No. 07 (2025) Volume 05 Issue 07

This article discusses modern assistance programs focused on developing communication, education, and socialization, namely the ASSERT program, the Denver Early Intervention Model, PRT, JASPER, and strategies in many other programs. It also explores ideas about social interaction, perceptual characteristics, and information processing.  

With the growing ubiquity of digital technologies, social media has become an integral part of children’s daily lives, raising important questions about its impact on cognitive and educational development. This paper investigates the influence of social media engagement on childhood cognitive growth and learning processes, examining both the potential benefits and associated risks. Drawing from interdisciplinary research in developmental psychology, educational technology, and media studies, the study explores how interactive platforms such as YouTube, Instagram, TikTok, and educational apps shape attention span, memory retention, language development, critical thinking, and academic performance in early learners. The paper also analyzes how the nature of content, screen time, parental involvement, and age-appropriate digital literacy contribute to either enhancing or impairing learning outcomes. While moderate and guided use of social media can foster creativity, collaboration, and exposure to diverse knowledge sources, excessive or unregulated engagement may lead to cognitive overload, attention deficits, and reduced academic focus. Through empirical studies and behavioral observations, the paper presents a nuanced understanding of how social media affects children’s brain development and learning behavior. The findings underscore the importance of balanced digital exposure, media literacy education, and responsible technology use to ensure that social media serves as a tool for cognitive enrichment rather than distraction.

This article explores effective strategies for integrating AI-powered conversation tools – such as ChatGPT, Duolingo, and Mursion – into language classrooms. By aligning these tools with specific learning goals, designing meaningful tasks, and employing blended learning approaches, educators can enhance student engagement and language proficiency. The article also discusses assessment methods and the importance of ethical, responsible AI use in education. These strategies offer a pathway to more interactive, personalized, and real-world language learning experiences.  

This article analyzes the importance of psychological approach and family support in the process of adaptation of children with disabilities to social life. The influence of the social environment, especially family relationships and emotional support, on the psychological development of the child is revealed. The study highlights the family's attitude towards a child with disabilities, factors contributing to psychological adaptation, as well as the mental state and educational approaches of parents. The article emphasizes the important role of psychological and pedagogical mechanisms in forming self-confidence of children with disabilities, their adaptation to society and involvement in socially active life. It also provides recommendations on effective ways of providing psychological services and improving the family environment.  

This article covers a source for the girl on the application of pedagogical and IT technology opportunities for design specialties, further evolution of the possibilities of surpassing their intellectual potential, the use of modern Information Technology in the educational process, what its current situation is, progress and current problems.  

In the process of language learning, especially in primary education, understanding and effectively using polysemous words plays a crucial role in enhancing students' linguistic and cognitive abilities. This article discusses the main types of polysemous words and highlights the content and methodology of working on these words in primary school textbooks. Methodological approaches, linguistic features, and sample exercises are provided to support teachers in developing students' comprehension of polysemous words.  

This article explores methodological aspects of teaching quantum mechanics in higher education within the framework of physics and mathematics programs. Particular attention is given to the challenge’s students face in mastering fundamental concepts due to the high level of abstraction inherent in the subject. The hydrogen atom model is considered as a focal example – being both conceptually significant and visually illustrative in demonstrating the principles of quantum theory.

The core emphasis is placed on the interpretation of the wave function and its physical meaning through the concept of probability density. Methods for visualizing electron wave states are discussed, alongside graphical representations of probability densities corresponding to various quantum numbers. The relationship between the analytical solutions of the Schrodinger equation and the physical interpretation of these results is substantiated.

Special attention is also devoted to developing students’ understanding of the probabilistic nature of quantum systems, as well as their ability to apply mathematical tools for modeling and interpreting quantum states. Didactic approaches are proposed to enhance students’ abstract thinking and intuitive grasp of quantum principles.  

In medical education, hygiene holds a crucial place as a discipline that shapes future doctors’ knowledge of the principles of sanitation and hygiene to ensure health, prevent diseases, and provide a safe environment. However, the traditional form of teaching, focused mainly on lectures and note-taking, is insufficient to achieve targeted professional outcomes.  

This article substantiates the complex socio-psychological processes that are carried out through the acquisition of knowledge and skills in modern pedagogy, as well as the formation of human qualities, a system of values, and social consciousness. The results of studying the possibilities of achieving educational goals through universal educational activities in primary school students show that universal educational activities have a special place not only as a means of acquiring knowledge, but also as an effective pedagogical mechanism for personal and social development, the formation of educational qualities. Through them, students gradually master such skills as independent thinking, making moral choices, feeling civic responsibility, a conscious attitude to work, striving for beauty, and readiness for social cooperation.  

This article scientifically analyzes the types of problematic situations in physics education and the methodology for creating them effectively. The main objective of the study is to improve the quality of students' learning, foster independent thinking, encourage creative approaches, and develop practical skills by utilizing problematic situations in the educational process. The article employs pedagogical experiments, observation, and analytical methods. Observation results show that in lessons based on problematic situations, students' cognitive activity, question-and-answer engagement, and independent research indicators significantly increase compared to traditional lessons. In conclusion, the article emphasizes that the implementation of problem-based learning technologies not only ensures a deep understanding of theoretical knowledge but also contributes to shaping individuals capable of solving practical problems. These findings offer recommendations aimed at improving the quality of education in both general secondary and higher education institutions.  

The article explores the role of interdisciplinary integration in enhancing the teaching and learning process of foreign language monologue speech among pedagogical students. It emphasizes the importance of synthesizing knowledge from various academic fields such as linguistics, pedagogy, psychology, and cultural studies to improve students’ communicative competence and monologic discourse skills in a foreign language. The study outlines effective methods and instructional strategies that leverage interdisciplinary approaches, aiming to develop students’ critical thinking, speech coherence, and professional communication abilities. The article concludes that interdisciplinary integration not only deepens language proficiency but also aligns foreign language education with modern pedagogical requirements.  

The integration of innovative technologies in early foreign language education has significantly transformed traditional teaching approaches. This article explores contemporary digital tools and technological strategies employed in teaching foreign languages to young learners. It emphasizes the role of interactive platforms, mobile applications, gamified learning environments, and artificial intelligence in fostering motivation, engagement, and language acquisition among children. Drawing on current educational trends and research insights, the paper analyzes how these technologies support the development of listening, speaking, reading, and writing skills in a second language. Additionally, it outlines best practices for educators, highlighting the importance of age-appropriate content, interactivity, and learner autonomy. The article concludes with practical recommendations for effective integration of innovative technologies to enhance foreign language learning outcomes for young students.  

The article is devoted to analyzing the effectiveness of using information and communication technologies (ICT) in teaching English phrasal verbs to B1-level students. The study presents the results of an experimental research in which the levels of phrasal verb proficiency in control and experimental groups were compared before and after the implementation of ICT in the learning process. The use of ICT contributed not only to a quantitative improvement in knowledge but also to qualitative changes in learning strategies. Increased motivation, activation of speech activity, development of contextual understanding skills, and enhancement of lexical and grammatical competence were observed.  

This article analyzes the multi-phase structure of technical and tactical preparation in karate, analyzing how each stage contributes to the formation of a complete athlete. From foundational skill development to high-level strategic execution, the stages of preparation reflect a progression that must be synchronized with physical, cognitive, and psychological growth. Drawing upon studies in sports science, martial arts pedagogy, and coaching practice, the article outlines a detailed and practical framework for long-term karate training.  

This article investigates how project-based learning (PBL) technology fosters students’ motivational readiness for independent learning in higher education. Building upon self-determination theory, the study analyses cognitive, affective, and contextual factors that transform externally prompted project activity into sustained autonomous motivation. A quasi-experimental design was implemented at two universities, encompassing 428 second-year undergraduates in engineering and education programmes. Over a sixteen-week semester, the experimental cohort engaged in discipline-embedded projects supported by structured coaching sessions that explicitly modelled goal-setting, progress monitoring, and reflective self-assessment. Quantitative instruments—the Academic Self-Regulation Questionnaire and the Motivated Strategies for Learning Questionnaire—were administered pre- and post-intervention, while qualitative data were captured through classroom ethnography and in-depth interviews. Results demonstrate significant increases in identified regulation, intrinsic motivation, and strategic self-regulation within the experimental group, accompanied by qualitative evidence of enhanced metacognitive dialogue and collaborative knowledge construction. The discussion articulates a theoretical model in which PBL operates as an environmental catalyst that satisfies basic psychological needs for autonomy, competence, and relatedness, thereby internalising the value of independent learning. Practical recommendations highlight the importance of iterative scaffolding, formative feedback loops, and an institutional culture that legitimises project outcomes as authentic academic achievements.  

This article examines the significant role of practical laboratory sessions in fostering professional competence among future chemistry teachers. In an age marked by the rapid evolution of scientific knowledge and the necessity for highly qualified science educators, practical training is increasingly recognized as a cornerstone of effective chemistry education. Through analysis of educational theory, empirical research, and international teaching practice, this study reveals how laboratory experiences contribute to the development of both hard and soft skills essential for successful teaching. The article highlights the multifaceted impact of laboratory work, from the reinforcement of theoretical concepts to the nurturing of critical thinking, problem-solving abilities, classroom management, and safety awareness. Moreover, it discusses the challenges and best practices in integrating laboratory components within teacher education programs, drawing on examples from leading educational systems. The findings underscore that well-designed laboratory sessions are indispensable for the formation of professionally competent chemistry teachers capable of inspiring and effectively educating the next generation.  

This article describes the Harold Edward Palmer’s work on the process of teaching students to speak in a English language.  

This article explores the methodological foundations and practical application of wiki technologies in developing the writing skills of students at language universities. Emphasizing a collaborative, student-centered approach, the study demonstrates how wikis can enhance learners’ engagement, autonomy, and written communication competence. The article analyzes the pedagogical potential of wiki platforms for fostering academic writing, peer feedback, and revision practices within a digital learning environment. Through integrating technology with process-oriented writing instruction, educators can create dynamic, interactive tasks that reflect real-world communicative purposes. The findings support the effectiveness of wiki-based activities in improving coherence, accuracy, and the overall quality of students’ written speech, while also promoting digital literacy and collaborative learning skills.  

The ability to communicate aptly in a given social situation is paramount for any global and professional interaction. For learners of English as a Foreign/Second Language (EFL/ESL), acquiring pragmatic competence is particularly difficult to master, often due to the lack of attention provided by ‘grammar-first’ approach’ to language teaching. This article synthesizes findings from a broader exploration to help understand the teaching, learning, and assessment of pragmatic competence in the context of verbal communication and speech acts. It analyzes the common challenges learners and teachers face in typical EFL/ESL contexts, examines effective, evidence-based instructional strategies aimed at raising pragmatic awareness, and discusses various assessment strategies. The findings confirm the need to shift the focus from grammar to explicit teaching of pragmatics in context, especially in the use of authentic materials. In addition, the article critiques the use of traditional assessment tools, particularly Discourse Completion Tests (DCTs), calling for the use of more valid approaches such as the analysis of naturally occurring data and multi-dimensional assessment frameworks. In conclusion, the findings collectively argue for an integrated comprehensive action-oriented approach where the teaching and assessment of pragmatics are core components of language education, preparing learners for the nuanced demands of real-world communication.  

In this article, psychological and pedagogical aspects of the formation of training in future social work professionals are analyzed. The theoretical foundations of the concept of tolerance were covered, and its place in its social work was discovered. Psychological factors that affect the development of Tolerant thinking were also analyzed such aspects, such as empatory, internal control, stress resistance and open thinking. Pedagogical approaches are shown to the formation of tolerance, educational lessons, occupational training, organizational and information and educational activities.  

The article is devoted to the issues of teaching English linguistic constructions to undergraduate students of non-linguistic majors, with a focus on the development of speech skills as an essential component in training future professionals. The article also highlights specific challenges encountered in teaching English to non-linguistic students, including linguistic, extralinguistic, methodological, and other related issues.  

Speaking and writing are the most important and productive language skills. Through speaking and writing, students can convey and formulate thoughts, feelings, or assessments about any area of science and life in the spoken and composed form. As far as the English educational process, the students’ creative thinking ability to reason is considered to make a few impacts and assume significant parts as they are learning English, and it, consequently, impacts the manner in which they figure out how to write and speak. This study demonstrates a bibliometric analysis of the creative thinking edition from the Scopus database from 1991-2023. In this research study we try to collect all Scopus-based 781 publications for 32 years involving creative thinking, speaking and writing skills as keywords. This study reports the outcomes using standard bibliometric indicators: (1) the present state of publication of creative thinking, (2) subject areas in creative thinking, (3) keyword analysis, (4) publishing authors, (5) geographical distribution of publication, and (6) most productive institutions in creative thinking. The VOSviewer software was used as a program for building and displaying bibliometric networks obtained through the Scopus database in this paper. The majority of this perceptive data provides the current level and development of creative thinking in speaking and writing abilities.  

This article analyzes the theoretical and practical foundations of the integrative-pedagogical activity of future sign language teachers. The article studies the multifaceted activities of sign language teachers, the principles of interdisciplinary integration, methods for developing communicative competence, and skills for working in an inclusive educational environment. The issues of modern technologies, cooperation with families, and social adaptation are separately analyzed. The integrative-pedagogical approach is highly effective in ensuring the cognitive, communicative, and social development of children with hearing impairments. This approach helps to prepare future sign language teachers as professional specialists who meet the requirements of modern special education.  

The importance of basketball education in today's school physical education is increasingly evident. With the development of physical education theory, basketball not only serves as a sport, but also as an educational tool, profoundly influencing students' physical fitness, psychological development, and social adaptability. This article comprehensive ly elaborates on the role of basketball education in cultivating the comprehensive quality of young people through theoretical analysis and in-depth exploration of practical cases. It analyzes its practical application and challenges in the current educational environment and proposes suggestions for optimizing basketball education.  

The article explores the terminological and conceptual foundations of instructional technologies and artificial intelligence in the context of developing the foreign language proficiency of “digital residents.” It analyzes modern theoretical frameworks, key categories, and current views from both foreign and local scholars. The terminological essence of the terms “instructional technology,” “digital resident,” and “digital transformation of foreign language education” is clarified, and their conceptual differences from related terms are highlighted. The research emphasizes the significance of a systematic approach to defining the roles and interrelations of instructional technologies and artificial intelligence in the educational system.