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Teaching is considered an emotionally challenging profession that can lead to the emotional burnout of an employee. Factors that might be considered significant predictors of emotional burnout have been generalized. The following are suggested to be among the primary groups of symptoms of a teacher’s emotional burnout: physical, socio-psychological, emotional, behavioral, and intellectual. The purpose of the study was to determine the manifestation of emotional burnout among university educators in the post-pandemic era under martial law and to find out the cause-and-effect relationship. A voluntary survey of 177 educators at four universities located in the central part of Ukraine, at a distance of more than 200 km from the line of direct military operations, was carried out. Boyko’s “Diagnostics of the Level of Emotional Burnout” and the authors’ questionnaire have been implied. The study revealed that 13% of educators have developed the syndrome of emotional burnout, and the syndrome is in the creation stage in 34.46%. In the structure of the syndrome of emotional burnout, the dominant phase is resistance. The exhaustion and stress phases are less pronounced. Among the dominant symptoms of emotional burnout are inadequate selective emotional responsiveness and a reduction in professional duties.

Introduction: Autism spectrum disorder is a neurodevelopmental disorder characterized by impairments in social communication and social interaction and the presence of restricted, repetitive patterns of behavior, interests, or activities that negatively impact social, occupational, or other domains. Certain clinical features in autism spectrum disorder patients could raise suspicions of a syndromic form, such as PTEN hamartoma tumor syndrome, which is also associated with cancer predisposition in adulthood, in child and adolescent psychiatric appointments. Case report: Three pediatric patients with autism spectrum disorder presented clinical features in their physical examination that elicited a suspicion of PTEN hamartoma tumor syndrome. Their autism spectrum disorder profile was indistinguishable from idiopathic autism spectrum disorder and did not contribute to clinical pre-test suspicions of PTEN hamartoma tumor syndrome. Discussion: PTEN hamartoma tumor syndrome features should be screened in autism spectrum disorder patients to provide further medical care, including appropriate cancer screening.

O propósito deste artigo é analisar o discurso científico e pedagógico sobre a viabilidade da utilização da inteligência artificial no processo educacional. Foram examinados aproximadamente 50 artigos científicos, abordando diversos elementos da inteligência artificial no sistema educativo e categorizados em dois amplos grupos: objetivo e funcional. A metodologia de pesquisa fundamenta-se em uma análise científica abrangente, incorporando abordagens metodológicas filosóficas e sinérgicas. Os resultados da investigação apontam para a integração atualizada da inteligência artificial no sistema educacional, com uma predominância evidente do aspecto funcional no uso dessa ferramenta na dimensão prática e pragmática do processo educativo. Nesse contexto, a funcionalidade das ferramentas de inteligência artificial não suscita objeções na comunidade científica e educacional. No entanto, a situação difere quando se trata do posicionamento da inteligência artificial na dimensão intuitiva e direcionada da educação.

The relevance of the problem under study is justified by the fact that in the modern world, it is increasingly necessary to ensure maintaining the stability of human life and activity in the circumstances contributing to its destabilization, in the context of a pandemic, the issue of the resilience of volunteers and the motivation of volunteer activities is exceptionally significant. The article aims to describe the results of resilience components' analysis and their correlation with the volunteers' motivation. The top methods in this study are the questionnaire "Adults' resilience", the questionnaire of causal orientations, the author's method of assessing the motivation of volunteer activity. As a result of the study, it was found that if the resilience of volunteers is at a high level, the predominance of self-efficacy indicates that they can mobilize their motivation, cognitive resources, and actions to influence events. During the pandemic, volunteers have been successfully applying mechanisms for organizing situation management, assessment of the effectiveness and results of their efforts, focusing on the meaning of active problem solving, turning to social support, the ability to transform the situation, achieving socially meaningful goals, and effective interaction with the ambient. The main motives of volunteers are a sense of service, compassion, and empathy; many volunteers note the importance of positive emotions, professional experience, and communication. The analysis of correlations between the indicators of resilience and motivation of volunteer activity showed the presence of significant positive correlations; the higher the motivation and interest in volunteer activities, the more developed such components of resilience as coping and adaptation, perseverance, family and social relationships and resilience as volunteers have. The materials of the article can be helpful in psychological support of individual groups of the population and improve psychological literacy, development of resilience in various groups of the population, volunteers, teachers, and psychologists to improve the adaptability and resilience of people who need help. The results can be used in the educational process to train future psychologists and other professionals to increase the motivation for helping activities in students.

Despite the abundance of methods, materials, pedagogical philosophies, and a variety of teacher training programs, many educators still do not have the skills and self-efficacy to effectively navigate the new combinations of distance, blended, and in-classroom learning. The review of literature signals the disrupted nature of teacher-student communication caused by the coronavirus pandemic. This is a literature review focused on the findings of 206 published open-access journal articles on teacher-student educational interaction during the COVID-19 pandemic. The primary goal of the current research is to provide an initial indication of the potential size and nature of the extant communication barriers in emergency remote learning. Furthermore, authors attempt to draw overall conclusions about the merits of existing propositions or methods aimed at overcoming the existing barriers. The complaints reported in the surveys include technical, psychological, personal, emotional, and health issues, lack of feedback, and poor student engagement. The latter prompts us to search for good practices that solve the aforementioned teacher-student interaction barriers or reduce the scope of these barriers. The outcomes of this study can help theorize about the many forms of barriers that exist in teacher-student interactions in emergency remote learning.

The article focuses on the students’ readiness for online education in Ukrainian pedagogical higher education institutions, since distance learning is not only a new learning technology for teachers-to-be, but also the object of their study and further application in the pedagogical career. The study employed the authors’ questionnaires for 120 faculty members and 320 students, observations and diagnostic tests. To assess the students’ current readiness for e-learning, the following criteria were employed: independence in the acquisition of knowledge, cognitive activity, mastering methods of online education activities. Characteristics of levels of students’ readiness for e-learning are given. The need for initial training of teachers and students to use distance learning technologies is confirmed. Analysis of research data revealed mostly medium and sufficient level of teachers’-to-be independence of learning, cognitive activity and experience of application of online educational activities. Basic conceptual positions and conditions for effective e-learning in Ukrainian pedagogical higher education institutions as prerequisites for students’ readiness for e-education are described.

The current research aims to summarize the features of school education in rural areas in Ukraine and to establish their potential influence on students' academic and socio-psychological adaptation to a new learning and living environment. Small number of students in class, poor material and technical condition, limited opportunities for self-realization, low motivation to study etc. are distinguished as the basic peculiarities of Ukrainian rural schools. The authors’ mini-questionnaire revealed that 62% of the first-year students of rural origin from a local Bohdan Khmelnytsky National University at Cherkasy experience hardships during adaptation. Challenges faced by 270 first-year students are described: personal, educational, living conditions, psychological, communicative, relationships in the group. The outcomes of the study convince that students of rural origin encounter additional challenges adjusting to changed living conditions while studying in universities in contrast to students from urban and suburban areas. Recommendations are provided to assist rural school counselors in preparing students for their further adaptation at large colleges and universities. Directions of work of psychological service, counsellors and educators in higher education institutions are displayed: individual counseling for the student, development and implementation of special training programs, integration of individual classes into training programs.

In this study we take a usage-based perspective on the analysis of data from the acquisition of verbal morphology by Norwegian adult learners of L2 Russian, as compared to children acquiring Russian as an L1. According to the usage-based theories, language learning is input-driven and frequency of occurrence of grammatical structures and lexical items in the input plays a key role in this process. We have analysed to what extent the acquisition and processing of Russian verbal morphology by children and adult L2 learners is dependent on the input factors, in particular on type and token frequencies. Our analysis of the L2 input based on the written material used in the instruction shows a different distribution of frequencies as compared to the target language at large. The results of the tests that elicited present tense forms of verbs belonging to four different inflectional classes (-AJ-, -A-, -I-, and -OVA-) have demonstrated that for both Russian children and L2 learners type frequency appears to be an important factor, influencing both correct stem recognition and generalisations. The results have also demonstrated token frequency effects. For L2 learners we observed also effects of formal instruction and greater reliance on morphological cues. In spite of the fact that L2 learners did not match completely any of the child groups, there are many similarities between L1 and L2 morphological processing, the main one being the role of frequency.