The article dwells upon the scientifically relevant problem of using cloud-based GIS-technologies when training future geography teachers (based on ArcGIS Online application). The authors outline the basic principles for implementing ArcGIS Online in the educational process (interdisciplinary integration, the sequence of individualization in training, communicability, distance education and regional studies), and provide an example of an interactive map created with the help of the specified cloud GIS, since this kind of map is the most popular a form of research by geography students. In the article it is noted that integration of ArcGIS Online into the educational process allows the teacher to follow a clear pedagogical strategy, taking into account possible variants of its use (demonstration, direct mastering of GIS in a computer class and independent work in an individual mode). Considering cloud GIS as a new stage in the development of geoinformational education, the authors emphasize their key benefits (round-the-clock access, work with GIS package in the cloud, the ability to use other maps as well as the creation of their own maps and web-applications) and disadvantages (monetization of services, underestimation of the GIS role in the curriculum of the higher school, the lack of Ukrainian content, etc.).

The paper deals with the problem of out-of-class students’ independent work in information and communication learning environment based on cloud technologies. Results of appropriate survey among students of pedagogical university are discussed. The students answered the questions about systematicity of their learning activity and propositions for its improving. It is determined that the leading problems are needs in more careful instruction according to features of the task completing, insufficient experience in self-management, the lack of internal motivation. Most of all, students recommend to provide the tasks with detail instruction (oral or written) and to pay attention to careful planning the time that is necessary for full completion of the task. It is pointed that such complicated requirements can be satisfied only by complex use of information and communication technologies as well as the automated system of pedagogical diagnostics. Some requirements for management of students’ out-of-classroom independent work are formulated as a result of this discussion.

The paper is tended to investigate the gamification activities use in educational electronic environment of maritime higher education institutions. Gamification methods with examples are described (gamification testing, QR Code quest, storytelling and escape room). Comparative characteristic of traditional learning and learning using gamification in educational electronic environment is given in the article according to different criteria: the place and role of teacher or students in the learning process; type of information communication; methods of training; equipment; level of freedom of the actions; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of gamification activities based on escape room quest to form communicative competency of future maritime professionals. Escape room activity presented in the article contains storytelling element, crossword and electronic testing questions of different types. Question types listed in the paper are Drag and drop to the text, Short answer and Multiple choice. Escape room activity was done by second year cadets of Kherson State Maritime Academy. According to the received results, knowledge quality increased by 10% and success by 20%. Further investigation of gamification activities can also be done for learning system of maritime higher education institutions using simulation technologies of virtual, augmented and mixed realities.

The paper represents the authors’ cloud-based complex of computer dynamic models and their transdisciplinary facilities. Proper theoretical background for the complex design is elaborated and the process of the computer models development is covered. The models in the complex are grouped in the sections according to the curriculum subjects (Physics, Algebra, Geometry, Biology, Geography, and Informatics). Each of the sections includes proper models along with their description and transdisciplinary didactic support. The paper also presents recommendations as for using of the complex to provide holistic learning of Mathematics, Science and Informatics at secondary school. The prospects of further research are outlined.

The raw materials (coals different stages of metamorphism) and technological factors (period and temperature) of the coke-making that determine the carbon structure of blast furnace coke, and its physical and mechanical properties are analyzed. The change granulometric composition of the coke as a function of the coal batch properties is described in detail. The installation determines the possibility of influencing the carbon structure of coke, its granulometric composition in its production in order to increase the yields of the most valuable fractions, and improving its quality characteristics to achieve high-performance blast furnaces. Analysis of the results indicates that, with no changes in the coking conditions, the granulometric composition depends significantly on the ash content and packing density of the coal batch. Research has shown that the petrographic composition of the coal batch also affects the structure and size of the coke. The closest relationship is established between the magnitude of the fusinized components ΣFC and the output of the coke fractions 80–60 mm, 40–25 mm, and 80 mm in continuous or periodically working open or closed industrial cylindrical oblique stabilizer drum.

In accordance with its goal, the paper covers practical aspects and experience of Informatics teachers’ preparation for the design of innovative learning aids as one of the important components of the renewed model of teachers’ training. Theoretical background of the research includes holistic educational approach and functional basics of electronic didactic aids development. The specific example of such an experience (students’ project activity on the design of English multimedia tutorial for schoolchildren) is depicted in details. The prospects of further research are outlined.