Keyword: «educational institutions»

The article reveals the concept of bullying in educational institutions and examines its two types – physical and psychological, which, in turn, manifests itself in the form of verbal bullying, extortion, isolation, bias-based bullying and cyberbullying. The article presents the results of a servey conducted among interviewees aged 17 to 35 years on the topic “The problem of bullying in educational institutions and methods of solutions”.

The article examines the application of the relationship between physics and general technical disciplines, which allow the formation of professional skills and abilities of future graduates, taking into account the requirements of the ecosystem approach to vocational education institutions.

The digital transformation of education requires new approaches to building software infrastructure. Traditional REST architecture demonstrates limitations in the face of the need to personalize learning, promptly update content, and ensure a consistent user experience. GraphQL technology offers an alternative paradigm, but its impact on the pedagogical component of the educational process remains poorly understood. The aim of this article is to identify, systematize, and analyze the impact of the GraphQL API on the pedagogical activities of educational institutions based on practical cases and scientific research. The methodological framework is based on the integration of systems, activity-based, and competency-based approaches. Theoretical methods (analysis, synthesis, comparison, classification) and empirical methods (document analysis, case study, secondary data analysis) are used. Case studies of GraphQL implementation are analyzed: the 2U platform, Studisappuri, the University of North Dakota, and the FGPE gamification service. Five groups of pedagogical effects were identified: didactic (increased content relevance), motivational (90% reduction in the volume of transferred data with a slight increase in response time), adaptive (the basis for personalized learning), analytical (expanded data collection capabilities), and organizational (freed up teacher time). The conformity of GraphQL's architectural characteristics with pedagogical requirements was found. Implementation challenges were identified: the complexity of technology development, security issues, and scalability difficulties. Differences between domestic (technical focus) and international (interdisciplinary approach) studies were revealed. Practical recommendations were formulated. The theoretical significance of the article lies in the development of a theory of digital transformation of education, a deeper understanding of the technological mediation of educational activities, the development of a classification of GraphQL's pedagogical effects, and an interdisciplinary approach to the analysis of technological solutions in education. The practical significance is determined by the possibility of using the results by the heads of educational institutions when choosing a technological strategy, by educational software developers for designing pedagogically effective interfaces, by teachers involved in the digital transformation of the educational process, and in the development of training courses on modern technologies in education.

The importance of studying the historical aspects of the development of swimming and water sports remains significant, as it helps to understand its current role in culture, sports, and health care. Until now, the emergence and development of water sports (swimming, water polo, and diving) in Crimea at the beginning of the 20th century have not been the subject of a special study. In the article, the authors attempted to study the development of water sports and teaching people to swim in Crimea at the beginning of the 20th century. Based on systematic and regional approaches, the scientific article used a complex of general theoretical, historical, and historical-pedagogical methods (analysis and generalization of scientific and methodological literature, system-historical analysis, historical and retrospective methods, comparative methods). The main sources for studying this issue are scientific articles on the development of swimming during the studied period, archival documents, autobiographical works, and publications in the Crimean press of the early 20th century. It has been found that the Crimean Peninsula, which is surrounded by seas, actively used its water resources for the development of swimming and water sports. The early 20th century was a period of active development of water sports on the peninsula, which was achieved through the introduction of "sea sports" into the extracurricular activities of educational institutions in Crimea and the establishment of special swimming schools in the cities of Feodosia, Yevpatoria, and Sevastopol, with the active support of yacht clubs, philanthropists, and the Imperial Russian Society for Saving Lives on the Waters and Military Sports Committees. The theoretical significance of this work lies in obtaining previously unsystematized data on the development of water sports and swimming training in Crimea at the beginning of the 20th century, which contributes to a more comprehensive and in-depth understanding of the region's development. The practical significance of the work is due to the possibility of further critical reflection and borrowing of positive experience for the development and improvement of modern water sports on the peninsula.

The article examines the transformation of the role of the family and social institutions in transmitting values to the younger generation, both in historical and contemporary contexts. The relevance of the study is determined by the deepening intergenerational gap, the erosion of traditional value systems, and the growing influence of new socialization agents, such as virtual communities and digital platforms, which create challenges for preserving cultural continuity and developing a holistic axiological foundation of personality. The article is a historical-analytical review of Russian and international literature, on the basis of which an original conceptualization is proposed. The aim of the article is to substantiate the author's concept of a "value ecosystem" and a three-component (cognitive–emotional–behavioral) model of value internalization as an analytical tool for optimizing the interaction between the family and social institutions in transmitting values to the younger generation. Special attention is paid to the family not as an isolated agent, but as an element of a complex institutional system that includes educational institutions, religious organizations, media, and new digital platforms. The methodological approach of the study is based on a comprehensive historical and sociological analysis, combined with structural-functional and socio-psychological paradigms, allowing assessment of cognitive, emotional, and behavioral levels of socialization. The article applies the “value ecosystem” approach, which considers different socialization agents as complementary elements of a unified educational environment. The main findings demonstrate that traditional hierarchical models of value transmission through the family or school are gradually transforming into a polycentric system, where various social institutions interact based on partnership and coordinated influence. Digitalization and globalization contribute to the emergence of new value orientations, while integrating face-to-face and virtual forms of socialization, as well as involving children in practical activities such as family volunteering and charitable work, enhances the effectiveness of value education and fosters prosocial behavior. The theoretical significance of the study lies in the development of an integrated model of value transmission, accounting for the multi-component nature of socialization and the impact of the digital society. The practical significance is reflected in the possibility of applying these approaches to optimize the interaction of families, educational institutions, and other social institutions to foster ethically oriented and socially responsible individuals.