The article provides a factual foundation for the possibility of organizing and implementing e-learning in Ukrainian higher educational institutions during the war. The current research topicality is supported by the urgent need for training experience, organization and implementation during wartime because of the fact that both the educational process and the opportunity to obtain an education should not be halted. The study’s goal is to assess the current state of the e-learning organization and implementation, as well as to examine students’ attitude towards the educational process during wartime. Methods such as scientific source analysis, generalization and systematization of the e-learning experience and its practical application were used to achieve the goal. Furthermore, empirical methods such as interviewing and observation were used. Questionnaires have been proposed as important research tools for this purpose. Four structured groups for the use of e-learning have been formed and identified based on the findings. We created an e-learning organization and support model based on them. Furthermore, we identified ten poignant factors as the sources of difficulties for teachers when implementing innovations, with limited resources and a lack of time being among the most significant.

The feasibility of implementing a digital educational environment in higher education institutions is determined by the strategic direction of education modernization, which necessitated a comprehensive analysis of the essence of the digital educational environment, the study of its structure, and functional characteristics. The authors offer to identify the human factor, primarily the social and psychological aspects of interaction between participants in the educational process, as the main factor in the successful implementation of a digital educational environment at universities. The functional characteristics of the digital educational environment are described through the interaction of participants in the educational process. The digital educational environment is viewed as a system that integrates the subjective and objective resources of the educational process into a single whole, ensuring their interaction based on digital technologies. The subjects are students, scientific and pedagogical workers, stakeholders, employers, administrative and managerial staff of a higher education institution (administration, representatives of the dean’s office, system administrators). Each of them is characterized by needs (cognitive, communication, information ones, etc.), functional purpose, level of involvement in education and other characteristics that define them as a subject resource of the digital educational environment. The authors have substantiated that it is the subjects of the digital educational environment that form a digital community interpreted as an association of individuals who have common goals, values and interests in the field of education through access to digital technologies and modern content, the involvement of specialists from different fields, as well as their ability to cooperate regardless of spatial and temporal limitations. It shows how system-forming relationships are formed between participants in a digital educational environment, which, differing in nature (functional, informational, causal), ensure the integrity, effective functioning, and development of this environment. The survey results showed that educators are selectively ready to implement digital tools within the digital educational environment. This determines the need for training courses for various categories of participants in the educational process, aimed at implementing the ideas of digitalization of education.

Relevance. The need to study media literacy is driven by the growing destructive influence of information, which is transforming public consciousness and increasing the risk of manipulation in the digital environment. Declining trust in the media, the spread of disinformation, and the growing role of social networks as the main source of news require an in-depth analysis of new communication threats and the search for effective means to overcome them, especially in the field of education. Therefore, the problem of critical thinking among young people, who are at the epicenter of digital interaction and most susceptible to information influence, is becoming increasingly relevant. Aim. The purpose of this scientific article is to empirically measure the levels of media literacy and critical thinking in a social sample, as well as to identify the statistically significant impact of variables such as age, level of education, and participation in media education programs on the formation of relevant cognitive competencies. Methods. During the study, a sociological survey was conducted among Ukrainian citizens in 2024-2025 using a structured online questionnaire, which allowed us to form the initial data for further analysis. Based on this data, the hypotheses were tested using the classic Student's t-test for independent samples with the JASP software package (in particular, the “Descriptives” and “Independent Samples T-Test” tools). Results. The results of the analysis revealed that taking media education courses has a statistically significant impact on the level of media literacy (M = 32.915 and 20.910) and critical thinking (M = 33.111 and 21.059) among respondents, as evidenced by a t-test with a high Cohen's effect (d ≈ -1.57, p < 0.001). The educational level of respondents has a significant impact on cognitive indicators, in particular, respondents with higher education had significantly higher mean values of media literacy (M = 30.023 and 18.473 at p < 0.001) and critical thinking (M = 30.556 and 18.871 at p < 0.001). In addition, a statistically significant age differentiation was found in the levels of media literacy (Group 0: M = 29.904, SD = 6.301; Group 1: M = 20.448, SD = 9.380) and critical thinking (Group 0: M = 30.201, SD = 6.530; Group 1: M = 20.510; SD = 9.209), as evidenced by high t-statistics (t = -13.244; p < .001) and a large Cohen's effect (d = -1.187), indicating a significant association of younger age with higher levels of cognitive competence. Conclusions. The study revealed a low level of media literacy and critical thinking among certain groups of respondents, which indicates the need to implement systematic educational programs aimed at developing cognitive and socio-communication skills. Importantly, the findings highlight the potential of e-learning as an effective environment for media literacy development, since online courses and digital learning platforms can flexibly adapt content for different age and educational groups. This supports the practical integration of media literacy modules into formal and informal e-learning formats, demonstrating how digital tools enhance accessibility and personalization of training. Furthermore, the results reveal a shift in e-learning theory, showing that the effectiveness of online learning in this domain depends not only on access to information but also on the design of interactive, competence-oriented educational interventions. Thus, the study contributes to both the practice and theory of e-learning by identifying critical factors for structuring digital courses that strengthen resilience against disinformation and manipulation. At the same time, the lack of a deeper analysis of socio-cultural factors is a limitation, which opens prospects for further interdisciplinary research in this area.

This paper explores the phenomenon of the hybrid profession as a professional activity that involves the integration of competencies, knowledge, and skills from various fields. It is established that the digitization of education and the needs of the labor market are driving the emergence of professions that lie at the intersection of pedagogy and information technology. The relevance of new professions in the field of education is substantiated, as the professional activities of a teacher extend beyond the traditional teaching profession and involve performing the functions of an educational platform administrator, a distance learning organizer, and a coordinator of STEM research and EdTech projects. It is confirmed that a modern computer science teacher must master teaching methodologies as well as technical tools and software, combining soft and hard skills. This study examines the feasibility of modernizing student education in the «Secondary Education (Computer Science)» and «Vocational Education (Digital Technologies)» programs through the implementation of an interdisciplinary approach and practice-oriented learning. The content of the professional activities of an information technology instructor, EdTech specialist, educational product developer and designer, learning and development specialist, artificial intelligence model trainer, and educational content author is analyzed. The absence of these professions in the National Classification of Professions of Ukraine is noted, and a comparison with existing qualification codes is proposed. The results of a survey of students regarding their awareness of the latest professional profiles and the feasibility of introducing disciplines aimed at integrating competencies from the fields of pedagogy and IT are presented. It is concluded that a specialist possessing the competencies of hybrid professions at the intersection of pedagogy and information technology is capable of performing a wide range of professional functions – from developing digital content to designing and managing the educational process using cloud platforms.