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This study delves into the theoretical examination, creation, and experimental testing of diverse instructional approaches aimed at introducing lyceum students to the fundamental principles of quantum informatics. Our research encompasses the following accomplishments: 1) A comprehensive analysis of relevant literature on the teaching of quantum informatics, both within Ukraine and internationally; 2) Theoretical grounding and development of the structure and content of competencies in the fundamentals of quantum informatics for lyceum students, incorporating insights from expert surveys and the European competence framework in quantum technologies; 3) Development of a robust structural and functional model for cultivating competencies in the fundamentals of quantum informatics; 4) Proposal of a methodological framework for teaching the fundamentals of quantum informatics to lyceum students through an optional course; and 5) Experimental validation of the efficacy of the developed methodology in enhancing students' competency in the fundamentals of quantum informatics. Furthermore, we outline future scientific investigations pertaining to the quantum transformation of informatics education in schools.

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.

The article defines the criteria for choosing a cloud-based platform for mastering the basics of quantum informatics by students of a specialized (high) schools: cross-browser; intuitive interface; the possibility of free access; access without registration and simplified registration; the presence of a systematized reference system with examples; support for the development of the environment by the developer; support for working in a personal educational environment; support for working with quantum algorithms in graphical mode; automatic conversion of quantum algorithms from graphic format to program code text; support for the Ukrainian-language localization; availability of a mobile application; responsive design. The possibilities of platforms for implementing quantum algorithms from the following companies are analyzed: Microsoft, QuTech, Amazon Braket, IBM. The choice of the IBM Quantum cloud-based platform is justified. Work at IBM Quantum Composer and IBM Quantum Lab is described. Information about quantum operations and gates is presented: their designation in IBM Quantum Composer and IBM Quantum Lab, the gate matrix, and the purpose of the gate. An example of implementing quantum teleportation in the form of a circuit and program is given.

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 article defines the criteria for choosing a cloud-oriented platform for mastering the basics of quantum informatics by students of a specialized (high) school: cross-browser; intuitive interface; the possibility of free (free) access; access without registration and simplified registration; the presence of a systematized reference system with examples; support for the development of the environment by the developer; support for working in a personal educational environment; support for working with quantum algorithms in graphical mode; automatic conversion of quantum algorithms from graphic format to program code text; support for the Ukrainian-language locale; availability of a mobile application; responsive design. The possibilities of platforms for implementing quantum algorithms from the following companies are analyzed: Microsoft, QuTech, Amazon Braket, IBM. The choice of the IBM Quantum Cloud-based platform is justified. Work at IBM Quantum Composer and IBM Quantum Lab is described. Information about quantum operations and Gates is presented: their designation in IBM Quantum Composer and IBM Quantum Lab; the gate Matrix; and the purpose of the gate. An example of implementing quantum teleportation in the form of a scheme and program is given.

In the era of the fourth industrial revolution – Industry 4.0 – developing key competences (digital, multilingual and mathematical competences in particular) is of paramount importance. The purpose of this work is to investigate the content of key competences of a secondary school student and to develop a method of teaching for the integrated development of multilingual and mathematical competences in the process of teaching Programming Basics with the help of distant technologies. The objectives of the research include generalizing and systematizing theoretical data on the structure and the content of key competences and the potential of informatics lessons for the development of separate components of multilingual and mathematical competences; generalizing and systematizing theoretical data on the ways of arranging distant support for informatics learning, Programming Basics in particular; to investigate the content and the methods of teaching Programming Basics in 7th-11th grades; to develop the e-learning Moodle course using Python for Programming Basics on the principles of integrated approach to developing separate components of multilingual and mathematical competence with determining some methodical special features while using it. The object of the study is to teach informatics to junior high school and high school students. The subject of the study is the means and the methods of realizing distant support in the process of teaching Programming Basics using Python on the principles of an integrated approach to developing multilingual and mathematical competences.

The purpose of the study is to highlight the theoretical and methodological aspects of preparing the test questions of the most common types in the form of text files for further import into learning management system (LMS) Moodle. The subject of the research is the automated filling of the Moodle LMS test database. The objectives of the study: to analyze the import files of test questions, their advantages and disadvantages; to develop guidelines for the preparation of test questions of common types in the form of text files for further import into Moodle LMS. The action algorithms for importing questions and instructions for submitting question files in such formats as Aiken, GIFT, Moodle XML, “True/False” questions, “Multiple Choice” (one of many and many of many), “Matching”, with an open answer — “Numerical” or “Short answer” and “Essay” are offered in this article. The formats for submitting questions, examples of its designing and developed questions were demonstrated in view mode in Moodle LMS.

The purpose of the study is to elucidate the theoretical and methodological aspects of computer support organization for independent work in a foreign (German) language for future teachers of different subjects. The subject of the study is a methodological technique of organizing effective computer support for future teachers to work independently in a foreign (German) language. Objectives of the study: to state the goals of studying foreign languages in its broad and narrow sense, the requirements for the results of future teachers’ training in different subjects; to explore ways of organizing computer support for future teachers’ independent work; to determine the list and purpose of the basic and auxiliary structural elements of a typical e-learning Moodle course in a foreign language; to provide methodological recommendations for the organization of future teachers’ independent work in the content of a separate training module of the Moodle course “Foreign (German) Language”. The article summarizes the experience of organizing computer support for future teachers’ independent work and the substantive and methodological features of its implementation into the process of experimental introduction of the Moodle course “Foreign (German) Language” into the educational process carried out on the basis of Kryvyi Rih State Pedagogical University.

In the article are reviewed the questions of expedient using SageMathCloud environment, as an integrator of services that can be used during different kinds of learning activities. Research goals: identify the structural elements of the SageMathCloud environment, that it is appropriate to use the in learning informatics and mathematical disciplines. Research objectives: consider the structure of the kernel of SageMathCloud environment; highlight the structural elements, that can be used in learning informatics and mathematical disciplines and explore the possibility of their use. Object of research: computer oriented study of informatics and mathematical disciplines. Subject of research: use structural elements of the SageMathCloud environment in learning informatics and mathematical disciplines. Research methods used: analysis of SageMathCloud environment, comparison of the structural elements of the environment and their generalization according to informatics and mathematical disciplines. In the work analyzed, generalization and systematization of the major structural elements of the cluster SageMathCloud, reviewed the characteristics of items that can be used in the study informatics and mathematical disciplines. Results of the research will be used for improve methods of computer based learning of informatics and mathematical disciplines.