Ukrainian Educational Journal https://uej.undip.org.ua/index.php/journal <p><strong>Dear readers!<br /></strong>The collection of materials for the second in this year issue of the journal is continuing (№ 2 2022).<br />Materials can be submitted on the website, or by sending files to the e-mail address of the journal <strong>upj_ip@ukr.net</strong></p> <p><strong>We offer to get acquainted with the current issue. </strong></p> en-US <p>Автори, які публікуються у цьому журналі, залишають за собою право на авторство своєї роботи одразу після її публікації, зберігають це право за собою без жодних обмежень, а також передають журналу право першої публікації цієї роботи на умовах ліцензії Creative Commons Attribution License CC BY-NC-SA, яка дозволяє іншим особам редагувати, вносити зміни і брати за основу для своїх творів їхній твір некомерційним чином поки автори похідних творів вказують авторів як авторів оригіналу і ліцензують свої твори на тих самих умовах.<br />Дата початку дії авторського права на статтю відповідає даті публікації випуску, до якого її вміщено.</p> upj_ip@ukr.net (Катерина Ладоня) upj_ip@ukr.net (Сергій Дмитренко) Tue, 22 Mar 2022 09:36:07 +0200 OJS 3.3.0.7 http://blogs.law.harvard.edu/tech/rss 60 Statement of the National Academy of Educational Sciences of Ukraine https://uej.undip.org.ua/index.php/journal/article/view/580 <p>We consider it criminal and strongly condemn the violation of the territorial integrity and borders of Ukraine by the Russian Federation.<br>We also consider inadmissible the statements of the leadership of the Russian Federation regarding our state, interference in the internal affairs of Ukraine by denying its civilizational subjectivity and demanding the abandonment of its own path of development.<br>With great gratitude and confidence in the victory we turn to the defenders of Ukraine: we are together, we are convinced of the strength and steadfastness of those who defend Democracy, Freedom and Human Values!<br>Resistance is not just military resistance. The opposition of every citizen is not to succumb to provocations and panic, to prevent escalation of tensions, to refute fakes, to maintain clarity of thinking.<br>A patriot is someone who invests in the development of the country and preserves its defense capabilities in a way accessible to him. For representatives of pedagogical and psychological sciences&nbsp;– is to maintain the national identity and unity of the nation at the level of consciousness of every citizen, territorial community, society. This is the strengthening of the subjectivity of every citizen through his awareness of Ukrainian history from the times of Kyivan Rus, Ukrainian mentality of freedom from the Cossack era, the spirit of Ukrainian democracy from the Constitution of Philip Orlyk, invincibility of the Ukrainian army from the victories of Peter Konashevich-­Sagaidachny and Bohdan Khmelnytsky, exercise of self-awareness HrygoryScovoroda and Taras Shevchenko.<br>Scientists of the National Academy of Edbcational Sciences of Ukraine, as always, are ready for a dialogue with anyone who finds himself in difficult life circumstances, in situations of confusion or uncertainty, who needs advice or psychological help.<br>We all have hard work ahead of us every day. But our goal is common and high&nbsp;– to preserve the sovereignty and territorial integrity of Ukraine. To this end, we have worked for Ukraine′s independence, we have also worked for the development of our state for the last 30 years, for this we are mobilizing for further struggle!</p> <p>We will win! Glory to Ukraine!</p> Науковці НАПН України Copyright (c) 2022 https://creativecommons.org/licenses/by-nc-sa/4.0 https://uej.undip.org.ua/index.php/journal/article/view/580 Tue, 22 Mar 2022 00:00:00 +0200 Support of Ukraine by the scientific community of the world https://uej.undip.org.ua/index.php/journal/article/view/581 <p>The position of the world scientific community on Russia’s military invasion of Ukraine is systematized. Statements of academies of sciences and international organizations uniting national academies of sciences concerning the Russian aggression and in support of scientists of Ukraine, the National Academy of Sciences of Ukraine, branch academies of sciences, the people of Ukraine are characterized. Declarations of leading universities in Europe and the world have been structured, condemning Russian aggression and outlining opportunities to help Ukrainian educators and students.</p> Olena Lokshyna, Alina Dzhurylo, Nina Nikolska, Oksana Shparyk Copyright (c) 2022 https://creativecommons.org/licenses/by-nc-sa/4.0 https://uej.undip.org.ua/index.php/journal/article/view/581 Tue, 22 Mar 2022 00:00:00 +0200 Distance education and innovative teaching methods in higher education of Ukraine during the coronavirus pandemic https://uej.undip.org.ua/index.php/journal/article/view/582 <p>Abstract: The spread of COVID‑19 coronavirus disease in Ukraine in early 2020 contributed to global changes in the education system and intensive implementation of distance learning in all areas of the educational process. When choosing a model for the implementation of distance education, the teacher must take into account all its advantages and disadvantages in compliance with the requirements of discipline and organization of education in such a way as to ensure an adequate high level of knowledge of educational applicants. To ensure the quality of students’ education and to improve it, it is necessary to introduce various innovative technologies in the pedagogical process in accordance with modern trends. The introduction of innovative methods in pedagogical activities for the purpose of modernization, development and use of educational innovative and information technologies of distance learning, promotes comprehensive training of a specialist for professional activities.<br>The structure of the innovative educational process and the model of implementation of distance education depends on the already known or own development of an interactive form and method of learning using pedagogical technologies, the volume of program material, the availability of electronic sources and their availability, the educational platform on the basis of which training is carried out, as well as on the readiness of teachers and students of education to changes that meet the conditions of a rapidly changing information society.<br>An effective combination of interactive teaching methods and systems of electronic educational platforms to ensure proper distance learning enables students to gain practical knowledge and skills as much as possible, to promote the development of communicative competencies, to ensure a high level of thinking and acquisition of common and integrated competencies, to obtain theoretical knowledge and turn them into professional practical skills and abilities.<br>The article discusses the development and formation, main advantages and actual disadvantages of distance education, taking into account training in the process of rapid implementation, modernization and adaptation of innovative teaching methods in the educational processes of Ukraine during the global COVID‑19 pandemic.</p> Olena Krupko Copyright (c) 2022 https://creativecommons.org/licenses/by-nc-sa/4.0 https://uej.undip.org.ua/index.php/journal/article/view/582 Tue, 22 Mar 2022 00:00:00 +0200 Main advantages and disadvantages of distance teaching foreign languages in non-language higher educational institutions https://uej.undip.org.ua/index.php/journal/article/view/583 <p>According to the author’s personal experience and the literature data review, the main advantages and disadvantages of the distance teaching foreign languages in non-language educational institutions were found. The author defines distance training as that occurring at a distance between the teacher and a student, mainly through the use of Internet and e-educational environment. The conducted by the author literature data review revealed insufficient information coverage of the issue, despite its acute urgency since March of 2020. Teaching foreign languages in non-language higher educational institutions needs coordinated cooperation of a teacher with a student as well as the presence of an e-environment, organized by the teachers. This environment may be located on such platforms as Google Classroom, personal page of the teacher, site of the department, and personal page of the teacher in social networks (Facebook, Telegram), page of the teacher in applications like Multiapps or Quizlet, and personal e-communication of a teacher and a student.<br>The article defines basic advantages of distance teaching foreign languages in non-language educational institutions: time economy, no need in the classrooms and technical equipment on the classrooms, possibility of using the e-educational materials and e-control facilities, higher mobility and better opportunities for revealing creativity as well as breaking stereotypes about the classroom studies. The author has also defined basic disadvantages of distance teaching: complete dependence on gadgets and network condition, poor psychological readiness of both teachers and students, problematic issues of control over the cheating, issue of the necessity of practice as well as the issue of the negative image of distance training created by mass media, with appropriate prejudiced mindset. Further analysis of the quality characteristics of distance teaching foreign languages is required in order to define the difference between live and distance teaching.</p> Lesya Lymar Copyright (c) 2022 https://creativecommons.org/licenses/by-nc-sa/4.0 https://uej.undip.org.ua/index.php/journal/article/view/583 Tue, 22 Mar 2022 00:00:00 +0200 Formative Assessment in the context of multilingual education https://uej.undip.org.ua/index.php/journal/article/view/584 <p>In the article, on the basis of the review of the tendencies of the development of modern education in the world and Ukraine, and the studies of the model of multilingual education in experimental general secondary education institutions with instruction in the languages of national minorities, the role of formative assessment in the programs for multilingual education is defined, its basic principles are considered, the interplay between formative and summative assessment are characterized; the major techniques of formative assessment are provided. In the process of formative evaluation, instead of detecting and documenting learning shortcomings, it is necessary to analyze the reasons that led thereto. Moreover, learner self-analysis is to precede teachers evaluation. The core feature of the formative assessment is that learning is viewed as involvement into everyday activities, while monitoring and evaluation procedures are regarded as a part of the process of acquisition of cognitive experience.<br>The content and structure of the language portfolio is a technology for evaluation the maturity level of multilingual competence of learners. The language portfolio provides an opportunity to define the level of learners skills, which demonstrate the formation of multilingual competence; learners motivation in learning languages and using them in everyday activities; learners reflection relating to their own academic achievements.<br>The example of the language portfolio for 3rd‑4th grades of the primary schools of general secondary education institutions with instruction in the languages of national minorities is provided; the context of the effective implementation thereof is analyzed. The trends of the further research of formative assessment and the forms of its implementation into the practice of teaching in general secondary education institutions are defined. Thus, an important challenge for pedagogical science is further comprehension of theoretical aspects of formative assessment in the context of reform of Ukrainian school, notably in the process of implementation of multilingual education and providing the respective scientific and methodological support at all stages of general secondary education in Ukraine.</p> Nataliia Bogdanets-Biloskalenko , Olena Fidkevych Copyright (c) 2022 https://creativecommons.org/licenses/by-nc-sa/4.0 https://uej.undip.org.ua/index.php/journal/article/view/584 Tue, 22 Mar 2022 00:00:00 +0200 Integrated courses in history and civic education for the 5th grade: theoretical and content analysis https://uej.undip.org.ua/index.php/journal/article/view/585 <p>The article reveals the basic principles and approaches to integration of history and civic education in the courses of civic and history educational field in the State Standard of Basic Secondary Education of 2020. There has been made an overview of the periods of development of school social science education in Ukraine, which was accompanied by integration and disintegration, there have been highlighted external and internal factors that influenced these processes.<br>There have been defined new tendencies in the content of social science education on the basis of theoretical analysis of the problem of didactic integration; there have been found important constants of new model curricula in the field of civic education and history education aimed at implementation of integrated learning of 5th grade students of the New Ukrainian School. Emphasis has been placed on the basic laws of the integration process (correlativity, imperativeness, complementability), timeliness and importance of an integrated approach in teaching students educational courses, challenges to integration of history and civic education as the components of integrated courses.<br>The main concepts related to the integrative approach in education have been specified and correlated: integration, integrology, holistic education, integrator topics.<br>There have been thoroughly analyzed current model curricula of integrated courses for general secondary education institutions for the adaptation cycle compiled by a range of writing teams (“We explore history and society (integrated course)” and “Ukraine and the world. Introduction to history and civic education. The 5th and 6th grades (integrated course)”)<br>There have been outlined the following problems: propaedeutics; linear and concentric approaches to teaching integrated courses; balance between integrated subjects in the model curricula for such courses.<br>Certain provisions of the article have been supported by examples.</p> Zoya Vozna, Tetyana Remekh Copyright (c) 2022 https://creativecommons.org/licenses/by-nc-sa/4.0 https://uej.undip.org.ua/index.php/journal/article/view/585 Tue, 22 Mar 2022 00:00:00 +0200 Collegiate management of higher education institutions: significance, status, directions of development https://uej.undip.org.ua/index.php/journal/article/view/586 <p>The article describes the essence, state and directions of development of collegial management of higher education institutions. To achieve the goal of the study, a methodology was developed which consisted in the study of legislative and theoretical principles of the problem, analysis of sites of 70 universities of Ukraine.<br>The author notes that collegiality corresponds to the trends of personal and social development, provides a greater level of transparency of management, activity of employees, quality of management decisions, protection of interests of students and teachers and more.<br>The analysis of university sites allowed to determine the structure of collegial bodies, the peculiarities of the regulation of their activities, the composition of the heads of Academic Councils, the peculiarities of the decisions they make.<br>The study of the activities of higher education institutions revealed the relationship between the place in the TOP 200 ranking and the development of the system of collegial management. The level of development of the system of collegial bodies is high in the leading universities of the country. This is evidenced by their extensive system, normative definition of their powers, the existence of sustainable procedures, involvement in the collective management of a wide range of employees, students, compliance with the structure of collegial bodies. Conversely, in higher education institutions that do not occupy leading positions in the rankings, there are only collegial bodies provided by law, unclear procedures for developing collegial decisions, low level of transparency, formality of some decisions made by collegial bodies.<br>For further development of collegial management, it is proposed to improve the legal framework for its implementation, align the objectives of higher education institutions and the structure of collegial bodies, ensure a clearer regulation of their activities, training members of collegial bodies and systematic analysis of collegial management.<br>As a task for further research the substantiation of criteria of an estimation of a condition of collegial management is defined.</p> Yevhen Khrykov Copyright (c) 2022 https://creativecommons.org/licenses/by-nc-sa/4.0 https://uej.undip.org.ua/index.php/journal/article/view/586 Tue, 22 Mar 2022 00:00:00 +0200 Inclusion in the conditions of preschool and primary education https://uej.undip.org.ua/index.php/journal/article/view/587 <p>When it comes to inclusive education, many things remain vague from a parent’s perspective. Especially when it comes to such varieties as preschool and primary education of an inclusive nature. Inclusive preschool education involves joint education in the institution of preschool education of healthy children and children with special needs. This article highlights the answers to the questions that affect inclusive preschool education. The implementation of inclusive preschool education on the results of education and social integration of children is analyzed. The modern educator, therefore, must become a kind of universal, able to design and implement inclusive education for children with virtually any type of disorder. Thus, the inclusiveness of preschool and primary education significantly changes the working conditions of teachers, requires high intellectual and physical qualities, stress, ability to control their emotional state, which, in turn, exacerbates the issue of financing inclusive teaching. The world has long been aware of the high economic cost of inclusive preschool and primary education. The unresolved issue in our country is an important factor that creates negative attitudes of teachers towards the inclusive education of children with special needs. Not surprisingly, many educational institutions prefer to choose for children with disabilities in certain classes, involving them not in joint learning with peers, but in joint extracurricular activities. It should be noted in this regard that the association of children with special needs in a separate class or group does not solve the problem, because the teacher in these circumstances must implement various adapted educational programs. In addition, for the implementation of various correctional courses in some cases you need a teacher, in others&nbsp;– a teacher of the deaf, in others&nbsp;– a teacher of the oligophrenic. And this determines the need to change the staffing of organizations, which does not always correspond to the real capabilities of the educational institution. Our point of view is confirmed by the results of a study of the risks of implementing inclusion in higher education, which shows that one of the significant risk factors in the expansion of inclusive practices is the lack of special professional skills of teachers. In our opinion, it is necessary to expand the inclusive training of students who receive pedagogical education in the field of preschool and primary education. It is worth noting once again that the lack of legal regulation of the number of children with various disabilities in an inclusive classroom, which, in the context of educational orientation on educational outcomes, sigoligophrenicantly complicates the teacher and can reduce the quality of education. The importance of solving these problems is determined by their fundamental importance for the success of the implementation of educational inclusion, and for overcoming the skeptical attitude to it of the teachers themselves, and parents, and society as a whole.</p> Lyubov Malyar, Galina Shikitka Copyright (c) 2022 Любов Маляр, Галина Шикітка https://creativecommons.org/licenses/by-nc-sa/4.0 https://uej.undip.org.ua/index.php/journal/article/view/587 Tue, 22 Mar 2022 00:00:00 +0200 Critical thinking as a technology of competence-oriented teaching foreign languages to gymnasium students in grades 5–6 https://uej.undip.org.ua/index.php/journal/article/view/588 <p>The article examines the theoretical aspects of critical thinking development as one of the leading modern technologies of competence-­oriented teaching foreign languages in institutions of general secondary education. The relevance and necessity for the development of critical thinking to basic school students are reflected in a number of regulations, such as the Concept of the New Ukrainian School, the State Standard of Primary Education, the State Standard of Basic Secondary Education, the foreign language curricula for grades 5–9. In particular, the State Standard of Basic Secondary Education, together with a focus on 11 key competences, provides for the development of 10 cross-­cutting skills that are common to all competences. One of these skills is critical and systematic thinking. After analysing a number of definitions of critical thinking, we consider it as a person’s ability to analyse information from a logical standpoint, the ability to make informed decisions and apply the results obtained to solving both standard and non-standard life problems.<br>The basic model of critical thinking technology is analyzed and its main stages are characterized. The technology of critical thinking uses 3 successive stages: 1)&nbsp;challenge, 2)&nbsp;comprehension, 3)&nbsp;reflection. The challenge stage is the actualization of existing knowledge, the awakening of interest in the topic, the definition of the purpose of studying specific materials. The main task of the comprehension stage is to control the perception and process of learning new material by students themselves. Reflection is a type of thinking aimed at achieving better understanding and leading to new learning. It also provides for determining the achievements of students and the results of the educational activities of the teacher.<br>Methods of critical thinking development in the process of mastering foreign language communication by students are considered, and potential examples of their practical use in the process of teaching a foreign language in grades 5–6 of gymnasiums are given. The requirements for a contemporary teacher of foreign languages are outlined. It is emphasized that the technology of critical thinking contributes to the efficiency and quality of students’ assimilation of knowledge, the formation of key competences, and the development of personal qualities.</p> Tamara Polonska Copyright (c) 2022 https://creativecommons.org/licenses/by-nc-sa/4.0 https://uej.undip.org.ua/index.php/journal/article/view/588 Tue, 22 Mar 2022 00:00:00 +0200 Criteria for the formation of professional and communicative image of foreign medical students https://uej.undip.org.ua/index.php/journal/article/view/589 <p>This article highlights the problem of finding diagnostic tools to determine the results of language training of foreign students of Ukrainian universities. Today we see an increase in the number of foreign students who receive higher education in Ukrainian universities in English. Foreign students who receive higher medical education in Ukraine in English use the Ukrainian language as a means of communicative interaction in the socio-­cultural, educational and academic environment and during clinical practice. A complete picture of the learning outcome, focusing on this result will significantly increase the efficiency of the learning process. Teaching the Ukrainian language as a foreign of English-­speaking medical students lays the linguistic foundation of professional and communicative image of future doctors. The author of the article identifies the criteria and describes the indicators by which you can diagnose the level of formation of psychological, cognitive-­communicative, and cognitive-­linguistic components of professional-­communicative image. Personal qualities of the psychological level are realized at the cognitive-­communicative level of professional-­communicative image of doctors through awareness of discourse and genre strategies, tactics of communicative behavior with the patient and colleagues, as well as at the cognitive-­linguistic level of professional-­communicative image of doctors. Therefore, determining the level of formation of the cognitive-­linguistic component of the professional-­communicative image will allow the separation of the linguistic-­aspect criterion, and the cognitive-­communicative component – the strategic-­activity criterion. Applying the criteria described in the article to assess the level of formation of professional and communicative image of foreign medical students, we can compare the characteristics of the desired result of the study of educational disciplines of the linguistic cycle with real indicators. The language-­aspect criterion helps to identify in foreign students the level of mastery of general and professionally-­oriented aspects, phonetic, lexical and grammatical skills. With the help of strategic-­activity criterion we find awareness of strategies and tactics of communicative behavior with the patient and with colleagues; formation of skills of empathic listening, tolerant speaking, as well as reading and writing in the Ukrainian-­language hospital-­practical sphere.</p> Ірина Кушнір Copyright (c) 2022 https://creativecommons.org/licenses/by-nc-sa/4.0 https://uej.undip.org.ua/index.php/journal/article/view/589 Tue, 22 Mar 2022 00:00:00 +0200 Development of creative thinking skills of higher education students https://uej.undip.org.ua/index.php/journal/article/view/590 <p>According to the results of the study, it is established that creative thinking is characterized by ingenuity, the ability to think outside the box, to find new solutions in crisis situations. In professional activities, creative thinking involves new ways of solving problems, discovering new connections and patterns. The main features of creative thinking are highlighted: fluency, speed, flexibility, originality, metaphorical thinking, the ability to bring new experience in studying the situation, to produce original ideas in terms of solving or creating new problems, etc. It is emphasized that there is a relationship between creative and critical thinking. It is substantiated that the process of development of creative thinking skills of higher education students is aimed at their holistic self-determination and self-expression in educational and professional activities. The expediency of developing skills of creative thinking in the process of learning by training the speed, flexibility and predictability of the mind has been proved. Some structural components of the process of developing students’ creative thinking skills are identified: motivational, cognitive and behavioral. The conditions necessary for the development of creative thinking skills of higher education students can be grouped into three groups: I.&nbsp;Abilities and aptitudes as a complex of socio-­psychological and physiological qualities of a man, II. Opposite (polar) psychological qualities, combinations of which are individual, III. Optimal organizational conditions. Emphasis is placed on teaching methods that promote the development of creative thinking skills of students. The following teaching methods have proven to be the most productive: problem-­based research, design, game methods and the method of brainstorming. According to the results of the study of the level of creative thinking of students of the Faculty of Historical and Socio-­Psychological Education and the Faculty of Pedagogical Education, Management and Art of Hryhoriy Skovoroda University in Pereiaslav, the tasks will be developed.</p> Nataliia Vovchasta, Olena Bairamova, Hanna Chorna Copyright (c) 2022 https://creativecommons.org/licenses/by-nc-sa/4.0 https://uej.undip.org.ua/index.php/journal/article/view/590 Tue, 22 Mar 2022 00:00:00 +0200 Selecting Lexical Minimum for Foreign Language Acquisition in Secondary School: History, Modern Trends, Perspectives https://uej.undip.org.ua/index.php/journal/article/view/591 <p>Lexis is considered to be one of the fundamental elements of language learning upon which rests development of all types of communicative competences i. e. linguistic, pragmatic, sociocultural, etc. Therefore, it has become the subject of numerous researches which proved that properly selected and structured vocabulary may enhance the overall process of language acquisition by providing a clear linguistic framework. The first attempts to define lexical units were based on a frequential approach and led to compiling dictionaries that contained a limited number of frequently used words. Due to the frequential approach still there’s a belief that 2000 lexical units may cover up to 90 per cent of communicative needs of a person. Gradually researchers elaborated a scope of criteria to appropriately select lexical units for communicative needs of learners. Despite a wide range of criteria, until late 1990s quantitative parameters of lexis prevailed in textbook descriptions and foreign language curricula. A drastic transformation in approaches to selecting lexis became obvious after CEFR was adopted as a standard framework and guideline for the global community to adapt their national systems to unified standards in linguistic education. Although in initial stages of its development CEFR was intended to include quantitative lexis parameters for each level (A1, A2, B2, etc.), the final version of the document relied on a rather descriptive approach to defining the scope of vocabulary to be mastered at every CEFR level. This non-quantitative approach was aimed at providing educators with descriptions of competences rather than amount of lexis. Nevertheless, educators are still trying to supplement these descriptive parameters with quantitative parameters and explain criteria which are used to select appropriate lexical units.<br>With regard to the problem the author also supports the idea of a blended approach where qualitative and competence-­oriented descriptions are used together with quantitative parameters of lexical minimums and normatives. The following criteria are to be used while selecting and structuring such dictionaries: thematic relethe vance, communicative value of a word, its sociocultural potential.</p> Oleksandr Pasichnyk Copyright (c) 2022 https://creativecommons.org/licenses/by-nc-sa/4.0 https://uej.undip.org.ua/index.php/journal/article/view/591 Tue, 22 Mar 2022 00:00:00 +0200 Organization of teaching natural science disciplines using the Moodle platform https://uej.undip.org.ua/index.php/journal/article/view/592 <p>The article highlights the experience and current state of use of distance learning courses in the disciplines of the natural science cycle of the Moodle platform on the example of professional training of students majoring in 014 Secondary Education (Human Health) at the National Pedagogical Dragomanov University.<br>The purpose of the article is to describe the peculiarities of teaching the disciplines of the cycle of natural science training using the Moodle platform.<br>Methodology. To outline the features of teaching the disciplines of the natural science cycle with the use of distance learning courses Moodle in training students majoring in 014 Secondary Education (Human Health) used a set of methods: theoretical methods&nbsp;– general (to&nbsp;justify the initial theoretical positions), special methods: structural method (for identification and delineation of features of distance education for students of the above specialty) and problem-­thematic method (to&nbsp;highlight real and future opportunities for distance learning courses Moodle platform), generalization method (to&nbsp;formulate research conclusions); empirical methods&nbsp;– content analysis, surveys and questionnaires of students.<br>The scientific novelty of the study is to present the practical experience of the authors, analysis of opportunities and challenges, strengths and weaknesses of teaching science disciplines using distance technology, including the Moodle platform, to train future professionals in 014 Secondary Education (Human Health). Recommendations for improving, implementing and designing distance learning courses of the Moodle platform in the educational process of professional training of students majoring in 014 Secondary Education (Human Health) in higher education institutions (on&nbsp;the example of the National Pedagogical Dragomanov University) are given with specific examples.<br>Conclusions. Among the main advantages of using the Moodle platform for teaching the disciplines of the natural sciences cycle, we highlight free access to education, breadth of coverage, convenience, mobility, individual approach. The main disadvantages are the problems of motivation, identification and development of students’ communication skills. We believe that the research materials will be useful for teachers of higher education institutions involved in the development of distance learning courses and tests for the Moodle platform, as well as students who use this system during distance or mixed educational process. Although the study was conducted on the basis of the National Pedagogical Dragomanov University, its results can be useful for the organization of educational activities in educational institutions of any level of accreditation.</p> Inesa Sheremet, Anna Huseva, Kateryna Vasylenko Copyright (c) 2022 https://creativecommons.org/licenses/by-nc-sa/4.0 https://uej.undip.org.ua/index.php/journal/article/view/592 Tue, 22 Mar 2022 00:00:00 +0200