https://repository.hneu.edu.ua/handle/123456789/24448 2026-05-07T23:45:25Z https://repository.hneu.edu.ua/handle/123456789/39856 Назва: Gamification and Interactive Learning: A Synergy for Motivating 21st-Century Learners Автори: Zaitseva I. O.; Beskorovaina K. V. Короткий огляд (реферат): The article examines the integration of gamification and interactive learning as a means of enhancing student motivation and improving educational effectiveness in the context of digitalization and hybrid learning. It analyzes the impact of game elements and interactive tools on student engagement, digital competencies, and 21st-century skills. The study presents findings from research conducted among students in grades 1–4 and 9–11, demonstrating positive changes in motivation and engagement. The theoretical framework is based on Self-Determination Theory, emphasizing autonomy, competence, and relatedness. Key implementation challenges are identified, including the quality of gamification design, digital inequality, and teacher competence. The study concludes that integrating these approaches is an effective strategy for modern education. 2026-01-01T00:00:00Z https://repository.hneu.edu.ua/handle/123456789/39855 Назва: Pedagogical conditions for the use of artificial intelligence in the educational process Автори: Sladkykh I. A. Короткий огляд (реферат): The article examines the pedagogical conditions for the effective use of artificial intelligence (AI) in the educational process. AI is considered not as a replacement for the teacher but as a tool for enhancing learning, increasing personalization, and improving educational outcomes. Based on research and empirical data, including a study conducted in Hong Kong universities, the paper highlights differing perceptions of AI among students and teachers. The study identifies the potential of generative AI to support lesson planning, feedback, and student engagement while also emphasizing existing concerns and limitations. The author outlines ten key pedagogical conditions necessary for the methodologically sound integration of AI into teaching practice, including didactic appropriateness, methodological integration, teacher competence, learner autonomy, ethical considerations, and inclusive education. It is concluded that the effectiveness of AI in education depends on a comprehensive and pedagogically grounded approach. 2026-01-01T00:00:00Z https://repository.hneu.edu.ua/handle/123456789/39842 Назва: Current trends and perspectives of Artificial Intelligence in English language teaching Автори: Agadzhanova R. Короткий огляд (реферат): The article considers the role of Artificial Intelligence in higher education, focusing on its integration into English language teaching. It analyses current trends in AI integration, highlighting how intelligent technologies support personalised, student-centred learning through adaptive content delivery, performance analysis, and immediate feedback. Particular attention is given to emerging AI-driven tools such as chatbots, virtual and augmented reality, and gamification, which enhance learner engagement, interaction, and autonomy while creating more immersive and flexible learning environments. The article also describes future perspectives of AI in English language teaching, emphasising its potential to further reshape pedagogical practices and expand access to language learning. At the same time, key challenges are addressed, including limited technological infrastructure, insufficient teacher training, and ethical concerns regarding data use. The article concludes that while AI offers significant opportunities for innovation, its effective implementation requires a balanced, human-centred approach to ensure meaningful and sustainable improvements in English language teaching and learning. 2026-01-01T00:00:00Z https://repository.hneu.edu.ua/handle/123456789/39841 Назва: Communicative competence as a framework for learning English Автори: Agadzhanova R. Короткий огляд (реферат): The article investigates the development of ESL communication skills within the framework of communicative competence, emphasising interactive communication as a key component of spoken proficiency. Drawing on current approaches in second language acquisition and communicative language teaching, communicative competence is viewed as an integrated construct involving linguistic, pragmatic, and interactional dimensions. Particular attention is devoted to interactive communication, understood as the ability to initiate, sustain, and negotiate meaning in dialogue. 2026-01-01T00:00:00Z