Keyword: «educational technologies»

The relevance of the work is related to the need to understand new challenges and threats and create a theoretical basis to substantiate the factors for achieving psychological comfort for students in modern conditions. The paper presents the results of an analysis of theoretical models, the purpose of which was to determine the basis for describing the components that ensure the psychological comfort of students in the information and educational space of the school in the face of new challenges and threats. The methodological approach, which made it possible to comprehensively consider the factors being studied, was the systemic approach. Based on its basic provisions and principles, approaches to considering the concepts of psychological comfort, socio-psychological climate, psychological safety of the educational environment, and psychological well-being of students were studied. Studies on modern challenges and threats that indirectly or directly affect a child’s sense of psychological comfort/discomfort are analyzed. Psychological markers of psychological comfort and discomfort are described, and some consequences of such discomfort in schoolchildren are given. The theoretical significance lies in the substantiation and description of components important for achieving psychological comfort of students in the context of modern challenges and threats. It is shown that the modern world of challenges and threats can be viewed not so much from the perspective of self-defense or ensuring complete peace of mind, external security, but from the position of other mechanisms and conditions that require new ways of understanding the changing reality, and bring with them new opportunities, which need to be predicted and used for good. Therefore, a special role is played today by the tasks of developing the personal resources of students to be prepared for various kinds of threats, to show resilience in difficult situations, to pursue their goal, while creating and doing something useful for their country, helping others. The practical significance lies in the fact that for each studied component, which provides psychological comfort to students, pedagogical methods are proposed (the method of emphasizing values, the method of value contrasts, the method of giving value, methods of fostering patriotic values, life orientations, methods of reconstructing communication styles, joint discussion of important innovations for the country with adults, trainings for the development of critical thinking, analysis of manipulative technologies used by telephone scammers, express exercises for relieving emotional stress, negative emotions conducted in lessons, dynamic pauses, at recess, self-organization methods, etc.), which can be used to conduct empirical research.

The need to update educational standards embodying the mechanisms of teaching legal and procedural disciplines, including those in the field of civil and arbitration procedure, is primarily due to significant transformations and changes of a scientific and technical nature affecting various spheres of society and the state. Thus, the traditional mechanisms for the implementation of educational activities, which are the basis for teaching legal and procedural law disciplines, appear to be largely outdated and ineffective today. The aim of the study is to identify significant problems in this sphere with the subsequent development of a set of measures to resolve them, taking into account the requirements of today. The article analyzes the tenets of domestic and foreign pedagogical and legal doctrine on controversial issues of educational activities aimed at training specialists in the field of civil and arbitration procedure. The patterns of fundamental educational parameters formation are studied, problems of theoretical and applied nature are identified, and the author's original methods of solving them in the foreseeable future are presented, taking into account the prevailing spiritual, moral, and socio-economic formations in society and the state. At the same time, the progressive approaches of domestic and foreign researchers are analyzed, in which the use of digital technologies in education is considered as one of the indispensable conditions for the further development of the higher education system. The theoretical and practical significance of the results obtained lies in the prospect of their use in the course of further scientific research on improving educational activities, as well as in their application directly in the legislative and pedagogical-legal activities of educational organizations and institutions. The presented research results embody the author's subjective view of the available theoretical material on the stated problems with elements of constructive criticism and accumulated practical experience in teaching legal and procedural disciplines in educational organizations and institutions of higher education.

The article considers a contextual approach to teaching physics in high school, which is aimed at integrating theoretical knowledge with real-life situations and professional activities. The key advantages of this method are described, such as increasing students' motivation, developing critical thinking and preparing for future professional activities. Examples of the introduction of contextual tasks into the educational process are offered, which contributes to a deeper assimilation of the material and increases interest in the topics studied.

The importance of digital literacy research stems from the rapid digital transformation of all aspects of life, requiring individuals not only to possess technical skills but also the ability to critically analyze information, adhere to ethical standards, and adjust to constantly evolving technologies. In the context of globalization and increasing volume of digital data, the development of digital literacy becomes the basis for successful socialization and professional agency. However, the lack of a unified approach to the definition and structure of digital literacy complicates the development of effective pedagogical strategies and methods for its assessment, which makes the systematization of existing concepts an important scientific and practical task. The aim of the article is to analyze existing approaches to defining digital literacy, identifying its structural components and levels of development, as well as substantiating its role as a basis for the development of digital competency. The leading approaches to the study of the problem are theoretical analysis of scientific concepts, a comparative method for identifying common and distinctive features in the structure of digital literacy, as well as a structural and functional approach in identifying its key components. The main results of the study include the author's original definition of digital literacy as an integrative dynamic quality of the individual, revealed as a high level of motivation, readiness and ability to effectively and responsibly use digital technologies to work with information, communicate and solve problems in professional and everyday life based on the acquired knowledge and the ability to determine the achieved level based on reflection. Based on the analysis of domestic and foreign studies, a structure of digital literacy is proposed, consisting of five interrelated components: motivational, information-cognitive, technological, communicative and reflective-evaluative. A three-level system for assessing the development of digital literacy (low, medium, high levels) has been developed, which can serve as a basis for diagnostics and further development of digital competences. The theoretical significance of the article lies in the systematization of modern approaches to understanding digital literacy and clarifying its structural components, which contributes to the development of pedagogical theory. The practical value of the study is related to the possibility of using the obtained results in developing educational programs, methods of developing digital literacy, taking into account the age and professional characteristics of a person. A promising direction for further research seems to be the adaptation of the proposed model to the regional characteristics of educational systems.

The article discusses modern methods of teaching computer science in the context of the rapid development of artificial intelligence (AI). The relevance of the research is due to the need to adapt educational programs to new technological challenges in order to prepare students for the professions of the future.