Reviewerly/exHarmony huggingface dataset:
SOCIAL ACTIVITY – INTENSIFICATION SOURCE OF PERSONALALITY SOCIALIZATION

Conditioned by objective social conditions and circumstances, values acquire meaning only in their correlation with the subject and arise in its relations with the surrounding objects. Only then do they acquire an axiological sign if a person gives those advantages. Therefore, positive education is not reduced only to external influences. Firstly, it depends only on the individual, his / her moral attitudes in achieving harmony with the external and internal world, his / her readiness for conscious self-limitation of his / her needs, the desire for benevolence and creativity.The need and indispensability to establish new connections with people similar to oneself is formed on fundamentally new basis, beginning in the process of anthropogenesis. It is caused by specific contradictions that arise in the process of essentially significant human activity. These are such contradictions as: between an individual feature of production activity and human existence in general; between its individual, purposeful implementation and the objective need for connections with other individuals (a need determined by fixed ways of acting with labor tools, their repeated use, the nature of the labor product, the features of collectively significant improvement goals, the accumulation of their effective potential, etc.).The specificity of the appropriate structural organization of activity consists in establishing the interconnection between the purpose of the activity and the action for its implementation, the relationship to the action, its evaluation for oneself in relation to this action. It was a special way of existence of a living being, which presupposed an active position in its implementation, presupposed a subject of action, Subjective experience becomes possible only as a result of treating oneself as an object.&#x0D; Keywords: subject; connections; self-understanding; self-determination; subject experience; existence; structural organization.
VERBAL AND VISUAL SIGN IN VALENTINE'S DAY EDITION CHOCOLATE ADVERTISEMENT

Every advertised product or service has a meaning contained in it, such as a verbal or visual sign that is inserted. This study wants to explain and explain the verbal meaning and visual signs contained in Valentine's Day Edition chocolate advertisements. The analysis process used by the researcher is a detailed observation method using a qualitative descriptive method. The supporting theory was put forward by Saussure (1983:65) to describe verbal and visual signs, Barthes (1967) to explain the meaning of verbal and visual signs and Wierzbicka (1996) to explain the colors used in Valentine's Day Edition chocolate advertisements. In analyzing this, there were 9 verbal and 15 visual signs from 3 Valentine’s Day Edition chocolate advertisements and 6 connotative and 14 denotative meaning that were found by the researcher. This indicates that the company wants to make the advertised product known to the public with different concepts and ideas by using attractive verbal and visual signs.
Research the Future Teachers’ Digital Competence in the Context of Personality Pedagogy

The relevance of the study is explained by the digital transformation of society and the digitalization of education, its opportunities and risks. The key idea of the research is to reveal the phenomenon of students’ digital competence in the context of personality pedagogy. Namely, through the skills and competencies in the areas of individuality that arise when students apply digital technologies in their training. Data collection was carried out using self-assessment. Students assessed skills and competencies in the areas of individuality. The factor analysis showed that the digital competence of students is associated with the subject-practical sphere, existential sphere and the sphere of self-regulation.
COGNITIVE PROCESS FEATURES OF HIGHER EDUCATION STUDENTS IN THE MODERN INFORMATION ENVIRONMENT

It is substantiated in the psychological and pedagogical context the necessity of studying the characteristics of the digital generation, which are represented by modern students in accordance with the theory of generations by W. Strauss and N. Howe. It is determined that the cognitive process transformations and psychological characteristics of the individual, which reflect the phenomenon of clip thinking, exacerbate the problems of higher education student professional training. The essence of the phenomenon is the interrupted display of the information flow with a high speed of switching information fragments, without taking into account the connections between them, contributing to the lack of perception integrity of the information content and its reflective assimilation. Its main advantages are the high speed of information processing, dynamism in cognitive activity, accelerated and protective brain reaction to a large amount of information. At the same time, its key disadvantages are interpreted as the inability to perceive a long linear sequence of homogeneous information, including book texts; reduced attention span and lower academic performance and knowledge acquisition; increased inability to isolate the main point or think critically. The main ways of effective pedagogical interaction with students of the digital generation in the educational process are the active use of mobile learning, the combination of high-quality content and interesting interactive elements; computer visualisation of educational information, modification of the presentation format through creolized texts, the introduction of ideas of fragmentary presentation of material with preliminary structuring and its gradual deepening; the introduction of technologies for the development of critical thinking, including the method of “6 journalistic questions”.&#x0D; Keywords: higher education student; digital generation; cognitive processes; clip thinking; multitasking; reduced attention span; online content; visualization; critical thinking.
The Method of Ensuring Equal Participation of Students During Group Work in the Crisis of the Covid-19 Pandemic

This study is a small-scale action research on the problem of EFL/ESL students’ participation in group activities during the crisis of the COVID-19 pandemic. The main stages of the research were conducted in the academic year of 2020/21. The population of the study is twenty-eight Ukrainian secondary school students and three teachers. The research aims at designing a method for ensuring learner engagement in and equal contribution to the group project during distance learning. The methodological basis of this study is the theories of “The Model of Willingness to Communicate”, “Collaborative Learning” and “Social Interdependence”. The quantitative and qualitative data have been collected through the mixed-method approach, in particular via pedagogical observation, surveys (teacher interviews and student questionnaires), peer evaluation, and mathematical statistics (descriptive and frequency methods). The analysis of scientific pedagogical and psychological literature on student engagement during traditional (in-person) and distance (synchronous and asynchronous) learning, including the use of social networks in education (Viber, Zoom, etc.), helped to identify the main factors that affect learner engagement and equal participation in group activities, such as psychological (self-confidence, anxiety, shyness, and personality), group formation (group size, teacher/student-formed, and homogeneous/heterogeneous), monitoring (self, peer and teacher) and evaluation (peer and teacher). The results of this study demonstrate that the teacher greatly influences the success and equality of student participation in small-group activities. Identifying reasons for unequal participation in the target group of learners, considering students’ personality traits and individual needs, and using appropriate planning, organizing and monitoring strategies are the key to their active engagement and effective group work. The results of this study could be used by researchers and practitioners working in the sectors of secondary and tertiary education.
PEDAGOGICAL CONDITIONS AND MEANS OF FORMATION AND DEVELOPMENT OF READINESS FOR SCIENTIFIC AND PEDAGOGICAL ACTIVITIES OF TEACHERS OF HIGHER MILITARY EDUCATIONAL INSTITUTIONS

The article characterizes the main pedagogical conditions for the formation and development of readiness for scientific and pedagogical activity of teachers of higher military educational institutions in the process of postgraduate education, namely Stimulation of scientific and pedagogical workers to create a motivational basis for continuous professional development and mastery of scientific and pedagogical activities in the unity of scientific, methodological and praxeological aspects. Monitoring of the level of readiness of teachers of higher military educational institutions for scientific and pedagogical activities and organization of advanced training taking into account its current level and building an individual professional and career trajectory. Systematization of the elements of readiness for scientific and pedagogical activity in the integrative course of advanced training of scientific and pedagogical staff using the means and methods of active learning. Ensuring reflection (identifying own achievements and shortcomings, identifying ways to overcome shortcomings and relying on the strengths of oneʼs personality and activities), forming an individual style of scientific and pedagogical activity. The formation of a teacherʼs scientific and pedagogical competence is a long process, which is provided by various means that can be conditionally divided into special and functional (contextual).Four levels of readiness for scientific and pedagogical activities of teachers of higher military educational institutions are defined: high, sufficient, medium, low, characterized by appropriate indicators.&#x0D; Keywords: pedagogical conditions; readiness for scientific and pedagogical activity; levels of readiness; teacher of a higher military educational institution; higher military educational institution; integrative course; advanced training; postgraduate education.
Integral Education Based on the Pedagogy of Unity

The article substantiates the opinion that integral education based on personalism covers all dimensions of personality development: physical, mental, social, cultural, and religious. The purpose of the study is to present the innovative content of integral education, expressed in the Pedagogy of unity by Chiara Lubich. The reflections on integral education, based on the interpretation of Lubich's texts and the experience of the Focolare Movement educational community, founded by her, describe the original directions of integral education in the Pedagogy of unity. It is emphasized that the concept of holistic education of the Pedagogy of unity, based on Christian ideas, is compatible with the trends of personalistic pedagogy and - although it originates from the religious message of the charism of unity by Chiara Lubich - is characterized by universality, developed on love, presenting it as a pedagogical value. Based on the results of the analysis of modern scientific sources, it has been proven that due to love, and mutual understanding in interpersonal relationships, effective communication is created at the social level, a person is elevated to higher spiritual values, and a harmonious educational environment is formed for self-assertion and freedom. It has been found that this direction of education makes it possible to build universal fraternity, peace, and unity. The author claims that the interpretation of holistic education in this context allows for preserving the unity of the human being and his/her harmonious development. The presented analysis of the features of integrated education by the pedagogy of unity does not diminish the general idea expressed in Chiara Lubich’s theory. New directions have been determined for further scientific research, both in the field of the hermeneutics of Lubich's works as well as in the field of scientific research of the educational practice of the Focolare Movement and educational institutions in various cultures of the world, oriented on the charism of unity.
FOREIGN EXPERIENCE OF FUTURE PRIMARY SCHOOL TEACHER TRAINING IN PROJECT TECHNOLOGY USAGE

The article analyzes the foreign experience of future primary school teacher training in project activities usage. It has been established that the usage of educational projects is essential in the conditions of the New Ukrainian School. Emphasis is placed on the fact that for high-quality implementation of educational projects by schoolchildren, it is necessary to prepare future teachers for this type of activity even during their studies in higher educational institutions. The peculiarities of future primary school teacher training in different countries (France, Great Britain, Poland, Slovakia, Slovenia, and Bulgaria) are analyzed. The analysis of the foreign experience of France, Great Britain, Poland, Slovakia, Slovenia, and Bulgaria has made it possible to draw a conclusion about the relevance of project technologies in the course of future primary school teacher training. Based on the study of the educational programs that prepare students majoring in primary education at a number of European universities, it has been found that future primary school teachers should acquire relevant competencies in the organization of project activities, know a variety of innovative learning technologies, in particular project technology, carry out various educational projects in the course of professional training at higher educational institutions. Professionalism and the pace of a specialist’s entry into the professional environment depend on their knowledge, abilities, and skills, readiness to operate in modern conditions, and the ability to design and implement project technology. In some universities, specific optional disciplines have been introduced, i.e., «Educational Projects» at the Pedagogical University of the National Education Commission in Krakow.&#x0D; It has been proven that the prospects for further research lie in the development of a system of future primary school teacher training in project technology usage in the course of professional activities and experimental verification of its effectiveness.
Formation of the Bachelors’ Communicative Competence Implementing the Informational Technologies in the Stidy Process

The purposes of the article. The new digital stage of society's development has caused a huge jump in information technologies. Now, for the efficient functioning of the economy and society, it is necessary to have well-formed communication competences. The methodology is based on such general scientific methods as analysis, synthesis, generalization, and the statistical method is also used. Scientific novelty. Electronic document management, e-learning and cloud technologies, the development and use of social networks cause a change in the content of education in the preparation of future specialists. The implementation of the competence approach in higher education, the formation of communication competence, taking into account the modern informatization of society, is very important. Of course, the acquisition of communication skills is regulated by the standards of higher education, because it is an important component of the educational process. For the specialty 029 "Information, library and archival affairs" for the first (bachelor) level of higher education, the order of the Ministry of Education and Science of Ukraine dated 12.12.2018 No. 1378 was approved, which determined the formation of communication competencies that will be needed by future specialists. The article analyzes the data of the experiment, which was conducted on the basis of the Faculty of Humanities and Social Sciences West Ukrainian National University, to define the level of formation of students' communication competence in accordance with their use of information technologies during the educational process. Conclusions. It was determined that the overall understanding of the interpretation of the electronic information and educational environment is correct, but there is no formed attitude towards information communication competence as such. Also, students are very interested in information technology disciplines and have a desire to learn new subjects.&#x0D; Keywords: communicative competence, information technologies, bachelor's degree, Information, library and archival work.
PREPARATION OF FUTURE TEACHERS OF NATURAL SCIENCES FOR WORK IN THE NEW UKRAINIAN SCHOOL

The article shows the main trends in the development of natural education worldwide. Methodical features of teaching natural subjects in the conditions of the New Ukrainian School are revealed. Emphasis is placed on the availability of various model curricula of integrated courses, i.e., «Natural Sciences,» «Knowing Nature,» and «Environment.» The necessity of teacher training for work in the New Ukrainian School is substantiated. The relevance of the specialty 014.15 Secondary education (Natural Sciences) in higher education institutions is confirmed. Educational training programs for future teachers of natural sciences, physics, chemistry, and biology are analyzed. The main methodological guidelines in the teaching of natural sciences are outlined: implementation of an integrative approach to the content of courses through the introduction of special integrated courses in the field of natural sciences, using integrated tasks (physics + chemistry + biology + geography), conducting integrated lessons and extracurricular activities; the use of competence-oriented tasks that model standard or non-standard life and professional situations and require students to independently engage in cognitive activities, as well as personal qualities that determine readiness for such activities; implementation of educational projects; implementation of a research approach using methods similar to the scientific activity of a scientist (observation, experiment, formulation of a hypothesis, substantiation of a theory, processing of data, formulation of conclusions, design of subsequent studies); use of elements of STEM education, in particular, making; application of various digital computer technologies, equipment of specialized offices with multimedia projectors, interactive whiteboards, tablets, etc.; formative assessment of students’ knowledge.&#x0D; Each of these guidelines is described in detail. Thus the essence of integrative and research approaches is revealed, the peculiarities of competence-oriented tasks and formative assessment are clarified, digital resources of natural sciences are indicated, and STEM education in general and one of its directions is characterized. Nowadays, significant changes are taking place in school science education due to the implementation of the conceptual provisions of the New Ukrainian School. All in all, it is crucial to prepare future science teachers for the introduction of new integrated courses in the field of science education. The mentioned issues can be systematically considered during the study of the educational discipline «Methodology of Teaching Integrated Courses in Natural Sciences.»
Benchmarking of Remote Services of University Libraries of Ukraine

The purpose of the study is to compare remote services of book collections that are leaders among the libraries of pedagogical, special, technical and classical institutions of higher education and to determine the institution with the largest list of remote services. The research methodology consisted of the method of analysis, synthesis, comparison, review and analysis, generalization, and benchmarking. The scientific novelty consists in identifying the leading libraries of Ukrainian universities that provide the widest range of remote services during quarantine restrictions and martial law. Conclusions. The article conducts a comparative analysis of library websites that were identified as leaders in providing remote services during quarantine restrictions and martial law. A number of remote library services were identified. As a result, the study showed that, on a parity basis, the leaders in the provision of remote services are the scientific and technical library named after G.I. Denysenko KPI named after Igor Sikorskyi and the library of Sumy State University. The library of Sumy State University carries out online user registration, provides the service of thematic selection of literature for educational and scientific works, online services for the assignment of classification indexes, electronic delivery of documents. Library employees conduct remote consultations and trainings on a wide range of issues. The library provides remote access to Scopus, Web of Science, SciVal, Springer Nature, MedOne Education databases. Users can ask questions or get advice in real time using the online consultant. Scientific and technical library named after G.I. Denysenko KPI named after Igor Sikorsky provides an opportunity to use the service of electronic delivery of documents, online determination of the UDC index, virtual help service, remote access to materials available only on the university's local network. Online events are offered, individual online consultations are actively provided, library specialists perform a selection of information sources by topic. Users can communicate with librarians of the scientific and technical library named after G.I. Denysenko through the online chat on the library's website. &#x0D; Keywords: remote services, service, library, website, benchmarking, martial law, quarantine, library user, remote service, Universities of Ukraine.
The Use of English Learning Videos on Personal Tablets to Facilitate Primary Students' Literacy

This study aims to determine the effectiveness of tablet use by utilizing learning videos to improve student literacy at SD Negeri 15 Woja. The population of this study ranges from low to high-grade students (III &amp; IV) at SD Negeri 15 Woja, which consists of 20 students. Each student from grades I to VI took 10 students, who were the primary samples in the implementation of this study. This research uses qualitative research methods. Furthermore, the research instruments used in this study are direct in-class observations containing video recordings and other supporting data such as activity documentation, researcher diaries, and additional website resources. After the data is analyzed using qualitative analysis, it can be concluded that using technological media in the form of learning videos effectively encourages students of SD Negeri 15 Woja to carry out literacy activities in different ways. The statement is corroborated by some of the data attached to the study.