, SO & Babiichuk, SM 2024, Teoriia i praktyka  vprovadzhennia  tekhnolohii  dystantsiino-ho zonduvannia Zemli v Malii akademii nauk Ukrainy : monohrafiia (Theory and practice of implementing remote sensing technologies at the Junior Academy of Sciences of Ukraine: monograph),  Kyiv : Natsionalnyi tsentr “Mala akademiia nauk Ukrainy”, 456 s. Dostupno : <https://doi.org/10.51707/978-617-7945-71-9>. [27 Traven 2025].
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Category: Uncategorised

authors: Andrew Rutkas, Tetiana Korobkina

 Abstract.

Relevance of the research.  This study examines the impact of artificial intelligence (AI) on education for Generation Beta—children born after 2025, whose cognitive and social traits are shaped by digitalization and transhumanist concepts. The rapid advancement of AI and neural networks necessitates adapting pedagogical methods to meet the needs of this generation, characterized by clip-like thinking and intuitive technology use. The research is relevant due to the need for flexible educational models that address the challenges of the digital era.

Problem statement. The research problem focuses on identifying optimal ways to integrate AI technologies into education, considering the mental and cognitive characteristics of Generation Beta. Key challenges include modernizing education, ensuring accessibility, fostering digital competencies, and addressing ethical issues related to automation and data privacy.

Analysis of recent research and publications. McCrindle and Fell introduced the concept of Generation Beta, highlighting its digital characteristics. Bostrom explores transhumanist perspectives on technology-driven cognitive enhancement. Luckin et al. propose personalized learning through AI, particularly via Intelligent Tutoring Systems (ITS). Jordan and Mitchell discuss AI’s potential in data processing, while Selwyn warns of risks from over-automation. Unresolved issues include digital divide and balancing technology with traditional methods.

Research task. The article aims to analyze Generation Beta’s traits, evaluate AI’s role in transforming education, and assess ethical challenges of transhumanist technologies. Objectives include studying cognitive characteristics, analyzing AI applications, evaluating ethical risks, and proposing pedagogical models.

Main material presentation. Generation Beta exhibits clip-like thinking and virtual socialization, requiring adaptive teaching methods. Artificial Intelligence personalizes learning by tailoring content to cognitive needs. Transhumanist technologies, such as neurointerfaces, offer new opportunities but raise ethical concerns about accessibility and privacy. Human interaction remains crucial for social skills development.

Conclusions. Education for Generation Beta should be interactive and adaptive. AI enhances personalization but requires ethical oversight. Future research should explore AI platform efficacy, psychological impacts, and regulatory frameworks.

Keywords: Generation Beta, artificial intelligence, education, transhumanism, adaptive learning, AI ethics, digital divide.

References:

1. Bostrom, N 2005, ‘A history of transhumanist thought’, Journal of Evolution and Technology, 14(1), pp. 1–25.
2. Fadel, C, Holmes, W & Bialik, M 2019, Artificial intelligence in education: Promises and implications for teaching and learning, Boston: Centre for Curriculum Redesign.
3. Bommasani, R, Hudson, DA, Adeli, E, Altman, R, Arora, S et al., 2021, On the Opportunities and Risks of Foundation Models, Stanford, CA: Center for Research on Foundation Models, Stanford University. 212 p. Available from: <https://arxiv.org/abs/2108.07258v3>. [28 Jun 2025].
4. Jordan, MI & Mitchell, TM 2015, ‘Machine learning: Trends, perspectives, and prospects’, Science, 349 (6245), pp. 255–260.
5. Luckin, R, Holmes, W, Griffiths, M & Forcier, LB 2016, Intelligence unleashed: An argument for AI in education. London: Pearson Education.
6. Mangera, E, Supratno, H & Suyatno, 2023, ‘Exploring the relationship between Transhumanist and Artificial Intelligence in the Education Context: Particularly Teaching and Learning Process at Tertiary Education’, Pegem Journal of Education and Instruction, 13(2), pp. 35–44.
7. McCrindle, M & Fell, A 2020, Generation Alpha: Understanding our children and helping them thrive. Sydney: Hachette Australia.
8. Roll, I & Wylie, R 2016, ‘Evolution and revolution in artificial intelligence in education’, International Journal of Artificial Intelligence in Education, 26(2), pp. 582–
9. Rutkas, AA 2024, ‘Normalized Difference Model of the Descriptor Control System’, In: Proceedings of the 13th International Scientific and Technical Conference, Part 1, Information Systems and Technologies IST-2024, 26-28 November, 2024, Kharkiv, Ukraine, pp. 29-34.
10. Selwyn, N 2019, Should robots replace teachers? AI and the future of education. Cambridge UK: Polity Press.
11. Yousef, AMF, Chatti, MA, Schroeder, U & Wosnitza, M 2014, ‘The state of video-based learning: A review and future perspectives’, International Journal on Advances in Life Sciences, 6(3-4), pp. 122–135.

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Category: Uncategorised

authors: Svitlana Solianyk, Olena Nevmerzhytska

Relevance of the research.  The phenomenon of war is one of the most profound and tragic themes in the philosophical reflection on human existence. Modern armed conflicts encompass not only the military fronts but also the cultural space, putting identity and collective memory under threat. This underlines the importance of researching how war influences a society’s system of cultural values.

Problem statement.  The article is devoted to analyzing how war becomes a catalyst for profound shifts in cultural values and the rethinking of fundamental concepts in society amid armed conflict. The need for such research is driven both by the historical tradition of philosophical reflection on war and by the recent experience of war in Ukraine, which has cast this problem in especially sharp relief.

Analysis of recent research and publications.  This work relies on the contributions of classical and modern thinkers. Ever since antiquity (Heraclitus, Aristotle) through the Enlightenment (T. Hobbes, I. Kant, G. Hegel), different conceptions of the nature of war have been formulated. In the 20th century, existentialists (A. Camus, J.-P. Sartre) consider war as an extreme experience of freedom and moral choice. Modern researchers, including Yuval Noah Harari, Hannah Arendt, Aleida and Jan Assmann, also examine the influence of war on culture and morality, emphasizing that war deeply transforms norms and collective identity. However, the transformation of Ukraine’s cultural space during the current war remains insufficiently explored, which underlies the necessity for this study.

Research task. The aim of the article is to investigate how war affects the cultural identity of society, transforms notions of humanism, heroism, patriotism, and solidarity, and alters fundamental philosophical categories. Special attention is given to the current war in Ukraine as an example of such transformations.

Main material presentation.  The analysis demonstrates the dialectical nature of interpretations of war from antiquity to the modern era (oscillating between destruction and historical dynamism). It also explores the existential dimension of ultimate choice and responsibility, and discusses the mediatization of war as a global narrative. In the Ukrainian context, the study traces the consolidation of identity, the actualization of cultural memory (through symbols such as “Azovstal”), the fusion of art and volunteerism into a “cultural front,” accelerated de-Russification and decommunization, and a shift in youth values toward action and responsibility. The article articulates the paradoxes of war ethics (jus ad bellum and jus in bello) and outlines the practical dimension of “wartime humanism” as the combination of armed defense with the upholding of moral norms.

Conclusions. War acts as an “existential catalyst” of cultural transformations: it exposes and reorders values, while simultaneously opening up space for an ethics of solidarity, new forms of memory, and cultural subjectivity. For Ukraine, this means not only trauma and losses, but also nation-building consolidation, a strengthening of cultural sovereignty, and the development of practices capable of serving as moral guideposts after victory.

Keywords: philosophy of war; cultural values; identity; cultural memory; symbols; wartime humanism; solidarity; volunteerism.

References:

1. Arendt, H 1968, Men in Dark Times, New York : Harcourt, 272 p.
2. Assmann, A 2011, Cultural Memory and Western Civilization: Functions, Media, Archives, Cambridge : Cambridge University Press, 384 p.
3. Harari, YN 2015, Sapiens: A Brief History of Humankind, Harper, 498 p.
4. Said, E 1993, Culture and Imperialism,New York : Vintage Books, 380 p.
5. Assman, Ya 2021, Kulturna pamiat: pysmo, pamiat i politychna identychnist u rannikh vysokykh kulturakh svitu (Cultural Memory: Writing, Memory and Political Identity in Early High Cultures), Lviv : Vydavnytstvo UKU, 456 s.
6. Bodriiiar, Zh 2004, Symvolichnyi obmin i smert (Symbolic Exchange and Death), per. z fr. O. Koval, Kyiv : Osnovy, 303 s.
7. Bauman, Z 2006, Modernist i Holokost (Modernity and the Holocaust), Kyiv : Tsentr yevropeiskykh humanitarnykh doslidzhen, 320 s.
8. Hrytsak, Ya 1996, Narys Ukrainy. Formuvannia modernoi ukrainskoi natsii XIX–XX stolittia (An Essay of Ukraine. Formation of the Modern Ukrainian Nation of the 19th–20th Centuries), Kyiv : Heneza, 360 s.
9. Hundorova, TI 2023, Kulturna travma: totalitaryzm i posttotalitarne ukrainske literaturne pole (Cultural Trauma: Totalitarianism and the Post-totalitarian Ukrainian Literary Field), 2-he vyd., dop., Kyiv : Knyhy-KhKhI; Chernivtsi : Meridian Czernowitz, 304 s.
10. Dembitskyi, SI & Zlobina, IH 2023, Ukrainske suspilstvo v umovakh viiny: sotsiolohichnyi ta psykholohichnyi aspekty (Ukrainian Society in Wartime: Sociological and Psychological Aspects). Monohrafiia, Kyiv : Naukova dumka, 312 s.
11. Dzhadt, T 2010, Pislia viiny: Istoriia Yevropy vid 1945 roku (Postwar: A History of Europe Since 1945), Kyiv : Tempora, 832 s.
12. Zabuzhko, O 2021, Planeta Polyn: statti ta ese, 2015–2021 (The Planet Wormwood: Articles and Essays, 2015–2021), Kyiv : Komora, 464 s.
13. Zaitseva, T 2023, ‘Hromadianske suspilstvo v umovakh viiny: sotsiokulturnyi zsuv (Civil Society in Wartime: Sociocultural Shift)’, Humanitarnyi visnyk, № 4, c. 58–65.
14. Illiashenko, T 2022, ‘Tsinnosti ukraintsiv v umovakh viiny: sotsiolohichnyi zriz 2022 roku (Values of Ukrainians in Wartime: Sociological Cut of 2022)’, Sotsiolohiia: teoriia, metody, marketynh, № 3, c. 102–113.
15. Kant, I 2001, Do vichnoho myru. Filosofichnyi narys (To Eternal Peace: A Philosophical Essay), z nim. V. Tsymbala, Kyiv : Yunivers, 96 s.
16. Kebuladze, V 2016, Charunky doli (Cells of Fate), Kyiv : Tempora, 160 s.
17. Popovych, M 1998, Narysy z istorii kultury Ukrainy (Essays on the History of Ukrainian Culture), Kyiv : ArtEk, 728 s.
18. Sartr, Zh.-P 2007, Buttia i nishcho: Dosvid fenomenolohichnoi ontolohii (Being and Nothingness: An Essay on Phenomenological Ontology), per. z fr. H. Kremenets, Kyiv : Osnovy, 648 s.

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Category: Uncategorised

author: Mariіa Luhova

 Abstract.

Relevance of the research. Childhood, as a philosophical and cultural phenomenon, represents one of the least explored yet profoundly important areas of the humanities. Especially in times of sociocultural transformation and global crises, there is an increasing need to understand not only the child as an object of socialization but also childhood as an autonomous mode of existence — a distinctive alternative to the adult worldview. In literary art, this contrast between the child’s and adult’s way of being acquires deep philosophical dimensions, allowing for a reconstruction of the original meanings of human experience.

Problem statement. Despite the abundance of pedagogical and psychological studies, the philosophical potential of the image of the child often remains overlooked. In the space of literature, however, childhood emerges as an independent world — emotional, sensory, free, and at the same time profoundly existential. In contrast to adulthood, which relies on rationality and functionality, childhood in literature reveals an intuitive wholeness and philosophical depth that requires no logical justification. This opens the path for philosophical reflection on the extent to which the child’s experience may serve as a bearer of truths lost to adulthood.

Analysis of recent research and publications. The study of the child in the context of fiction has particularly interested I. Kushnir, V. Korkh, A. Kovalchuk, O. Hnizdilova, T. Mykhailchuk, among others.

Research task. The aim of this article is to uncover the philosophical meaning of the interaction and opposition between childhood and adulthood within the artistic space of literature.

Main material presentation. The article explores how the works of authors such as J. M. Barrie, O. Vyshnia, J. Greenwood, Ye. Hutsalo, R. Dahl, S. Jamison, M. Ende, M. Kotsiubynsky, S. Coolidge, A. Lindgren, P. Myrnyi, I. Nechui-Levytskyi, E. Porter, A. de Saint-Exupéry, M. Stelmakh, M. Twain, T. Shevchenko, and A. Milne portray childhood as an ontological wholeness and a philosophical category. Special attention is paid to the phenomena of sincerity, truthfulness, and intuitive understanding of the world, which are characteristic of children. The article analyzes how literary child characters experience existential issues — death, loneliness, loss — and how these experiences shape a unique value system. Unlike the adult, who tends toward functional thinking and social roles, the child emerges as a bearer of radical openness and authentic perception. In literary texts, this is manifested through everyday situations — games, walks, interactions with adults, and observations of nature — which hold ontological depth for the child but appear routine to the adult.

Conclusions. Childhood in literary texts represents a way of being in the world that challenges adult logic and rationality. In the philosophical sense, childhood embodies the potential for liberation, reevaluation, and a return to the existential foundations of human existence. Literature, in this context, becomes a space for philosophical contemplation, where childhood reveals itself as a point of departure from normative thinking and as a source of ethical and aesthetic authenticity.

Keywords: child, childhood, child’s world, world of childhood, adulthood, philosophy, literature, existence, artistic space, freedom.

References:

1. Barri, Dzh.M 2010, Piter Pen (Peter Pan). Povna versiia, per. N.Kosenko, mal. Kharchenka, Kharkiv: VD “ShKOLA”, 224 s.
2. Vyshnia, O 2017, Vyshnevi usmishky (Cherry Smiles), Kharkiv : Vivat, 384 s.
3. Hnizdilova, O 2025, ‘Suchasna ukrainska literatura yak zasib vykhovannia dbailyvoho stavlennia do tvaryn (Modern Ukrainian literature as a means of cultivating caring attitudes toward animals)’, Estetyka i etyka pedahohichnoi dii, № 31, s. 117–127.
4. Hrinvud, Dzh 2020, Nevyhadana istoriia malenkoho obirvantsia (The True History of a Little Ragamuffin), per. z anhl. Khaskhachyk, Lviv: Apriori, 424 s.
5. Hutsalo, Ye 2019, Simia dykoi kachky: vybrani tvory (The Family of the Wild Duck: Selected Works), uporiad. Voronyna, K.: Znannia, 255 s.
6. Dal, R 2019, Matylda (Matilda), per. z anhl. V.Morozova, red. O.Nehrebetskoho ta M. Malkovycha, khud. K. Bleik, 14-te vyd., Kyiv: A-BA-BA-HA-LA-MA-HA, 272 s.
7. Dzheimison, S 2017, Ledi Dzhein (Lady Jane), Kharkiv: Ranok, 224 s.
8. Ende, M 2016, Neskinchenna istoriia (The Neverending Story), Lviv: Vydavnytstvo Staroho Leva, 558 s.
9. Korkh, VM & Kovalchuk, AO 2025, ‘Formuvannia moralno-tsinnisnykh oriientatsii u ditei serednoho doshkilnoho viku zasobom dytiachoi literatury (Formation of moral and value orientations in preschool children through children's literature)’, Osvitno-naukovyi prostir, Vyp. 8(1), T. 2, s. 39–54.
10. Kotsiubynskyi, M 2006, Yalynka (The Christmas Tree), uporiad. i peredm. Lishchynskoi, Kyiv : Shkola, 206 s.
11. Kushnir, I 2025, ‘Shliakh vid bezsimeinosti do simeinosti na prykladi romanu H. Malo “Bez simi” (The Path from Orphanhood to Family in H. Malot’s Novel “Sans Famille”)’, Slobozhanskyi naukovyi visnyk. Seriia: Filolohiia, № 9, s. 104–108.
12. Kulidzh, S 2015, Nevhamovna Keiti (What Katy Did), per. z anhl. V.Chernyshenko, Lviv: Vydavnytstvo Staroho Leva, 191 s.
13. Lindhren, A 2018, Mio, mii Mio (Mio, my Mio), per. zi shved. O.Seniuk, khud. V.Anikin, Kyiv:  RIDNA MOVA, 128 s.
14. Myrnyi, P 2020, Khiba revut voly, yak yasla povni? (Do the Oxen Low When the Manger Is Full?), Ternopil : Navchalna knyha – Bohdan, 416 s.
15. Mykhalchuk, TV 2025, ‘Chytannia yak rodynna praktyka v suchasnii ukrainskii prozi dlia ditei ta pidlitkiv (Reading as a Family Practice in Contemporary Ukrainian Children’s and Youth Prose)’, Ukrainska literatura v prostori kultury i tsyvilizatsii, Zaporizhzhia: ZNU, s. 98–100.
16. Nechui-Levytskyi, IS 2007, Kaidasheva simia: Povisti, piesa (The Kaidash Family: Stories and a Play), Kharkiv: Folio, 351 s.
17. Porter, E 2018, Prosto Devid (Just David), per. z anhl. E.Yevtushenko, Kyiv: Znannia, 222 s.
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