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The purpose of the article is to prove theoretically and check experimentally the effectiveness of explicit models for language learning strategies based on the instructions in the process of professionally oriented English communication. The hypothesis of the research implies that the level of professional English communicative competence will increase in the case of combining such models as "top-down" and "bottom-up" while professionally orienting English communication. The study employed the mixed research design method as quantitative (Likert's scale, Bespalko's learning coefficient, Fisher's criterion) and qualitative (interpretation of questionnaire results) methods. The levels of explicit models using for language learning strategies are defined by the results of the conducted survey of 116 pre-service teachers of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University. One of the conditions of experimental learning is a sequence of stages in the process of applying two explicit models for language strategy learning instruction "top-down" and "bottom-up" in the process of pre-service teachers' professionally oriented English communication. Findings: The results of the control test at the final step of the experiment have confirmed the effectiveness of two variants of explicit models for language strategy learning instruction in the process of professionally oriented English communication. The analysis of experimental training results has shown the formation of professionally oriented English communicative competence at the level B2, as well as a significant increase in the participants' knowledge, skills and abilities of foreign language learning strategies. Implications for research and practice: Combining "top-down" and "bottom-up" explicit models for language learning strategy instruction contributes to more effective assimilation and expansion of the repertoire of learning and communicative strategies and improves professionally oriented English communicative competence of pre-school teachers at university level.

Due to intercontinental connections provided by air and shipping, tourism, freight transfer, flexibility and expanding labor mobility, expanding the potential of human capital, the borders between states and their societies have been erased, and the international cultural society has become more diverse. The relevance of this study is conditioned by the activities of the centres established in the European Union for transcultural education, transdisciplinary research in the field of sociology, etc. One of the key features of their activities is the understanding of the concept of ethnicity as defining for these centers. The purpose of the study was to investigate the conceptual activities of European centres of transcultural education, to clarify the features of ethnolinguistic science as the main background for the establishment and development of the study of the phenomenon of ethnicity in general. The leading approach to research has become the gradual application of a complex of interrelated methods, such as collection and processing of factual research material, description and analysis of dictionary entries, analysis of the concepts of the activities of European centers, etc. The object of the study is the structural components of the concept of ethnicity. The study identified the principles of functioning of European centres for transcultural education in the context of introducing the experience of educational centres for integration, adaptation, and development of the national identity of immigrants.

This research introduces behavioral labeling as the use of names or tags that reflect an associated activity, and it proposes that this can induce corresponding behavior. Contrary to the common intuition that descriptions of behaviors emerge as markings for popular actions (i.e., the label is a consequence of the behavior), the authors propose that a description itself might also induce the corresponding action (i.e., the label is an antecedent of the behavior). Building on linguistic relativity theory and based on five studies conducted in the lab and field, the authors show that merely attaching a fictitious name to a behavior can induce that very behavior. The authors also explore a potential explanation for this finding by showing that a behavioral label can evoke mental imagery regarding the associated behavior, which enhances the implementation of the behavior. The results contribute to marketing theory by introducing behavioral labeling and highlighting how language can shape behaviors. Marketers can use behavioral labels to promote their offerings based on the associated behaviors, while public policy makers can use behavioral labels to encourage prosocial and proenvironmental behaviors. [ABSTRACT FROM AUTHOR]

Objective: To assess faculty and staff beliefs about returning to campus as well as their mental health and healthy lifestyle behaviors. Participants: Faculty and staff at a large Mid-west public land-grant university. Methods: A survey was emailed to a random sample of faculty and staff (N = 6,000 faculty; N = 6,000 staff). Results: Response rate was 35.6% for faculty (n = 2,138) and 37.8% (n = 2,226) for staff. Participants who were working from home (>60%) had less confidence about returning to campus safely than those who had been working on campus. Eighteen to 27% of faculty and 25%-31% of staff met the cutoff for clinical anxiety and the rates of depression were 4.4%-8.3% and 9.7%-10.0% respectively. Conclusion: Institutions of higher education must build wellness cultures and accelerate access to mental health services, which should be evidence-based and include a focus on promoting and maintaining overall wellness.

Since gaining independence, Ukraine has recognised the need to reform its vocational education and training (VET) system to better align with new economic realities. This necessity was largely driven by the country's increasing openness to the world and its desire to integrate with the European Union, which became especially pronounced after the Euromaidan protests in 2014. As a result, the government has pursued policies that are more closely aligned with the European Union. This led to greater international cooperation in the sphere of VET in Ukraine. The study on which this article reports analyses the impact of international organisations and cooperation programmes, as well as actions, initiatives and projects, on the changes and reforms in the Ukrainian VET system from 2013 to 2022 on normative and institutional levels. We adopt a theoretical framework that explains the areas and instruments of influence on policymaking in education used by international organisations. The method applied in the study is interviews with experts from international projects and initiatives currently active in Ukraine. Our findings indicate that international cooperation programmes have had a significant impact on the development of vocational education in Ukraine, particularly in areas such as the governance of the VET system, public-private partnerships, quality assurance, qualifications frameworks, and digitalisation.

Background and Aim of Study: The global COVID-19 pandemic has affected education systems dramatically. Remote teaching/learning practices have become everyday reality across the globe. The aim of the study: to assess the level of readiness of higher education stakeholders for distance learning/remote teaching, and to evaluate the role of social distancing measures. Material and Methods: 594 stakeholders (216 teachers and 378 students) provided anonymous responses to a questionnaire. Teacher did so during the round table discussion during the 6th International Academic Conference "Psychological and Pedagogical Problems of Modern Specialist Formation" (June 2020). Students responded using Viber, WhatsApp, and Telegram. Validation by Pearson method X[superscript 2] produced statistically significant results (df=4, X[superscript 2 subscript 2]=22.083, ?<0.01; df=4, X[superscript 2 subscript 3]=44.389, ?<0.01; df=4, X[superscript 2 subscript 4]=29.666, ?<0.01). Results: 62.9% of teachers and 56.6% of students consider educational institutions ready for distance learning. The majority of teachers/students seem to be prepared for it (81.0% and 93.4% respectively). 68.5% of teachers are positive about educational outcomes (contrasted with 90.0% of students). Only 37.0% of teachers and 21.7% of students assess the impact of social distancing measures on physical and mental health positively. Conclusions: The survey results prove that social distancing measures impact on higher education is significant. The respondents assess highly their individual levels of preparedness and of satisfaction, students displaying higher levels of both. However, the view on social distancing measures impact on physical and mental health is more negative, the trend being more visible in student responses.

The article deals with possible ways of using information technologies in teaching future teachers of foreign language and foreign literature. It is established that the primary task of the organizer of the educational process is to build an educational process with a view to facilitating the development of the competences necessary for the future teachers of foreign language and foreign literature. The latest information technologies are analysed and the effective ways of their use are suggested. It was found out that information technologies actively contribute to the unique function of preparing the future specialist for the quality realization of educational services in the information and digital space. It is researched that the functional approach to the analysis of IT in the context of the educational process outlines the specific scientific basis of the proposed scientific search, which allows to organically combine the postulates of media-oriented education with cognitive and communicative principles in the study of the ways of using IT in teaching teachers of foreign language and foreign literature. According to the guidelines of this approach, the functional purpose of IT influences the processes of formation of the form and value of the obtained knowledge. An important element in describing the use of IT is the principle of consistency. It is confirmed that the general competences of future teachers of foreign language and foreign literature are represented by both subject and general competencies, where IT competence is ranked as one of the top priorities. It implies the teacher's ability to use information technology in the course of his/her professional activities effectively and appropriately. Information technology competence, in turn, is divided into three main competences, which correspond to the separate activities of teachers of foreign language and foreign literature: general, diagnostic and subject-oriented. Examples of tasks aimed at forming different types of competences in future teachers of foreign language and foreign literature with IT involvement are given. It is proved that the use of information technologies in the process of realization of educational and professional training of future teachers of foreign language and foreign literature contributes to a more effective fulfilment of the basic curriculum assignments, in-depth study of the content of the studied discipline, optimization of self-education and self-development of the level of future specialists, an individual way of perceiving information and working with it.

The increase in the number of international students at medical universities in Ukraine has made great demands for the quality of instruction in the first three years of study when adaptation of these students takes place. The aim of the paper is to analyse international students' perceptions of teaching Microbiology, Virology and Immunology (MBVI) at Bogomolets National Medical University and outline the recommendations. A mixed research method was applied; the questionnaire with close-ended and open-ended questions grouped in nine sets was developed. Anonymous survey was conducted with the students (N=104) after completing the MBVI course with English as a medium of instruction. The survey has indicated general satisfaction of the respondents with the course. Insufficient proficiency in English often affects the quality of learning, and a low level of the Ukrainian or Russian language skills create difficulties in their communication and effective integration to the Ukrainian cultural environment. The survey results have shown the positive attitude of the respondents to the lectures with the requirement to have more interactive communication between the lecturer and students as well as have identified the difficulties concerning practical classes and self-study. The recommendations on how to improve academic performance of international medical students have been given. The focus is on increasing and maintaining language skills, consideration of ethnic and psychological features of students from different countries and implementing interactive teaching methods so that effective interaction in the learning environment could be achieved.