Keyword: «electronic educational resources»

This article is devoted to the issues of strengthening the role of engineering education and the practical component of educational programs. This article focuses on the need to introduce resources and technologies into the educational process, to form professional personnel and strengthen the defense capa-bility of the state.

This article is devoted to the development of interactive math lessons using the Teacher Desmos environment. A block of classes on the topic «Function» in the 7th grade is presented, the structure of lessons is described, individual tasks proposed for solving by students are considered.

The article is devoted to the review of existing electronic educational resources used in education. The authors analyze the advantages of using electronic educational resources in the educational process and the limitations of their use in the sphere of military education. And also, recommendations on integration of electronic educational resources into the process of training of flight personnel are offered.

The current state of the labor market is characterized by a strong demand for graduates from higher education institutions with expertise in modern information technology. In order to train competitive specialists, it is necessary to provide appropriate professional training for teaching staff who are able to continuously improve their professional competences in designing and implementing methods of blended and electronic learning as well as distance learning technologies in the educational process. The relevance of this study is justified by the need to improve the level of professional competences development among university teachers in the field of using ICT in the educational process. The aim of the study is to theoretically substantiate and analyze the experience of implementing pedagogical conditions for the formation of professional competencies of teachers of economic and legal universities in using the capabilities of the electronic information educational environment in the organization of blended and electronic learning. The primary research methodologies employed are the pedagogical concepts of blended learning by D. Harrison and H. Kanuki, the concept of “flipped classroom” learning by A. Sams and J. Bergman, the theory of digital pedagogy by J. Selvin, as well as the didactic system based on information exchange processes by E. Yu. Ignatyeva. The leading methods of this study were the methods of analysis and generalization of scientific and methodological literature, and a pedagogical experiment. According to the study's findings, there was an increase in the level of professional competence among teachers of economic and legal universities in the areas of information and communication technology and the use of electronic information and educational environment components in the learning process. The successful use of electronic training courses for the advanced training program provides grounds for drawing conclusions about the effectiveness of the applied training activities for the design, development and use of electronic academic courses for organizing blended and electronic learning in higher education organizations. The results of the study indicate the importance of training higher education teachers in the use of electronic information and educational environment in electronic and blended learning as part of their professional development. The theoretical significance of the study lies in expanding the concept and approach to the issue of improving the qualifications of higher education teachers. The practical significance of this research lies in its potential to be used in solving problems related to the development and enhancement of professional skills among teachers in higher education institutions.

The relevance of the study is driven by the intensive digital transformation of the education system, which reveals a systemic shortage of teaching staff capable of not only technically mastering but also methodically integrating artificial intelligence (AI) technologies into their professional practice. This problem is confirmed by the results of a diagnostic experiment, which found that 89.4% of preservice teachers have an introductory and initial level of AI competence. The aim of the research was to develop and theoretically substantiate a specialized laboratory practicum project designed to develop a holistic digital pedagogical competence in students – a complex quality combining technological skills, methodological flexibility, a reflective stance, and readiness for innovation. The methodological foundation comprised competency-based and systemic approaches, implemented through an original two-tier assignment model. The instrumental level focused on mastering basic AI tools (generative neural networks, speech recognition and synthesis platforms, dialog systems and chatbots), while the competency level focused on the pedagogical design and testing of AI solutions in simulated learning situations. The substantive content of the practicum is presented through four interconnected modules: fundamentals of prompt engineering, development of electronic educational resources using AI, application of speech technologies (ASR/TTS) for creating an inclusive environment, and design of dialog systems (chatbots) for organizing feedback and self-assessment. The main result of the study is the developed laboratory practicum project, which ensures a gradual transition from the acquisition of technical skills to the development of the capacity for pedagogical design. A key feature of the model is the mandatory reflection on each technical action, encompassing the justification of its didactic appropriateness, analysis of potential ethical risks, and design of specific scenarios for using AI in real school practice. The theoretical significance of the work lies in the development and scientific substantiation of an integrated competency model that synthesizes the technical and pedagogical aspects of preservice teacher training, thereby contributing to the advancement of pedagogical education methodology in the context of digitalization. The practical significance lies in the fact that the implementation of this practicum in the university's educational process allows students to purposefully develop not only confident digital skills but also critical soft skills: ethical reflection, methodological flexibility, and sustained readiness for innovative professional activity.