Сonceptual and categorical field of the problem of implementing interactive learning strategies in the professional training of students of philological specialities

- Малихін, Олександр Володимирович (orcid.org/0000-0001-6042-6298) and Чернюк, Анжеліка Петрівна (orcid.org/0009-0006-8617-0255) (2025) Сonceptual and categorical field of the problem of implementing interactive learning strategies in the professional training of students of philological specialities «Вісник науки та освіти (Серія «Філологія», Серія «Педагогіка», Серія «Соціологія», Серія «Культура і мистецтво», Серія «Історія та археологія»)», 9 (39). pp. 1398-1406. ISSN 2786-6165

Text text.pdf Download (291kB)

Abstract

This study examines the conceptual and categorical framework of implementing interactive learning strategies in the professional training of students of philological specialties. In the 21st century, higher education is increasingly defined by the need to integrate academic traditions with innovative instructional methods, particularly in the humanities. Within this context, interactive learning strategies are regarded not only as methodological innovations but also as key factors in shaping cognitive, communicative, and sociocultural competencies. Such strategies foster autonomy, critical thinking, and emotional intelligence, thereby aligning the educational process with the demands of a multilingual and multicultural environment. A central issue addressed in the research is the absence of a unified scientific foundation and terminological coherence regarding interactive strategies in Ukrainian pedagogical discourse. Divergent interpretations of key concepts such as “learning strategy” and “interactive strategy” have resulted in methodological fragmentation, hindering the comparability of research findings and limiting the scalability of didactic models. To address this challenge, the study defines the categorical field as a system of interrelated concepts that delineate the logic, boundaries, and hierarchy of terms, thereby ensuring greater scientific consistency and practical applicability, thus ensuring greater scientific consistency and practical applicability. By clarifying definitions, establishing theoretical foundations, and analyzing implementation practices, the research contributes to the development of a structured reference framework that may inform both pedagogical theory and practice. The findings are relevant to scholars and educators seeking to advance innovative approaches to professional training that equip students of philological specialties with the competencies required for effective engagement in globalized communicative contexts.

Item Type:	Article
Keywords:	learning strategies; interactive learning strategies; professional training; students of philological specialties; conceptual and categorical field.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.02 General questions of didactics and method Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 378 Higher education. Universities. Academic study Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 8 Language. Linguistics. Literature > 82 Literature
Divisions:	Institute of Pedagogics > Department of Didactics
Depositing User:	Тетик Валентина Романівна
Date Deposited:	18 Mar 2026 16:21
Last Modified:	18 Mar 2026 16:21
URI:	https://lib.iitta.gov.ua/id/eprint/748632

Downloads

Actions (login required)

View Item