The article deals with teachers’ training to the use of digital tools of formative assessment. The authors analyze a number of legal documents in the field of education, which emphasize the introduction of formative assessment in the practice of assessment of primary and basic school pupils. Formative assessment is defined as the assessment to identify learning needs and traces each student’s progress, it is carried out on a constant basis and aims to support, stimulate, motivate to learn. The important features of this type of evaluation are criterion, interactivity, consistency. The components of formative assessment are peer assessment, self-assessment, observation, development of logic goals and criteria for their achievement, feedback.The programme of advanced training for teachers of different profiles, deputy heads of educational work on the topic ``Theory and Practice of Application of Formative Assessment at a Primary School'' was presented. The experience of such programme in advanced training courses at Municipal Higher Educational Establishment “Kherson Academy of Continuing Education of Kherson Regional Council” is presented.The authors describe a pedagogical experiment conducted on the basis of Municipal Higher Educational Establishment “Kherson Academy of Continuing Education of Kherson Regional Council” on the use of digital tools during formative assessment. The experiment covered 162 primary school teachers who were trained under that program. During the practical classes, teachers worked with such digital tools as MentiMeter, Plickers, Kahoot, Poll Everywhere. The results of the survey showed the relevance of the course and the need for its implementation in postgraduate pedagogical education for teachers who will teach at the New Ukrainian School.

Purpose: This paper aims to describe the popular trends and methods and ICT tools used for mapping and visualization of scientific domains as a research methodology which is attracting more and more interest from scientific information and science studies professionals. Science mapping or bibliometric mapping is a spatial representation of how disciplines, fields, specialties and individual documents or authors. The researchers analysed Bibexel, Pajek, VOSViewer, programmes used for processing and visualization of bibliographic and bibliometric data, within the framework of the implementation of IRNet research network project and activities and presented several examples of visualisation. Design/methodology/approach: Among the main indicators of research effectiveness – bibliometric indicators – is a powerful information tool to support the development of science. Practical research methods were prepared using the programs: Bibexel (metadata analyses), program Pajek: graph editing and visualization of the graph structure of co-authorship – using the method of Kamada-Kawai and VOSviewer: a computer program for creating maps based on network data and for visualizing and exploring these maps. The main features of VOSviewer can be summarized for creating maps based on network data, visualizing and exploring maps. Findings: The cited references and keywords are used to analyse in particular the intellectual base used by the research field or to analyse documents that cite the same references. Originality/value: The authors of the paper, who are researchers of the European IRNet project and international research network, described and analysed certain bibliographic results of these activities using methods of mapping and visualization of scientific domains.

This study investigates how integrating STEM content in computer science education enhances the implementation of Universal Design for Learning (UDL) principles and its impact on digital competence development in Ukrainian secondary schools. The digital transformation of education demands innovative pedagogical approaches that accommodate diverse learning needs while developing essential competencies. Through a mixed-methods quasi-experimental design involving 28 computer science teachers (14 specialists, 12 first-category, 12 higher-category) and 200 students from secondary schools in western Ukraine, this study examines whether STEM-oriented content enables more effective UDL implementation compared to traditional computer science content. Both experimental and control groups received UDL-based instruction; however, the experimental group engaged with STEM-integrated content, including robotics and physical computing, while the control group followed traditional computer science topics. Results reveal that STEM integration significantly enhances UDL effectiveness, with the experimental group demonstrating up to 24% greater improvement in digital competencies than the control group. The most pronounced differences appeared in programming competencies (12% vs. 3% increase at expert level) and netiquette (18% vs. 8% increase at advanced level). Integrating STEM content transforms computer science from abstract modelling to physical interaction, fully implementing UDL’s three core principles through multiple representations (physical and digital), diverse means of action and expression (building and coding), and enhanced engagement through real-world connections. The study identifies key implementation factors, including teacher preparedness, infrastructure requirements, and content-specific adaptations. These findings provide a pedagogical framework demonstrating that STEM content catalyses more effective UDL implementation, with implications for curriculum design and teacher professional development in countries undergoing educational reform under challenging circumstances.

This article describes the process of developing a career advice 3D adventure game for applicants interested in working in IT departments. The game is based on a 3D representation of the computer science and information technologies department at the Kharkiv Aviation Institute. The quest challenges are designed to measure applicants' and first-year students' digital competency. The theoretical foundation, software tools, development stages, implementation obstacles, and gaming application scenario were all used in the article. The game scenario includes a virtual tour of a 3D university department. In terms of how closely the game resembles real-life stuff, applicants can examine the department's equipment and classrooms. The team used C# and C++, Unity 3D, and Source Engine to create the game application. We used Hammer Editor, Agisoft PhotoScan Pro, and photogrammetry technology to model objects for realistic gaming. Based on the Digital Competence Framework for Citizens (DigComp 2.2), players can assess their digital competences in a variety of ways, including a test activity, a puzzle, assembling a computer, and putting up an IT-specialist firm. The experiment conducted at the online open house day 2020 demonstrated the efficiency of the 3D quest game. A 3D quest was rated as a more modern and appealing kind of involvement by the candidates. According to the 3D quest findings, applicants displayed an average degree of digital competence, with certain specific item challenges graded at 0.5. Several psychometric item parameters were thoroughly examined in order to increase the item's quality.

This article highlights the problem of occupational stress of workers in the mass transition to remote work caused by the difficult conditions of our time in a pandemic COVID-19. Based on the results of theoretical analysis of scientific literature, the classification of the main models of stress is given. The content, features, factors, consequences of occupational stress of workers working remotely in general in a pandemic in particular are highlight. Personal indicators of occupational stress of employees are revealed. The role of personal qualities of employees in the emergence of occupational stress as a buffer that mediates the impact of stressors, enhancing their action, or inhibiting it, negatively affecting the mental health, psychological safety of employees and the quality of their professional activities are shown. The results of an empirical study show that the influence of stressors, which is significantly enhanced in the forced transition to remote work, causing violations in the communicative, emotional, volitional and need-motivational spheres of personality of employees in general and depending on gender and age and professional features of employees in particular. The expediency of taking into account the personal characteristics of employees to prepare them for the prevention and overcoming of occupational stress, developing the ability of employees to conscious and active stress management and counteracting stressors is stated.