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The article highlights key focus areas for art teachers when teaching 7th-grade students, emphasizing the potential of art in shaping their values. It stresses that, given teenagers' developmental characteristics during their active maturation, there is a growing need to understand humanity and universal values, as well as to explore themselves and their capabilities--areas in which art can play a significant role. The article articulates that art lessons, in addition to their purely educational objectives, should aim to foster in students an understanding of the role and value of art in every individual's life. This includes recognizing the potential of using art as a means of personal enrichment and satisfaction, as an effective "tool" for self-recharge to influence one's emotional state, for gaining artistic and social experience, for testing one's abilities in various artistic practices, and for understanding one's preferences and capabilities. The necessity of implementing the principle of child-centeredness in education and realizing competence-based and activity-oriented approaches is emphasized. These approaches help cultivate a value- based attitude toward knowledge, teach students to adapt, and encourage them to seek ways to make decisions in various situations. It is emphasized that art education should extend beyond the classroom, and the artistic experience gained should be applied in different life situations. The article outlines that, to comprehensively realize the objectives of art lessons based on the principles of the "New Ukrainian School" concept, it is crucial to use diverse educational and methodological resources, such as textbooks, educational and methodological guides, and high-quality audio and video content. Examples of the implementation of these focus areas in the context of value formation among 7th-grade students are provided, using the author's textbook "Art. 7th Grade" (authored by Olena Haidamaka and Nataliia Liemesheva) for institutions of general secondary education. Methodological recommendations for art teachers on how to work with the textbook and its various materials in 7th-grade art lessons are also presented. The article concludes that in the process of systematically and consistently mastering the fundamentals of art - acquiring artistic skills and knowledge - teachers should emphasize the development of the emotional-value sphere and the formation of value orientations that are essential for every modern person and contemporary Ukrainian patriot. [ABSTRACT FROM AUTHOR]

Formulation of the problem. The motivation of students to study a subject at school largely depends on the methodology used by the teacher in the teaching process, and his or her ability to convey new knowledge to students in an interesting and accessible form. This problem becomes especially relevant in the context of the New Ukrainian School project, which involves shifting the emphasis in the learning process from the teacher to the student and puts in the forefront the needs of the latter. For a child to be interested in learning and sufficiently motivated, a teacher should have an answer to the question "Why do we need to learn this?" The method of expedient problems gives one of the possible answers to this question, helps the teacher to motivate the student to study mathematics, and indicates directions for further use of mathematical knowledge. The importance of developing students' ability to apply mathematical knowledge in practice is further confirmed by the results of the International Comparative Studies PISA 2018 and PISA 2022, as well as statistical reports of the Ukrainian Center for Educational Quality Assessment in Mathematics. Materials and methods. To achieve our goal, we use a theoretical analysis of the methodological literature related to the chosen research topic. We also implement empirical methods, including conducting our own survey via Google Forms, observing the educational process in secondary schools, and analyzing students’ performance. Results. To study the feasibility and possibility of using the method of expedient problems in teaching mathematics in the NUS, we surveyed 290 mathematics teachers with different pedagogical experiences and qualifications from all regions of Ukraine. In particular, we assumed the effectiveness of using expedient problems in the process of teaching mathematics. The survey was conducted anonymously and online via the Google Forms platform. The results of the survey show that a significant number of respondents are familiar with the method of expedient problems and regularly or constantly use such tasks in the learning process. In addition, they are convinced of the need to include such tasks in existing math textbooks. The survey also shows at what stages of the lesson and when studying which content areas of the mathematics course, in the opinion of the respondents, it is most appropriate to use the method of expedient problems. Conclusions. To ensure the proper quality of students' acquisition of the necessary competencies envisaged by the New Ukrainian School project, the use of appropriate tasks at different stages of the lesson and in the study of different content areas of the school mathematics course is quite appropriate and possible. Although only half of the surveyed teachers currently use such tasks in their pedagogical activities regularly, most of the respondents consider them useful. In addition, teachers express a wish to provide methodological support for the effective implementation of appropriate tasks in the educational process, in particular, in the form of ready-made didactic materials and methodological recommendations for their creation.

In the modern world, the concepts of a successful state and a successful person are very close to the notion of economic success. Despite the fact that economic success is not yet a guarantee of a successful state or a person, the reverse one is also true: without economic prosperity, a successful state cannot exist. The economic prosperity of states in the modern world is inextricably linked with the development of a free market economy based on entrepreneurship and innovations. Computers, cars, delicious coffee, supermarkets, and even the Internet are all the result of a cultural phenomenon that the author proposes to call "entrepreneurial culture". The article examines the significance of the concept “entrepreneurial culture” as a fundamental basis for developing modern views of the world and the prerequisites for the development of society. For this purpose, the concepts such as culture and entrepreneurship are analyzed, a definition of "entrepreneurial culture" is introduced. The author concludes that the development of entrepreneurial culture is important from the viewpoint of state development, the development of science, and the development of young people acquiring school education. The author examines the history of perceptions of entrepreneurial culture in Ukrainian society and analyzes contemporary views on entrepreneurial activity. The article also raises the questions: “What the teaching of entrepreneurship courses in the new Ukrainian school should be like?” and “Who should be involved in this?” As it is known, in 2017, the reform of Ukrainian school education began, which was named the New Ukrainian School. Among the competencies that learners will acquire, in addition to others, there is entrepreneurship and financial literacy. Therefore, the author asks whether the image of an entrepreneur in Ukrainian culture coincides with the image of a person that the learner dreams of becoming and whether they have an internal motivation to become entrepreneurs. Will they become future entrepreneurs due to acquired competencies if the attitude towards entrepreneurs that exists in our culture does not change?

The article reveals the theoretical aspect of the problem of the formation of transversal competencies of future teachers. The material contains a presentation of a pilot program for the formation of transversal competencies of future teachers. The purpose of the study was to highlight the category of "transversal competencies" and develop a plan for a pilot (experimental) program for the formation of transversal competencies of future teachers in the educational environment of the pedagogical university. The study was performed using the following methods: synthesis of information contained in the scientific literature; systematization of the author’s positions of scientists who studied the category of "transversal competencies"; represent the plan of the experimental (pilot) program for the formation of transversal competencies of future teachers in the educational environment of the pedagogical university. Analysis of scientific sources allowed to fix that transversal competencies are characterized by the following features: integral interdisciplinary and territorial transferability; be able to form both in a professional and in a personal environment; dependence on social and interpersonal relations; cross-culturality and cross-functionality in the study; the possibility of development in mixed learning; active communication and interactive character; significance for the production of the "Life-long learning" system. The content of the category "transversal competencies" (for Kopus, Babiy) as a system complex of instrumental (practical-realizable), interpersonal (individually generated) and system (integral) competencies that implement the parameter of transfer (transfer) of the system of acquired knowledge, skills and skills of the individual into the plane of solving professional and pedagogical tasks and situations of educational practice on the basis of introduction of individual metacognitive and professional potential of the person.

The article is devoted to the competence-based approach to teaching children with intellectual disabilities in the context of the new Ukrainian school. It is noted that the introduction of a competency-based approach is a key area of reforming the system of general secondary education in Ukraine, and its application is defined as the main goal for transformations in the state educational system. The importance of introducing a competency-based approach as a fundamental component of the New Ukrainian School reform is substantiated, which involves creating optimal conditions for students to acquire and develop the necessary competencies that contribute to their successful socialization and effective adaptation in society. The main stages of the formation and implementation of a competency-based approach in the educational process are considered, the main purpose of which is not the knowledge, skills and abilities of students with intellectual disabilities, but the ability to apply them in different life situations, that is, the formation of key competencies by students that will be applied in a wide range of activities. The concepts of «competence» and «competence» were analyzed and compared on the basis of various definitions in psychological and pedagogical sources, which revealed the lack of a consistent vision of these concepts among researchers. The study used theoretical research methods: analysis of philosophical, methodological, pedagogical and psychological literature. The author considers the definition of the content of the system of concepts included in the key competencies, in particular, mathematical competence, to be a promising area for further research. [ABSTRACT FROM AUTHOR]

The concept of the New Ukrainian School puts forward new requirements for the professional training of a modern teacher, in particular regarding the quality and range of his competencies. After all, it is the ability to quickly respond to changes, to be ready for the introduction of innovative methods of teaching and education, which ultimately determines his personal and professional relevance to the reform of the New Ukrainian School, the full performance of the role of a decisive factor in the success of the implementation of the concept of paradigmatic changes in higher pedagogical education. In view of the above, it is time to determine the methodological guidelines that ensure the success of becoming a teacher of the New Ukrainian School in the conditions of a higher education institution - the main stage of the formation of a teacher, which Ukrainian society and the children's community are waiting for. The modern educational practice of constructive implementation of the ideas of integration of the content of school natural science education and its reorientation to the competence model has proven the perspective of just such an approach. In addition, fundamental natural science education is one of the main factors of personality development, and acquired natural and scientific competence is a mandatory component of an individual's general culture and a resource for the development of his creative potential. Thus, the biological component of modern science education is aimed not only at ensuring the integrity of fundamental knowledge, but first of all at the realization of a person's creative and active existence in the surrounding world. In addition, the biological component of natural science training directly affects the formation of a scientific style of thinking as a prerequisite for the socio-cultural self-determination of the subject of knowledge. In this context, it becomes obvious the need to increase the level of subject biology competence of future bachelors of natural sciences, because they must be ready to work in the conditions of the New Ukrainian School - a modern education platform. Therefore, qualitatively new methodological approaches to the formation of subject-specific competences, particularly in biology, are the core of the professional training of future bachelors of natural sciences. Shifting the emphasis of higher professional education to the development of a competent and competitive specialist is an important criterion for the quality training of a future teacher of natural sciences. [ABSTRACT FROM AUTHOR]

The article examines the state of higher science education at V.G. Korolenko National Pedagogical University. Scientific developments within the scope of the investigated problem are analyzed. The peculiarities of the formation of bachelor's and master's levels of higher education in the specialty 015.15 "Secondary education (Natural sciences)" are highlighted. The key aspects of ensuring the process of quality training of specialists in natural sciences are analyzed. It was found that natural sciences are the leading specialty for entrants, and V.G. Korolenko National Pedagogical University is the only educational institution in the Poltava region that implements training under the OP "Secondary Education (Natural Sciences)". During teaching at this OP, modern didactic tools and various forms of pedagogical interaction are used, which are necessary for solving complex problems in professional activity. Auditory classes of students are held in specialized offices in compliance with safety rules. Students combine studies with research, participate in scientific and scientific-practical conferences, have the right to academic mobility, and are regular participants in excursions. The training of education seekers is provided by financial, material and technical resources and educational and methodological support. The main source of information support for the educational process and scientific activity of the applicants is the library named after M. A. Zhovtobryukha of V.G. Korolenko National Pedagogical University. Participants of the educational process have free access to international scientometric databases. The safety of the educational environment of V.G. Korolenko National Pedagogical University is ensured by the activities of the University's divisions: the labor protection service, the civil protection headquarters, the economic department, psychological and legal services, and an interesting student life is ensured by student self-government - the "Student Council of V.G. Korolenko National Pedagogical University". About 20 amateur art groups and sports sections function for students to realize their creative potential in extracurricular time. Continuous professional development of scientific and pedagogical workers takes place, and priority tasks are self-education and selfimprovement. In addition, the article provides prospects for improving the educational process at V.G. Korolenko National Pedagogical University. [ABSTRACT FROM AUTHOR]

The article analyzes the peculiarities of implementing a new educational approach – STEAM education in the conditions of the educational process of institutions of general secondary education in the context of putting into practice the principles of the New Ukrainian School. Scientific approaches to the definition of STEAM education, which includes art in STEM education as a complex combination of science, technology, engineering, and mathematics, are analyzed. The difference between STEAM education and STEM education and the increase and expansion of the latter’s possibilities with the inclusion of the art component are highlighted. It is focused on six benefits of using art in STEM education (art is already a vital part of science, technology, engineering, and math; art makes STEM topics more engaging for students who do not really like science or math; doing hands-on projects and experiments related to the arts, strengthens students’ understanding of concepts; STEAM connects a students’ interests to the real world; art show students how to solve problems creatively and the meaning of their mistakes; art reduce the stress factor of STEM education and help raise more well-educated students) that caused the emergence of a new educational approach – STEAM education. The peculiarities of implementing STEAM education in educational practice are revealed based on problem and project work with students, using open tasks to actualize knowledge from various disciplines, group interaction in solving them, and inductive research methods. The abovementioned points contribute to forming relevant competencies in the labor market: critical, engineering, and algorithmic thinking, information processing and data analysis skills, digital literacy, creative qualities and innovation, and communication. Examples of how to use STEAM technology in art lessons in the context of studying various topics in grades 5-7 of the New Ukrainian School are given. The practical component of these lessons is singled out – the construction of educational, technical toys, which confirms the development of students’ subject competencies while mastering skills into practice in new conditions. [ABSTRACT FROM AUTHOR]

In the article, the author presents a set of pedagogical conditions for the activation of scientific circles in a new Ukrainian school as a holistic process that involves the implementation of a set of pedagogical conditions: the development of an innovative model of the organization of a scientific circle; a comprehensive approach in the application of forms of student involvement in search and research work; involvement of librarians in the conduct of scientific circle classes; application of innovative and developmental technologies, which are focused on the formation of students' ability for scientific and research work; digitalization of the work of the scientific circle. The science club at the school will be interpreted as an association of purposeful students (mostly high school students), which creates a creative and developmental scientific environment by initiating and implementing successful projects aimed at supporting the latest scientific ideas, innovations and knowledge exchange. It was found out that the pedagogical result of the exchange of scientific activities of the circle participants is the transformations that occur in the student's personality under the influence of the scientific research activity performed by him, that is, the share of independence of the student's personality, which is formed in the plane of this form of work, increases. [ABSTRACT FROM AUTHOR]

The article surveys the most acute problems and challenges that the Ukrainian educational system has faced since February 24, 2022 as a result of Russian aggression. For a certain time, the education of children and youth generally took a back seat to the basic task of survival. A significant proportion of Ukrainian children, especially displaced persons and refugees, had to miss school in the spring semester. However, despite the ongoing hostilities, educators are heroically continuing their work, even from bomb shelters. The most important problem facing school education is its transition from the domain of the state to the civil or personal sector. A child's education and its quality now primarily depend on the parents, their efforts and conviction in the need for education. The insufficient level of state funding negatively affects the entire education system, leading to a decrease in the number of teachers, lack of new curricula, lack of printed textbooks and educational materials, etc. Educational standards also suffer from the online format, which mostly presupposes self-teaching and requires self-discipline from students. Students lose motivation, and sometimes (especially at the elementary-school level) do not understand and are not able to absorb learning at all. The war is not over yet, and Ukrainian children and young people continue to live in constant psychological tension, with deep psychological trauma and fears caused by the war. A serious challenge for all educators and students is the impossibility of consistently teaching and attending online classes due to planned and emergency power outages that can last for many hours at a time. However, the search for a new format in which the Ukrainian educational system can be rebuilt and restructured is already underway. There is an active discussion of possible solutions to the problems of the Ukrainian educational system both at the international level (see for instance the International Conference on the Restoration of Ukraine, Switzerland – URC 2022) and within the country.

Based on the online survey conducted among school principals, the paper demonstrates the main problems when making management decisions in an extreme situation caused by the war in Ukraine. The author identified social risks and unforeseen challenges faced by principals of the Ukrainian general secondary education institutions (GSEI) when performing their functional duties during the war. It was revealed that in the current situation, the school principals fulfil not only traditional functions oforganizing the educational process but also new ones, determined by the current situation, i.e., guaranteeing the safety of all process participants; ensuring their all-round support, legally accurate registration of educational activities in wartime conditions, etc. It is shown that the change in the functionality of the general secondary education institutions principal under the influence of certain events and public requests is not an accidental phenomenon caused by the current war situation but is more a historical regularity inherent in the development of Ukrainian education from the very origins of its creation. The paper demonstrates that the list of functions and competencies defined by the professional standard “Principal of a general secondary education institution” did not cover the entire scope of processes provided by the head of the general secondary education institutions, their managerial actions in extreme situations, that is, the implementation of the crisis-resolving function, which requires appropriate training. In this regard, the results of the conducted research allow us to see that in the current situation of a full-scale invasion of the Russian Federation on the territory of sovereign Ukraine, school leaders need enhanced legal training, deepening of financial literacy, psychological and other types of support. Recommendations have been developed for bringing the training in the system of advanced training of the heads of the general secondary education institutions to new demands, caused by the need to deepen knowledge for making effective management decisions in war conditions, in particular, regarding the strengthening of the legal component of training plans; introduction of training courses with working out cases of sharing one’s own experience in solving non-intersecting issues in particular situations; preparation for work in extreme situations as a core component of the block of psychological disciplines; deepening of financial awareness in conditions of funding uncertainty; familiarization with fundraising, the need for which became acute during the war and will remain relevant in the post-war conditions of recovery of the country’s economy; the expediency of developing an innovative course to strengthen the formation of national identity, national stability, loyalty and the value field of the Ukrainian people not through the traditional transfer of knowledge about historical facts and the literary works, but through awareness of the historical mission of Ukrainians in the struggle for their right to life in an independent state.

The relevance of research is embodied in the understanding of science education as a critically important element of the modern globalized world, where almost all aspects of human existence depend on scientific and technological progress. Mastering the scientific method, cultivating critical thinking and analytical skills - these are the main tasks of science education, which are aimed at preparing future generations for life in this dynamic world. Science education has an important role in fostering a culture of academic integrity, forming ethical responsibility, and cultivating an understanding of scientific justice among young people. The aim of the paper is to explore and analyze the concept of "science education" in the context of modern changes in the educational process, identify its key features, and consider its role in the context of the ethics of science and education. The research methodology for this article is based on a classical philosophical approach that includes analysis, synthesis, and conceptualization of the phenomenon of scientific education and its ethical principles. A deep analysis of existing concepts and theories was conducted with the aim of understanding the fundamental components of science education. This method enabled the assessment and critical analysis of existing approaches to science education. The scientific novelty of the article lies in the analysis of different approaches to defining "science education", identifying their advantages and disadvantages. The author also examines how science education fits into the broader context of educational reform in Ukraine, with a particular emphasis on the New Ukrainian School. The study considers the "new format" of science education, its key features and differences from traditional educational formats. The author pays special attention to the role of ethics in the context of science education, as well as the importance of academic integrity in the modern educational area. The article concludes with a series of recommendations for the further implementation and development of science education in the Ukrainian educational context. In addition, the author emphasizes the need for further research in this important area, especially in the context of the use of new technologies, consideration of social and cultural factors, and evaluation of the effectiveness of different methods of science education. Conclusions. The ethics of science and education plays a key role in the context of science education, as it influences the standards of integrity that students and teachers must adhere to, as well as mechanisms for preventing and resolving issues related to violations of academic integrity, such as plagiarism, falsification or fabrication. [ABSTRACT FROM AUTHOR]

This article explores the leading ideas of the Ukrainian educators and the reform of school education in the era of the Ukrainian revolution (1917–1921), in the context of the values of both Europe and the wider world. Under Soviet rule (1921–1991), this period was obscured by a false narrative, but with the proclamation of Ukraine's independence in 1991, this page of history has been rightfully restored in the scientific space of a democratic state. For the international audience, it will be interesting to study the use of world pedagogical thought during the development of Ukrainian education more than a hundred years ago as an example of great expectations and subsequent lost hopes. School education in Ukraine should be based on national, humanist and democratic principles. Unfortunately, the Ukrainian revolution was defeated, and Bolshevik forces captured Ukraine; nevertheless, its democratic achievements laid the foundations for the creation of the national education system in modern independent Ukraine. [ABSTRACT FROM AUTHOR]

The article is devoted to the problem of development of critical thinking in elementary school students in the process of studying of language and literature educational subjects. It provides the interpretation of critical thinking of students by Ukrainian scientists. The article also describes the role of language and literature educational subjects in the formation of critical thinking of elementary school students. It is noted that one of the effective means of shaping children's critical thinking is their linguistic creativity. The article also covers the techniques and technologies of development of critical thinking of elementary school students based on languistic material. The structure of the organization of creative activity of students for the purpose of formation of their critical thinking is described as well. [ABSTRACT FROM AUTHOR]

The article provides a theoretical analysis and understanding of existing models of the educational environment, analyzes scientific approaches to the problem of organizing the educational environment and its structural components. Attention is focused on the fact that the educational environment is considered by modern scientists from the point of view of its functionality, namely as: a system of influences of the conditions of personality formation; a space where personality is socialized and developed; as a simulated environment for realizing the child's potential. It is noted that the educational environment in a special education institution is a multi-level system of conditions, circumstances, factors, opportunities that provides optimal parameters of the educational activity of a certain educational subject in all aspects - target, content, procedural, effective, resource. The author focused attention on the fact that quality psychological and pedagogical support of the child's growth process is determined by the quality of the created educational conditions, the main one of which is the educational environment that ensures optimal personality development. A generalized definition of the educational environment is given. The main characteristics and parameters of the educational environment as a pedagogical category are highlighted. It is noted that the educational environment acts as a content-rich, transformative, multifunctional, variable, accessible, safe education that purposefully provides a full-fledged education and development of the child. Attention is focused on the fact that in the conditions of the implementation of the «New Ukrainian School» Concept, a generally similar approach is used to determine the structural components of the educational environment, which correspond to the structural components of the educational environment. The main structural components of the educational environment in modern conditions of education development are highlighted. The structural components of the educational environment of a special educational institution for children with severe developmental disorders in the conditions of NUS are summarized and characterized. It is noted that common in most theoretical approaches to the definition of the pedagogical category «educational environment» is the recognition of the significance of this phenomenon for the qualitative organization of support for students, their personal development. [ABSTRACT FROM AUTHOR]

The article deals with the specifics of teaching music lessons in the integrated course “Art” of the New Ukrainian School. The main didactic requirements for planning and modelling a music lesson are defined. The author emphasizes the provision of high-quality art education at the New Ukrainian School based on updated content and modern art teaching methods. In addition, the author presents innovative methodological techniques at art and music lessons in the educational process of institutions of general secondary education. The attention is focused on the content and features of using such methods of teaching music as the creation of a musicogram (graphic notation of music, visual representation of the dynamics, tempo and development of a musical piece), musical and plastic improvisation (improvisation by means of musical art, body plastics), playing music (students’ participation in performing and creating music), gamification (using game elements in learning with help of developed interactive educational games on Internet platforms), using didactic tools of the New Ukrainian School (Lego bricks, etc.). The above-mentioned techniques are illustrated by examples of practical tasks from the author’s textbook “Art, 5th grade” (by L. Arystova, N. Chen). The specified methodical techniques provide art teachers with new opportunities to conduct a modern music lesson. There is a creative atmosphere of cooperation between students and teacher, enthusiasm for the learning process at such lessons, as well as students show their maximum activity. The result is made possible by high-quality content, forms of work of the teacher with students and the method of teaching art based on modern approaches. Using the proposed methodological techniques will help the teacher to present the educational material in an interesting way, to support students’ motivation, to test students’ knowledge and achieve the desired results in accordance with the program requirements. Moreover, it will give the students the opportunity to develop their independent thinking, develop their subject artistic competences, do independent research and develop their own artistic creativity and to be realized as an extraordinary person. [ABSTRACT FROM AUTHOR]

Copyright of Aesthetics & Ethics of Pedagogical Action is the property of Poltava V.G. Korolenko National Pedagogical University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article examines methodological guidelines for teaching art in the 5th grade. The attention of teachers is focused on the importance of the adaptation period for fifth-graders, as well as the need to implement competence-based, active and integrated approaches in teaching art based on program content, various forms and methods. The instructions are provided regarding the work of the teacher in assisting 5thgraders during the adaptation period, which takes place with a natural duration and in accordance with the individual characteristics of each student. This leads to the study of the artistic experience of students through pedagogical observation at the beginning of education in the 5th grade, as a starting point for further education throughout the year, which should be planned to achieve the expected learning outcomes determined by the program. Carrying out the educational process based on competence, activity and integrated approaches in teaching art allows students learn to apply acquired knowledge and skills in typical and new situations and gain artistic experience. The author emphasizes that for the comprehensive implementation of the tasks of art lessons based on the “New Ukrainian School” concept, an important factor is using various educational and methodological support, in particular textbooks, educational and methodological aids, as well as high-quality audio and video content. To provide examples of the practical implementation of the specified methodological guidelines, the article offers various forms of practical activity for students, proposed by the author of the article in the textbook “Art. 5th grade” (by authors Olena Haidamaka and Nataliia Liemesheva) for institutions of general secondary education. This enables students’ self-expression of in singing (performance of monophonic and polyphonic works, singing in an ensemble and choir), instrumental music making, drawing, sculpting, construction, which contributes to the discovery of creativity, initiative, artistic and communicative interaction between students and teachers in these types of artistic activity, as well as during discussion of works of art, identification of emotional and value attitude towards them, analysis of their content. [ABSTRACT FROM AUTHOR]

Copyright of Cuestiones Políticas is the property of Revista Cuestiones Politicas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

One of the main educational systems in Ukraine is New Ukrainian school development, the implementation of which has begun with the programs' renewal and State standards of primary school. Primary school teachers' further training was aimed at forming the leading "agents of change" who lay the groundwork for the creation of the New Ukrainian School. In the articles the organization formula and the substantive content of the Standard program for primary school teachers' further training are considered in details. It is determined that in addition to the obvious topics (NUS Concept, State Standard, class organization and learning according to the new principles, evaluation system, etc.), a module on one of the most relevant today's topics is added to the new program, namely - neuropsychology. Therefore, the purpose of our article was to highlight the further training peculiarities for primary school teachers in Ukraine considering the effectiveness of the neuropsychological aspects introduction in this process. To achieve this goal a quantitative method of the empirical level of research was chosen - a questionnaire. The results of the primary school teachers' questionnaire led to the identification of the advantages and disadvantages of the teachers' professional further training system in Ukraine, as well as to record the fact that the introduction of a compulsory module on neuropsychology helps to increase the number of teachers who implement the neuropsychological approach in education. [ABSTRACT FROM AUTHOR]

The authors reveal the issues of partnership between the preschool institution and the school in preparing children for study at New Ukrainian School. The main condition for ensuring continuity in education and training is determined by the orientation of the educational process of the preschool institution and the New Ukrainian School on the comprehensive development of the child’s personality. It is emphasized that the knowledge, skills and experience gained in preschool and family will be used to actively use them in the educational process, as the interest of preschool educational institution and New Ukrainian School will make the transition from preschool to school painless for the child. Emphasis is placed on the fact that partnership in relations between the participants of the educational process is a guarantee of their productive interaction, one of the ways to solve educational problems. The object of the study is the partnership between the preschool and school in preparing children for study at New Ukrainian School; subject of research - preparation of children for study at New Ukrainian School; The purpose of the article is a theoretical substantiation (based on a holistic analysis of scientific sources) and an empirical study of the problem of implementing partnership between preschool and school in preparing children for study in the New Ukrainian School. The authors came to the conclusion that according to the Law of Ukraine «About Education» the aspect of pedagogy of partnership between all participants of the educational process acquires great importance in the Concept of New Ukrainian School. The pedagogy of partnership is based on the principles of humanism and a creative approach to personal development. Its goal is to develop a humane society free from totalitarianism. The New Ukrainian School stipulates that teachers, together with parents, form a partnership centered on the child. The current state of preschool and primary education is characterized by diverse coverage of many issues in the interaction of the pedagogical process of preschool educational institution and New Ukrainian School, and the partnership of related levels of education, i.e. preschool educational institution and New Ukrainian School, will help unite the efforts of preschool educational institution educators, primary school teachers and parents in continuing education.

Among the current problems of education of children with hearing impairments - scientific substantiation and development of methodological bases for implementing the concept of "New Ukrainian School", determining the features of adaptation for students of special schools and rehabilitation centers, introduction of innovative technologies to ensure maximum personal development of hearing impaired students. their individual needs and abilities, and integration into society on the basis of self-actualization. According to the results of the analysis of modern teaching methods (competence, problem-based learning; personality-oriented, activity approaches) the features of the content of education for students with hearing impairments are determined: the teacher's confidence in the child's understanding of the task, thinking, ability to work in a team, apply knowledge in new conditions, support motivation to learn, use of practice-oriented techniques, creating a positive emotional environment (direct contact between teacher and student). Emphasis is placed on the importance of using Ukrainian sign language in the educational process for children with hearing impairments. It is about full communication, the teacher's ability to convey the content of learning in the lesson (test, test, analyze the successes and failures in their own teaching, apply to make your lesson interesting, innovative and most importantly effective). Based on the presented materials, many years of experience in managing a successful special institution, which ranks high in the ranking of schools in Khmelnytsky according to the results of external evaluation, actively cooperates with the Institute of Special Pedagogy and Psychology named after Mykola Yarmachenko NAPS of Ukraine, develops and implements innovative educational and correctional technologies. [ABSTRACT FROM AUTHOR]

The formation of a powerful, active, and dynamic axiological foundation of personality is one of the essential tasks of the competency approach because even a high level of knowledge and skills acquired in the process of learning and education cannot ensure the integrity and progressively oriented unity of personal and professional competencies for future successful life, socio-cultural and professional self-realization. Given this, within the competence paradigm of education, qualitatively new content is the unity of learning and education. If before a significant amount of theoretical knowledge, detached from real life, had a shallow educational potential, now any pedagogical action, even focused on the cognitive assimilation of basic scientific knowledge, will have a worldview. An essential characteristic of the competency approach in education is that it can ensure each student’s unique structure the unity of knowledge, competencies, and values.

A theoretical outline of the concept of "emotional intelligence" is provided in the article (EQ). Analyzed are the viewpoints of several local and international psychologists on the definition, history, and structure of EQ. The New Ukrainian School (NUS) places a high premium on studying emotional intelligence and potential avenues for its growth. The interplay of the "emotional - intellectual" notions is chosen as the foundation of EQ research. Advanced emotional intelligence has both beneficial and detrimental traits that are highlighted. For EQ studies, a methodological toolset is created and presented. Some potential paths for its ontogenetic development under suitable circumstances are supported. For the intricate consistent work on EQ development, an algorithm has been developed.

Innovative scientific vision in the field of special education is to introduce new approaches to humanize socionic professions, improve the education of children with special educational needs (SEN) in the context of inclusion, including the development of an updated curriculum to meet the existing needs of a particular child. organization of the educational environment (creation of an individual development program; adaptation, modification of school programs; increase of time for mastering educational material; involvement in support of an interdisciplinary team of specialists; use of teaching aids, etc.). Quite a large category of children with SEN are younger students with special speech needs, who, although receiving qualifying education, studying in typical general education programs, have specific disorders of both oral and written, both impressive and expressive, both external and external. internal speech, as well as a kind of other higher mental functions - gnosis, praxis, mnestic and mental processes, emotional and volitional sphere, which, in turn, requires characterological content of educational programs, given the existing difficulties and levels of support. That is why we, in accordance with the system-synergetic principle, developed universal educational structured and at the same time dissipative nonlinear programs (adaptation-game cycle - 1 - 2 grades, the main cycle - 3 - 4 grades of the New Ukrainian school), which provides for propaedeutic, educational educational and correctional and developmental tasks that take into account current trends in special education at all levels, allow us to trace the horizontal of interdisciplinary dialogues, ensure continuity between preschool and school, form the basis of the adaptation cycle (5 - 6 grades) and basic subject learning (7 - 9 grades). We used methods of theoretical level of research (analysis, synthesis, systematization, generalization, inductive and deductive), as well as empirical logopsychodiagnostic methods. [ABSTRACT FROM AUTHOR]

The article highlights the need to form entrepreneurship in junior high school students as the ability to generate new ideas and initiatives and implement them in order to improve their own social status and well-being, and the development of society and the state; as the ability to take entrepreneurial risk. It is stated that the foundation for learning entrepreneurship is the formation and promotion of development, in particular in primary school students, entrepreneurship, ie the ability to implement ideas, which, accordingly, covers aspects such as creativity, drive for innovation and risk-taking, as well as the ability plan activities and implement them. Emphasis is placed on the project "Lessons with an entrepreneurial background", successfully implemented by domestic teachers through the creative study of the Polish experience, which radically changes views on the learn in g process. In this project, the lesson ceases to be traditional information, and knowledge -- "dead" information that can be reproduced at any time. It aims students to acquire knowledge independently, to use the acquired knowledge to create an original product. [ABSTRACT FROM AUTHOR]

The article is devoted to the problem of development of critical thinking in elementary school students in the process of studying of language and literature educational subjects. It provides the interpretation of critical thinking of students by Ukrainian scientists. The article also describes the role of language and literature educational subjects in the formation of critical thinking of elementary school students. It is noted that one of the effective means of shaping children's critical thinking is their linguistic creativity. The article also covers the techniques and technologies of development of critical thinking of elementary school students based on languistic material. The structure of the organization of creative activity of students for the purpose of formation of their critical thinking is described as well. [ABSTRACT FROM AUTHOR]

In our research we examine the scientific and pedagogical heritage of famous Ukrainian teachers G. Skovoroda, K. Ushinskyi and V. Sukhomlinskyi in terms of fundamental principles of pedagogy (nature, inequality, developmental learning). Analyzing the development of pedagogical views of Ukrainian scientists on environmentally friendly, developmental learning, the author integrates and deepens them, as well as defines these principles as a strict scientific definition. It is noted that there is a close relationship and interaction among the principles of environmental compliance, developmental learning, and unequal equality. The principle of unequal equality (by G.Skovoroda) has not yet been actualized in the Ukrainian pedagogy. His works do not appear in textbooks on pedagogy. Namely, he allows us to say that under no, even ideal learning conditions, it will not be possible to achieve equally high academic achievements with all pupils. It is very important for teachers and administrative managers at different levels, and especially supervisors, to be aware of this issue. If this principle is ignored, the teaching of pupils will be dominated by authoritarian teaching methods, as a result the school will not perform one of its main functions: to educate and comprehensively develop pupils on all levels. The above principles are especially relevant in the current environment, when the secondary education is being systematically reformed according to the concept of "New Ukrainian School". [ABSTRACT FROM AUTHOR]

This article is devoted to the analysis of current trends in civic education development and presentation and analysis of the results of the all-Ukrainian study "Democracy in Education" in order to highlight the challenges that arise in the implementation of mechanisms and instruments of civic competence development within the concept of the new Ukrainian school. The analysis revealed the following challenges: the delineation of active citizenship and political participation, the reduction of the concept of citizenship to the legal relations of the state and the citizen, a lack of awareness of the possibilities of using integrated learning and an active approach to promote justice among students. So, there is a need in developing strategies for overcoming them.

The modern educational system requires the teacher to form in students certain competencies, choosing a logically structured didactic material. School textbooks play an important role in building competency-based learning. They can actualize students' subjective problems, turn them into cognitive ones, and teach them how to solve them. The analysis of textbooks gives grounds to conclude that the authors, developing textbooks, followed the path of partially adapting them to modern conditions and tasks. The key features of the textbook's compliance with the formation of individual characteristics of students in the modern educational paradigm are identified, namely: saturation of terminology, headings, saturation of tables and graphs, support for Internet resources. In the process of analyzing the existing textbooks, we also identified the following shortcomings: terms that are too difficult to understand and not logical construction of the material. [ABSTRACT FROM AUTHOR]

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The article deals with the problem of assessment of students with cognitive impairment in a competent manner, the main principles of which are outlined in the concept of the New Ukrainian School. The key criteria of learning achievement of students with cognitive impairment are described. The goal of the article is the question to reveal psychological preparedness of students with cognitive impairment to study at school and the main criteria of their academic achievement in a competent manner. Methods of search, analysis, systematization and generalization of the researched material were used to achieve the set goal and to reveal the subject. Based on the principles of the competence approach of education children with special needs is defining in the concept of the New Ukrainian School are the following: education for life, successful socialization in society and personal development based on learning by students of socially significant skills (competencies); assessment to provide opportunities to a student to plan their learning achievement independently and to improve them in the process of self-assessment; various forms of organization of pupils’ activities on the basis of their own motivation and responsibility for the result; matrix management system, delegation of authority, involvement of parents, students and people from outside in the administration of education and evaluation the result etc. It is reasoned that the evaluation of result of learning achievement of students should be based on the assessment of the components of educational activity: content, operational-organized, emotional-motivational and to provide evaluation within the limits of opportunities to students to acquire program material due to peculiarities of their mental development and evaluation of their qualitative characteristics etc. The basic indicators of assessment of social-emotional, cognitive, physical development and components of speech development (reading, writing, oral speech) of students with cognitive impairment are substantiated. The structure of psychological and pedagogical characteristics of students with cognitive impairment is described and the example of design is given. [ABSTRACT FROM AUTHOR]

The experience of educational and scientific laboratory of Innovative educational solutions developed on the chair of primary education, natural and mathematical disciplines and teaching methods of PNPU named after V. G. Korolenko has been generalized and its brief haracteristic activity has been presented. The basic principles of the laboratory functionality which determine its place and role in the system of training specialists in the field of primary education have been distinguished. Emphasis is placed on the fact that the laboratory is an open platform for creating the preconditions for an effective combination of education, science and innovation. It has been pointed out that the laboratory environment meets the modern requirements of the new Ukrainian school regarding the organization of the educational space for junior students. The model variants and their use methods of the primary classroom hubs equipping built on the principles of pedagogical ergodesign have been illustrated. [ABSTRACT FROM AUTHOR]

Urgency of the research. The article analyzes the state and level of STEM education implementation in Ukraine. The key advantages of STEM education integration in the concept of the New Ukrainian School are identified, which are the acquisition of specific competencies and the development of students ’knowledge in certain and interdisciplinary fields related to innovation and technology. Target setting. When establishing the degree of readiness of educational institutions to implement the basic requirements of STEM education. Namely, it is determined that the key problems of the implementation of the new education system are: mentality, the unpreparedness of teachers, halfheartedness, the learning process, the separation of subjects from each other, the lack of adequate facilities and so on. Actual scientific researches and issues analysis. The issues of STEM education in Ukraine are usually dealt with by scientists who are developing the concept of implementing the New Ukrainian School. Researchers emphasize this issue in the context of adapting the new education system to Ukrainian educational realities, but in these works, the issue of moral and ethical education of schoolchildren, who are offered the principles of STEM education, is overlooked. The research objective. Outline the problems and prospects for the implementation of STEM education in Ukraine. The statement of basic materials. It has been established that despite significant obstacles and stereotypes regarding the introduction of STEAM education in Ukraine, this process is inevitable, as leading Ukrainian educators claim that the previous Soviet concept of education is utopian and ineffective. It is determined that if Ukraine aspires to become a leading European state, then changing the education system is the main factor of success. It is stated that in the conditions of transition to the New modernized Ukrainian school the introduction of STEM education remains the most priority direction of the educational system of Ukraine. It is determined that due to the consolidation of efforts the introduction of STEAM education is becoming one of the real goals of the New Ukrainian School. Only in the last few years, the legal framework for the implementation of STEAM in Ukraine has been created, the Web-STEAM-school is working, the collection of materials "STEM-week" is published, scientific conferences are systematically held, a virtual STEMcenter is opened, which is a huge step forward. Conclusions. The developers of the New Ukrainian School have proposed ways to solve problems that hinder the introduction of new methods of education. The vectors of further development of this area and the results they will be able to provide have been identified, but until the key issues that hinder the full implementation of STEM education are resolved, this issue will remain open in the concept of the New Ukrainian School. [ABSTRACT FROM AUTHOR]

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Abstract. Ukraine’s integration into global and European educational space, efficient implementation of educational reforms in this direction, the improvement of the quality of children and young people education is impossible without proper development of fundamental principles of marketing and management of educational innovations, first of all, among the Heads of New Ukrainian School. However, the absence of efficient mechanisms in Ukraine for training the above-mentioned Heads on marketing and management of educational innovations in New Ukrainian School negatively affects the quality of education therein and undermines the State education system in general. Therefore, the pressing issue at the current stage of education development in Ukraine is to determine the modalities and resources for the development of entrepreneurial and managerial competencies among the Heads of general secondary education institutions in the context of the power decentralization and establishment of consolidated territorial communities. With due regard for priority and pendency of the above-mentioned issue, its incomplete study, the principal objective of this study is to determine the key stages and describe the process of developing fundamental principles of marketing and management of educational innovations among the Heads of New Ukrainian School and measures for their efficient implementation. After performing analysis we have found that marketing and management of educational innovations of the Head of New Ukrainian School is his/her integrated, consistent and purposeful activity along with analysis and satisfaction of fundamentally new types of demand for educational services in the context of taking unconventional managerial decisions at his/her institution during such process. Moreover, with due regard to the aforementioned approach, we outlined the key stages of the fundamental principles development of marketing and management of educational innovations among the Heads of New Ukrainian School. So they include: the formation and control of specialists team towards development and implementation of educational innovations; determination of educational services market segment, demand for which needs to be satisfied; definition of criteria and conditions towards formation and satisfaction of demand for providing certain types of educational services etc. It is established that there are problems in the process of implementation of all above-mentioned stages, namely: absence of financial independence of educational institutions; the desire of the Heads of educational institutions to have legal and financial independence; positive managerial experience of the Heads of educational institutions regarding development and implementation of educational innovations etc. In order to avoid all above-mentioned problems, we have determined measures for the efficient implementation of marketing and management of educational innovations by the Heads of New Ukrainian School. They include: providing financial autonomy to educational institutions; performing professional training of the Heads of educational institutions, their deputies and teaching staff in general; forming new and improving the existing material and technical resources of educational institutions; implementing professionally oriented staff policy by the Heads of educational institutions in order to attract the most promising and young professionals to work as teachers etc. The scientific novelty of the obtained results is to determine, substantiate and analyze the key stages of fundamental principles development of marketing and management of educational innovations by the Heads of New Ukrainian School in the context of transformation of regulatory system and scientific and pedagogical approaches to children and young people education (shift in priorities and components of the development in this area of social activity). The obtained results of the research is the ground for studying and providing a practical solution of the problem regarding the formation of high-quality staffing and provision of fundamentally new educational services at educational institutions. Keywords: head of educational institution, educational innovations marketing of the Head of educational institution, educational innovations management of the Head of educational institution, New Ukrainian School, educational innovation. JEL Classіfіcatіon I20, I21, I22, I28, I29 Formulas: 0; fig.: 2; tabl.: 2; bibl.: 11.

The modern teacher of the New Ukrainian School is constantly immersed in his work, and thus forgets about the priority personal needs. From here we can say that the comfort zone is extremely important, because it performs many functions, and, above all: reduces psychological and mental fatigue, helps the teacher to relieve stress and renew their emotional and physical resources; prevents professional burnout. We considered the teacher's room as a comfort zone for teachers in the New Ukrainian School. The modern requirements for the arrangement of the teacher's room as a place of work and rest are analyzed. The author's project "Equipment of a teacher's room as a comfort zone for teachers in the New Ukrainian School" was developed in compliance with all standards and recommendations. In the process of creating the author's project, the technique of "zoning" and "flow of space" was used, which promotes the preservation of health and prevents the professional burnout of teachers of the New Ukrainian School. [ABSTRACT FROM AUTHOR]

Copyright of Sources of Pedagogical Skills is the property of Poltava V.G. Korolenko National Pedagogical University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Urgency of the research. A significant qualitative breakthrough in domestic education can occur only with introducing new innovationhumanistic, personality-oriented technologies of teaching and education. Today, the most favorable environment for applying such technologies is created only through a competencybased approach in school. Simultaneously, the question remains what this approach means and whether it leads to excessive displacement of knowledge from the educational process in favor of the practical component. Target setting. Different, sometimes very contradictory, points of view are heard when developing new principles and guidelines for modern Ukrainian school work. Proponents of the traditional knowledge paradigm of learning argue that the end-to-end application of the school’s competency approach will prevent students from grasping the necessary set of knowledge vital for a fundamental scientific worldview. This article argues that the competency approach does not mean a simple, direct, mechanical preparation of the individual to perform any professionally or vitally useful actions. Actual scientific researches and issues analysis. Axiological principles of the modern education system of Ukraine have been studied by V. Goncharov, L. Hrynevych, L. Gubersky, A. Yevdotyuk, S. Lupinovych, and others. Socio-philosophical studies of the phenomenon of competence and philosophical and educational studies of the place of competencies in the modern educational paradigm are represented by O. Bushchan, S. Kostyuchkov, J. Raven, N. Semenyuk, A. Fedorov, and others. The research objective. The study provides a philosophical justification for the possibility of ensuring the unity of knowledge, competencies, and values in the implementation of the principles of the New Ukrainian School. The statement of basic material. The formation of a powerful, active, and dynamic axiological foundation of personality is one of the essential tasks of the competency approach because even a high level of knowledge and skills acquired in the process of learning and education cannot ensure the integrity and progressively oriented unity of personal and professional competencies for future successful life, socio-cultural and professional self-realization. Given this, within the competence paradigm of education, qualitatively new content is the unity of learning and education. If before a significant amount of theoretical knowledge, detached from real life, had a shallow educational potential, now any pedagogical action, even focused on the cognitive assimilation of basic scientific knowledge, will have a worldview. An essential characteristic of the competency approach in education is that it can ensure each student’s unique structure the unity of knowledge, competencies, and values. Conclusions. The article proves the urgent need to bridge the gap between education's cognitive, axiological, and praxeological function. Such a gap is quite firmly rooted in domestic pedagogical practice due to the strong tradition of the dominance of the knowledge and information paradigm in education. The competence approach in education is designed to ensure the implementation of such pedagogical principles. A child or young person would be instilled with a deep psychological sense and rational awareness that knowledge should be value-based and suitable for practical, vital, creative use. First of all, in the new school's educational process, the general cultural, general civilizational competencies necessary for full-fledged life in the modern world must be realized. [ABSTRACT FROM AUTHOR]

Biology is a fairly complicated initial subject because it involves knowledge of biodiversity. Google Lens is a unique, mobile software that allows you to recognition species and genus of the plant student looking for. The article devoted to the analysis of the efficiency of the functioning of the Google Lens related to botanical objects. In order to perform the analysis, botanical objects were classified by type of the plant (grass, tree, bush) and by part of the plant (stem, flower, fruit) which is represented on the analyzed photo. It was shown that Google Lens correctly identified plant species in 92.6% cases. This is a quite high result, which allows recommending this program using during the teaching. The greatest accuracy of Google Lens was observed under analyzing trees and plants stems. The worst accuracy was characterized to Google Lens results of fruits and stems of the bushes recognizing. However, the accuracy was still high and Google Lens can help to provide the researches even in those cases. Google Lens wasn’t able to analyze the local endemic Ukrainian flora. It has been shown that the recognition efficiency depends more on the resolution of the photo than on the physical characteristics of the camera through which they are made. In the article shown the possibility of using the Google Lens in the educational process is a simple way to include principles of STEM-education and “New Ukrainian school” in classes.

The purpose of this research was to develop a distant programme of educating parents of primary school children and experimentally check its efficiency in developing educational competencies in parents of primary school children. The study consisted of four consecutive stages: planning, diagnostic experiment, implementing the distant educational programme, and result evaluation. The participants of the research were 37 parents of pupils who went to the first grade of primary school in September 2018. All the participants gave their written consent to participate in the research. The diagnostic stage of the experiment showed that most of the surveyed parents possessed educational competences at a very low level. To provide the parents with pedagogical education, a distant educational course was developed. The course consisted of 12 online classes and lasted for 6 weeks. The online course provided for the parents' participation in webinars and online conferences. On completing the course, the parents were asked to undergo a control questionnaire survey. The results of the control questioning showed that during the distant course, the parents obtained a sufficient and high level of pedagogical competence. The experiment showed the necessity and rationale for implementing the developed distant educational course for parents with the purpose of developing their pedagogical competence, as well as improving cooperation between teachers, parents and pupils. [ABSTRACT FROM AUTHOR]

The article deals with the problem of implementation of the principles of European education in the New Ukrainian School. In particular, the need to form a set of key competencies at different levels of education was argued. The authors emphasize the importance of educational innovation, readiness of teachers for renewed professional activities; implement integrated educational courses in the field of school education and cross-cutting content lines. [ABSTRACT FROM AUTHOR]

The article analyzes the issues of material and technical support of the educational process in institutions of general secondary education, the solution of which lies in the three-level subordination of educational institutions (macro-level -- ministries, departments and institutions, meso-level -- local executive authorities, local self-government bodies, united territorial communities, micro-level -- educational institutions). It is indicated that in order to solve the tasks set at the state level to modernize educational processes, it is necessary to work together at all levels. It is proved that conceptually all issues of the organization of educational space are solved on macro-level, real ways of implementation and financing -- on meso-level, and the leading role in the arrangement of specific educational premises is played by managers and teachers of educational institutions. Therefore, our research highlights the importance of training future teachers who are able to implement the concept of a New Ukrainian School in all its areas, in particular from the point of view of updating the educational space. The key aspects of forming the educational space of the New Ukrainian School in terms of comfort, safety and aesthetic appeal are identified. Recommendations are given on the color design of the interior of educational premises for primary, middle and high school students, as well as on color solutions for educational premises for various purposes. The relevance of zoning the educational environment by centers (discoveries, news, materials, communication, thematic, teachers, silence, creativity, wildlife) of educational activities of participants in the educational process is revealed. The main (permanent) and mobile (variable) zones of the training room are defined, and the approximate equipment of each of them is given. It is proved that the organization of a comfortable educational environment will contribute to the free development of the child's creative personality. A number of requirements (ergonomics, safety, reliability and aesthetics) for school furniture are defined, as they should first of all be atropometrically appropriate and comfortable. [ABSTRACT FROM AUTHOR]