Reviewerly/exHarmony huggingface dataset:
METHODOLOGICAL FEATURES OF USE INFORMATION-TECHNICAL EDUCATIONAL TOOLS DURING THE INDEPENDENT WORK OF STUDENTS OF 10-11 GRADES

The article is devoted to the identification of methodological features of the use of information and technical means of learning of the new generation during the independent work of high school students in technology lessons and in extracurricular time. The scientific-pedagogical and informational sources analyzed in the article convince us that information-technical means of learning have become an integral part of the modern educational process. They include a variety of technologies, software, computer equipment, multimedia devices and other tools that have significant didactic capabilities. The main advantages of using new generation learning tools in the process of organizing students' independent work are: ensuring accessibility of learning and comprehensibility of educational information; activation of educational and cognitive activities of high school students on the basis of increasing their interactive activities; development of IT competence; increasing the effectiveness of the educational process due to the individualization and adaptation of the program material to the needs of each student. It was found out that it is possible to effectively organize the independent work of students in technology lessons only under the conditions of creating a qualitatively new educational environment in which the use of new generation learning tools is given a leading role. The article substantiates that modern information and technical means ensure the availability and comprehensibility of educational information, as well as contribute to increasing the efficiency of the learning process and improving the quality of training of education seekers, in particular: they help to activate the independent work of students in classes and outside of class; make educational activities more exciting and effective; contribute to the development of creative abilities and critical thinking of students. Thanks to this, students gain experience in choosing reliable sources of scientific information and using it to solve practical tasks during independent work, which ensures the formation and development of key competencies and cross-cutting skills in the technological educational field, as well as thorough preparation of high school students for future professional activities in modern information society.
ORGANIZATION OF THE EDUCATIONAL ENVIRONMENT MODERN EDUCATIONAL WORKSHOPS

The article is devoted to consideration of the requirements for creating a comfortable educational environment for modern educational workshops in general secondary education institutions. The definition of the concept of "educational environment of a general secondary education institution" is provided, three interrelated factors are defined that distinguish different components of the educational environment: physical environment, human factors, training program. The article examines the spatial structure of educational workshops, examines modern requirements and trends in equipping educational workshops. It is noted that technological education is diversifying, the list of technologies offered to students during technology lessons is expanding. There is no gender division of students in technology classes, all activities are equally accessible to both girls and boys. Interdisciplinary connections between the disciplines of artistic and technological cycles and general education subjects are being established, interdisciplinary projects are being introduced. It is noted that most creative technology teachers need universal workshops or creative studios that would allow students to realize any creative ideas. The equipment of workshops and art studios should be more flexible and diverse. During extracurricular time, such premises can be used for group work, adults can also work there. It is desirable to develop a block of technological workshops and art studios as a single complex that provides maximum opportunities for conducting lessons in art, technology, computer science, creating interdisciplinary projects using various technologies. It is desirable to create such a complex according to the concept of "fablab" or "makerspace". It is noted that different types of technological training require special equipment, which is better placed in separate zones or rooms based on affinity, taking into account the specific requirements of safety equipment and ensuring a harmless environment (lighting, ventilation, temperature regime, waste removal, etc.). Modern workshops should be equipped with modern mobile, multifunctional electrified equipment.
SOLVING THE PROBLEMS OF THE INTEGRATIVE CONTENT: THE CONTEXT OF THE TRAINING OF THE TEACHERS OF MATHEMATICS AND ECONOMICS

The article is dedicated to highlighting the methodology of implementing an integrative approach by shaping the organization skills of the future teachers of mathematics and economics to solve and research the problems of integrative content in mathematics and economics. In the course of the experimental research, the theoretical methods were used – the analysis of psychological-pedagogical and professional literature on the research problem, as well as the empirical – pedagogical observation of the educational and cognitive activity of the students, conversations with the teachers of mathematics and economics. As a result of the analysis of solving the problem series and supplementing the "set of tasks" with new the directions of analysis of the components of the content of the material, the authors formulated the following methodological conditions: a) the formation of an integrated image of the task topic occurs as a result of the selection of the "set of tasks" necessary and justified by the goals of the educational process; b) the selection of a specific task or "set of tasks" of a given topic is carried out taking into account the general goal of the organization of the specialists training in a specifically selected episode; when forming an integrated image of the task topic by generating the necessary "set of tasks" it is important to organize the process of the mental unification of the components of the integrated image of the problem topic according to their essential features; and therefore, when conducting the described educational work, the method of generalization is productive for the usage: d) in the process of direct formation of an integrated image of the problem topic, systematization takes place – the unification of the classes of the components of the integrated image into a single whole with the further synthesis of new knowledge. Complying to the formulated methodological conditions the organization of work on a “set of tasks” will acquire the methodological expediency in the context of the formation of the abilities of integrative activity in the future teachers of mathematics and economics during the productive handling of the task material.
STRUCTURAL COMPONENTS OF PROFESSIONAL COMPETENCE OF FUTURE INFORMATION TECHNOLOGY SPECIALISTS

In the conditions of the development of digitalization of society, the complexity of professional tasks is increasing, in connection with which it is necessary to understand in advance what competencies a specialist should have in order to be in demand in the "new" world. Therefore, it is important to study the content and structure of professional competence of IT specialists. The article analyzes the theoretical and methodological approaches to defining the concepts of "professional competence" and "professional competence", it is found that professional competence is a broader concept than professional competence. Also, professional competence indicates what a specialist should be able to do in his profession, and professional competence, in addition to professional skills, involves the active activity of a specialist as a part of society. Professional competence of a future information technology specialist is understood as an integrative characteristic of a person, which characterizes his ability to successfully apply knowledge, abilities, skills and personal qualities in standard and changing situations in the field of information technologies when performing professional activities. Scientific works on the structural components of professional competence, which future IT specialists must possess during professional training at a higher education institution, are summarized, and it is clarified that it is considered through the manifestation of competences that are its components, and as a component structure. The content of the structural components of the professional competence of a future information technology specialist is revealed: motivational and value (motivational and value orientation to implementation in the IT industry, value attitude to the future profession), cognitive (a set of knowledge that forms the theoretical basis of further professional activity), activity (analytical, design, technological, communicative skills, which students must master), personal-reflective (the presence of personal qualities in future professionals, the ability to objectively evaluate their own activities and their results). The relationship between them is substantiated. Special attention is paid to personal qualities, the most significant in the context of professional activity.
TOOL FOR SELF-ASSESSMENT OF TEACHER'S DIGITAL COMPETENCE AS A COMPONENT OF EDUCATION QUALITY MONITORING

The work highlights the approaches of using the self-assessment tool of the teacher's digital competence. The relevance of the organization of the self-assessment procedure of the teacher's digital competence in the conditions of martial law and quarantine restrictions is outlined. The limitations during the implementation of distance learning by teachers that have arisen in recent years (2021-2023) have been analyzed; approaches to defining the concept of digital competence by domestic and foreign scientists are analyzed; a review of the results of the respondents' answers regarding the level of their digital competence in five categories was carried out in 2023. Approaches to conducting an online survey procedure have been developed, allowing to obtain reliable data. The components included in the tool for self-assessment of digital competence of teachers and pedagogical workers are presented: information and digital literacy, communication and cooperation, creation of digital content, safety, problem solving. It has been established that it is advisable to conduct an online survey annually in order to monitor the dynamics of changes in the digital competence of respondents and provide suggestions for the system of professional development and training of teachers. An example of the questions of the online questionnaire for self-assessment of the digital competence of teachers is given. The goal is to present the technology and tool for self-assessment of a teacher's digital competence in the conditions of martial law and quarantine restrictions based on international approaches, in particular the European Digital Competence Framework (DigComp 2.1). It has been established that the use of a teacher's digital competence self-assessment tool is a component of education quality monitoring, which contributes to maintaining the necessary level of professional competence of teachers. The expediency of conducting the procedure of continuous self-assessment of the digital competence of teachers and its introduction into the system of postgraduate education is substantiated.
INTRA-SUBJECT INTEGRATION IN SECONDARY SCHOOL MATHEMATICS TEACHING (ON THE EXAMPLE OF INTEGRATION OF ALGEBRAIC AND GEOMETRIC PROBLEM SOLVING METHODS)

In general, the article substantiates the importance of applying the integration of algebra and geometry in the process of teaching mathematics in secondary school. This issue is relevant and a priority today. This is stated in the Concept of Development of Science and Mathematics Education in Ukraine as a whole. It is also relevant at the current stage of implementation of the Concept of the "New Ukrainian School". In particular, these Concepts emphasize the effectiveness of integrated lessons, which can be conducted in two ways: combining similar topics of several educational subjects; formation of integrated courses or individual special courses by combining curricula of such subjects. The principle of integration (interdisciplinary connections) is implemented at two levels: intra-subject and inter-subject. In the process of learning mathematical disciplines, the internal subject level is revealed during tasks that integrate, for example, algebra and geometry. This will contribute to the formation of a holistic, systemic worldview in students, actualization of personal attitude to the issues discussed in the lesson, as well as ensuring the continuity of teaching mathematical disciplines. The authors explore the possibilities of using an integrated approach to the study of mathematics, which contributes to the development of not only systematic, integral mathematical knowledge, but also general cognitive skills of students, in particular, it is about abilities that allow processing mathematical information that students receive. At the same time, the ability to analyze, evaluate, store information, recall, acquire knowledge, compare and determine rational directions of educational activity is synthesized. As a result, the use of intra-subject integration is a means of increasing students' motivation and deeper understanding of mathematics. A series of calculation and proof problems are given, in which explanations are given and the process of interaction between algebraic and geometric methods of problem solving is considered in detail and common dependencies between them are established. With the help of modern software tools for teaching mathematics, the proposed material is visualized with the help of dynamic models. One of these software tools is GeoGebra. As a result of the study, a conclusion was made about the improvement of the quality of secondary school students' mathematics education based on intra-subject integration, in particular, in the process of studying algebra and geometry.
UNTYPICAL PROBLEMS FOR FINDING THE DERIVATIVE, AS A TOOL OF INTELLECTUAL DEVELOPMENT

Modern graduates are subject to high requirements regarding the content of knowledge, abilities and skills, which determines the specialist's ability to compete in the modern labor market. In the modern socio-economic conditions of the development of our society, there is an acute need for an initiative and active personality, capable of continuously replenishing the reserves of professional knowledge and skills, competently setting the goals of one's professional activity and achieving them, creatively approaching the matter. Orientation of education on personal development requires re-awareness of all factors, including the content, methods, forms and means of learning, on which the quality of the educational process depends. Personality begins to form from school years. This, in particular, is facilitated by the developing system of education of schoolchildren. The role of mathematics is exceptional in mental education. The language of the derivative allows strictly formulate many laws of nature. In the course of mathematics with help of differential calculus, the properties of functions are studied and constructed their graphs, problems are solved for the largest and smallest value, historical knowledge of mathematics is deepened. The derivative appears as a fundamental concept of mathematical analysis, for with the help of which processes and phenomena in natural, social and economic sciences. The derivative characterizes the rate of change of the function in relation to changes in the independent variable. In geometry, the derivative characterizes the curvature of the graph, in mechanics - the speed of uneven movement, in biology - the speed of reproduction of a colony microorganisms, in economics - product output per unit of costs, in chemistry - speed chemical reaction. The derivative occupies a significant place in mathematics, primarily because it has great applied value. Usually, students learn only typical examples (using the rule of sum, product, quotient) and do not know how to find derivatives of functions that are slightly different from them. The very solution of creative problems will help in the formation of the student's creative personality. The article presents problems for finding the derivative that go beyond the school mathematics course. Solving such problems contributes to intellectual development, the development of logical and critical thinking, as well as good material for practicing skills.
VIRTUAL OSCILLOGRAPH AS A MEASUREMENT INSTRUMENT IN METROLOGICAL RESEARCH IN THE CONDITIONS OF DISTANCE EDUCATION

The article analyzes the scientific and methodological literature and develops appropriate methodological support for the use of virtual equipment in the conditions of distance learning when studying metrology issues. The present presents new tasks for the organization of the educational process in the preparation of students of various specialties. Distance education is now in the first place, so the problem of providing students with a material and technical base and appropriate methodological support arises. There are problems with conducting the educational process in the conditions of distance education when students perform laboratory work. The authors advise paying attention to the material and technical support of students. This means access to the worldwide INTERNET network, availability of appropriate computer equipment and software. The high cost of equipment causes difficulties in the organization of the educational process. Therefore, one of the means of conducting laboratory work in the conditions of distance learning is the use of virtual equipment. Scientific studies carried out by scientists indicate the unsolved nature of some issues related to the construction of the educational process in the conditions of distance learning. Namely: the state of material and technical support of students, inaccessibility to the necessary equipment, lack of appropriate methodical support. Therefore, the task of solving these problems in the organization of distance education arises. The analysis of scientific studies devoted to the problems of organizing distance learning using virtual equipment when conducting metrological studies indicates that there are difficulties in conducting them, namely the impossibility of using modern material and technical facilities. Our proposed approach of using virtual equipment to carry out laboratory work on metrological measurements is, to a certain extent, satisfactory in fulfilling the set tasks. There is a prospect of further developments in this direction of research that would improve students' study of the basics of metrology.
INCREASING THE LEVEL OF PROFESSIONAL TRAINING OF THE MODERN TEACHER THROUGH THE FORMATION OF DIGITAL COMPETENCE

The article examines the ongoing processes of global transformation of modern civilization, which are associated with the scientific and technological process, the avalanche-like flow of information, changes in the structure of society, which are the objective causes of changes in the education system. These changes are based on the need for people to develop new competencies necessary for a successful life and socialization: communicative, cognitive, informational and digital. The article notes that objective processes of evolutionary transformation of the content of the concept of "Digital competence" are taking place in scientific opinion and in the legislative sphere: Information and communication competence ⇒ Information and digital competence ⇒ Digital competence. The author postulates that the development of the educational process is impossible without the formation of the teacher's digital competence, on which his professional activity is based, and considers the meaning of the term "digital competence" both from the standpoint of citizens' digital competence and from the standpoint of the teacher's professional qualities. It is noted that in the period of the technological development of the digital society, which is accelerating, and the widespread introduction of digital technologies, the creation of a digital educational environment, there is an urgent need to resolve the contradictions between the demand for teachers with developed digital competence and their insufficient training in the aspect of the digital component for the successful application of digital technologies in professional pedagogical activity. The article analyzes the main digital services and resources that are actively used by teachers in the educational process: they include digital educational platforms, educational portals for preparing for ZNO/DPA/NMT/EVI, distance learning platforms, tools for recording videos, creating multimedia, tools for conducting online classes, online sharing boards, online services for joint editing of documents, services for generating QR codes, video services, text and table processors, programs for preparing electronic presentations, graphic editors, database management systems, messengers and social networks , services for online testing, student surveys and questionnaires, cloud data storage, online visualization services for organizing activities, tools for creating web portfolios, tools for project activities, neural networks, subject-oriented resources. The author concluded that the formation of the digital competence of a modern teacher is the result of public demand for the level of his professionalism and professional training, which are necessary for successful professional activity and the implementation of a high-quality educational process.
MONITORING THE LEVEL OF DEVELOPMENT OF DIGITAL (INFORMATION-DIGITAL) COMPETENCE OF TEACHERS IN THE REGION

In the society of the 21st century. there is a complex construction of a digital economic and cultural system. Digitization of society is a factor and indicator of the economic growth of the world economy and the national economy. The development and comprehensive implementation of digital technologies is an important condition for the sustainable development of various spheres of society and increasing its competitiveness. The education system is the main tool for the development of citizens' digital literacy. Society needs the digital competence of a modern pedagogical worker to be developed. The teacher's task is to promote the development of digital competence of education seekers. The author of the article analyzed and correlated the concepts: «digital competence of a citizen of Ukraine» and «information and digital competence of a teacher». In the article author outlined the methodology and results of monitoring the level of digital (information-digital) competence of Kirovohrad region 's teachers. The diagnostic methodology has three components: determination of the need for the development of individual digital competence, research of the request regarding the format and content of activities for the development of digital competence, a comprehensive analysis of the level this professional competence. During the monitoring the content components of the digital competence were determined which require the greatest attention and the direction of professional development programs. Among them: knowledge and compliance with security rules in the digital environment; creation and use of a safe educational electronic (digital) educational environment for the organization and management of the educational process, solving problems related to the organization of active group online interaction, feedback, effective online assessment; modification of existing and creation of new electronic (digital) educational resources with academic integrity and legal requirements. The monitoring results helped to determine the prospects for further exploration of the research area.