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This paper explores the significance of student research activities in fostering the key competencies essential for the future specialists in the field of chemistry. Specifically, it emphasizes the importance of primary school students' ability to solve experimental problems in chemistry and highlights the role of virtual chemical laboratories in facilitating the development of these skills. The concept of ``experimental chemical problem"'' is thoroughly analyzed, providing a comprehensive understanding of its essence. Moreover, the paper delves into the concept of ``virtual chemical laboratories'', discussing their primary types, advantages, and disadvantages, which define the methodical boundaries for their implementation in chemistry education, particularly in supporting educational chemical experiments. Furthermore, the study scrutinizes the major benefits and limitations of virtual chemical laboratories regarding the modeling of chemical processes necessary for creating virtual experimental problems in chemistry. The distinctive features of VLab, a virtual chemical laboratory, are elucidated, shedding light on its operational essence and the process of designing virtual laboratory work within it. Notably, two types of virtual chemical laboratories, namely distance laboratories and imitation laboratories, are identified as integral components for supporting students' research activities. The synergistic combination of these laboratory types, particularly in the study of the topic ``Solutions'', offers an opportunity to harness the advantages of each type and elevate the level of support for students' research activities during the learning process. To exemplify the practical implementation of this approach, the paper presents developed virtual chemical works, providing insights into their essence and purpose. Drawing from the successful integration of virtual chemical laboratories in diverse educational institutions, the paper justifies the assumption regarding the effectiveness of utilizing the developed virtual experimental chemical problems to foster students' research activities within the context of studying the topic ``Solutions''. This research contributes to the field of educational technology by providing evidence-based insights into the potential of virtual chemical laboratories for enhancing student engagement and competency development in chemistry education.

The organization of high school students' research and learning activities in chemistry requires a significant amount of experimental work. The performance of experimental work in chemistry at school faces a number of problems, both purely material and organizational, to which the need for distance learning has recently been added. This article describes the state of use of augmented reality technologies in modern chemistry education and the possibilities of using augmented reality technologies to support students' learning and research activities in chemistry. To solve the research tasks, cloud-based augmented reality development tools (A-Frame and AR.js) were used. The developed tool is a virtual chemistry laboratory using augmented reality technologies: individual markers correspond to reagents, and a pairwise combination of markers triggers a video recording of chemical interaction between the corresponding pair of reagents. The article describes the development of augmented reality software to support eleventh graders' learning and research activities in chemistry in the form of an augmented reality-based virtual chemistry laboratory and its implementation in the teaching process.

Chemistry educational and research activities must be planned in a way that makes extensive use of experimentation. The implementation of chemistry experiments in the classroom is fraught with organizational and logistical challenges, and more recently, the necessity for online learning has been added. The article explains the current state of augmented reality (AR) technology use in contemporary chemical education and the potential for using augmented reality technology to enhance students' chemistry research projects. To complete the research tasks, augmented reality cloud technologies (A-Frame and AR.js) were used. The developed tool is a virtual chemical laboratory that incorporates augmented reality technologies (AR-based virtual chemical laboratory): individual markers correspond to reagents, and a pair of marker combinations activates the playback of a video showing the chemical interaction between the associated pair of reagents. The article describes the development of augmented reality software to support the research activities of 11th grade chemistry students in the form of an AR-based virtual chemical laboratory, as well as its implementation in the teaching and learning process.

The role of information and communication technology as well as teaching aids in specialized chemistry instruction was examined in the article. One of the key outcomes of specialized instruction in chemistry is the development of research skills in high school students. To ensure conformity with the principles of specialized chemistry teaching, ICT tools have been analyzed and systematized. The decision to use ICT tools to implement specialized chemistry training and strengthen the research skills of high school students in specialized chemistry training had supported. The findings of a study to assess the feasibility of implementing certain ICT tools to strengthen the research skills of high school students in specialized chemistry training are provided.

Based on the analysis of sources on the problem of research, the article defines types of electronic educational resources (EER), general requirements for them, focuses on didactic and methodological requirements and existing holistic systems of psychological and pedagogical requirements for EER, presents the main types of parameters that can be used to evaluate the quality of EER, analyzes the typical structure of EER and characterizes its components. The analysis of approaches to defining the concepts of “immersiveness”, “immersive educational environment”, “immersive approach in education”, “immersive educational resources” (IER) was carried out, on the basis of which the relationship between the virtual environment and immersive learning environment was determined, the pedagogical aspects of learning in immersive environments were considered, the classification of IER was made. The main components of IER design and implementation are analyzed, and the essence of IER design and IER design methodology is determined. In the main part of the proposed general model of the methodology of IOR design and analyzed the goals, subjects of methods, stages, and content of training, forms of organization of the educational process, methods, teaching tools, and predicted results of the methodology. In the conclusion the elements of the methodology of IЕR design are presented, in particular, a complex IЕR in the form of a distance learning course, examples of designing prototypes of immersive teaching materials, etc. are considered.

This is an introductory text to a collection of selected papers from the 9th Workshop on Cloud Technologies in Education (CTE 2021) which held in Kryvyi Rih, Ukraine, on the December 17, 2021. It consists of short introduction, papers' review and some observations about the event and its future.

The article provides an overview of the origins and current state of machine vision systems, examples of machine vision problems. The article describes the use of computer vision systems in education in both conventional and pandemic conditions. The COVID-19 pandemic has triggered changes in education that have modified existing educational applications of computer vision systems and spawned new ones, including social distancing, facial mask recognition, detection of infiltration into universities and schools, prevention of vandalism and detection of suspicious objects, attendance monitoring, recognition of emotions on faces in and without masks. Computer vision systems can also be used in education to introduce immersive educational resources. On the basis of the analysis of autonomous libraries for the identification of dynamic objects, it is concluded that in the creation of computer vision systems for educational purposes it is advisable to use computer vision libraries based on in-depth learning (in particular, the implementation of convolutional neural networks). A prototype computer vision system developed on the basis of Microsoft Cognitive Toolkit and deployed in the Microsoft Azure cloud is described. The system allows you to perform with a high degree of reliability the main functions: identification of emotions and the presence of a mask on the face, as well as allows you to determine sex, age, hair color, smile intensity, the presence of makeup, glasses, etc.

The COVID-19 pandemic has disrupted science education, forcing teachers and students to switch to online and hybrid modes of learning. This paper reviews recent research on how to cope with these challenges using various innovative teaching strategies. These include online platforms and tools, historical and philosophical perspectives, and holistic approaches to science education. The paper discusses the implications of these findings for the future of science education.

The article describes the components of methods of using mobile Internet devices in the formation of the general professional component of bachelor in electromechanics competency in modeling of technical objects: using various methods of representing models; solving professional problems using ICT; competence in electric machines and critical thinking. On the content of learning academic disciplines “Higher mathematics”, “Automatic control theory”, “Modeling of electromechanical systems”, “Electrical machines” features of use are disclosed for Scilab, SageCell, Google Sheets, Xcos on Cloud in the formation of the general professional component of bachelor in electromechanics competency in modeling of technical objects. It is concluded that it is advisable to use the following software for mobile Internet devices: a cloud-based spreadsheets as modeling tools (including neural networks), a visual modeling systems as a means of structural modeling of technical objects; a mobile computer mathematical system used at all stages of modeling; a mobile communication tools for organizing joint modeling activities.

This paper introduces Educational Dimension, a new Diamond Open Access peer-reviewed journal that publishes research on education, learning and training, and applications of theories and philosophies used in the sciences of learning and adjacent sciences. The paper provides information about the journal’s history, scope, editorial board, and publication ethics. The paper also invites scholars from all over the world to submit their original research papers, systematic reviews and meta-analyses to the journal.

Leading research directions are defined on the basis of self-analysis of the study results on the use of cloud technologies in training by employees of joint research laboratory “Сloud technologies in education” of Kryvyi Rih National University and Institute of Information Technology and Learning Aids of the NAES of Ukraine in 2009-2018: cloud learning technologies, cloud technologies of blended learning, cloud-oriented learning environments, cloud-oriented methodological systems of training, the provision of cloud-based educational services. The ways of implementation SaaS, PaaS, IaaS cloud services models which are appropriate to use in the process of studying the academic disciplines of the cycles of mathematical, natural science and professional and practical training of future specialists in information technology are shown, based on the example of software engineering, computer science and computer engineering. The most significant advantages of using cloud technologies in training of future information technology specialists are definite, namely, the possibility of using modern parallel programming tools as the basis of cloud technologies. Conclusions are drawn; the direction of further research is indicated: designing a cloud-oriented learning environment for future specialists in computer engineering, identifying trends in the development of cloud technologies in the professional training and retraining of information technology specialists, developing a methodology for building the research competencies of future software engineering specialists by using cloud technologies.

Computer simulation of technical objects and processes is one of the components of the system of professional training of a modern electromechanics engineer. It has been established that despite the fact that mobile Internet devices (MID) are actively used by electrical engineers, the methods of using them in the process of bachelor in electromechanics training is considered only in some domestic scientific studies. The article highlights the components of the methods of using MID in the formation of the ICT component of the competence of the bachelor in electromechanics in modeling of technical objects, providing for students to acquire basic knowledge in the field of Computer Science and modern ICT and skills to use programming systems, math packages, subroutine libraries, and the like. For processing tabular data, it is proposed to use various freely distributed tools that do not significantly differ in functionality, such as Google Sheets, Microsoft Excel, for processing text data – QuickEdit Text Editor, Google Docs, Microsoft Word. For 3D-modeling and viewing the design and technological documentation, the proposed comprehensive use of Autodesk tools in the training process.

The paper deals with the possibilities of using specialized (virtual labs and simulators, software for natural process simulation) and general (programming languages and libraries, spreadsheets, CAS) software in school researches. Such software as virtual labs, software for natural process simulation, programming languages and libraries in school researches can be used to simulate phenomena that cannot be learned in a school lab (for example, for modeling a radioactive decay or for demonstrating the states of relativistic mechanics). Also, virtual labs in school practice are usually used in those cases where students cannot perform an experiment in real labs. For example, it is convenient for distance learning. The using of programming languages and libraries in physics learning research requires both students’ physics research competencies and programming competencies. That is why using this software in physics classes can hardly be recommended. However, programming languages and libraries can become a powerful tool for the formation and development of research competencies of physics students in extracurricular learning activities. The implementation of the spreadheets and the CAS in school physics researches is the easiest and has its benefits.

The article analyzes the position of information and communication technologies for formation of pupils’ research competence at chemistry profile learning. The ICT tool groups, the use of which contributes to the formation of pupils’ research competence at chemistry profile learning, are highlighted. The results of expert assessment of the feasibility of using ICT tools for the formation of pupils’ research competence at chemistry profile learning are described. The choice of general and specific ICT tools of chemistry profile learning is grounded. The prospects for determining the most appropriate ICT tools for the formation of separate research competencies are identified.