Keyword: «adaptability»

The article attempts to examine the concept of adaptability as a professionally-relevant personal character trait of educators, specifically focusing on their proficiency in modifying study materials to align with the evolving objectives and conditions of teaching. There exists an objective professional need for teachers to respond flexibly to the challenges of a dynamic educational environment. However, the role of adaptability in influencing their professional decisions remains underexplored. Consequently, this research gap underscores the relevance of our study. This article is aimed at describing the identified and empirically verified influence of adaptability on the professional actions undertaken by foreign language teachers in the course of linguodidactic design of exercises and tasks. The primary research method for investigating this problem was a baseline study, supplemented by the analysis of scientific literature, regulatory documents, and content analysis of teaching/learning materials. Through the analysis of current research, this study was able to achieve three key outcomes. First, we refined the definition of adaptability as an acquirable professionally-relevant personal character trait of educators. Second, we established a substantive distinction between the concepts of ‘adaptability’(general) and ‘professional flexibility’ (specific). Finally, we characterized teachers’ professional actions as outcomes of their pedagogical and methodological decisions. Findings from our baseline study revealed a correlation between the professional actions educators undertake during linguodidactic design and confirmed that teachers’ success in adapting and modifying exercises and tasks is directly dependent on their level of adaptability. This article makes its theoretical contribution by framing linguodidactic design as a sequence of professional actions and by developing and mapping a system of specific foreign language teachers’ actions required for the modification and adaptation of exercises and tasks. The guidelines for linguodidactic design along with the examples of adapted and modified exercises and tasks presented in this article have immediate practical applications. They are significant for updating the content of teacher training programmes and for optimizing the daily practices of in-service foreign language teachers.

The relevance of the study is determined by the challenges of the modern world, characterized by rapid changes, instability, and ambiguity. In these conditions, the higher education system is tasked with fostering key 21st-century competences in students, among which adaptability and responsibility hold a special place. These qualities enable young people to function effectively in a rapidly changing reality and make informed decisions. Consequently, the potential of history education as a tool for cultivating these qualities requires scholarly understanding. The article aims to provide a theoretical foundation and methodological elaboration of the potential of studying national history as a means of developing adaptability and responsibility in university students. The leading research approaches include: a person-centered approach, ensuring the consideration of students' individual characteristics and creating conditions for personal reflection on history; a competency-based approach, orienting the educational process towards achieving specific social and personal outcomes (adaptability and responsibility); and a civic-oriented approach, which views history as a means of developing civic values, patriotism, and social responsibility. The article elucidates the complementary roles of adaptability and responsibility as meta-skills necessary for successful self-realization and effective functioning in the modern world. Based on the analysis of domestic and international literature, it is demonstrated that history education, moving beyond the mere transmission of facts, serves as a significant pedagogical resource for developing these qualities through the examination of historical alternatives, crises, and behavioral models. Methods for fostering adaptability (analysis of "bifurcation points," role-playing games, simulation of complex decisions) and responsibility (working with personal documents, personalization of history, project-based activities) are identified and described, linking the past with students' personal experience. The new role of the history teacher is defined as that of a moderator and facilitator, creating an educational environment for meaningful choice and reflection. The theoretical significance of the study lies in the systematization and development of scholarly understanding regarding the educational potential of historical knowledge in the context of modern challenges. The theoretical conclusions can be used for the further development of models and concepts for history education. The practical significance consists in presenting specific pedagogical technologies and methodological techniques (projects, case analysis, dialogic forms) that can be directly implemented into the university curriculum for the targeted development of students' adaptability and responsibility, thereby contributing to their personal and civic development.

Vocational training in secondary vocational education (SVE) institutions under the programs for training workers (employees) and programs for training mid-level specialists is developing dynamically, and it is increasingly focused on the needs of the economy and industry. Professional mobility is mentioned among the most in-demand professional qualities of a college graduate, which is due to the growing trend of continuous technological development and the increasing importance of lifelong learning that is based on professional mobility. That is why our research is of particular relevance. However, the SVE system still does not pay enough attention to the purposeful, systematic, and comprehensive development of professional mobility among college students. In this regard, the aim of the study is to present the process of comprehensive formation of professional mobility in the educational and extracurricular activities of students in the context of mutual mentoring in a professionally oriented environment, as well as during the period of educational practice in college and the organization of practice at specialized enterprises. The objectives of our research are as follows: to specify the essence and content of the concepts of "mutual mentoring" and "professional mobility" based on the analysis of scientific literature; to select and implement a program for the formation of professional mobility at a secondary vocational education institution; to identify the organizational and pedagogical conditions and develop a model for the formation of professional mobility in the process of mutual mentoring. The main approaches are as following: the professional activity-oriented approach provides a fundamentally different consideration of the goals and objectives of training in a vocational school compared to the traditional knowledge-based approach in personnel training; the dual approach involves strengthening social partnership; and the personality-oriented approach focuses on individualization of training. The article discusses the methodology for organizing practice aimed at developing professional mobility by means of mutual mentoring. The article presents the final results and identifies areas for further research. The theoretical significance of the article lies in clarifying the essence and content of the concepts of "mutual mentoring" and "professional mobility." The article also develops a structural and content model as well as a scheme for collaboration between colleges and specialized enterprises. The authors identified diagnostic tools, criteria, indicators, and developed an optional course "Fundamentals of Professional Mobility." The practical significance of the article lies in the fact that the research findings provide new opportunities for developing the professional mobility of college teachers and students. These findings can be used by college teachers, technical school teachers, university professors involved in training teachers and supervisors for secondary vocational education, as well as by teachers of labor training (technology) in secondary schools.