Actual Issues of Modern Science, ESeJ, 38 (2025)

1 GLOBAL SCIENCES IN THE NAME OF HUMAN DEVELOPMENT EUROPEAN SCIENTIFIC E-JOURNAL ISSN 2695-0243 ISSUE 38 ACTUAL ISSUES OF MODERN SCIENCE DOI 10.47451/col-038-2025 Tuculart Edition & European Institute for Innovation Development EU, Czech Republic 2025 2 3 Actual Issues of Modern Science. European Scientific e-Journal, 38. Ostrava: Tuculart Edition & European Institute for Innovation Development, 2025. – 181 p. DOI 10.47451/col-038-2025 Scientific Supervisor of the Issue Alexander Buychik Doctor of Economics, Ph.D. in Social Sciences Editor-in-Chief of the Issue Maxim Bakhtin Full Professor, Doctor of Philosophy Chief Reviewer of the Issue Ivan Pfanenstiel Full Professor, Doctor of Philosophy Director of the Issue Anisiia Tomanek Master of Social Sciences and Cultural Studies Designed by Ekaterina Rusakova Design Partner: International Design 4 5 Table of Contents Culture & Cultural Heritage Harkusha, V.S., Simonov, S. Determining the impact of street art on the urban environment 7 Medicine & Pharmaceuticals Korzh, A.V. Analysis of biochemical indicators of iron metabolism in primary allogenic blood donors 18 Pedagogics & Education Stepanenko, O.I. The use of innovative technologies in ESP instruction for IT students within the framework of Open Education 28 Philology Kryknitska, I.O. Shaping brand identity through metaphoric connotation: The case of Yves Saint Laurent 43 Philosophy Maltseva, O.V. Digital educational tribes: Platform algorithms and students’ academic identity 54 Physics Serednytska, K.I. Study of thermal rectification in a bi-material with interfacial inhomogeneities 68 Psychology Spytska, L.V. Peculiarities of manifestation of paranoid delusions in the world 77 Sociology Bondar, T., Holub, V., Melnyk, D. Rationale for the invariant content of physical education in the context of inclusive education 92 6 Technologies & Innovations Riabko, I., Nechaiev, M. Functional MRI training for biomedical physics and engineering students: Methodological approach to acquisition, processing and visualization 105 Mazurenko, O.O. Emotionally adaptive UX interfaces: A scenario-based framework for real-time personalization 114 Kolisnyk, M.A. Using the Czech experience of innovations in mechanical engineering and energy saving to train engineering personnel in the agricultural sector 124 Yaropud, V.M. Implementation of innovations in technologies and engineering: European approaches and opportunities for Ukraine (Case of the Czech Republic) 132 Trukhanska, O.O. Investigation of the operation of the electromechanical system of an autonomous photovoltaic pumping station 142 Kupchuk, I.M. Modern educational trends in agricultural engineering: The experience of the Czech Republic 153 Shargorodskiy, S.A. Comparative analysis of the implementation of information technologies in higher education institutions of the Czech Republic and Ukraine 165 Authors 176 Citations in APA 178 7 Vitaliia S. Harkusha [ a ][1], Serhii Simonov [ b ][2] Determining the Impact of Street Art on the Urban Environment [1] Abstract: This study examines the role of modern urban murals in shaping urban space and their impact on the social, cultural, and aesthetic aspects of the urban environment. It is noted that the beginning of the 20th century was marked by the birth of avant-garde ideas, which were also reflected in visual art. The article presents an analysis of some modern murals as an element of the urban environment. The main functions of murals as an element of urban development are determined. Locations where the placement of modern murals is appropriate are considered. Images of the most famous modern murals are presented, serving both aesthetic and motivational purposes. The primary types of influence of modern murals on the psychological and mental state of people have been identified. Modern urban murals serve not only a decorative function but also contribute to the spiritual enrichment of society, creating meaning and shaping the unique emotional atmosphere of the city. The main trends in the development of murals are considered. It is demonstrated that murals can convey national, social, or psychological significance, stimulating reflection and engagement with citizens. Examples of iconic urban murals are given, such as the patriotic murals “Ukraine Will Win!”, Khmelnytskyi; mural “Ukrainian Soldier Sewing the Flag”, Kyiv; “Beauty Will Not Tolerate”, Rivne; “Russia Is NEVER Here”, Kherson; “Defenders of Light”, Kyiv; “Hutsulka with a Laptop – Past and Present”, IvanoFrankivsk, Ukraine. The importance of integrating murals into the urban environment, considering aesthetic norms and modern urban design strategies, is emphasised. Key locations have been identified for placing murals that harmoniously blend with the architecture and provide emotional interaction with the space. It is concluded that urban murals are not only an essential element of art but also a tool of social communication, which contributes to the harmonisation of urban space and the creation of a unique city identity. Keywords: mural, public art, street art, urban environment. Introduction The late 19th and early 20th centuries marked the beginning of the emergence of avant-garde ideas, both in art and in culture as a whole. This period is also characterised by urban trends, which in turn led to the mass construction of the same type of multi-storey buildings. Street art is an integral part of big cities. Art has a significant role in the spiritual and aesthetic enrichment of the urban environment. Nowadays, the creation of the urban landscape occurs in an environment of freedom of expression and is centred on exploration and innovation. The typical development of residential areas characterises Ukraine; most of the architecture of cities is made up of the so-called “Khrushchevkas”. Most industrial cities in Ukraine are characterised by monochrome architecture created through industrial methods, which contributes to the greyness of the facades of residential buildings, which deteriorate over time. As a result of hostilities, the vast majority of them have now been destroyed. Most industrial cities in Ukraine are characterised by monotonous and faceless buildings with technically obsolete structures, poorly planned and structured territories, and growing social problems among residents. Street art is one way to make these cities vibrant and alive. For residents of a Candidate of Engineering Sciences (Ph.D.), Associate Professor, Department of Architecture, Pryazovskyi State Technical University. Mariupol (Dnipro), Ukraine. b Candidate of Engineering Sciences (Ph.D.), Associate Professor, Department of Architecture, Pryazovskyi State Technical University. Mariupol (Dnipro), Ukraine. 14 IT technologies, Ukrainian traditions remain our national treasure. The mural depicts a woman of the past with elements of progressive modernity. In their painting, the artists harmoniously combined the authentic beauty and interactivity of modern technologies. Here, we see a certain correspondence between the mural “Hutsulka with a Laptop” and the mural “Defenders of Light”, as the current events unfolding in Ukraine often limit our access to modern equipment, requiring the work of military and energy personnel. If it were not for the protection of these people, it would be impossible to work with modern technologies, without which most Ukrainians cannot imagine their lives. Discussion The findings demonstrate that modern Ukrainian street art plays a pivotal role in reimagining urban identity during wartime and post-war reconstruction. Murals have transformed from spontaneous expressions of youth culture into instruments of civic communication, memory preservation, and emotional healing. Their emergence on damaged buildings symbolises both physical and moral restoration. As noted in the research, Ukrainian muralism now bridges the gap between traditional national symbols and contemporary visual language, forming a unique code of resilience and hope. The discussion highlights several key dimensions of this transformation. First, the aesthetic dimension—street art revitalises grey, monotonous post-industrial spaces by integrating colour, symbolism, and emotion into architectural surfaces. This contributes to the creation of an inclusive and spiritually enriching urban environment. Second, the sociocultural dimension— murals foster solidarity, articulate collective grief and pride, and serve as a moral compass in times of uncertainty. By depicting heroes, volunteers, and victims, artists translate national trauma into shared visual narratives. Third, the communicative dimension—street art functions as an open dialogue between artists and society. It transforms passive observation into active engagement, inviting reflection on the values of freedom, dignity, and resistance. The use of digital elements such as QR codes in murals represents the synthesis of art and technology, enabling citizens to contribute to charitable initiatives or educational projects. Moreover, street art has become a tool of cultural diplomacy. International recognition of Ukrainian murals enhances the country’s visibility and reshapes its global image from victimhood to resilience and creativity. The cooperation between artists, municipalities, and civic groups indicates the institutionalisation of this art form, which now occupies an official place in urban design strategies. However, challenges remain: the preservation of murals in war-affected areas, the risk of over-commercialisation, and the need for legal frameworks ensuring artists’ rights and authenticity. Despite these obstacles, Ukrainian street art continues to evolve as a living chronicle of national rebirth. Thus, the discussion confirms that murals have moved beyond decorative function to become instruments of socio-cultural reconstruction. They visualise the emotional energy of the nation, embodying both memory and aspiration, and transforming Ukrainian cities into vibrant symbols of freedom and unity. 15 Conclusion The rapid development of modern engineering needs of the city is inextricably linked with its visual component. It is in this area that the synthesis of visual art with functional tasks takes place, allowing the solution of not only innovative issues and the combination of new technological techniques, but also enabling the perception of the urban environment as a modern, comfortable, and emotional space. Elements such as murals can be not only an object of art, but also a centre of attraction for both locals and tourists, which will have a positive effect on the city’s budget. Since the beginning of martial law, a large number of murals have appeared in Ukraine, expressing social and political moods, as well as contributing to the formation of the national identity of Ukrainians. Murals during the war became more than just art. They are a reflection of the events taking place in Ukraine. The murals support morale, preserve the memory of heroism and suffering, and unite Ukrainians in a common desire for Victory. Conventionally, the murals that have appeared in Ukraine recently they are mostly patriotic, which is a natural phenomenon, given the situation in Ukraine. These are symbols of the modern Ukrainian Renaissance. However, some murals reflect significant situations that Ukrainians experienced during the war, such as the constant blackouts that occurred both in winter and in summer. It was a complex situation that led to a production collapse, making people’s lives extremely uncomfortable. Ukrainians literally had to fight for light. At the same time, some murals appeared before the war and symbolise the combination of progress and tradition. Studies have shown that elements of street art are becoming increasingly modern and progressive. However, at the same time, they do not lose their humanity and actively inform ordinary citizens and guests from other countries about what is happening in Ukraine, as there are events that one needs not only to be aware of, but also to treat with respect. Conflict of Interest The authors declare that there is no conflict of interest. References: Chernyuk, S., & Malinovska, K. (2007). Graffiti as a cultural phenomenon. Problems of the Theory and History of Architecture of Ukraine, 16, 200–207. Efimova, A. V. (2014). Features of the implementation of current trends in art in urban spaces in Western Ukraine: Modern monumental art practices. Ukrainian Culture: Past, Present, Ways of Development, 20(1), 286–291. Hrytsyuk, O. (2015). Socio-political graffiti of the Revolution of Dignity (based on materials from Kyiv). Ethnic History of the Peoples of Europe, 45, 130–136. Hrytsyuk, O. (2019). Street wall painting as an object of research: Historiography and state of study. Collection of Scientific Works “Ethnic History of the Peoples of Europe”, 58, 113–117. Ladan, T. M. (2008). Mosaic as a means of embodying post-avant-garde ideas in design and architecture. Contemporary Problems of Architecture and Urban Planning, 35–54. Miro, I. M. (2018). Features of street art as a phenomenon of modern art. Culture and Modernity, 2, 261– 266. Shylo, O. V., & Ivashko, O. D. (2016). Monumental art and street art in modern urban space. Collection of Scientific Works, 2, 74–78. 16 Simonov, S. I. et al. (2022). Street art as a decoration of facades and walls of houses in Siverskodonetsk: Problems and prospects. Collection of Scientific Papers “Ukrainian Academy of Arts”, 32, 36–40. https://doi.org/10.32782/2411-3034-2022-32-4 Tyurikova, O. M., & Pogorelov, O. A. (2016). Art design in the modern design practice of Designers of the Architectural Environment (DAS). Problems of the Theory and History of Architecture of Ukraine, 16, 119–123. Appendix Figure 1. Patriotic mural “Ukraine Will Win!”, Khmelnytskyi, Ukraine Figure 2. Mural “Ukrainian Soldier Sewing the Flag”, Kyiv, Ukraine Figure 3. Mural “Beauty Will Not Tolerate”, Rivne, Ukraine Figure 4. Mural “Russia Is NEVER Here”, Kherson, Ukraine 17 Figure 5. Mural “Defenders of Light”, Kyiv, Ukraine Figure 6. Mural “Hutsulka with a Laptop – Past and Present”, Ivano-Frankivsk, Ukraine 18 Andrii V. Korzh [ a ][3] Analysis of Biochemical Indicators of Iron Metabolism in Primary Allogenic Blood Donors [2] Abstract: Currently, there is a significant shortage of donated blood and blood components worldwide. According to WHO recommendations, an adequate and reliable supply of safe and high-quality donated blood and blood components can only be achieved through regular voluntary unpaid donations. The study aims to examine the main biochemical indicators characterising iron metabolism in first-time allogeneic blood donors, in order to subsequently use them as reference values for comparative analysis in scientific research, as well as for developing practical recommendations concerning strategies for recruiting and retaining first-time voluntary unpaid blood donors. The methodological basis of this study was a systematic approach, which allowed for a comprehensive study and analysis of the biochemical indicators of iron metabolism in primary allogenic blood donors. The results obtained were used to develop practical recommendations for the Blood Centre of the Armed Forces of Ukraine regarding the strategy for attracting and retaining primary blood donors who make voluntary unpaid donations. Based on mathematical analysis, a positive correlation has been established between the indicators of secondary metabolic disorders in the examined donors and the main biochemical indicators of iron metabolism in first-time allogeneic blood donors, which may be used as reference values in conducting comparative analyses in future scientific studies. Keywords: blood donors, donations, iron, biochemical parameters, primary allogeneic blood donors. Abbreviations: 𝐹𝑡 is ferritin, 𝐺𝑀𝑃 is Good Manufacturing Practice, 𝑆𝐼 is serum iron (concentration), 𝑇𝑓 is transferrin, 𝑇𝐼𝐵𝐶 is total iron-binding capacity, 𝑇𝑆 is transferrin saturation, 𝑈𝐼𝐵𝐶 is unsaturated (latent) iron-binding capacity. Introduction According to the Association Agreement between Ukraine and the European Union, the European Atomic Energy Community and their Member States, our country embarked on the path of integration into the European Community. This, in particular, imposed requirements to review and reform the existing blood service in Ukraine, and envisaged the mandatory establishment of production in line with the requirements of GMP and the European Pharmacopoeia (Vidborets & Derpak, 2022; Perekrestenko et al., 2014; Haidukova et al., 2014). The main provisions and principles were adopted as the basis for reforming the blood system in Ukraine, a process that continues successfully. Considering the general approaches to reforming transfusion medicine in Ukraine, in recent years the country has achieved the maximum possible implementation of organisational, methodological and legal approaches in a Candidate of Medical Sciences (Ph.D.), Senior Lecturer, Department of Anesthesiology and Resuscitation, Faculty of Retraining and Advanced Training, Ukrainian Military Medical Academy. Kyiv, Ukraine. 19 accordance with European and global standards (On Infectious Safety…, 2005; On Approval of the Procedure…, 2013; Guide…, 2020). The reform of the blood system in Ukraine has strengthened the position of transfusiology as an integral part of the healthcare system, which holds strategic significance for the state as a whole. Over the course of the reform, Ukraine’s blood system has become more structured, acquired a truly systemic character, and now represents a synthesis of scientific achievements and practical work in the organisation and technology of blood collection, the production and use of blood components, the organisation, methodology and techniques of transfusion, and the protection of donor health (Guide…, 2020; AABB Standards…, 2016; Fung et al., 2014). The main task of the blood service is to ensure equal access for the population of Ukraine to high-quality and safe components of donor blood in the required quantity (On Infectious Safety…, 2005; Activities…, 2021). The quality and safety of blood components refer to the compliance of donor blood, as the basis for the production of blood components, or components of blood directly collected from the donor (apheresis), which are supplied to consumers, with the legally established standards of quality and safety (Fung et al., 2014; Blood Safety…, 2020). Strict adherence to the established regulations and procedures for collection, testing, processing, storage, distribution, and transportation of donor blood and its components by the entities of the blood service serves as a guarantee of the quality and safety of blood components used for transfusion purposes, upon which the safety of recipients and the clinical effectiveness of transfusion directly depend (Vidborets & Derpak, 2022; Perekrestenko et al., 2014; Haidukova et al., 2014; On Infectious Safety…, 2005; On Approval of the Procedure…, 2013; Guide…, 2020; Fung et al., 2014; Blood Safety…, 2020). Despite the obvious relevance of this issue for the blood service, few studies have been devoted to examining iron metabolism disorders in donors; the results presented are often contradictory, there is a lack of controlled studies and an insufficient evidence base, data regarding biochemical changes at different stages of participation in donation are not clearly defined, and the issues of post-transfusion reactions and complications, as well as the transmission of transfusion-transmitted infections, remain unresolved (On Infectious Safety…, 2005; On Approval of the Procedure…, 2013; Activities …, 2021; Assessment…, 2020; Weiss et al., 2019; Vidborets et al., 2021). This has prompted us to perform the present study. The study aims to investigate the main biochemical parameters that characterise iron metabolism in first-time allogeneic blood donors, with a view to using them as reference values for comparative analysis in scientific research and for developing practical recommendations regarding strategies for recruiting and retaining first-time voluntary unpaid blood donors. Methods and Materials The methodological basis of this study was a systemic approach, which made it possible to comprehensively examine the biochemical indicators of iron metabolism in the blood of donors. We examined 135 first-time allogeneic blood donors from the Blood Centre of the Armed Forces of Ukraine. According to the age classification (WHO, 2025), all the examined first-time donors were divided into three subgroups: • young donors are 69 individuals (47 men and 22 women) aged 18 to 44 years; 20 • middle-aged donors are 47 individuals (35 men and 12 women) aged 45 to 59 years; • older donors are 19 individuals (13 men and 6 women) aged 60 to 74 years (Table 1). Thus, in the study group, the average age of the examined first-time donors was (37.87±1.33) years, with individual variations ranging from 20 to 59 years. The average age of male donors was (38.46±1.52) years, with individual variations from 20 to 59 years. The average age of female donors was (36.49±2.38) years, with individual variations from 22 to 56 years. All 135 primary allogeneic blood donors were practically healthy and, based on the results of a questionnaire, specialist examination and determination of haemoglobin levels, were admitted to donate blood. The results of testing the donated blood for the presence of markers of transfusion-transmissible infections were negative. All donors were examined in accordance with the requirements of the “Procedure for Medical Examination of Blood Donors and/or Its Components”, approved by Order of the Ministry of Health of Ukraine No. 385 dated August 1, 2005 (On the Infectious Safety…, 2025), as donors whose blood is used for the preparation of components, as well as in line with other applicable regulatory legal acts. Before donating blood, the donors completed a questionnaire and underwent a medical examination by qualified specialists according to the requirements of the current “Procedure for Medical Examination of Blood Donors and Blood Components”. For each donor, the haemoglobin content was determined (normal is not less than 135 g/L for men, not less than 125 g/L for women). Based on the examination results, the volume of blood donation was determined for each donor (there is 450 ml of the maximum permissible dose, excluding up to 40 ml of blood taken for testing). After donation, the main biochemical parameters were determined in the donors’ plasma, and screening for markers of transfusion-transmissible infections (HIV-1/2, hepatitis B, hepatitis C, syphilis) was performed. For the research, devices and reagents registered and certified for use in Ukraine were used. The devices underwent metrological control in accordance with the established periodicity. The haematological parameters of peripheral blood were determined on automatic haematology analysers “Micros 60” (ABX, France) and “РСЕ-210” (ERMA, Japan), and the main biochemical parameters were measured on a semi-automatic biochemical analyser “STARDAST-MC-15” (DiaSys Diagnostic Systems, Germany). The iron content in serum was determined using the bathophenanthroline method. The 𝑇𝐼𝐵𝐶 of serum was determined by saturating transferrin with trivalent iron. The unsaturated (latent) iron-binding capacity of serum was calculated as the difference between the total iron-binding capacity of serum and the serum iron content. The transferrin saturation coefficient was calculated as the ratio of serum iron content to the total iron-binding capacity of serum. The 𝑇𝑓 content in serum was determined according to the total iron-binding capacity of serum. The ferritin content in serum was determined by the radioimmunoassay method. The obtained study results were processed using methods of variational statistics. Literature Review The development of modern transfusion medicine and donor safety systems is grounded in the convergence of international standards, national regulations, and biomedical research 21 addressing blood quality, donor health, and iron metabolism. The AABB Standards for Blood Banks and Transfusion Services (2016) and the AABB Technical Manual (Fung et al., 2014) remain key global references, establishing frameworks for blood component preparation, donor selection, and infection control. Similarly, the Guide to the Preparation, Use and Quality Assurance of Blood Components (2020) reflects European best practices harmonising quality assurance and haemovigilance protocols across member states. At the national level, Ukraine has progressively aligned its blood service system with international guidelines through regulatory acts and monitoring programmes. The Orders of the Ministry of Health of Ukraine on infectious safety (On Infectious Safety…, 2005) and screening procedures (On Approval…, 2013) formalised the control of transfusion-transmissible infections, while the Activities of Blood Service Institutions of Ukraine in 2020 report (2021) provided analytical data on donor dynamics, stock management, and epidemiological trends. These measures correspond to the WHO recommendations (Assessment of Iron Status…, 2020; Blood Safety and Availability, 2020) on blood safety, availability, and iron status assessment, confirming the integration of evidence-based practices into Ukrainian transfusion policy. Academic research has significantly contributed to understanding donor physiology and long-term safety. Derpak (2009) presented early morphometric analyses of erythrocytes in regular donors, revealing adaptive changes in red blood cell structure. Later studies by Derpak and Vydyborets (2019a; 2019b) expanded this line of research, introducing a pathophysiological substantiation of donation safety based on complex clinical, biochemical, and biophysical parameters. Their findings highlighted the need for dynamic monitoring of iron metabolism and haematopoietic response among active donors, particularly those with extended donation histories. The relationship between blood donation and iron metabolism has been comprehensively discussed in the monograph Blood Donation and Iron Metabolism (Vidborets & Derpak, 2022), which synthesises Ukrainian and international data on post-donation iron recovery, ferritin regulation, and gender-specific responses. The authors’ approach is consistent with Weiss, Ganz, and Goodnough’s (2019) analysis of iron metabolism disorders and anaemia of inflammation, which contextualises donor iron depletion as part of broader metabolic and immune interactions. Complementary research by Chepurna and Vydyborets (2022) proposed diagnostic algorithms for detecting iron deficiency in donors, incorporating WHO’s serum ferritin criteria (Assessment of Iron Status…, 2020) and emphasising preventive monitoring. Beyond physiological parameters, sociological and organisational aspects of donation are explored by Perekrestenko et al. (2014), who examined Ukraine’s donation capacity and demographic determinants affecting donor recruitment. Haidukova, Vydyborets, and Sergienko (2014) addressed the motivational and educational dimensions of donor engagement, providing methodological tools for blood service institutions. Their insights resonate with WHO’s (Blood Safety and Availability, 2020) advocacy for sustainable donor mobilisation and self-sufficiency in national blood supplies. Finally, recent contributions by Vidborets et al. (2021) underscore the persistent challenge of transfusion-transmissible diseases, especially in the context of emerging infections. These studies reinforce the systemic interdependence between clinical research, regulatory 22 frameworks, and educational initiatives aimed at ensuring both donor well-being and recipient safety. In summary, the reviewed literature demonstrates a coherent scientific trajectory in transfusion medicine—ranging from cellular morphology to public health regulation—linking Ukrainian empirical evidence with global standards. The synthesis of international guidelines (AABB, WHO, EDQM) and domestic research forms the basis for developing integrated donor monitoring systems, aligning biomedical, epidemiological, and ethical dimensions of modern blood donation. Results All 135 first-time allogeneic blood donors were practically healthy and, based on the results of questionnaires, examinations by specialists and determination of haemoglobin content, were deemed eligible to donate blood. The results of the donated blood screening for markers of transfusion-transmissible infections were negative. A detailed peripheral blood analysis was performed for all examined first-time allogeneic blood donors at the laboratory of the Blood Centre of the Armed Forces of Ukraine; the results are presented in the appendix (Table 2). As can be seen from the data in Table 2, the mean haemoglobin concentration among the group of first-time allogeneic blood donors was 133.50±1.99 g/l. The mean haemoglobin concentration among the male donors was 138.13±2.49 g/l, with individual variations ranging from 133 g/l to 143 g/l, whereas among the female donors it was 129.09±1.51 g/l, with individual variations from 123 g/l to 135 g/l. The haemoglobin concentration in male donors was higher than that in female donors (p<0.001). The mean red blood cell (erythrocyte) count among the group of first-time donors was (4.74±0.32)×10¹²/l. Among the examined male donors, the mean count was (5.06±0.51)×10¹²/l, while among female donors it was (4.43±0.13)×10¹²/l, with individual variations in men from 4.3×10¹²/l to 5.2×10¹²/l, and in women from 4.0×10¹²/l to 4.8×10¹²/l. The erythrocyte count in male donors was higher than in female donors (p<0.001). The mean leukocyte count in male donors was (6.54±0.29)×10⁹/l, with individual variations from 4.5×10⁹/l to 8.6×10⁹/l, whereas in female donors it was (6.37±0.14)×10⁹/l, with variations from 4.9×10⁹/l to 8.0×10⁹/l. Overall, in the group of first-time donors, the mean leukocyte count was (6.45±0.21)×10⁹/l. The mean platelet count among the group of first-time donors was (227.73±2.44)×10⁹/l. Among male donors, the mean platelet count was (241.18±2.54)×10⁹/l, while among female donors it was (213.55±2.35)×10⁹/l, with individual variations in men from 202×10⁹/l to 253×10⁹/l, and in women from 190×10⁹/l to 237×10⁹/l. As can be seen from Table 2, among the examined first-time allogeneic blood donors, we did not find a statistically significant difference in the mean leukocyte and platelet counts by sex (p>0.05). Below is a definition of the main indicators characterising the state of iron metabolism in the bodies of first-time allogeneic blood donors. 23 The 𝑆𝐼 concentration and the 𝑇𝐼𝐵𝐶 of serum were determined using the bathophenanthroline method. In determining 𝑇𝐼𝐵𝐶, magnesium carbonate was used as the sorbent. The 𝑈𝐼𝐵𝐶 was calculated as the difference between 𝑇𝐼𝐵𝐶 and 𝑆𝐼. 𝑇𝑆 with iron was determined as the ratio of 𝑆𝐼 to 𝑇𝐼𝐵𝐶 multiplied by 100%. The 𝑇𝑓 content was assessed based on 𝑇𝐼𝐵𝐶. The determination of 𝐹𝑁 content in blood serum was carried out using the radioimmunoassay method. The data on the analysis of the main indicators of iron metabolism in the plasma and serum of the examined first-time allogeneic blood donors are presented in the appendix (Table 3). As shown in Table 3, the mean level of 𝑆𝐼 in the group of first-time donors was (20.38 ± 2.10) μmol/l. Among the examined male donors, this indicator averaged (22.75 ± 1.33) μmol/l, with individual variations ranging from 17.25 to 24.40 μmol/l, whereas in female donors it averaged (18.02 ± 1.30) μmol/l, with individual variations from 16.27 to 21.24 μmol/l. The 𝑆𝐻 content in male donors was higher than in female donors (p < 0.01). The 𝑇𝐼𝐵𝐶 indicator in the group of first-time donors averaged (57.70±2.51) µmol/l. In the examined male donors, this indicator was (56.72±2.37) µmol/l, and (58.68±2.20) µmol/l in females, with individual variations in males ranging from 52.06 to 61.02 µmol/L, and from 54.83 to 62.03 µmol/l in females. 𝑇𝐼𝐵𝐶 in female donors was higher than in male donors (p<0.01). The 𝑈𝐼𝐵𝐶 indicator in the examined male donors averaged (34.99±4.08) µmol/l, with individual variations from 28.03 to 43.34 µmol/l, and (39.98±3.54) µmol/L in females, with individual variations from 34.16 to 45.62 µmol/l. Overall, in the group of first-time donors, 𝑈𝐼𝐵𝐶 amounted to (37.48±4.35) µmol/l. 𝑈𝐼𝐵𝐶 in female donors was higher than in male donors (p<0.01). The iron 𝑇𝑆 indicator in the group of first-time donors averaged (34.80±4.93)%. In the examined male donors, this indicator averaged (36.58±4.74)%, and (33.02±3.63)% in females, with individual variations in males ranging from 28.62 to 46.11%, and from 26.39 to 38.31% in females. 𝑇𝑆 in male donors was higher than in female donors (p<0.01). The 𝑇𝑓 content in the group of first-time donors averaged (2.24±0.12) g/l. In the examined male donors, this indicator averaged (2.22±0.11) g/l, and (2.25±0.13) g/l in females, with individual variations in males ranging from 2.02 to 2.38 g/l, and from 2.14 to 2.50 g/l in females. The 𝑇𝑓 content in female donors was higher than in male donors (p<0.01). The 𝐹𝑁 content in the examined male donors averaged (24.98±2.10) µg/l, with individual variations from 20.17 to 30.60 µg/l, and (21.78±1.17) µg/l in females, with individual variations from 17.27 to 22.10 µg/l. Overall, in the group of first-time donors, 𝐹𝑁 content was (23.38±2.19) µg/l. The 𝐹𝑁 content in male donors was higher than in female donors (p<0.001). Thus, the current research results have covered a larger cohort of first-time allogeneic blood donors compared to previous studies and can be used as control values for comparative analysis in future scientific research. Discussion The results obtained from the examination of 135 first-time allogeneic blood donors provide an important reference point for understanding baseline haematological and iron 30 − analyse the pedagogical potential of Open Education principles for enhancing ESP curricula; − explore the role of digital tools in fostering student engagement, autonomy, and professional communication competence; − evaluate practical models of technology integration into ESP instruction, with specific reference to IT-related contexts. − develop recommendations for educators on effective strategies for incorporating innovative. The study employs a combination of methods, including: • Theoretical analysis of scientific literature, policy documents, and empirical studies on ESP, Open Education, and digital technologies. • Comparative analysis of technological tools and pedagogical approaches relevant to ESP instruction. • Content analysis of open educational resources and platforms used in ESP. • Case study method for examining practical implementation of innovative technologies (e.g., AI tools, VR/AR, COIL). • Generalisation and synthesis for formulating practical recommendations for integrating technologies into ESP curricula. Methods The research methodology was based on a combination of general scientific and specific methods, allowing for a comprehensive analysis of the integration of innovative technologies into ESP instruction for IT students within the framework of Open Education. At the general scientific level, theoretical and empirical methods were used to ensure a systemic understanding of the pedagogical and technological foundations of the study. Theoretical analysis included the examination of relevant scientific literature, policy documents, and empirical studies on digitalisation of higher education, English language teaching methodologies, and the principles of Open Education. This approach made it possible to generalise the current scientific discourse, identify existing gaps in research, and determine the conceptual basis for technology integration in ESP. Comparative analysis was employed to contrast different technological tools and pedagogical approaches in ESP teaching, particularly focusing on their relevance and adaptability to IT-related contexts. This method facilitated the identification of the advantages and limitations of each technology—from artificial intelligence systems and learning management platforms to gamification and virtual learning environments—helping to determine their pedagogical effectiveness for ESP learners. Generalisation and synthesis were used to consolidate findings from various case studies, allowing the formulation of practical recommendations for integrating digital technologies into ESP curricula while preserving academic and methodological integrity. Among empirical methods, content analysis was applied to evaluate the functionality and didactic potential of OERs, online platforms, and collaborative learning environments. The analysis covered the structure, accessibility, and degree of pedagogical interactivity of open 31 materials and systems, thus ensuring their compliance with the requirements of Open Education. The case study method provided opportunities for a deeper exploration of specific examples of implementing innovative technologies in ESP teaching. In particular, it analysed the use of AI and chatbots (ChatGPT, Replika, Grammarly), virtual and augmented reality tools, gamified environments (Kahoot!, Quizlet), and international collaborative models such as Collaborative Online International Learning (COIL). This method helped to highlight best practices and successful cases of integrating technology in higher education language programs. In addition, modelling was used to conceptualise the process of technological integration according to the SAMR framework, which includes four levels—substitution, augmentation, modification, and redefinition. This model allowed the researcher to evaluate the degree of pedagogical transformation achieved through technology. Logical and systemic approaches underpinned the entire methodological design, ensuring the coherence of analysis, interpretation, and generalisation of the results. The combination of these methods made it possible to construct a holistic view of how digital tools, grounded in the philosophy of openness, contribute to developing innovative, interactive, and sustainable ESP instruction for IT students. Literature Review The literature review addresses the theoretical foundations, empirical evidence, and pedagogical implications of integrating innovative technologies into ESP instruction, with a focus on IT education and the Open Education paradigm. The rapid advancement of digital tools has transformed the structure and delivery of language education, stimulating academic interest in the intersection of technology, pedagogy, and professional communication (Herlina & Said, 2022; Freeman et al., 2015). Scholars agree that ESP, as a professionally oriented branch of English language teaching, must evolve to meet the communicative demands of the global digital economy, especially in fields such as programming, cybersecurity, and software engineering. A significant body of research highlights that Open Education serves as both a methodological and philosophical foundation for integrating innovative technologies in language teaching (Opening up Education, 2016; Kawachi, 2014). It promotes accessibility, collaboration, and transparency through OERs, which enable instructors to adapt materials to specific professional contexts while maintaining inclusivity (Allen & Katz, 2020; Krajka, 2018). The European Commission’s framework on Open Education further reinforces the necessity of creating flexible, technology-mediated learning environments that remove barriers to education and encourage cross-border collaboration (Shaping Europe’s Digital Future, 2020). These approaches are consistent with UNESCO’s vision of equitable access to knowledge and sustainable educational innovation (Observatory…, 2011). Recent studies focus on AI and chatbots as key tools for enhancing language learning outcomes. Research demonstrates that AI systems—such as ChatGPT, Grammarly, or DeepL—facilitate interactive learning, adaptive feedback, and professional vocabulary acquisition in ESP contexts (Bailey & Almusharraf, 2021; Lu & Zeng, 2025). AI-based chatbots enable learners to engage in authentic professional communication while overcoming temporal and spatial barriers (Hamzah et al., 2021; Silitonga et al., 2024). Similarly, the work of Wang and 32 Petrina (2013) and Dashtestani and Stojković (2015) underscores the pedagogical benefits of integrating AI into ESP course design, stressing its potential for learner autonomy and increased motivation. Another important research direction concerns virtual and augmented reality (VR/AR), which provides immersive, contextualised environments for language acquisition in professional settings. Stepanenko, Kokhan, and Mykhaylova (2023) as well as Krasnenko (2024) demonstrate that VR applications and speech-simulation tools (SpeakandImprove, SmallTalk2Me) enhance learners’ communicative competence by replicating real-world IT scenarios. Furthermore, LMSs such as Moodle and Canvas have become essential infrastructure for online ESP education, providing mechanisms for collaboration, assessment, and open content integration (Bradley, 2021; Chaw & Tang, 2018). Their adaptability to blended learning environments fosters both learner autonomy and institutional scalability. Gamification and game-based learning have emerged as effective motivational strategies in ESP teaching. Empirical research confirms that platforms like Kahoot!, Quizlet, and Duolingo foster engagement, creativity, and knowledge retention while aligning with learner-centred pedagogies (Scott, 2024; Voshchevska et al., 2023). The integration of gamified elements into ESP for IT students supports collaborative learning and cognitive activation, making language study both dynamic and interactive. A distinct feature of Open Education is the COIL model, which supports intercultural and interdisciplinary learning through joint online projects (Hackett et al., 2023). Its use in ESP instruction enables students to develop communicative competence and global citizenship skills by participating in real-world problem-solving across linguistic and cultural boundaries. Studies conducted in Ukraine and Latin America demonstrate the effectiveness of COIL in enhancing motivation, critical thinking, and professional communication (Stepanenko, 2025). Thus, the current literature converges on the idea that innovative technologies—artificial intelligence, VR/AR, LMSs, gamification, and COIL—transform ESP teaching into a multidimensional process that combines linguistic proficiency, digital literacy, and intercultural competence. The Open Education paradigm provides the conceptual and ethical framework for this transformation, ensuring accessibility, co-creation, and adaptability in modern language pedagogy. Results ESP in the Context of Open Education In the digital era, the importance of ESP has grown, particularly in the IT industry where swift technological advancements and international collaboration are commonplace. Consequently, ESP courses are adapting to encompass not only language proficiency but also essential 21st-century skills like digital literacy, critical thinking, and intercultural communication. Instructional approaches have transitioned from conventional textbook-based methods to more interactive, technology-driven models that simulate real-world work environments and encourage active participation in problem-solving. Today, the integration of information technologies in education, especially in language learning, has advanced with the development of MOOCs, communities of practice, and OERs, along with tools such as LMSs, cloud 33 technologies, and artificial intelligence systems. These technological advancements and innovations are reflected in publications from journals focused on technology in language education, such as ReCALL (the European Association for Computer Assisted Language Learning Journal), CALL (Computer Assisted Language Learning Journal), CALICO (Computer Assisted Language Instruction Consortium Journal), and Language Learning and Technology Journal etc. These advances are also apparent in the European Commission’s efforts to empower individuals with the use of digital technologies (Shaping…, 2020) and the initiation of additional EU-funded research and innovation projects, like the DC4LT (DC4LT Consortium, 2019). Learning platforms, mobile applications, and artificial intelligence systems provide personalized and flexible opportunities for language acquisition. This shift indicates the increasing integration of ESP with educational technology, prompting educators to adopt novel pedagogical models and incorporate innovative solutions into ESP course development. Open Education is a philosophy and practice that advocates for broad access to learning opportunities, transparency in knowledge production, and collaboration across institutional and national boundaries. According to the European Commission, Open Education is defined as “a way of carrying out education, often using digital technologies. Its aim is to widen access and participation to everyone by removing barriers and making learning accessible, abundant, and customizable for all. It offers multiple ways of teaching and learning, building and sharing knowledge. It also provides a variety of access routes to formal and non-formal education, and connects.” (Opening up Education…, 2016) It encompasses various components, including OER, open licensing, open pedagogy, and technological learning environments. Within the context of ESP, Open Education facilitates the development and dissemination of freely available materials tailored to specific professional fields, enabling educators to customize content to meet the diverse needs of their students. The synergies between Open Education and ESP are particularly evident in the use of OER, such as open-licensed ESP textbooks, video tutorials, glossaries, corpora, and case-based learning modules. These resources not only reduce barriers to access, but also allow educators to create more relevant and authentic materials, especially for highly specialized fields such as IT. In addition, Open Education encourages collaboration between institutions, facilitating transnational projects and knowledge sharing—principles that are consistent with the global nature of the IT According to UNESCO (2011), the potential of information technology in education is crucial to equip educators in the growing information society with the tools they need to creatively influence teaching and learning, enabling them to meet the challenges of a disruptive environment and global progress towards a more demanding knowledge-based society (Observatory…, 2011). In addition, digital tools make it possible to teach ESP outside the classroom. OER are learning materials that can be used in teaching and learning contexts according to the 5Rs (retain, reuse, revise, remix, or redistribute) and are recognized by all stakeholders as an invaluable means to allow inclusive and equitable gain to information and learning (Kawachi, 2014). Teachers’ willingness to use OER results from the possible opportunity to increase learning experiences and make learning more accessible for learners who cannot afford or access commercial textbooks or sources (Allen & Katz, 2020; Krajka, 2018). In her report to UNESCO, 34 Scott C. (2015, p. 16) emphasizes the role of educational technology in this transformation: edagogical innovation must equip learners with the skills and competencies to function in a digital culture, using media and informal pathways to enrich their learning and develop essential forms of literacy. Teachers will require meaningful support and time to exploit available resources and tools to create tailor-made learning experiences that are motivating and engaging, yet efficient, relevant and challenging. Another major component of Open Education is COIL, which brings together students and teachers from different countries in joint virtual projects COIL is an educational method that has become a popular approach used to internationalize the curriculum and facilitate students’ curriculum content and intercultural learning through collaboration (Hackett et al., 2023). COIL offers IT students real opportunities to use English in a professional environment, engage in intercultural communication, and develop teamwork skills—all in an open, digitally mediated environment. Implementing Open Education principles in ESP teaching can lead to more inclusive and adaptive learning ecosystems. This enables both teachers and students to become co-creators of knowledge and increases the relevance of ESP curricula to the changing demands of the IT profession. Types of Innovative Technologies Relevant to ESP for IT Students: Practical Implementation Innovative technologies used in ESP courses are changing the way IT students acquire language skills and professional competencies. These technologies serve as both tools and environments for engaging, interactive, and student-centered learning. Let us look at the most influential categories of technological innovations that are currently transforming ESP for IT students. It is worth noting that for meaningful integration of technology in ESP education, teachers should align learning objectives with the capabilities of digital tools. Instructional design models such as SAMR and TPACK provide teachers with structured approaches to integrate technology in pedagogically sound ways. The SAMR model was used in our study. For example, in the ESP course for students, the use of technology took place at the following levels: • Substitution: using Google Docs instead of paper for written assignments. • Augmentation: activating artificial intelligence-based tools such as Grammarly for improved language feedback. • Modification: running peer-reviewed blogs on cybersecurity topics using WordPress. Redefining: running a COIL-based IT project with international colleagues using English as the language of collaboration (Walsh, 2015). By designing assignments that go through these stages, educators can go beyond superficial use of tools and provide transformative learning experiences. Artificial Intelligence and Chatbots The integration of chatbots into future ESP teaching strategies aims to transform traditional approaches by leveraging the interactive, personalized, and flexible capabilities of AI. AI and 35 chatbots are increasingly recognized as effective tools in ESP teaching (Bailey & Almusharraf, 2021), especially for vocabulary acquisition and interactive language practice. Recent research has shown several key benefits and implications of integrating AI chatbots into the EFL learning environment. First of all, the use of AI improves students’ mastery of professional vocabulary. Experimental studies have shown that students who use AI chatbots (such as Dialogflow, Replika, Chat GPT) significantly outperform those who study in a traditional learning environment when it comes to learning ESP vocabulary. Chatbots can be programmed to provide targeted vocabulary, synonyms, and concise explanations, making them highly adaptable to the specialized language needs of learners studying English for professional purposes (Bailey & Almusharraf, 2021). AI tools can be used to create an interactive and engaging learning environment. Chatbots mimic natural conversations, allowing students to practice language in context and discuss meaning. D. J. Lu and Y. Zeng (2025) believe that teachers can use ChatGPT to create differentiated text samples that correspond to different levels of knowledge and learning needs in a heterogeneous classroom, allowing students to receive appropriate support. According to Lu D. J. & Zeng Y. (2025, p. 17), with appropriate prompts that specify factors such as language complexity and writing rules, teachers can adapt model texts to different educational contexts (e.g., secondary school or higher education) according to the requirements of the educational institution. In our opinion, this has a positive impact on developing both vocabulary and communicative competence in specific professional or academic fields The interactive nature of chatbots increases student motivation, engagement, and participation, as students perceive the technology as easy to use and directly related to their learning goals. The integration of technology and ESP has been productive, and the application of technology in the field of ESP (Wang & Petrina, 2013). Dashtestani & Stojković (2015, p. 533) similarly recommended that ESP teachers try to use a wide range of technologies in their ESP courses to maximize student participation and engagement in language learning, and they should adopt positive attitudes towards the use of technology for students’ learning. One of the advantages of using chatbots in education is their availability on various platforms (e.g., Facebook, WhatsApp, Twitter), which makes them accessible for self-study, regardless of location. They help overcome the limitations of traditional classroom learning, such as time constraints, lack of individual attention, and limited access to native-speaking teachers. Researchers (Dashtestani & Stojković, 2015; Wang, 2015) demonstrate that the integration of artificial intelligence and chatbots into ESP learning is not limited to vocabulary; there is potential to extend their use to other language skills and broader educational contexts. Current research shows that chatbots can complement or even transform the delivery of ESP courses, supporting the trend toward more technology-oriented, personalized, and flexible language education. AI has revolutionized educational practices, enabling the emergence of intelligent feedback systems, adaptive learning platforms, and interactive language tools. AI-based language models such as ChatGPT, Grammarly, and DeepL can support those learning ESP by providing realtime assistance with technical writing, grammar correction, terminology clarification, and paraphrasing. D. J. Lu and Y. Zeng (2025) note in their study the success of using text samples 36 generated by ChatGPT, which can be a valuable feedback tool for improving the quality of texts written by students learning English as a foreign language in terms of content, organization, vocabulary, and grammar, and how useful ChatGPT-generated text samples are as a feedback tool (p. 18). In ESP English classes for IT specialists, tasks such as simulating technical interviews and question-and-answer sessions, instant explanations of subject-specific vocabulary, tasks using AI to compile project documentation and reports, and tasks involving communication practice in realistic contexts are useful. Researchers (Hamzah et al., 2021; Silitonga et al., 2024) emphasize the significance of integrating technology with ESP to enhance course design and development. Tasks involving interaction that require negotiation of meaning appear to significantly aid learners in advancing their second language lexical development. A chatbot creates a stimulating atmosphere to encourage such encounters. Virtual Reality and Augmented Reality Virtual reality and augmented reality offer an immersive learning experience that simulates professional IT environments such as data centers, conference rooms, or virtual offices, where students can practice English in relevant scenarios. For example, participating in virtual meetings with avatars representing; navigating augmented technical manuals or diagrams; performing IT-related tasks that require following instructions in English. These technologies enhance situational learning, contextual vocabulary acquisition, and student engagement by providing rich, visual, and interactive settings. With the help of innovative technologies, namely virtual reality applications, IT students can not only watch videos about world-famous digital corporations, but also explore them virtually in pairs or groups: practice their speaking skills, share their impressions, and describe what they have seen (Stepanenko et al., 2023, p. 259). For example, students can learn about Microsoft Office in Hong Kong, Cisco. To develop foreign language communication skills, students can also use SpeakandImprove and SmallTalk2Me. These technologies allow users to hold conversations and evaluate speech according to several criteria. They test oral proficiency and help prepare for interviews and the oral part of the IELTS international exam (Krasnenko, 2024). Learning Management Systems and Open Platforms LMSs such as Moodle, Google Classroom, Canvas, and others play a central role in organizing and delivering ESP English language content. Thanks to integration with Open Educational platforms and plugins, LMSs are becoming powerful hubs for hosting ESP courses based on OER; tracking students’ language progress; embedding tests, collaborative writing tasks, and expert assessment tools. In Open Education environments, LMS also facilitate access to repositories of ESP materials and enable their exchange between institutions and countries. This is confirmed by research on university students’ perceptions of learning management systems in resource-constrained environments using the technology adoption model (Bradley, 2021; Chaw & Tang, 2018). Bradley (2021) presents a comprehensive analysis of how LMSs function as integral platforms for delivering online education, promoting learner autonomy, and fostering engagement through both synchronous and asynchronous modalities. According to Bradley (2021, p. 86), LMSs 37 support constructivist learning environments, encouraging collaborative learning and inquiry-based instruction grounded in the principles of student-centered education. Gamification and Game-Based Learning Gamification involves applying game elements to language learning, such as points, badges, leaderboards, and timed tasks, to increase motivation and knowledge retention. In English for IT students, this could take the form of: • Terminology competitions based on cybersecurity or programming. • Scenario-based games where students solve IT problems using English. • Escape room simulations that include IT vocabulary and logic puzzles. In addition, it is important to implement a system for tracking and recording student progress, which can be done using digital tools, online platforms, and applications that allow you to record scores, task completion levels, or other relevant metrics (e.g., Kahoot!, Quizlet, Duolingo, Wordwall, Minecraft—Education Edition, Wheel of Names, Classcraft, Flippity, GooseChase, Epic!, Seesaw, etc. (Scott, 2024). Platforms such as Kahoot!, Quizlet, and Wordwall offer customizable tools for gamifying both technical and linguistic content. An analysis of scientific sources indicates the use of a fairly large number of services for the implementation of gamification in the education system. Here are some of them that will be useful for teachers, educators, and scientific and pedagogical staff when teaching philological disciplines: 1. Kahoot! is a free online service for creating interactive educational games. 2. MinecraftEdu is an online simulator in which players can create game worlds from blocks and interact with other players. 3. Duolingo is a huge online community that combines the ability to learn a language online with a paid text translation service. 4. Coursera is an educational platform and social company that collaborates with leading universities to transform some of their programs into online courses that are free to access for anyone. The system contains many different courses, ranging from the humanities and arts to engineering and business. The courses are presented in the form of short video lectures on various topics and assignments, which are usually released weekly. 5. Quizlet is a game that helps test the level of knowledge and terminology of students. 6. Learningapps is a free online constructor. With its help, you can create interactive game tasks in any discipline. To do this, you just need to select a template and enter your tasks. It is a multilingual service that can be configured in 22 languages, including Ukrainian. By combining individual blocks, you can create interactive tasks for students in the form of quizzes, puzzles, racing games, timelines, and interactive images. 7. R.I.D. is a program for learning the Ukrainian language, which introduces the user to three new words every day. For learning these words, the user is awarded a game currency called “sand of time”. The more sand a user has, the higher their rating. The program has seven levels. There is also a dictionary that students can use to remember what “thunderstorm”, “curtain”, and “rain” mean. Current research (Krasnenko, 2024; Scott, 2024; Voshchevska et al., 2023) clearly shows that gamification has great advantages in the educational process. In particular, it establishes close psycho-emotional interaction between the teacher and the student, activates thinking, attention, 38 imagination, self-education, and self-organization; it becomes possible to convey educational information in a concise form; students improve their interpersonal communication skills and freely express their opinions. During the pandemic and war in Ukraine, this type of work can be implemented in the process of blended or distance learning. During practical classes in Ukrainian and English, students at Taras Shevchenko National University of Kyiv were offered to complete final assignments on specific modules in the form of games in Kahoot! and Quizlet. It is worth noting that there is a significant advantage to connecting video links on a selected topic, i.e., students can watch videos on YouTube at the same time. During the practical game classes, teachers used mind maps with QR codes and discussed text material accompanied by media texts and presentations (Voshchevska et al., 2023, p. 79). It is worth noting that the Quizlet program is based on the ability to learn vocabulary using flashcards. It extends the concept of learning to a mobile learning environment, which is quite convenient for learners, including additional exercises in writing, spelling, and matching. In other words, the app is well suited for integration into vocabulary development courses. Collaborative Online International Learning (COIL) COIL is a powerful innovation in open, intercultural, and multilingual education. It connects classrooms around the world through collaborative online projects (Hackett et al., 2023). In the ESP program for IT, COIL projects allow students to work with foreign colleagues on coding, UX design, or system architecture tasks; use English as a working language in joint presentations or problem-solving sessions; develop soft skills such as intercultural communication and teamwork in a technology-oriented context. The combination of COIL and ESP develops global competencies while strengthening the professional use of English. For the second year in a row, teachers of the Department of Foreign Languages of the Mathematical Faculties of Taras Shevchenko National University of Kyiv are conducting a COIL project for 1st and 2nd year students majoring in Applied Programming, Software Engineering, “Electronic Communications and Radio Engineering”, and “Cybersecurity” in collaboration with the Catholic University of Colombia (Bogotá, Colombia), the University of Santo Tomás (Santiago, Chile), and the American University in the Emirates (Dubai, UAE). Students studied topics according to the educational program (Module “Cybersecurity Essential” and Module “Cyber Risks & Business Intelligence”). While studying the course, students listened to lectures in synchronous mode, and during icebreakers, they communicated in small groups, exchanging information about the customs, peculiarities of education, and youth culture of their countries. In asynchronous mode, teams of students from different countries completed tasks. At the last meeting, each team defended their project. The tasks at this stage develop creativity, critical thinking, and promote authentic language use. Participation in such virtual exchanges simulates real-life situations in the workplace, develops intercultural communication and the ability to work in multicultural teams, and contributes to the creation of a portfolio that demonstrates not only knowledge in a specific field, but also specialized language skills. Participation in COIL modules promotes international academic interaction, the development of critical thinking, and intercultural cooperation through innovative educational formats and work on real projects. Students become leaders, which develops important skills for international partnerships. 39 Discussion The integration of innovative technologies into English language teaching for IT professionals offers transformative opportunities, but it also creates significant challenges. Effective implementation requires careful attention to pedagogical alignment, infrastructure, and the human factor. Let us outline the key obstacles that teachers, students, and institutions may encounter, as well as the opportunities that arise from overcoming them. 1. Digital divide and infrastructure gaps—Despite increasing global connectivity, inequality in access to reliable internet, modern devices, and educational software persists, especially in resource-constrained environments. Students and institutions with limited technological infrastructure may find it difficult to take full advantage of innovations such as virtual reality, artificial intelligence, or digital education. This divide risks deepening educational inequality if it is not addressed through inclusive planning and support. 2. Teacher resistance and lack of training—Many teachers, especially those trained in traditional methods, may resist the introduction of new technologies due to lack of knowledge, workload issues, or scepticism about their pedagogical value. Without proper training and ongoing support, teachers may underutilize or misuse tools, leading to superficial integration that does not improve learning. 3. Pedagogical mismatch—A common pitfall is the tendency to use technology for its novelty rather than its educational value. Without a clear pedagogical foundation, tools may be used in ways that do not align with ESP learning outcomes, especially in technical fields such as IT. This can lead to distraction, loss of interest, or overuse of digital platforms. 4. Content licensing and intellectual property issues—although OER promote sharing and adaptation, uncertainty about licensing and attribution can prevent teachers from using or modifying them. Educational institutions may lack clear policies or training on how to legally and ethically implement open content for teaching English to professionals. Despite the challenges listed above, there are a number of advantages to using technology in ESP teaching for IT students: 1. Personalized and adaptive learning—innovative technologies offer opportunities to adapt ESP teaching to the individual needs of learners. Artificial intelligence-based platforms and learning analytics can provide targeted feedback, identify weaknesses, and recommend resources, thereby supporting differentiated learning. This is especially valuable in teaching English for IT professionals with varying language experience and technical skills. 2. Global collaboration and intercultural skills—virtual exchange projects and COIL modules help students develop not only subject-specific English language skills, but also vital soft skills such as intercultural communication, digital collaboration, and global citizenship. This experience prepares students for the realities of working in multinational IT teams and navigating complex, technology-driven environments. 3. Professional realism and authenticity—technologies such as GitHub, Figma, Jira, and Slack can be incorporated into ESP assignments, providing IT students with authentic platforms for writing, reading, and speaking in a professional context. Practicing English with tools that are actually used in the tech industry makes learning more relevant and realistic. 46 Thus, previous studies converge on several key insights (1) metaphor in advertising functions as a cognitive blend of conceptual domains (Fauconnier & Turner, 2002); (2) it operates as a semiotic mechanism producing cultural myths (Barthes, 1967; Williamson, 1978); (3) it shapes consumer identity through emotional and ideological projection (Ang & Lim, 2006; Kravchenko et al., 2021). The present research extends this theoretical continuum by integrating these frameworks to examine how the founder’s own metaphors serve as linguistic carriers of YSL’s myth. Unlike studies focused on visual or commercial slogans, it analyses the metaphoric discourse of the designer himself as the primary semiotic source of brand identity. Consequently, the study contributes to contemporary branding scholarship by demonstrating that linguistic creativity— rooted in conceptual blending—constitutes a foundational mechanism of cultural encoding within luxury brand communication. Results The connotative meanings of “simplicity as complex aesthetics” and “freedom in minimalism” are activated in the blend of the creative metaphor below: “The woman in a black dress is a pencil stroke” (Top 50…, 2025). The metaphor employs iconization—a visual correspondence between the contour drawn by a pencil stroke and the silhouette of a woman in black. Let us analyze this metaphor through the lens of the Conceptual Integration Theory. Input Space 1: WOMAN, with prominent elements such as elegance and simplicity. Input Space 2: PENCIL STROKE, with elements such as minimalism, expressiveness, and the aesthetics of the line. Generic Space: unites shared elements from the input spaces, including form, visual representation, artistic expressiveness, and the black color. In terms of conceptual network type, this is a single-scope blend, where the overall structure is drawn from the space of the pencil stroke, while the substantive content comes from the space of the woman. The woman is interpreted in terms of an artistic gesture—rather than the pencil stroke being interpreted in terms of the woman. Within the blend, various elements from the two input spaces are compressed: The woman in a black dress becomes a graceful monochrome line; The woman is transformed into the embodiment of minimalist beauty; Elegance is abstracted to the point of disembodiment, turning into a line. In the Completion stage, the structure of the blend is enriched with background knowledge: The woman in black is seen as a work of art, as the embodiment of creative intent (by an artist or designer), and as a symbol of minimalist beauty. During the Elaboration stage—or mental “running” of the blend—various scenarios and additional meanings (potential implications) may be activated, such as (a) the black dress as a means of expressing a multifaceted artistic image or idea, associated with the symbolism of black (mystery, potential, power, self-sufficiency); (b) the ephemerality of beauty—just as a pencil stroke can be erased; 47 (c) the idea of movement/dynamism: the woman in black as a moment of movement, expression, a fleeting instant of beauty the artist wants to capture (cf. Goethe’s Faust: “Stay a while, you are so beautiful!”). Such elements of the blend as “the embodiment of minimalist beauty” and “a work of art” contribute to key codes/secondary signifieds of the YSL brand as elements of its identity: complex simplicity, strength (of expression) in simplicity, and freedom in minimalism. The metaphor’s elaborative potential supports the conceptual architecture of YSL’s discourse. The image of the woman as an expressive stroke is associated with such connotations underlying the brand identity, as individuality and freedom, and with restrained extravagance. Simultaneously, the blend resonates with the oxymoronic logic of brand identity, which is built upon oppositions brought into harmony. The metaphor harmonizes key brand oppositions such as (a) strong—feminine: the stroke is both light and powerfully expressive, just like the image of the woman; (b) minimalism—semantic depth: the stroke is minimal in form yet rich in meaning (as is the black dress); (c) restraint—extravagance: the woman in black is not flashy, yet aesthetically striking; (d) simplicity—complexity: the simple line, like the black dress, carries semiotic and artistic complexity. Thus, the metaphor “The woman in a black dress is a pencil stroke” encapsulates YSL’s brand identity by blending minimalist aesthetics with expressive depth, harmonizing elegance, individuality, and oxymoronic oppositions. A causal link between the brand (its product), self-confidence, and the feeling of happiness is implied by the metaphor in the statement: “When you feel good in a clothing, anything can happen. A good clothing is a passport for happiness” (Top 50…, 2025). This metaphor blends two input spaces: High-quality clothing (the brand’s product) and Passport. Input Space 1: CLOTHING—includes elements such as: • an item of appearance; • a source of comfort and confidence; • a social status marker; • a product of the YSL brand; • a trigger for positive emotions. Input Space 2: PASSPORT—includes • a document; • access/authorization for travel; • a means of crossing borders; • a symbol of new opportunities and freedom; • an attribute of identity (citizenship). The Generic Space brings together shared elements from both inputs, such as • an object that grants access to positive experiences; 48 • a means of transition (to another state or new opportunities); • a trigger for change and expanded possibilities; • a tool of identification/self-identification. From the passport input space, the following elements are projected onto clothing: Access function: passport → access to countries; clothing → access to an internal state of happiness; Identity-marking function: a passport indicates citizenship; clothing (especially YSL clothing) indicates style, taste, self-perception, and identity. In the Blended Space, a new structure emerges: clothing as a means of accessing a state of happiness, fulfilling the needs for confidence and self-realization. The blend creates the connotative meaning of a causal link: Brand (its product) → confidence → happiness. At the Completion stage, the blend develops the connotative message that the YSL brand product serves as a means of internal transformation, changing not only one’s appearance but also one’s inner state. At the Elaboration stage, the blend generates additional connotations that associate the brand’s products with the values that form its identity: • YSL is not just clothing, but a means to achieve inner well-being; • the YSL brand can make a person happy, functioning as a culturally marked “passport” into a desired emotional state. The elaboration may further draw on the symbolic potential of the concepts’ passport and clothing: the passport symbolizes freedom as new possibilities; clothing symbolizes confidence and self-realization. Thus, the metaphor blend and its elaborative potential contribute to activating key connotative constants associated with the brand’s identity—happiness, freedom, confidence, and self-realization. The connotative message about YSL’s ability to make its target customer happy is reinforced in the blend of an extended metaphor based on the integration of the concepts of clothing, love, beauty, and happiness: “The most beautiful clothes that can dress a woman are the arms of the man she loves. But for those who have not had the fortune of finding this happiness, I am there.” (Top 50…, 2025). Through blending, an image is created in which the brand metonymically becomes the source of what a woman may be lacking—love and happiness. The conceptual integration can be schematically represented as follows: Input Space 1: CLOTHING, includes elements such as (a) object of aesthetics; (b) highlights beauty; (c) protects and presents the body; (d) expresses style and individuality; (e) creates confidence. Input Space 2: THE EMBRACE OF A LOVED ONE, is structured around (a) gesture of emotional closeness; (b) expression of love, warmth, acceptance; 49 (c) source of comfort and happiness; (d) iconic gesture of protection. The Generic Space includes shared elements from both inputs, such as (a) something that “envelops” a person (literally or metaphorically); (b) source of emotion; (c) state of comfort and protection; (d) means of transitioning to a state of happiness. In the Blended Space, the following mappings take place: embraces, like beautiful clothing, aesthetically “adorn” the woman; both function as sources of comfort and happiness. Beauty, love, clothing, and happiness are fused into one emergent space: Love (in the form of an embrace) is the highest form of beauty; Love is happiness; Clothing (when it is by YSL) becomes a substitute for both. The connotative message “the brand is a substitute for love and happiness” is supported by the subsequent context of the metaphorical expression, which combines two deictic markers—personal and spatial: “I am there.” The personal deixis “I” metonymically refers to the YSL brand as an empathetic participant in a woman’s life. The spatial deixis “I am there” creates an effect of presence, support, and accessibility—the brand is always near, always ready to offer happiness through beauty (i.e., beautiful clothing). This meaning facilitates the completion of the blend and its further elaboration, activating the secondary connotative signified: If there is no love → YSL clothing can substitute or simulate this state of happiness. Thus, the YSL brand appears as a figure of the empathetic Other, ready to give (or compensate for) what is missing. Through the aesthetic experience of wearing YSL clothing, the brand metaphorically restores what a woman may lack—love and happiness. In this way, the connotative message activated by the metaphor contributes to constructing YSL’s identity not merely as a fashion brand, but as a means of attaining emotional intimacy, love, and happiness. Thus, YSL is metonymically positioned as an emotional substitute for love—always present, always ready to give happiness. Discussion The analysis of the brand discourse, articulated through metaphorical statements by Yves Saint Laurent himself, demonstrates that the connotative network associated with the brand’s identity and its underlying mythology encompasses the values of happiness, freedom, confidence, self-realization, love, individuality, as well as conceptual oppositions such as complexity in simplicity and strength in femininity. These connotative meanings are dynamic elements, activated and elaborated through creative metaphorical blends at the stages of Composition, Completion, and Elaboration. Each metaphor contributes to the semiotic and emotional architecture of the brand by establishing symbolic links between the product and the consumer’s inner world—their desires, aspirations, and self-perception. The metaphors examined in this study implicitly construct a conditional-causal relationship: engaging with the YSL brand—through wearing its clothing and identifying with its aesthetic— leads to the satisfaction of motivational needs such as the longing for love, uniqueness, empowerment, and emotional well-being. In this sense, the brand becomes a catalyst of identity 50 transformation. To wear YSL is not only to look different but to be different—to embody a version of the self that is more confident, free, more fully realized. Thus, the metaphors serve as discursive instruments through which the brand’s identity is not only articulated but projected onto the consumer, who is invited to merge with its symbolic values, underpinned by metaphorical connotations. The act of choosing YSL becomes an act of self-identification and self-affirmation: If I choose YSL, then I am refined, empowered, desirable, free. In this process, the brand identity and consumer identity become mutually reinforcing. By portraying the brand as a substitute for love, a passport to happiness, or a work of minimalist beauty, the metaphors position YSL as more than a fashion label—it is constructed as an aesthetic and emotional identity framework, offering symbolic belonging and self-expression. In sum, the connotative meanings generated by the metaphors of Yves Saint Laurent’s founder do not merely describe the brand—they construct its identity as a site of personal transformation. Simultaneously, they invite the consumer to partake in this identity, enabling a form of identity co-construction in which the brand and its audience are symbolically and emotionally intertwined. Discussion The findings of the study confirm that creative metaphors coined by Yves Saint Laurent perform a key cognitive and semiotic function in shaping brand identity. They not only transmit aesthetic and emotional meanings but also mediate between the brand and its audience, constructing symbolic relationships that transform consumer perception into identity experience. The conceptual integration of domains such as clothing, art, happiness, and love gives rise to connotative meanings that embed the YSL brand within a mythological framework of freedom, sensuality, and individuality. Through the prism of Conceptual Integration Theory (Fauconnier & Turner, 2000; Fauconnier & Turner, 2002), each metaphor represents a dynamic mental space in which the notions of beauty, simplicity, and empowerment are blended to form emergent meanings that exceed literal denotation. The metaphor “The woman in a black dress is a pencil stroke” exemplifies how minimalism functions as an expressive code of femininity, while “A good clothing is a passport for happiness” redefines fashion as an emotional gateway to confidence and joy. These metaphors illustrate how linguistic imagination functions as a semiotic tool of branding, equal in importance to visual design or product quality. The research also demonstrates that YSL’s metaphors activate oxymoronic oppositions— strength in femininity, complexity in simplicity, freedom in restraint—that structure the brand’s aesthetic philosophy. Such oppositions correspond to the duality of modern identity, simultaneously aspiring to authenticity and transformation. They endow the brand with psychological depth and symbolic richness, allowing consumers to project their inner states and desires onto the brand narrative. In semiotic terms (Barthes, 1964; Williamson, 1978), metaphors function as secondary signifiers that produce advertising mythologems. They shift attention from the utilitarian function of clothing to the domain of values and emotions, turning garments into signs of love, 51 happiness, and self-realisation. Thus, the brand discourse operates as a system of cultural codes that link aesthetic pleasure with existential meaning. From a cognitive-pragmatic perspective (Kravchenko & Yudenko, 2023), the metaphorical blends analysed reveal a process of identity projection, whereby consumers internalise the symbolic values of YSL—creativity, elegance, confidence, sensuality—and integrate them into their self-concept. Engaging with the brand becomes a performative act of self-definition. The metaphors therefore perform a persuasive and affective role, constructing both brand personality and consumer subjectivity. Consequently, YSL’s brand identity emerges as a dialogical construct in which the founder’s linguistic creativity generates a myth of emotional completeness. The metaphors serve as cognitive bridges between product and personality, emotion and aesthetics, object and self. They not only describe the brand but embody its philosophy, ensuring that the YSL myth remains culturally resonant and psychologically persuasive in contemporary fashion communication. Conclusion This study has examined the role of creative metaphors formulated by Yves Saint Laurent in the construction of YSL’s brand identity, applying the tools of Conceptual Integration Theory to reveal the cognitive and connotative mechanisms behind metaphor-driven meaning-making. The analysis has shown that metaphor is a core semiotic strategy through which the brand encodes values, evokes emotions, and communicates its distinct identity. By blending conceptual domains such as clothing and art, clothing and love, fashion and happiness, or dress and identity, the metaphors construct emergent meanings that contribute to connotations that embody the values of the brand that shapes its identity. The metaphor “The woman in a black dress is a pencil stroke” merges elegance with minimalism, highlighting the aesthetic precision and expressive power of simplicity—a key component of the YSL identity. The metaphor “A good clothing is a passport for happiness” creates a connotative message of emotional access and transformation, implying that YSL is a means of crossing into a state of happiness, freedom, and self-confidence. The metaphor in the statement “The most beautiful clothes are the arms of the man she loves. But for those who have not found this happiness, I am there” positions the brand metonymically as a substitute for love and emotional closeness. These metaphorical constructions imply a conditional-causal relationship between association with the brand and the satisfaction of motivational needs—love, recognition, selfexpression, empowerment, and emotional well-being. In this way, the YSL brand is metaphorically positioned as a transformative force, capable of reshaping not only a woman’s outward appearance but also her inner state. This reinforces the brand’s mythical function, as it becomes a mediator between desire and fulfillment. Importantly, these metaphorical blends also play a crucial role in shaping the identity of the consumer. They project the brand’s values—individuality, confidence, emotional depth, aesthetic sophistication—onto the target audience, inviting consumers to see themselves reflected in the brand’s symbolic framework. The metaphors not only describe what the brand is, but also who the consumer becomes through engagement with it. Thus, metaphors serve as discursive tools of identity construction, both for the brand and its audience. Through these 52 metaphorical structures, YSL is not only a producer of clothing but also a producer of identity and emotional experience. The findings of this study contribute to a broader understanding of how metaphor operates in branding discourse—not merely as a rhetorical figure, but as a cognitive and cultural mechanism that shapes brand mythology and identity. They highlight the need to explore further the intersections between metaphor, culture, and consumer psychology, particularly in the domain of high-end branding, where identity formation is a key marketing strategy. In sum, the metaphors coined by Yves Saint Laurent form a coherent system of connotative messages that establish YSL’s brand identity, embodying the emotional, aesthetic, and existential values associated with the motivational needs of the brand’s target customer. 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Maltseva [ a ][6] Digital Educational Tribes: Platform Algorithms and Students’ Academic Identity [5] Abstract: This article analyzes the mechanisms shaping students’ academic identity in the digital age, with a focus on educational platforms as emerging spaces of socialization. It explores the phenomenon of digital educational tribes — informal student communities formed around algorithmically curated content on learning platforms. The study examines how services such as Coursera, YouTube, and Google Scholar influence the development of academic identity through individualized learning trajectories, selfsocialization styles, and content selection. The methodology combines qualitative interviews and digital ethnography. Central to the analysis is the algorithm as a hidden socializing agent that structurally substitutes the educator in the learning process. The theoretical framework draws on Michel Maffesoli’s concept of tribal sociality, Danah Boyd and D. Marwick’s theories of digital identity, and the platformbased epistemologies of Manuel Castells and Shoshana Zuboff. The findings reveal that students engage not only with educational content but also with norms of communication, cognitive styles, and algorithmically structured logics of interaction. The concept of digital educational tribes is introduced as an analytical model of informal online communities where educational participation is structured not around disciplines, but through algorithmic content selection, knowledge aesthetics, and rituals of inclusion. The key notion of algorithms as educators allows for a reconceptualization of technological systems as agents of educational influence, replacing traditional academic institutions in the process of structural interaction. Based on qualitative interviews and digital ethnography, the study shows that students’ educational behavior is increasingly shaped as a performative identity oriented toward public recognition, aesthetic engagement, and communicative visibility. The article articulates a critical stance on the risks of fragmentation and the loss of worldview coherence in platform-based education. It proposes theoretical approaches for integrating digital educational culture into the academic context without sacrificing cognitive depth, analytical resilience, or systemic pedagogy. Keywords: digital educational tribes, algorithms as educators, academic identity, platform-based education, epistemic aesthetics, performative participation, educational fragmentation, cognitive resilience, digital ethnography, self-presentation in educational environments, academic subjectivity, epistemological instability. Abbreviations: 𝑇𝐸𝐷𝑥 is an independently organized conference held in the format of TED (Technology, Entertainment, Design). Introduction In the contemporary educational landscape, digital platforms are gaining increasing significance, transforming not only access to knowledge but also the very nature of educational participation, subjectivity, and socialization. Platforms such as Coursera, YouTube, and Telegram communities are evolving from mere technical tools into cultural spaces where students construct their academic selves not through institutional curricula, but through content stylistics, algorithmic recommendations, and social rituals of interaction. This phenomenon gives rise to a new analytical category—digital educational tribes: informal online communities a Doctor of Science in Philosophy, Associate Professor, Department of Sociology and Social Work, Pryazovskyi State Technical University. Dnipro, Ukraine. 55 that coalesce around shared modes of thinking, learning choices, and platform-specific aesthetics of knowledge. Within these communities, academic engagement emerges as a style, a public stance, and a fragment of emotional exchange—rather than as a structured mastery of disciplinary systems. Algorithms play a pivotal role in this environment as pedagogical agents—technological mechanisms that curate content, suggest educational trajectories, model learning pace, and establish norms of academic interaction. These algorithms effectively perform pedagogical functions without pedagogical accountability: they shape knowledge not according to methodological logic, but based on criteria of popularity, visual appeal, and emotional feedback. Despite evident advantages—flexibility, accessibility, personalization—platforms generate risks of fragmentation, diminished cognitive endurance, and the substitution of learning with stylized participation. Students engage in education through aesthetic impulses, interface convenience, and communicative rituals, distancing the learning process from its foundational nature— methodological, rigorous, critical, and intellectually demanding. The novelty of this study lies in the introduction and conceptualisation of the phenomenon of digital educational tribes as a new analytical category for understanding the transformation of students’ academic identity in platform-based education. While previous research has primarily focused on the digitalisation of learning processes and algorithmic personalisation, this study identifies algorithms as hidden educators—agents that shape students’ epistemological behaviour, aesthetic preferences, and cognitive patterns. It proposes a theoretical framework that reinterprets algorithmic curation not merely as a technological feature but as a form of social pedagogy that replaces traditional educational mediation. The research also introduces an interdisciplinary synthesis between Maffesoli’s neo-tribalism, digital ethnography, and algorithmic governance, revealing how students’ educational participation is increasingly aestheticised and performative, forming identity through visibility and ritualised communication rather than academic mastery. The subject of the study is the influence of platform algorithms and the socio-aesthetic mechanisms of digital educational tribes on the formation of students’ academic identity, motivation, and patterns of educational participation. The object of the study is the process of academic socialisation of students in the digital educational environment, determined by the structural logic of online platforms. The study aims to identify the mechanisms through which students’ academic identities are formed within digital educational tribes, to analyze the role of algorithmic influence and the social aesthetics of platforms, and to critically reflect on the challenges posed by fragmentation, loss of systemic coherence and intellectual resilience, and the replacement of epistemological depth with symbolic representations of participation and the aestheticization of knowledge. The research objectives include: − identifying the typical features of educational participation within digital educational tribes; − uncovering the functions of algorithms as structures of pedagogical selection and transmitters of social norms; − analyzing motivational, aesthetic, and ritual factors influencing students’ educational choices; 62 the platform-based aestheticization of knowledge—where educational products are evaluated not so much by content as by their mode of representation. This can be explained through the theory of platform-based knowledge consumption (Bonilla, 2022), which describes learning as a cultural practice involving the choice of style, participation rituals, and social symbols. Joint course participation, certificate exchange, and video discussions are formats of interaction that structurally resemble tribal behavior, as described in the concept of “neo-tribes” (Maffesoli, 1996). In interviews, students using these educational resources emphasize the appeal of the aesthetic component, as it aligns with the contemporary information-cultural environment, unlike traditional academic teaching. “I only take courses that have a beautiful visual cover. If the design is boring—I don’t open it. That’s important.” (Student, 23, Odesa) “In our group, we agree on which courses to take together. We ask those who’ve completed them about their impressions and choose the most stylish and vivid ones. Then we exchange certificates. It’s already a tradition.” (Student, 25, Prague) “When you earn certificates on Coursera, you feel like you belong to a separate world where everyone strives to move forward.” (Student, 22, Edmonton) We can conclude that aesthetics act as a marker of belonging, and rituals serve as social cement for the educational community. This approach creates a new cultural logic—academicity emerges not through methodological depth but through style, form, and collective participation. Student knowledge consumption relies on aesthetics, shared rituals, and symbols of success, resembling tribal sociality. Motivation: Visibility and Recognition. Motivation for learning in the digital educational environment is increasingly shaped not by interest in content, but by visibility within the community and public recognition. Educational achievements become part of performative capital they are displayed, published, and evaluated. This phenomenon is closely linked to Pierre Bourdieu’s theory of “symbolic capital” (Bourdieu, 1984; Bourdieu, 1986), which asserts that social practices of status exchange (in our case—certificates, comments, participation) structure the internal hierarchy of the community. In the digital educational tribe, prestige is earned not only through knowledge but also through activity, publicity, and aesthetic representation of oneself as a participant. Symbolic capital is increasingly in demand in the social environment (Lebaron, 2013; Lawler, 2011). Below are several testimonies gathered during digital ethnographic expeditions: “I publish all my certificates on LinkedIn. Even those that lack substance. It’s about image, not knowledge.” (Student, 22, Ternopil) “This will be my 15th certificate. It’s a real treasure, currency. It’s like the time spent learning has been materialized and now has a tangible form.” (Student, 23, Berkeley) This supports the concept of reflexive motivation (Ryan & Deci, 2000), where the need for recognition becomes the driving force of action. Learning transforms into a formation of public exposure of the academic self, where content often yields to style and participation rituals. Concern with image-related aspects, representational assets for the job market, rather than deep professional preparation, is evident in comments left by course participants on digital 63 educational platforms. They also openly express enthusiasm about their belonging to local educational communities. “I like being part of the community. When I leave a comment—I feel like I’m in the loop. That’s more important than just completing the course.” (Student, 19, Frankfurt am Main) These statements point to a sense of tribal belonging, emotional engagement, and collective motivation. Clearly, student motivation is often shaped not by knowledge itself, but by recognition and visibility within educational sociality (Sheldon & Gunz, 2009). This is also confirmed by results of digital ethnography, obtained through methods such as virtual participation and real-time observation on educational platforms, where course participants eagerly share their online learning experiences. Among the behavioral patterns identified: • Participation rituals: weekly course completion, certificate publication in profiles, lecture discussions in Telegram groups, etc.; • Formation of local norms: commenting style (“speak with arguments,” “don’t post if you haven’t taken the course”), mutual support, material recommendations; • Linguistic self-identification: “I’m a viewer of technical content,” “I follow a philosophy channel”—this indicates educational identity as a choice of disciplinary space. All of this confirms the thesis that students’ academic identity today is increasingly constructed not through institutional canon, but through dynamic participation in digital educational tribes. Thus, reflexive typical examples from interviews and digital ethnography demonstrate that students are not merely learning—they are integrating into an environment where knowledge, thinking style, and social interaction share a common logic defined by algorithms and platform culture. Platform Logic vs Academic Sequence Digital educational platforms, especially those relying on personalization algorithms, often operate according to the logic of quick accessibility, entertainment, and fragmented content consumption. This contradicts the traditional principles of academic education, which presuppose methodological consistency, depth of topic exploration, and reflective thinking. Recommendation algorithms tend to amplify what already “works” in the digital environment: popular courses, short videos, emotional headlines, and interactive formats (König & Wenzel, 2023). As a result, students receive an educational experience that resembles cultural consumption more than academic learning. This paradigm shift has several consequences: • Fragmentation of knowledge: material is not presented linearly but broken into short fragments—complicating the formation of holistic understanding (Aagaard, 2021). • Loss of epistemological logic: students often do not realize how topics are interconnected or what underpins the knowledge being taught. • Commercialization of learning: educational content is often designed for engagement rather than pedagogical value, altering the motivational nature of learning (Bonilla, 2022). 64 • Informational isolation: students receive content that confirms their interests rather than challenges them intellectually—leading to echo chambers and reduced academic diversity (Selwyn, 2019). One interview respondent noted: “I like courses where the videos are five minutes long, and you can just skip the unnecessary stuff. I don’t need to dive deep—the main thing is that the algorithm gives me something quick.” (Student, 21, Kharkiv) This indicates that platform logic has reshaped perceptions of educational quality, where speed and comfort outweigh depth, structure, and cognitive tension. Thus, while digital platforms foster tribal sociality, they simultaneously contribute to the de-academization of educational content, creating risks of knowledge fragmentation, superficial thinking, and lowered standards of pedagogical consistency. This challenge requires new forms of theoretical reflection and adaptation of educational strategies to digital logic. Discussion The educational environment emerging in the digital age is no longer a neutral backdrop for learning. It becomes an aesthetic and social space where students construct academic identity not only through knowledge but through symbols, rituals, and styles of interaction. Digital educational tribes’ communities of like-minded individuals on platforms—provide a sense of belonging, horizontal exchange, and flexible navigation of educational content. However, this flexibility has a dual nature. On one hand, it opens possibilities for independent thinking, adaptation, and autonomous trajectory formation. On the other—it generates risks of fragmentation, lack of pedagogical and worldview coherence, and the substitution of systematic thinking with stylized participation, where knowledge is not a deep experience but a public gesture. Instead of academic tension—convenience; instead of discussion—comment; instead of structure—intuitive aesthetics. Educational performativity, based on certificates, reputation, and visibility, may hinder the development of cognitive endurance—the ability to work on complex tasks that lack quick results, visual appeal, or instant recognition. And it is precisely this endurance—working with texts, concepts, data, and unconventional challenges—that underpins professional maturity. This is also a problem of professional unfitness: real conditions for applying knowledge— production cycles, corporate demands, interdisciplinary conflicts—are not tailored to mood or balanced by aesthetic preferences. There is no room for romanticized learning in a pleasant interface with a programmed loyalty system—instead, there is routine complexity, obligation, and intellectual challenge. What matters there is not a chat comment but a debate with an opponent; not a like but an argument; not inspiration but structure. Thus, we face the need to reconsider the role of digital educational tribes: are they a useful supplement to systemic education—or a flawed substitute that undermines academic logic itself? The pursuit of comfort, platform coziness, and tension-free learning is not the strategy that prepares one for the challenges of the real world. It may be a stage of entry into knowledge, but not a paradigm for acquiring it. 65 This problem is not only pedagogical but also cultural-ontological. Education as thinking, not as style; as labor, not as participation; as immersion, not as a like. This is where the fine line lies—between flexibility and chaos, between self-expression and academic discipline. Conclusion The study demonstrated that digital educational platforms do not merely change the way knowledge is accessed—they shape a new logic of educational socialization, where the student is seen not as a bearer of disciplinary systematics but as a participant in a ritual of cognition occurring within aesthetic, algorithmic, and social resonance. The formation of academic identity in the digital age takes place within platform culture, which offers quick accessibility, comfortable navigation, and visible participation—instead of structured methodology, cognitive tension, and worldview coherence. Education becomes aestheticized and communicative, and simultaneously vulnerable to fragmentation, as the student shifts from a stable academic position to a stylized educational presence. This situation highlights a critical threshold that cannot be ignored. Digital convenience is not a substitute for intellectual endurance. Educational tribes are horizontal communities, but they do not provide the verticality of development—sequential thinking, argumentation, methodological depth. The pursuit of optimized conditions for knowledge may limit the student’s ability to overcome complexity, which is the foundation of professional maturity. Knowledge acquired within academia is applied not in spaces where the user chooses the genre or interface, but in situations where intellectual discipline is subordinated to production or professional dynamics. There, visual appeal does not prevail—clarity of decision does; not inspiration, but sustained argumentation. This is where the epistemological inadequacy of the platform as a sole educational strategy becomes evident. The digital educational ecosystem produces not only new tools and formats but also a new typology of academic participation, emerging in the form of digital educational tribes—informal communities united not around discipline but around platform, aesthetics, and interaction style. In these communities, the student plays the role not merely of a knowledge recipient but of a performer of the educational “self,” acting publicly, fragmentarily, and within algorithmic resonance. Digital educational tribes—as community, logic, and technology—may complement academic education, but they do not replace it. Their value lies in mobility, accessibility, and inclusivity—but not in depth, methodology, or cognitive tension. Education as thinking, as labor, as position formation—cannot be built solely on the basis of the platform. This is where the second key concept arises—algorithms as pedagogues. They are not neutral aggregators—they perform pedagogical selection, shape educational trajectories, set the rhythm of participation, and define quality through popularity. This is a technical structure that effectively replaces the teacher’s function, but without a guaranteed methodological framework, without epistemological responsibility. This platform–tribe–algorithm triad, while valuable in forming an accessible, intuitive, aesthetic educational model, cannot be the sole paradigm. It does not ensure cognitive endurance, does not cultivate academic reflection skills, and does not teach how to live and think in a world where knowledge is not tailored to convenience. 66 Fragmentation resulting from platform logic is not merely a technological feature—it becomes an epistemological trap in which the student loses the connection between knowledge and its application. And the algorithm, though convenient, does not teach how to overcome complexity—it merely offers what is most popular. Therefore, platform-based education does not reproduce academic knowledge—it reconstructs it according to the logic of sociality, aesthetics, and algorithmic selection. Hence, it is necessary to develop a deep scientific-pedagogical theory of integration that will define approaches such as: • the role digital educational tribes can play in the educational continuum; • how to ensure the connection between aesthetic participation and methodological systematics; • how to form an educational culture where flexibility is not an excuse for fragmentation. Creating a new critical theory of knowledge and a new pedagogy for the digital age will allow us to find adequate correlations between academic teaching and platform-based education. Conflict of Interest The author declares that there is no conflict of interest. References: Aagaard, J. (2021). The platformization of education: The student as a customer. Learning, Media and Technology, 46(3), 252–263. https://doi.org/10.1080/17439884.2021.1897002 Bonilla, C. A. (2022). Commodification in educational platforms: Learning as a service. 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Learning, Media and Technology, 49(1), 22–41. https://doi.org/10.1080/17439884.2023.1964567 68 Khrystyna I. Serednytska [ a ][7] Study of Thermal Rectification in a Bi-Material with Interfacial Inhomogeneities [6] Abstract: Thermal rectification is a phenomenon of heat exchange that allows heat to be transferred in one direction to a lesser extent than in the other. The study of this process enables the control of temperature, energy conversion, and the creation of potentially new materials. Studies of the thermal rectification effect using nanofiber compounds are known in the literature, in which the heat flow causes different heat transfer in both directions by changing the operating temperature, and thus, in one direction, the connected structure plays the role of a dielectric, in the other — a conductor. In this article, the phenomenon of thermal rectification is studied based on a model of thermos-elastic behaviour of a bi-material with interfacial inhomogeneities. It is assumed that the interfacial inhomogeneities are filled with some substance and are characterised by a given thermal conductivity coefficient. It is demonstrated that inhomogeneities along the interfacial line of the bi-material result in varying heat transfer depending on the direction of the heat flow and the properties of the bi-material components. The phenomenon of thermal rectification for such a model consists in increasing the difference between the values of effective thermal resistance for two opposite directions of heat flow. It has been established that the lower the thermal conductivity of the inhomogeneities and the greater the density of their location, the more pronounced the phenomenon of thermal rectification becomes. Keywords: bi-material, interfacial inhomogeneities, thermal conductivity, thermal rectification. Introduction Developing novel materials with predictable properties such as thermal conductivity, electrical conductivity, and mechanical compliance is crucial for modern technologies. These properties can be imparted through various methods, including combining different materials, creating geometric and physical surface inhomogeneities, doping, and applying influencing factors like electric and magnetic fields. A key application of such material engineering is in thermal management. For instance, experimental studies on a thin film of vanadium dioxide deposited on a silicon wafer have demonstrated a radiative thermal rectifier (Ito, K. et al., 2014). In this system, the operating temperatures are precisely adjusted by doping the film with tungsten. Thermal rectification is a phenomenon that is often used to regulate the electrical conductivity of a material by changing the temperature. For example, mass-loaded carbon and boron nitride nanotubes exhibit asymmetric axial thermal conductance, with greater heat flow occurring in the direction of decreasing mass density (Wang et al., 2014). Similarly, the thermal rectification coefficient is enhanced by increasing the geometric asymmetry in nanostructures such as graphene (Wang et al., 2017). To investigate these principles, experimental studies on defect-engineered graphene have utilized focused ion beam methods to create defects with precisely controlled sizes and locations (Nobakht et al., 2018). In some materials, this temperature-dependent phenomenon is also coupled with changes in electrical conductivity, offering a potential route for its regulation. Thermal rectification occurs in bi-material structures in the presence of surface roughness a Candidate of Physical and Mathematical Sciences (Ph.D.), Head of the Laboratory, Pidstryhach Institute for Applied Problems of Mechanics and Mathematics, National Academy of Sciences of Ukraine. Lviv, Ukraine. 69 at the material contact points, a thermal potential barrier between the material contacts, and a difference in the temperature dependence of thermal conductivity between different materials at the contact point (Roberts et al., 2011; Chumak et al., 2012). Nanoscale bi-material thermal rectification induced by a bi-material interface has been experimentally verified and its underlying mechanism investigated using molecular dynamics simulations (Ye et al., 2017). The thermal diode consists of polyamide (PA) and silicon (Si) nanowires in contact with each other. It has been found that temperature has a negligible effect on the rectification coefficient, while decreasing the contact length or increasing the temperature difference can enhance the rectification coefficient. These results are related to the development of solid-state thermal diodes based on the interface. The thermal rectification effect of a solid is demonstrated in the article (Shrestha et al., 2020), using the heterogeneous transition of “irradiated-pure” polyethylene from nanofibers using electron irradiation. For irradiated nanofiber samples, it is shown that the heat flux can be rectified by changing the operating temperature, and the average thermal rectification coefficient is significantly higher than the experimental values obtained in previous studies. However, achieving a large and controllable rectification effect remains a significant challenge, as it requires either a macroscale or a substantial temperature shift, and experimental methods are typically quite expensive. This article proposes a theoretical approach to study the phenomenon of thermal rectification based on a bi-material endowed with interfacial inhomogeneities, which cause the appearance of thermal resistance under the action of a heat flow. Materials and Methods Consider the bi-material, which consists of two isotropic materials 𝐷1 and 𝐷2 with different thermomechanical properties. A periodical system crack is located at the bi-material interface (Figure 1). The height of the crack is given by ℎ0(𝑥), the length is 2𝑎, period of the location of the cracks is 𝑑. At infinity, the bi-material is subjected to uniformly distributed tensile and shear forces 𝑝, 𝑆1, 𝑆2, respectively, and a stationary homogeneous heat flow 𝑞. Under the action of the load the cracks are opening the resulting height of the gaps will be ℎ(𝑥),. The cracks are filled with a substance that penetrates the crack from the external environment or material by diffusion or filtration. We assume that the crack filler does not resist deformation of the body and is characterised by a thermal conductivity coefficient 𝜆𝑐. When heat and force are transferred across a bi-material interface, imperfect thermal contact occurs between faces of the cracks. Outside the cracks, mechanical and thermal contact is ideal. The heat transfer between the faces of the cracks is modelled by the thermal resistance and the longitudinal thermal conductivity of the filler (Martynyak & Serednytska, 2017). The thermal resistance is directly proportional to the thermal conductivity coefficient of the filler and inversely proportional to the height of the gap formed during the loading process. The longitudinal thermal conductivity is equal to the product of the thermal conductivity coefficient of the filler and the height of the crack. We assume that the heat flow between the faces of the cracks in the transverse direction is continuous. The thermal and mechanical boundary conditions on the crack are as follows: 70 𝑥 ∈(−𝑎+𝑘𝑑,𝑎+𝑘𝑑): 𝜏𝑥𝑦 +(𝑥)=𝜏𝑥𝑦 −(𝑥)=0, 𝜎𝑦 +(𝑥)=𝜎𝑦 −(𝑥)=0 𝜆𝑐ℎ(𝑥)𝜎2 𝜎𝑥2(𝑇−(𝑥)−𝑇+(𝑥))+12𝑞𝑦+(𝑥)−12 𝜆𝑐 ℎ(𝑥)(𝑇−(𝑥)−𝑇+(𝑥))=0, 𝑞𝑦 −(𝑥)=𝑞𝑦 +(𝑥) (1) where the superscript “+” and “–” denote the boundary values of temperature 𝑇, normal components of heat flow 𝑞𝑦, normal and tangential stress components 𝜏𝑥𝑦 and 𝜎𝑦 on the xaxis in the upper and lower half-plane, respectively. Using the method of complex potentials (Chumak et al., 2012) and contact boundary conditions (1), the formulated problem is reduced to a nonlinear system of singular integraodifferential equations with a Hilbert kernel with respect to functions that have the physical meaning of the temperature jump 𝛾(𝑥) between the crack surfaces and the height ℎ(𝑥) of the formed gaps: 1 𝑑∫ℎ(𝑡) 𝑎 −𝑎 𝑐𝑡𝑔(𝜋(𝑡−𝑥) 𝑑)𝑑𝑡+𝜆𝜂 2(𝛾(𝑥)−𝛾𝑒𝑓)=−𝐺∗ 2𝑝+1 𝑑∫ℎ0 ′(𝑡) 𝑎 −𝑎 𝑐𝑡𝑔(𝜋(𝑡−𝑥) 𝑑)𝑑𝑡, ℎ(𝑎)=0, |𝑥|<𝑎, 𝜆𝑐ℎ𝛾′′(𝑥)+6𝜆 𝜋∫𝛾′(𝑡) 𝑎 −𝑎 𝑐𝑡𝑔(𝜋(𝑡−𝑥) 𝑑)𝑑𝑡−12𝜆𝑐 ℎ(𝑥) 𝛾(𝑥)=−12𝑞, 𝛾(𝑎)=0, |𝑥|<𝑎, (2) where 𝛾𝑒𝑓 =1 𝑑∫𝛾(𝑥) 𝑎 −𝑎 𝑑𝑥, 𝐺∗=(1−𝑘1𝑘) 𝐺1(1−𝑘2), 𝐺1(1−𝑘2)=𝐺2(1−𝑘1), 𝑘 =3−4𝜐𝑛, 𝜆= 2𝜆1𝜆2 (𝜆1+𝜆2), 𝜆2=𝜆1, 𝜂 =𝜂2−𝜂1, 𝜂𝑛=𝛼𝑛(1+𝜐𝑛) 𝜆, 𝑛 =1,2; 𝜐1,𝜐2 are Poisson’s ratios, 𝐺1,𝐺2 are shear moduli, 𝛼1,𝛼2 are coefficients of linear thermal expansion, 𝜆1,𝜆2 are thermal conductivities of materials 𝐷1 and 𝐷2. The resulting system (2) was solved using a modified analytical-numerical procedure (Serednytska et al. 2019) based on the methods of collocations and successive approximations. Effective temperature jump 𝛾𝑒𝑓 is determined by the solution of the system (2). The value of the temperature jump 𝛾𝑒𝑓 characterises the additional temperature distribution caused by the periodic system of cracks. The effective temperature jump is a function of the heat flow 𝛾𝑒𝑓(𝑞). Effective thermal resistance is a parameter that characterises the interfacial contact thermal resistance of a bi-material and is defined as differentiation of effective temperature jump function with respect heat flow 𝑅𝑒𝑓(𝑞)=𝛿𝜆(𝑞) 𝛿𝑞 . The effective temperature jump 𝛾𝑒𝑓 and the effective thermal resistance 𝑅𝑒𝑓 depend on the density and direction of the heat flow. The phenomenon of thermal rectification consists of increasing the difference between the values of effective thermal resistance for two opposite directions of heat flow. The direction of the heat flow is determined by the parameter 𝜂, which is the difference in thermal distortivity of materials. The coefficient of thermal distortivity of a material 𝜂𝑛(𝑛= 1,2) characterises the curvature of a rectilinear element due to a heat flow q of unit intensity perpendicular to this element. The coefficient of thermal distortivity is determined by the thermomechanical properties of the material. It is believed that if the difference in thermal distortions is positive 𝜂 >0, then the heat flow is directed to the material with a greater thermal distortivity. If the difference in thermal distortivity is negative 𝜂 <0, then the heat flow is 71 directed to the material with a lower thermal distortivity. The thermal rectification parameter 𝛿 determines the relative error between two values of effective thermal resistance 𝑅𝑒𝑓 + and 𝑅𝑒𝑓 − for two cases of heat flow direction towards the material with greater thermal distortivity and towards the material with less thermal distortivity, respectively 𝛿 =|𝑅𝑒𝑓 +−𝑅𝑒𝑓 − 𝑅𝑒𝑓 +|×100%. Thus, to assess the phenomenon of thermal rectification, it is sufficient to analyse the change in the parameter 𝛿. The larger the parameter 𝛿, the greater the thermal rectification of the bi-material. Literature Review The phenomenon of thermal rectification has become a subject of growing interest due to its potential applications in thermal management, energy conversion, and the creation of materials with direction-dependent heat transfer. The fundamental principle of thermal rectification—where heat is transmitted more efficiently in one direction than the other—was first observed in solid-state systems and later extended to nanoscale structures and bi-material interfaces (Roberts & Walker, 2011). These early studies established the basis for understanding asymmetric heat transfer arising from differences in interfacial thermal resistance and the temperature dependence of material properties. Further development of the concept was achieved through the study of thermoelastic interactions in bi-material systems. Chumak and Martynyak (2012) demonstrated that thermal rectification could occur between two thermoelastic solids due to the presence of rough zones at the interface. Their model revealed that the degree of rectification is influenced by the periodicity and amplitude of surface irregularities, which act as heat barriers. This theoretical foundation led to a growing number of studies exploring how geometric asymmetry and interface imperfections can affect the efficiency of heat transfer in bi-material structures. Experimental confirmation of the effect was obtained through studies of nanostructured materials, where the manipulation of lattice configurations and defect distributions allows for precise control over thermal conductivity. For instance, Wang et al. (2014) reported that phonon confinement in asymmetric nanostructures can induce a substantial rectification effect even in single-material systems, thus proving that geometric asymmetry alone can serve as a driving factor. Similarly, Wang et al. (2017) performed experiments on suspended monolayer graphene and demonstrated that heat flux asymmetry can be tuned by altering the structural geometry and defect density. These results confirmed that thermal rectification could be achieved through nanoscale engineering of structural asymmetry. In the domain of graphene-based materials, Nobakht et al. (2018) revealed that introducing asymmetric structural defects significantly alters phonon transport, resulting in enhanced rectification. Their research underlined the importance of defect engineering for modulating thermal flow in two-dimensional materials. Such studies paved the way for understanding how localized interfacial inhomogeneities—including cracks, voids, or fillers—can modify effective thermal resistance and facilitate rectifying behaviour in composite systems. At the same time, Ito et al. (2014) introduced a novel radiative thermal rectifier using a vanadium dioxide (VO₂) thin film on a silicon substrate. The film’s radiative properties were 78 Syropyatov et al. (2021)—the main cause of the pathogenesis of paranoid delusions is considered to be a malfunction of the central nervous system. According to them, the process of transmitting excitation and inhibition impulses is disrupted due to the underdevelopment of neurotransmitters. Brain cells are in an ultra-paradoxical phase. In such a phase, the image formed in the imagination does not correspond to reality. Delusions and hallucinations are productive psychopathological symptoms that can be eliminated in therapy. However, A. Borozenets et al. (2020) prove that signs of paranoid delusions are very difficult to correct or cannot be corrected at all. A peculiar idea about the environment, contrary to the inconsistency with the surrounding reality, acquires the character of a special world-view. Attempts by people close to them to rationalize the falsity of their beliefs lead to isolation, limiting the patient’s contacts, which can lead to a complex form of schizophrenia. S. Stavytska et al. (2021) call paranoid delusions autistic fantasizing—when it is difficult for patients to explain the nature of their inner experiences. This is due to the fact that the fundamental characteristic of this syndrome is thought disorders. S. Stavytska et al. describe in their works the results of a study in which patients with symptoms of paranoid delusions demonstrate disordered work of abstract thinking, disturbances in the work of logical thinking and rational cognition, which provoke a pathological interpretation of surrounding events. Objects and phenomena of the environment are displayed, their internal connections are distorted and perceived in this way. From the patient’s point of view, such conclusions are always logically justified. Paranoid delusion is not systematic in nature, it is inconsistent, fragmentary, fantastic, often accompanied by emotional disorders, fear, confusion, anxiety. When delusional ideas acquire a more coherent system, paranoid occurs, and the inclusion of nonsensical, delusional ideas indicates the development of paraphrenia. Both signs are characteristics of severe forms of schizophrenia. Paranoid schizophrenia is one of the most common diseases in which paranoid delusions develop. The etymology of schizophrenia, distinguishing only paranoid delusions, is characterized by stable delusional ideas of one month or more. During this period, delusions of persecution or its varieties are formed, and at the moment when the patient’s legend finds its confirmation in the environment (purely based on his beliefs), “crystallization of delusions” occurs, a certain delusional system is built, which develops into the next stage. At this stage, delusions of grandeur appear. The inner world of such a person is impoverished, and to experience such a disconnection with one’s own self, the psyche forms hallucinations in the form of a fantastic world and the special purpose of the individual in it. However, to establish a diagnosis of “schizophrenia”, it is required to determine the presence of a complete list of clinical symptoms according to the ICD–11 (International Classification…, 2022). Determining paranoid personality disorder as a separate psychiatric diagnosis is a primary task of psychiatry, because the indicators of some symptoms cannot be attributed to schizophrenia or any other type of psychopathy. There are transitional states that have been clinically confirmed in a group of schizoids with narcissistic and dissocial types of disorders, on the basis of which the basis of paranoid development and delusions emerges (Deisenhammer et al., 2019). The difficulty of establishing a diagnosis of paranoid personality disorder lies in the lack of a clear distinction between delusional ideas of other aetiology. 79 Therefore, the difficulties in identifying delusional symptoms form the relevance of the purpose of the study to identify the diagnostic minimum for the study of anomalies of personality disorders of people with paranoid delusions, which will serve to specify the diagnosis and speed up high-quality outpatient and therapeutic treatment. Materials and Methods During the research, the following theoretical research methods were applied: analysis, synthesis, concretization, generalization of scientific and methodological literature on psychology, psychiatry, philosophy. Among the diagnostic methods, the following psychometric methods were used: the PANSS (Napreyenko, 2019), the suicidal risk scale of the AAS (Syropyatov et al., 2021), a special module for patients with endogenous psychoses WHOQOL-SM (Zhyvaho, 2021); psychodiagnostic methods: method of diagnosing the level of social frustration of L.I. Wasserman in the modification of V.V. Boyko, individual-typological questionnaire L.N. Sobchyk (Stavytska et al., 2021); psychological observation and psychiatric interview. With the help of clinical and statistical methods, data processing was performed using the methods of descriptive statistics and graphical representation of the results. An experimental psychological study of mentally ill patients was conducted using the clinical-psychopathological method in accordance with the tasks set in the article. So, the experiment was started with the formation of a sample, which was 421 schizophrenic patients aged 20 to 46 years. In most patients, the disease lasts from two years, a special requirement was the absence of diseases of the central nervous system, chronic diseases of the body. After collecting and studying the anamnesis of the patients, an experimental group was selected, which included 160 patients. Upon completion of the organizational measures, the diagnostic part of the experiment was immediately started. This stage took a long time. There was a lot of diagnostic material, and due to significant cognitive loads, patients quickly got tired. Therefore, it was very important to establish a trusting relationship with the patients, thus laying the groundwork for interaction with them in the research process. For this, a psychiatric interview was conducted with the respondents before starting the diagnosis. Through frank conversation, they tried to win the patient’s trust in themselves, showing a desire to understand the patient through interest, sympathy, and empathy. Analysing the anamnesis of the respondents during the psychiatric interview and carefully collected information from the control card of dispensary care for a patient with a mental disorder, it was found that the diagnosis of schizophrenia is combined with other mental disorders. Namely, DD (36 patients), chemical addictions and non-chemical addictions (35 and 33 patients, respectively), anxiety-phobic and obsessive-compulsive disorders (OCD) (32 patients), as well as personality disorders (24). Diagnosis using psychometric and psychological methods continued throughout the year. During this time, 30 indicators of schizophrenia symptoms were studied with a gradation from 1 to 7 (where 1 is the absence of a symptom, 7 is its severity). PANSS (Napreyenko, 2019) has 3 subscales in total. The suicidal risk scale of the American Association of Suicidology (Syropyatov et al., 2021) has 4 modules in which, according to a 5-point system (where 1 is the minimum level of symptom expression), the following were determined: the level of suicidal thoughts and their intensity, signs of suicidal behaviour, and the level of danger of suicidal attempts. Subjective 80 assessment of the quality of life of mentally ill patients covers such areas of life as “positive/negative emotions and the ability to manage them”, “cognitive functions”, “ability to perform routine tasks”, “ability to work”, “personal relationships”, the sphere of social interaction (rest, entertainment, relationships with loved ones and relatives), “orientation in oneself and the surrounding reality”, “self-control”. The maximum number of points according to the WHOQOL-SM (Zhyvaho, 2021) method can be 285 points (high level of quality of life), and 57—low level of quality of life. Examining patients using psychodiagnostic methods, the degree of dissatisfaction with social achievements in the main spheres of life was determined, where 5 is a high level of frustration, and 1 is low. Individual-typological characteristics, where the indicator of 9 points—expresses maladjustment of the individual. The main coping strategy was determined using 8 subscales. Literature Review The study of paranoid delusions as a complex psychopathological phenomenon has evolved through the integration of neurobiological, psychological, and social approaches. According to the International Classification of Diseases (2022), paranoid delusion syndrome may occur within the spectrum of schizophrenia, delusional disorder, or paranoid personality disorder, representing a multifactorial pathology that challenges precise diagnostic categorisation (International Classification…, 2022). Recent research underscores that while delusions and hallucinations are traditionally viewed as productive symptoms of psychosis, the stability and resistance of paranoid delusions to correction reveal their profound roots in both biological and experiential determinants (Borozenets et al., 2020; Napreyenko, 2019). Scholars such as Zimmerman (2021) and Casarella (2020) emphasise that PPD is distinguished by deeply ingrained patterns of mistrust and suspicion that distort perception and cognition. This distortion results in an altered subjective reality, often accompanied by rigid defences against perceived threats. These cognitive biases are reinforced by emotional dysregulation, forming a persistent maladaptive schema that defines the paranoid worldview. Empirical studies confirm that individuals with PPD exhibit impaired insight and interpretive flexibility, which complicates differential diagnosis from schizophrenia spectrum disorders (Zimmerman, 2021). From a neurobiological standpoint, researchers have explored the dysfunctions of neurotransmission and neuroendocrine regulation as critical in the formation of paranoid symptoms. Deisenhammer, Zetterberg, and Fitzner (2019) highlighted those disturbances in cerebrospinal fluid biomarkers in patients with schizophrenia and related psychoses reflect altered immune and neurochemical activity, influencing thought organisation. Complementing this, Mikulska et al. (2021) proposed that the dysregulation of the hypothalamic–pituitary– adrenal axis contributes to chronic stress reactivity, exacerbating paranoid ideation. These biological models support the assumption that paranoia arises from an intersection of neurophysiological instability and cognitive overinterpretation of threat. A significant body of literature also addresses the comorbidity between paranoid delusions and affective or addictive disorders. Studies by Fedorchuk et al. (2020) and Gannon et al. (2019) suggest that maladaptive coping mechanisms and physiological arousal may reinforce paranoid patterns, particularly among individuals with substance use histories or anxiety–depressive 81 tendencies. This supports the biopsychosocial model, in which paranoia represents a defensive adaptation to chronic stress or trauma rather than a purely endogenous psychosis. Similarly, Craske, Meuret, and Ritz (2019) demonstrated that therapeutic modulation of affect and anxiety through positive affect treatments can reduce the intensity of delusional interpretations, showing the importance of emotional regulation in psychotherapeutic intervention. Environmental and socio-economic determinants also play a substantial role in the development and persistence of paranoid delusions. Kalin (2021) and Mikulska et al. (2021) showed that urban density, economic hardship, and prolonged social stress correlate with a higher prevalence of delusional experiences. In urban environments, excessive sensory stimulation and social anonymity amplify cognitive distortions and hypervigilance (Mikulska et al., 2021). Epidemiological evidence indicates that paranoid delusions are equally frequent in developed and developing countries, yet the manifestations are more acute in populations exposed to extreme deprivation and instability (Sall et al., 2019). From the perspective of developmental psychology, many authors trace paranoid formations to early experiences of mistrust and emotional neglect. Tibber, Kirkbride, and Mutsatsa (2019) identified socio-environmental factors such as familial dysfunction and bullying as precursors of paranoid traits in adolescence. Safai (2022) expanded this developmental typology by proposing five types of paranoid personalities—narcissistic, antisocial, compulsive, passive-aggressive, and decompensated—each of which reflects maladaptive responses to unmet childhood expectations and the internalisation of parental criticism. These findings suggest that early emotional deprivation and punitive upbringing form the psychological substrate for adult delusional ideation. Further, studies by Hinojosa-Marqués et al. (2021) and Cosgrave, Purple, and Haines (2021) reveal the interpersonal mechanisms through which paranoia perpetuates itself. Using familybased and computational simulation methods, they demonstrated that individuals with paranoid delusions often externalise shame and blame, thereby provoking social rejection that confirms their negative expectations. This cyclical reinforcement of suspicion and isolation constitutes a key mechanism of chronicity. Paranoid cognition thus functions as a self-maintaining feedback system that converts interpersonal anxiety into delusional conviction. The research of Zhyvaho (2021) and Stavytska et al. (2021) contributes to understanding the psychosocial dimensions of treatment and rehabilitation. Their studies show that low life satisfaction, frustration in family and social relations, and reduced emotional resilience are common among patients with paranoid delusions. Psychodiagnostic assessments using instruments such as WHOQOL-SM and the Wasserman-Boyko frustration scale indicate that these individuals experience pervasive deficits in social adaptation, often correlated with rigid and introverted personality structures. Consequently, therapeutic strategies must focus not only on pharmacological correction but also on restoring patients’ capacity for trust and social interaction. In sum, the literature highlights paranoid delusions represent a multidimensional construct encompassing biological vulnerability, cognitive distortions, and social maladjustment. The convergence of findings from psychiatry, psychology, and neuroscience supports a unified view of paranoia as a complex adaptive failure shaped by both internal and environmental determinants (Musliner et al., 2019; Pugle, 2021). The integration of these perspectives forms the 82 foundation for developing diagnostic frameworks capable of distinguishing paranoid personality disorder from schizophrenia and related psychoses, thereby enhancing treatment precision and clinical outcomes. Results In psychiatric practice, the presence of two independent diagnoses in a patient, which can be distinguished separately from each other, belongs to the category of comorbid diseases. Schizophrenia is sometimes combined with somatic diseases and mental disorders, which greatly complicates the effectiveness of treatment. In this study, 5 comorbidities were identified in the anamnesis of the patients’ diseases that form a common symptom complex of schizophrenia or vice versa, become concomitant disorders in schizophrenia. After analysing the control cards of dispensary care for patients with mental disorders, the most common addictive disorders suffered by the patients were determined. The list of non-chemical means includes: tobacco, tea, coffee, alcohol, watching TV shows/series, computer games, food, and Internet abuse. There were rare cases of workaholism, gambling, and oniomania. Among psychoactive substances of chemical origin, opioids, psychostimulants, and sedatives prevailed. The article aims to determine which of the researched disorders has the most pronounced symptoms of paranoid delusions, and whether this syndrome can be separated into paranoid personality disorder. For this, a number of diagnostic techniques were conducted with the respondents, the results of which are given below (Figure 1). It is known that persons with affective disorders, psychoses and those who abuse psychoactive substances have a fairly high level of suicidal risk. Suicidal thoughts are also characteristic of patients with schizophrenia, however, only patients with persecutory delusion resort to decisive actions. According to the results of diagnosis on the suicidal risk scale of the American Association of Suicidology (Syropyatov et al., 2021) managed to identify a group of patients with characteristic suicidal symptoms (Figure 2). Therefore, according to the indicators presented in Figure 2, it can be concluded that the largest number of patients with a high tendency to suicide is a personality disorder. According to 4 modules of the suicidal risk scale of the American Association of Suicidology (Syropyatov et al., 2021), patients with this disorder have the highest indicators, especially according to the modules “suicidal behaviour” and “potential danger of suicidal attempts”. Answers in these two scales can be given only by mentally ill patients who have had unsuccessful suicide attempts or typical preparatory measures. With the help of a special module for patients with endogenous psychoses WHOQOL-SM (Zhyvaho, 2021), the level of perception of the quality of life by patients was investigated (Figure 3). Thanks to this psychometric technique, it was possible to determine the general level of subjective perception of the quality of life and the spheres affecting this indicator. The vast majority of patients have low indicators in the field of positive and negative emotions, which indicates difficulties in determining their emotional state in schizophrenia. The sphere of own functioning (cognitive capabilities, abilities to perform work and everyday tasks) also has low indicators. The spheres of recreation and entertainment, professional and family status, social interaction and support also have low indicators. High indicators could not be found in any sphere, which indicates the patients’ dissatisfaction with the quality of their lives. 83 The results shown in Figure 3 confirm the data of the psycho-diagnostic examination according to the method of diagnosing the level of social frustration of L.I. Wasserman in the modification of V.V. Boyko (Figure 4) (Stavytska et al., 2021). Therefore, all respondents have an increased level of frustration: patients with a depressive disorder have frustrations in the field of “cognition” and “happy family life”; patients with schizophrenia who have compatible addictions showed a high level of frustration in “material support of life”; patients with comorbid mental disorders in schizophrenia—obsessive-compulsive disorders have a high level of frustration in the areas of “freedom”, “having friends”, “happy family life”; schizophrenic patients with personality disorder have a high level of frustration in the sphere of “love”, “having friends”, “happy family life”; in patients with anxiety-phobic disorders, the spheres of “material support of life” and “happy family life” are frustrated. Therefore, it can be concluded that patients are dissatisfied with the quality of their lives due to the inability to establish relationships with people, which is why they lose the opportunity to create a family, have friends, and improve their financial situation. The final method, which allowed creating the portrait of a person with a mental disorder of paranoid delusions, is the method of determining the typological features of the personality and leading character traits of L.M. Sobchyk (Figure 5) (Stavytska et al., 2021). With the help of this technique, the author was able to determine the leading trends in the development of the individual in the process of interaction of his “Me” with the social environment. So, according to Figure 5, it can be seen that some comorbid mental disorders in schizophrenia have maladaptive properties: in depressive disorder, these are “introversion” and “anxiety”, that is, such patients are prone to isolation and alienation from the environment due to obsessive fears and panic reactions. In patients with addictive behaviour, “extraversion” is a maladaptive property. They have indecipherable social relationships, trying to solve their problems at the expense of other people. In patients with obsessive-compulsive disorder, “spontaneity”, “sensitivity” and “anxiety” have maladaptive properties, that is, the neurotic state of such people consists in impulsive actions on which the patient spends all his resources. Patients with schizophrenia and personality disorder showed maladaptive properties according to the parameters’ “rigidity”, “introversion”, “anxiety” and “lability”, that is, obsessive fears in combination with alienation form wariness and suspicion, in addition, the persistence of such people in their beliefs can lead to steroid manifestations. This means that personality disorder is the most widespread comorbid mental disorder in schizophrenia according to individual typological characteristics. Patients with anxiety-phobic disorders showed maladjustment in the properties of “introversion” and “anxiety”. From the anamnesis, the patients were determined to have the following list of phobias: agoraphobia, specific isolated phobias, generalized anxiety disorder, and social phobias. These phobias form their individual typological characteristics, which consist of obsessive fears and panic reactions, a tendency to isolation, and alienation from the environment. Confirming the results obtained during the examination according to the individualtypological questionnaire L.N. Sobchyk (Stavytska et al., 2021), patients with comorbid mental disorders in schizophrenia choose a certain way of behaviour in a stressful situation to overcome difficulties (Figure 6). 84 Therefore, 70% of patients with a comorbid mental disorder in schizophrenia—depressive disorder has coping “taking responsibility”. This coping is considered the most ecological way to solve the problem, however, in combination with the maladaptive character trait “anxiety”, such people try to solve the problem to avoid punishment. Copings “escape-avoidance” and “planning” are characteristic of schizophrenia patients with addictions. This choice of coping is explained by the desire to “escape” from problems by choosing any type of addiction. And from the outside, such patients show a desire to get rid of a bad habit (they turn to a therapist, take medication), however, the negative symptoms of schizophrenia lead to new exacerbations. Only correct treatment of schizophrenia allows the patient to get rid of addictions. Patients with obsessive-compulsive disorder in schizophrenia have several coping strategies, the course of the disease burdened by the symptoms of schizophrenia requires efforts to regulate their feelings and actions, search for emotional support from the outside, solve problems to avoid punishment, plan their behaviour to control their actions and focusing on a positive assessment of the environment. Patients with schizophrenia personality disorder choose to distance themselves from a stressful situation by making both behavioural and cognitive efforts. That is, the psyche of such people seeks to displace negative experiences, considering the maladaptive properties of the character (Figure 5). Such patients have an individual type of experience, which consists in creating their world-view, in which the patient shows his strengths and direction of motivation, style of relationships, and cognitive processes. Patients with anxiety-phobic disorders in schizophrenia, considering their individual and typological personality characteristics (Figure 5), resort to efforts to regulate their feelings and actions: they are in co-dependent relationships to receive emotional support; arbitrarily focused efforts to solve problems to avoid punishments; behavioural efforts aimed at escaping from problems. Summarizing all of the above, it was possible to identify a comorbid mental disorder in schizophrenia, which, according to its symptoms and features of manifestation in the environment, has the aetiology of paranoid delusions, namely, personality disorder in schizophrenia. In the anamnesis of patients with comorbid personality disorders in schizophrenia, demonstrative and anxiety disorders prevailed; emotionally unstable and anankast—in smaller numbers. According to the symptoms, these disorders were divided into a separate group and a treatment protocol was applied to such patients, according to it the negative symptoms of schizophrenia are reduced. However, during the treatment, which was performed in a psychiatric clinic in outpatient conditions, the condition of the patients remained unchanged. The table (Table 1) summarizes all the symptoms of personality disorder in schizophrenia, which indicates the features of the manifestation of paranoid delusions. So, in patients with paranoid delusions, such features of manifestation can be identified, which, with a complete symptom complex, can be distinguished as a personal mental disorder. It is noted that against the background of common symptoms that have been diagnosed in patients with other mental disorders in schizophrenia, the personality disorder is distinguished by such individual-typological features as rigidity and lability. The level of these properties beyond the norm is manifested in the inertia of judgments, wary suspicion, demonstrativeness and hysterical manifestations. That is, in the world-view of such a person, the entire environment is perceived as hostile, from which it is necessary to protect. Usually, such patients 85 do not pose a threat to society, because there is no aggressiveness in their symptom complex. Suicide can be committed accidentally (in a state of affect, when it is difficult for the patient to control his emotions) or demonstrative suicide. The latter most often occurs against the background of delusions of persecution, when the patient harms himself to confirm his false ideas to convince others of the truth of his ideas. Discussion It is required to understand that at the basis of paranoid delusion lies psychological violence that occurred in childhood. Such events change the stereotype of thinking in the direction of negative judgments. Therefore, the symptoms of paranoid delusions are affected by both the personal characteristics of a person and the negative effects of the environment. From the research conducted in this article, it can be seen that two types of comorbid mental disorders in schizophrenia: obsessive-compulsive and anxiety-phobic have similar symptom complexes to personality disorder in schizophrenia, however, in the structure of these disorders, there are no such positive symptoms of schizophrenia as delusions, hallucinations, feelings own greatness, hostility and suspicion, as well as negative symptoms: disorders of abstract thinking. Paranoid delusions are also absent in comorbid psychiatric depressive disorders and various addictions in schizophrenia. Therefore, diagnosing the features of the manifestation of paranoid delusions causes certain difficulties, because in practical and scientific terms there are not enough diagnostic criteria for determining this mental illness. In modern studies of mental disorders of the personality, it was found that about 1–2% of patients have signs of paranoid delusions (Sall et al., 2019). Moreover, this indicator is the same both for developed countries and for the Third World countries. In a study by J. Gannon et al. (Gannon, et al., 2019) in European countries, 1 patient with paranoid delusions was found out of 1000 respondents, as well as in African and Asian countries. The only difference is that the pathogenesis of the disease in the Third World countries develops faster and manifests itself in acute states of confused consciousness. The socio-economic factor affects the spread of paranoid delusions among low-income segments of the USA population. The author of this study, N. Kalin (2021), explains the high level of stress experienced by people from disadvantaged regions. The incidence of paranoid delusions increases in direct proportion to the number of the city’s population. J. Mikulska et al. (2021) conducted a study in British cities with a population of over 100,000 people and found that cities with crowded streets, public transport and leisure facilities make some individuals want to be secluded. There are scientists who insist on the genetic aetiology of the disease, but the gene itself has not yet been identified (Musliner et al., 2019; Pugle, 2021). However, in the research of this article, it is noted that this personality disorder is acquired and has become a kind of protective mechanism against stressful events, e.g., the negative treatment of parents with their children: the absence or insufficient satisfaction of basic needs and psychological violence. In this way, an adult by the age of 20–25 develops a basic sense of mistrust of the world, they expect sadistic behaviour from people in the environment, show dependence in relationships or generally avoid them to protect themselves. Such assumptions are confirmed in the research of M. Tibber et al. (2019), where they consider this disorder as a trust deficit. Because of this, patients tend to exaggerate any barely noticeable actions of the environment and perceive them as hostile and can react intensively to them. These beliefs become part of the 86 patient’s awareness of the influence of others on her. O. Napreyenko (2019) in his study explained this by the presence of alexithymia, the presence of which in the anamnesis of patients causes disturbances in relationships with people, difficulties in social adaptation and even autism. In his research, Y. Safai (2022) also proves that paranoid delusion occurs in combination with other personality disorders. Y. Safai distinguishes 5 types of paranoid personalities with delusional syndrome. “Paranoid-narcissistic” manifests itself as megalomania with underdeveloped social skills. The author explains that these patients, facing an obstacle in an environment that does not recognize the omnipotence of the patient, plunge into their fantasy world and dream about their greatness there. “Paranoid-antisocial” perceives the surrounding world as hostile and responds to it with rebellious behaviour, pushing other people away from themselves. “Paranoid-compulsive”—perfectionists, self-critical, behave alienated. Tend to attribute personal shortcomings to others. “Paranoid-passive-aggressive”—irritable, negative, unable to maintain strong relationships (delusions of jealousy), socially isolated. The “decompensated” type of paranoid disorder manifests itself in psychotic episodes as a response to stress, which can later develop into psychosis. The reason for the formation of these types is explained by Y. Safai (2022) in the peculiarities of raising a child, namely, the attitudes transmitted by parents to their children: “You must meet our expectations: be afraid of mistakes, not be different from others.” As a result of such upbringing, a personality is formed, dependent on the opinion of the environment with broken social ties, very often becomes a victim of bullying in the children’s team. Spending a lot of time in thought (especially in adolescence), such people develop a sense of loneliness, and the psyche, trying to save the individual from obsessive thoughts, forms an awareness that the cause of bullying lies in its peculiarities and envy of others. Such a defence mechanism is believed to alleviate suffering; however, delusions of grandeur reinforce social isolation and social interactions cause anxiety. Therefore, a person suffering from paranoid delusions has an internal conflict, which is depicted in Figure 4—spheres of the social environment that cause frustration (not meeting needs). And, therefore, patients want to have a family, friends, a loved one, a favourite job, however, acceptance by others will threaten the patient's system of ideas about the surrounding world, which increases a person’s social isolation. In study, L. Hinojosa-Marqués et al. (2021) studied the responses of a patient with paranoid delusions during a psychiatric interview using the method of computer simulation of responses developed by E. Colby in 1981. This model is based on a set of strategies that patients use to avoid shame and humiliation. L. Hinojosa-Marqués et al. investigated that the self-esteem of a person with a personality disorder who has paranoid delusions is based on the idea that he is flawed, imperfect, inadequate. When such people find themselves in a humiliating situation for them, there is a protective reaction of the psyche—to shift the blame to others, even if this situation was created by the person with a mental disorder. By taking potentially offensive measures against people it attributes bad deeds to, one can get the same appropriate measures in return. Thus, a person suffering from paranoid delusion disorder personally increases shame and humiliation without realizing it. Feeling anger and anxiety is more acceptable for such people than shame and humiliation. In the study of J. Cosgrave et al. (2021) confirms the assumption that the set of symptoms that characterize paranoid delusions is a personality 87 disorder. J. Cosgrave et al. specify that paranoid delusions include thought disorders and found that 2.2–4.4% of USA residents have social anxiety disorder. Diagnosing paranoid delusions and establishing the causes of development requires professional skill from a psychiatrist. Patients do not often seek treatment on their and tend to spread their delusional ideas to the doctor. Long-term, systematic delirium makes it difficult for the patient to stay in the team, and therefore the medical staff can be perceived as hostile. Therefore, it is very important that the atmosphere in the medical institution is favourable and does not cause hostility. With competent treatment, the patient can get rid of symptoms or their manifestation will decrease. The complexity of such treatment lies in the responsibility borne by the patient, and when treatment is refused, the mental disorder progresses. The pathogenesis of some cases has an unfavourable prognosis, for example, patients with concomitant organic lesions of the central nervous system, chronic diseases and various types of addiction. Conclusions The prevalence of mental disorders among the population is a serious problem that requires an immediate solution. The development of the symptoms of some diseases takes several years, so the separation of paranoid delusions into a separate nosological unit allowed studying this disease in more detail and objectively. The best way to diagnose a personality disorder with paranoid delusions is when the stage of systematic delusions is formed. During this period, the patient associates him with the environment, which worsens relations in the family and at the workplace. Timely combined treatment stabilizes mental activity and reduces the expression of pathological symptoms, which ensures the normalization of social relations. In the absence of appropriate treatment, systematized delirium progresses and sometimes pushes the patient to commit criminal acts against the environment. However, in the research of this article, it is noted that aggressiveness is not a characteristic feature of persons with paranoid delusions. For them, rigidity and lability are more inherent—two opposite signs that form an internal personality conflict: there is a natural desire to build relationships with the surrounding world, however, they will have to get rid of their illusion about the hostility of the environment. Therefore, patients tend to independently create potentially criminal activities to approve their world-view and convince others of it. Paranoid delusions are a component of a personality disorder, and in this study, criteria were identified by which the features of this syndrome can be determined: delusions, disorganization, suspiciousness; emotional and social alienation, limitation of contacts, apathy, stereotyped thinking; one’s own life is perceived as of low quality; happy family life, having friends and love are areas in which patients feel frustrated; anxiety, introversion, rigidity, and lability—individual and typological characteristics of patients with personality disorder with schizophrenia; distancing, escape-avoidance—behavioural strategies in stressful situations. Therefore, the prospect of further research consists in obtaining reliable data for understanding the essence of personality disorders with paranoid delusions, for this it is necessary to experimentally determine the diagnostic minimum that fully characterizes the features of the manifestation of paranoid delusions. 94 education specifically in physical education, which is due to the significant variability of motor impairments in children with SEN (Borysenko, 2018; Shukatka & Korzhan, 2022). A. Solovey, M. Yaroshyk, and M. Danylevych (2025) in their work also emphasise the ongoing debate on the content of inclusive physical education and propose a justification for the content of physical education in general secondary schools for children with autism spectrum disorders (Solovey et al., 2025). In the works of M. Yefymenko and M. Moha (2022), the forms and methods of physical development of pre-school children with SEN are systematised, particularly those with musculoskeletal disorders (cerebral palsy, spinal paresis, delayed psychomotor development, etc.). However, the authors do not consider the content of curriculum material that could be integrated into standard educational programmes (Yefimenko & Moha, 2022; Yefimenko, M. M., 2013). N. Horopakha (2014) studied certain aspects of organising physical education in inclusive settings, in particular the issues of continuity of learning material and individual forms of teaching. At the same time, as the researcher notes, there is significant inconsistency between educational programmes and their substantive content with regard to the physical education of learners with SEN (Yefimenko & Moha, 2022). Thus, the existence of objective difficulties in the organisation of physical education in inclusive settings, the necessity of incorporating into its content exercises aimed at correcting deviations in the physical development of learners with SEN, together with the insufficient scientific development of the content of educational programmes, determine the relevance of conducting this study. We assume that by identifying and substantiating the most relevant content of the subject Physical Education for learners with SEN, the state of their physical development will be improved. Therefore, the aim of this study is to substantiate the invariant (compulsory) content of physical education in the context of inclusive learning, based on factual data on the physical development of learners with SEN. Materials and Methods During the 2024–2025 academic year, we examined 103 children with special educational needs. The sample represents 22.4% of the total number of learners in the service area (460 individuals) who are registered with the Municipal Institution “Inclusive Resource Centre of Kremenets City Council” (Kremenets IRC). Accordingly, the results are presented with a 95% confidence level and a 7% margin of error (p=0.5). The study involved assessment using standardised tests: motor coordination (finger-tonose test and straight-line walking), balance (one-leg stance “Crane” test), fine motor skills (the “Fingers Greeting” test), gross motor skills (box test—the child steps into the box and then out of it again. The tasks are gradually made more complex by increasing the distance to the box and replacing it with a deeper one), gait (pedagogical observation), posture disorders (using a postural chart and child inspection), and lower limb deformities (footprint analysis, Navicular Drop Test). In addition, the child’s medical records were examined. The data were recorded in the protocol for assessing the child’s physical development. The conclusions of the Kremenets IRC concerning the comprehensive assessment of children with SEN were also studied. 95 The obtained data were summarised in tables, processed using the IBM SPSS software package, and visualised in the form of charts. All official representatives signed consent forms for the processing of children’s personal data in the state-prescribed format. Literature Review The study of inclusive education and its application in physical education has evolved significantly over the past decade. The legislative framework in Ukraine, established by the Laws “On Education” (2017) and “On Complete General Secondary Education” (2020), together with the Resolutions of the Cabinet of Ministers “On Approval of the Regulation on the Inclusive Resource Centre” (2017) and “On Approval of the Procedure for Organising Inclusive Learning in General Secondary Education Institutions” (2021), laid the legal foundation for inclusive practices, ensuring equal access to education for learners with special educational needs (SEN) (On Education, 2017; On Complete General Secondary Education, 2020; On Approval…, 2017; On Approval…, 2021). These legislative documents were preceded by international initiatives, notably the Salamanca Statement and Framework for Action on Special Needs Education (n.d.), which emphasised inclusive learning as a global priority. In Ukrainian scholarship, inclusive education is increasingly viewed as a social and pedagogical condition for the adaptation of children with special needs (Hryshchenko, 2024). Poroshenko (2019) conceptualised inclusivity as a process of transforming educational systems to meet the needs of all learners, while Horopaha (2014) stressed the importance of continuity in physical education for preschoolers and younger pupils within inclusive settings. The institutional expansion of inclusive education is confirmed by statistics showing a 73.7% growth in the number of children with SEN in Ukrainian schools between 2019 and 2024 (Statistical data…, n.d.; Development…, 2024; Inclusion…, n.d.). However, despite these advances, researchers identify significant gaps in the methodological and practical organisation of inclusive physical education. Forostian (2018a) underlined the lack of systematic approaches to planning and conducting physical education lessons for mixed groups. In a later collaborative work, Forostian, Sheremet, Leshchii, and Maliy (2018b) presented a corrective-developmental programme “Therapeutic Physical Culture” for children with hearing impairments, highlighting the therapeutic potential of targeted motor exercises. Nevertheless, such practices are rarely integrated into the broader structure of school curricula. Several authors have focused on the psychological and physiological diversity of learners with SEN, which complicates the standardisation of physical education programmes. Borysenko (2018) emphasised that physical culture itself can serve as an inclusive environment that promotes socialisation and compensates for developmental disparities. Similarly, Shukatka and Korzhan (2022) observed that the variability of motor and cognitive impairments requires differentiated pedagogical strategies, while Solovey, Yaroshyk, and Danylevych (2025) proposed methodological guidelines for the physical education of learners with autism spectrum disorders. These studies collectively demonstrate the need for unified methodological foundations that would ensure adaptability without fragmenting the educational process. 96 Earlier pedagogical approaches by Yefimenko (2013) and later by Yefimenko and Moha (2022) developed correctional models of physical development for children with musculoskeletal and psychomotor disorders, using movement-based therapy and differentiated physical training. Their works became the scientific basis for integrating rehabilitative practices into inclusive education. Yet, as noted by Bondar, Melnyk, Holub, and Bondar (2024), the implementation of such models in schools remains inconsistent and often formal, as teachers lack the methodological resources and practical tools to modify physical education programmes appropriately. Recent methodical recommendations by Bondar and Melnyk (2025) provide a conceptual framework for designing physical education in inclusive settings, stressing the importance of an invariant (compulsory) content that addresses both physical development and socialisation. This aligns with the global trend towards designing adaptive yet unified curricula that balance individualisation with systematisation (Solovey et al., 2025; Forostian, 2018a). Moreover, as Hryshchenko (2024) and Poroshenko (2019) underline, inclusive education must not be limited to integration; it should promote comprehensive development through pedagogical, psychological, and physiological support. In summary, the literature reflects a transition from fragmented adaptive practices to the development of a systematic, evidence-based framework for inclusive physical education. The synthesis of normative, theoretical, and empirical studies substantiates the need for an invariant component within educational programmes for children with SEN, integrating corrective, developmental, and social functions of physical culture. Results As evidenced by the analysis of the specialised literature presented above, children with SEN face five types of educational difficulties, namely: intellectual, physical, physiological, learning and socio-adaptive (sociocultural) difficulties. These, in turn, are categorised across five levels of educational support (from 1 to 5). However, in this study the distribution of the obtained results by support levels is not provided. The data are synthesised only by groups of educational difficulties, as contained in the official conclusions of the comprehensive assessment of persons with SEN carried out by the Inclusive Resource Centre (Figure 1). The analysis of the results presented in the diagram (Figure 1) shows that the largest group of children with SEN are learners experiencing learning difficulties. The 2nd group (around 1/4) of learners with SEN face socio-adaptive difficulties (Figure 1). The 3rd group comprises intellectual difficulties, accounting for about one 5th of those assessed. The 4th group (about 1/6) are children with functional difficulties. The smallest, 5th group are children with purely physical difficulties. In line with the aim of the research, namely to identify invariant (mandatory) physical exercises for the design of adapted or modified educational programmes for learners with SEN, the next step of the study was to determine the most characteristic anomalies in the physical condition of such children, with the purpose of defining the components of the educational programme aimed at correcting physical development and preventing certain impairments. The results of the assessment are provided in the appendix (Table 1). 97 Overall, of the 103 children assessed, half had coordination and balance impairments; over one third had deficiencies in fine motor skills; slightly less than half had deficiencies in gross motor skills; 63.1% had posture problems; more than half suffered from flat feet, valgus-varus deformity of the feet, and in some cases limb shortening, which, as a result, led to gait anomalies in one third of the children; nearly half experienced difficulties in perceiving instructions and motor tasks; and one sixth of those assessed had problems with immunity (Table 1). (Given the margin of error in the data, the results concerning immunity formation will not be considered further as insignificant). Further analysis of the results by groups of educational difficulties revealed that children with intellectual and physical difficulties were the most vulnerable in terms of physical condition (Table 1). Thus, two thirds of learners with physical difficulties had problems with coordination, balance, gross motor skills, spinal deformities, foot structure, and gait. Half of them had fine motor deficiencies, while only a quarter experienced problems with understanding commands and instructions (Table 1). Among learners with intellectual difficulties, 76.2% and 71.4% had, respectively, spinal deformities and movement coordination problems. The majority of such children also faced balance difficulties, anomalies in the structure of the lower limbs, and problems with understanding instructions and commands. About half of the children had deficiencies in fine and gross motor skills. Gait disturbances were observed in two out of five learners (Table 1). The overwhelming majority of learners belonging to the socio-adaptive difficulties group experienced challenges in perceiving tasks and instructions. More than half had gross motor deficiencies, posture disorders, low coordination, and foot abnormalities. Two out of five had balance problems and fine motor deficiencies. One third had gait disturbances (Table 1). Children classified in the functional difficulties group also displayed high rates of posture disorders—about 2/3—as well as problems in perceiving and carrying out tasks and instructions, and in movement coordination. Half had foot structure problems, while two out of five had balance issues. Meanwhile, the proportion of learners with fine and gross motor deficiencies was somewhat lower than in the previous groups—1/5 and 1/3, respectively. Additionally, one third of those assessed had gait disturbances, a figure similar to that observed in the socio-adaptive group (Table 1). The final group consisted of learners classified as having “learning difficulties”. Among them, high rates of spinal deformities and foot abnormalities were recorded, at 61.8% and 55.9%, respectively. By contrast, only slightly more than 1/3 had coordination and balance impairments, significantly fewer than in the previous groups. However, the proportion of learners with fine and gross motor difficulties was somewhat higher than among the children in the preceding group. Gait disturbances were observed in only 1/6, while difficulties in perceiving and following instructions and tasks were noted in just one tenth of learners (Table 1). At the next stage of the study, we conducted a variance analysis of the obtained data across groups of difficulties relating to physical development disorders in children with SEN (Figure 2). The analysis of the diagram presented in Figure 2 demonstrates that the smallest deviations from the mean values are observed in indicators concerning posture disorders and abnormalities 98 in the structure of the lower limbs (within 10–11%). This suggests that such defects are highly likely to occur in learners with SEN in the proportions presented in this study. Slightly less common (deviation within 12%) are impairments in fine motor skills. Less frequent still (15– 17% deviation) is reduced development of movement coordination, balance, and gross motor skills. However, the variance analysis overall confirms the significant impact of the listed anomalies on the physical development of children with SEN as a complex problem. Based on the data in appendix (Figure 2), gait abnormalities occur much less frequently (deviation from the mean of 21.2%). Even fewer children with SEN experience problems with the perception of learning material, tasks, and instructions (deviation of 25.01%). At the final stage of the scientific substantiation for selecting invariant exercises for adapted or modified physical education programmes for learners with SEN, we carried out a correlation analysis between the groups of data and compiled a correlation matrix (Table 2). The data presented in Table 2 indicate that there is a high correlation between all indicators of physical development disorders as well as indicators of difficulties in perceiving instructions and tasks, ranging from 0.92703 to 0.99969, meaning that all the identified dependencies tend towards 1. Thus, based on the above, it can be stated with high probability that learners with SEN face a complex problem concerning the formation of their bodies, regardless of the group of educational difficulties. This demonstrates the necessity of developing a unified invariant content for the physical education of such children. In our view, this will contribute to a more effective learning process and the prevention of physical development anomalies. Discussion Considering the research findings, it can be stated that the division of children with SEN into groups according to educational difficulties is rather conditional. The obtained data indicate that a learner is assigned to one group of educational difficulties most significant for the individual in accordance with the Regulations on the Inclusive Resource Centre (Resolution of the Cabinet of Ministers of Ukraine of 12 July 2017, No. 545). However, a child may simultaneously exhibit other educational difficulties of varying degrees. For example, a child with intellectual difficulties may also present with physical and other impairments. Among children with SEN, a significant number of learners have deviations in physical development (deficiencies in fine and gross motor skills, disturbances in coordination and balance). In addition, many children experience postural disorders, foot structure anomalies, and gait abnormalities. This confirms the data in the scientific literature described by M. Yefimenko, A. Solovey, O. Forostian, etc. (Yefimenko & Moha, 2022; Yefimenko, 2013; Solovey et al., 2025; Forostian et al., 2018b). Some children also have difficulties in perceiving learning material through explanations and instructions for motor tasks. Therefore, when designing adapted and modified educational programmes for learners with SEN, it is necessary to introduce an invariant component. Its content should include training in physical exercises that not only increase children’s level of physical activity but are also aimed at correcting the above-mentioned anomalies of physical development. The only exception is instruction in proper gait, which should be selected individually for a child if such a developmental defect is present. The same applies to the choice of teaching methods for learners 99 who have difficulties in perceiving and assimilating learning material. For instance, if a child has a hearing impairment—demonstration and sign language are used; weak spatial orientation— assistance of a teaching assistant and various markings on the playground and signs; visual impairment—a system of signals; difficulties in comprehension—a slow demonstration of the exercise with explanation, and so forth. Conceptually, the invariant content is presented below: 1. Gross motor difficulties Educational needs of the child—development of gross motor skills, acquisition of motor experience, mastery of basic human movements. Main physical exercises: walking (in a straight line, on heels, on toes, sideways, stepping over obstacles such as a rope or blocks, with a beanbag on the head); running on the spot; jumping (on two feet, on one foot, forwards, sideways, backwards, from standing); rhythmic exercises; symbolic and active games. 2. Fine motor difficulties Educational needs of the child—development of fine motor skills, mastery of precise hand movements. Main physical exercises: trays with small balls, Montessori lacing boards, games with buttons and beads (timed and untimed), rolling wooden and rubber balls with the palm on a flat surface, finger gymnastics, finger games. 3. Coordination difficulties Educational needs of the child—development of movement coordination, formation of movement accuracy. Main physical exercises: standing on one leg with arms outstretched, exercises with closed eyes (standing on tiptoes, bends, head turns), stepping over obstacles (ropes, cushions, small objects), throwing and catching a ball in different ways (with both hands, one hand, over the head), ball dribbling (on the spot, between obstacles), jumping with a ball, arm rotations (bent at elbows, straight), trunk rotations, circular head movements, catching falling objects, throwing objects at a target, drawing exercises. 4. Balance difficulties Educational needs of the child—development of balance, formation of spatial orientation. Main physical exercises: head rotations with support against the wall, side bends while standing on one leg, “Swallow” pose, balancing on a curved board, exercises on fitballs, crawling through tunnels, passing a ball between players standing on one leg, ball passing from a squatting position, dance exercises. 5. Postural difficulties Educational needs of the child—correction of posture, strengthening of spinal muscles. Main physical exercises: pelvic lifts in a supine position, “Cat” exercise, “Plank” exercise, wall bar exercises, forward bends from sitting and standing positions, breathing exercises. 6. Foot structure difficulties Educational needs of the child—prevention of flat feet, strengthening of lower limb muscles. Main physical exercises: foot rotations, walking on the spot-on different parts of the foot, rising on tiptoes, walking on the inner and outer edge of the foot, picking up pencils with toes, self-massage of the feet, walking on a massage mat. The obtained results are not final. To study the issue of developing physical education programmes for learners with SEN more thoroughly, a broader, similar study should be carried 100 out in different regions of Ukraine. Moreover, based on the findings of this work, there is a need to develop and pilot an invariant module of the educational programme for learners with SEN, followed by the collection and processing of experimental data. The data obtained will also be of practical use to physiotherapists in determining the content of therapeutic physical education for such children. Conclusion Thus, the study of the results of the assessment of learners with special educational needs (SEN) has enabled us to draw the following conclusions: 1. The findings of the study confirmed the presence of a considerable number of children with SEN who have impairments in physical development. The most common are delays in fine and gross motor skills, disorders of movement coordination and balance, postural defects, abnormalities in the structure of the feet and gait disturbances. At the same time, these issues are not dependent on the group of learning difficulties. Accordingly, the problem of deviations in the physical development of such children are worth regarding as complex, and the ways of addressing it is worth approaching through a unified, systemic strategy. A separate challenge lies in the difficulty of perceiving learning material, particularly explanations and instructions for performing motor tasks, which requires additional pedagogical support. The results obtained provide a more profound understanding of the content of physical education for learners with SEN and allow for a conceptual improvement of physical education curricula. 2. It has been proposed to include compulsory invariant content in the individual (in particular, adapted or modified) educational programmes for learners with SEN. This content should provide for the teaching and use of physical exercises aimed not only at facilitating the socialisation of such children in a community environment, but also at increasing their level of motor activity and promoting the correction of physical developmental impairments identified in conclusion 1. At the same time, it is important not only to adapt or modify the content of educational programmes, but also to carefully select teaching methods, taking into account the individual characteristics of instruction perception and the ability to perform motor tasks. The specified methodological approaches must be integrated into the individual development programme of each child with SEN. Conflict of Interest The authors declare that there is no conflict of interest. References: Bondar, T., Melnyk, D., Holub, V., & Bondar, A. (2024). Current issues of physical education for school-age children in an inclusive environment. 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Вінниця: Нілан ЛТД, 2013.] 103 Appendix Table 1. Summary data of the assessment of children with special educational needs regarding physical development by educational difficulties (p = 0.05) Difficulties / Physical characteristics Impairments of movement coordination, % Balance deficiencies, % Difficulties in understanding tasks and instructions, % Fine motor skill impairments, % Gross motor skill impairments, % Postural defects, % Abnormalities in lower limb structure, % Gait abnormalities, % Weak immunity, % Total children examined (n=103) 52,4 51,5 44,7 35,9 46,6 63,1 56,3 31,1 15,5 Of these: Intellectual difficulties (n=21) 71,4 66,7 66,7 47,6 57,1 76,2 66,7 38,1 9,5 Physical difficulties (n=4) 75 75 25 50 75 75 75 75 50 Functional difficulties (n=18) 50 44,4 55,6 22,2 33,3 61,1 50 33,3 16,7 Learning difficulties (n=34) 38,2 38,2 11,8 29,4 35,3 61,8 55,9 17,6 20,5 Socio-adaptive difficulties (n=26) 53,8 42,3 65,4 42,3 57,7 53,8 50 34,9 7,7 Table 2. Correlation Matrix of Physical Development Anomalies in Students with Special Educational Needs 1 2 3 4 5 6 7 1 Movement coordination disorders 2 Balance impairments 0,99910 3 Difficulties in performing tasks and following instructions 0,96693 0,96727 4 Fine motor skill impairments 0,99504 0,99771 0,95627 5 Gross motor skill impairments 0,99523 0,99844 0,96458 0,99880 6 Postural disorders 0,99144 0,99006 0,92866 0,98803 0,98522 7 Lower limb structural abnormalities 0,99106 0,99058 0,92703 0,98992 0,98703 0,99969 8 Gait disorders 0,99472 0,99452 0,97846 0,98675 0,99153 0,97774 0,97737 110 Results Organization of the training and course design The module was organized as a four-step sequence that connected theoretical preparation with authentic practice: a visit to the radiology centre with equipment orientation and safety briefing; participation in an fMRI session using a simple block-design task; a hands-on laboratory focused on preprocessing and analysis in a preconfigured environment; and a closing discussion with reflection and recommended learning pathways. To ensure reproducibility and transparent data handling, the workflow incorporated standardized conversion from DICOM to NIfTI/BIDS using BIDS/BIDScoin (Gorgolewski et al., 2016; Brain…, 2023; BIDScoin…, n.d.). A preconfigured virtual machine (lin4neuro) provided a unified software stack with FSL and auxiliary tools, enabling students to work in a consistent environment across different computers (Jenkinson et al., 2012). Thus, the course design intentionally linked conceptual preparation with authentic data collection and standardized analysis. The sequential flow (centre → scanner → lab → reflection) reduced cognitive load, improved reproducibility through BIDS, and provided a stable environment for practice, allowing students to progress from theory to executable workflows and to consolidate skills through structured reflection. A structured overview of the module content and its components is presented in the Appendix (Table 1). fMRI acquisition process and student involvement Students were introduced to clinical-like procedures at the radiology centre using a 1.5 T system. After a safety briefing, participants completed a block-design paradigm in the scanner consisting of left-hand finger tapping. The paradigm followed a 40 s rest / 40 s task timing repeated three times (total 240 s). The imaging protocol included diffusion, BOLD fMRI, and 3D T1-weighted MPRAGE (isotropic) for normalization and localization. The session emphasized task compliance, scanner etiquette, and understanding how sequence choice and timing affect downstream modeling (Poldrack et al., 2011). Thus, direct participation in acquisition familiarized students with equipment workflow, safety, task execution, and timing logic, creating a concrete foundation for subsequent preprocessing and statistical modeling. Examples of the resulting activation patterns for the finger tapping paradigm are shown in the Appendix (Figure 1). Data preprocessing and analysis with software tools (FSL, lin4neuro) The computational workflow was carried out in FSL within a preconfigured lin4neuro virtual machine, ensuring a stable and reproducible environment. Raw DICOM data were converted to NIfTI/BIDS using BIDS/BIDScoin with validation prior to analysis (Gorgolewski et al., 2016; Brain…, 2023; BIDScoin…, n.d.). In FSL/FEAT, students followed a step-by-step preprocessing pipeline that included BET, spatial smoothing, and registration first to each participant’s T1 anatomy via FLIRT and subsequently to the MNI152 standard space, with optional nonlinear refinement using FNIRT. A block-design general linear model was implemented to capture alternating periods of task and rest, and FEAT’s autogenerated HTML reports were examined for quality control. 111 Visualization was performed in FSLeyes, where students inspected activation maps in both 2D and 3D views, compared them against anatomical references, and overlaid standard atlases to better interpret the spatial distribution of activations. Thus, a BIDS-organized workflow combined with a preconfigured VM enabled training that progressed from data conversion through preprocessing, normalization to MNI152, model specification, and visualization. Students not only practiced operational use of FSL tools (FEAT, BET, FLIRT/FNIRT, and FSLeyes), but also developed an understanding of how preprocessing and design choices influence statistical outcomes (Friston et al., 1994; Poldrack et al., 2011). Visualization of brain activation and interpretation Using FSLeyes, students overlaid thresholded statistical maps onto each participant’s T1weighted anatomy, adjusted intensity ranges and transparency, and interactively examined coordinates, cluster sizes, and spatial extent. This hands-on practice emphasized not only visualization but also critical inspection of potential artifacts and alignment accuracy. Interpretation exercises focused on relating model regressors to canonical task-related activations—e.g., contralateral sensorimotor cortex during finger tapping—while stressing the limitations of single-subject inference and the need for replication across sessions or groups. The session concluded with structured guidance on reporting standards and figure preparation for appendices. In this way, visualization and interpretation training consolidated students’ ability to critically read statistical parametric maps, articulate anatomy-informed conclusions aligned with the experimental design, and recognize the bridge between data acquisition, modeling, and scientific communication (Jenkinson et al., 2012; Poldrack et al., 2011; Figure 1A–C). Discussion The core problem addressed is the persistent gap between theoretical coverage of neuroimaging and students’ hands-on competence with acquisition, preprocessing, and modeling pipelines. Constraints include limited scanner access, small cohorts, and reliance on single-subject analyses, which restrict generalizability and formal evaluation of learning outcomes. Reproducibility also remains sensitive to environment configuration and data standardization, even with BIDS and a preconfigured VM (Brain…, 2023; BIDScoin…, n.d.). Future work should implement a structured evaluation framework (pre/post testing, rubricbased map interpretation, and practical checklists) and compare delivery modes (local VM, containerized setups, or cloud workspaces) and alternative software ecosystems such as AFNI (Cox, 1996). Extending tasks beyond simple block designs and introducing group-level statistics would deepen methodological understanding. Incorporating open datasets, simulated fMRI for ethics and practice, and interprofessional collaboration with clinicians could further enhance realism, scalability, and impact of the training. Additionally, cluster-wise inference options such as threshold-free cluster enhancement (TFCE) may be considered in future iterations to mitigate threshold dependence (Smith & Nichols, 2009). 112 Conclusion The implemented preprocessing and analysis pipeline enabled students to acquire operational competence with core fMRI workflows, including brain extraction, spatial normalization, and thresholded statistical mapping. Particular emphasis was placed on quality control using FSLeyes, where participants critically evaluated alignment accuracy, potential artifacts, and anatomical localization of task-related activations. Through interpretation exercises, students successfully related regressors to canonical activation patterns, most notably contralateral sensorimotor cortex responses during finger tapping. These exercises underscored both the value of single-subject fMRI for functional localization and its limitations for broader inference, highlighting the importance of replication across sessions and subjects. Finally, the training consolidated students’ ability to connect methodological rigor with scientific communication by adhering to reporting standards and figure preparation guidelines. While limited by small cohorts and restricted scanner time, the module provides a reproducible baseline for expanding to group-level statistics, diversified paradigms, and alternative delivery modes (e.g., containerized or cloud-based environments). In sum, the internship-based module was not only created but also tested in practice, providing a scalable blueprint for integrating fMRI-based training into biomedical curricula and bridging technical education with contemporary neuroimaging practice. Conflict of Interest The authors declare that there is no conflict of interest. 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Scientific Data, 3, 160044. https://doi.org/10.1038/sdata.2016.44 Jenkinson, M., Beckmann, C. F., Behrens, T. E. J., Woolrich, M. W., & Smith, S. M. (2012). FSL. NeuroImage, 62(2), 782–790. PMID: 21979382. https://doi.org/10.1016/j.neuroimage.2011.09.015 Logothetis, N. K., Pauls, J., Augath, M., Trinath, T., & Oeltermann, A. (2001). Neurophysiological investigation of the basis of the fMRI signal. Nature, 412(6843), 150–157. PMID: 11449264. https://doi.org/10.1038/35084005 Poldrack, R. A., Mumford, J. A., & Nichols, T. E. (2011). Handbook of functional MRI Data analysis. Cambridge University Press. 113 Smith, S. M., & Nichols, T. E. (2009). Threshold-free cluster enhancement: addressing problems of smoothing, threshold dependence and localisation in cluster inference. NeuroImage, 44(1), 83–98. PMID: 18501637. https://doi.org/10.1016/j.neuroimage.2008.03.061 Appendix Table 1. Content and structure of the fMRI educational course Module / Component Objectives (Learning Outcomes) Duration Tools / Materials Assessment / Output Lecture Session fMRI principles; clinical applications 60–75 min Slides, key readings Q&A, attendance Introduction & Safety fMRI basics; safety briefing; scanner workflow 45–60 min Slides, MRI safety forms Attendance, Q&A fMRI Acquisition Execute tasks (left-hand tapping, rest) 20–30 min/run 1.5T system, BOLD EPI sequences Log of runs, compliance notes Data Processing DICOM→BIDS conversion, preprocessing, FEAT pipeline 2–3 h BIDScoin, FSL, lin4neuro VM QC report, GLM outputs Data Analysis Statistical modelling, threshold maps, ROI inspection 2 h FSLeyes, standard atlases Annotated figures, short essay Interpretation & Wrap-up Group discussion; clinical implications; next steps 45–60 min Slides, sample cases Written reflection, feedback Figure 1. Left-hand finger tapping (Z ≥ 3.1). (A) 3D volume rendering of thresholded activation; (B) orthogonal views centred on the hand knob in the right precentral gyrus (M1), showing contralateral sensorimotor activation; (C) close-up of ipsilateral activation in the superior left cerebellar hemisphere near the paravermian zone (lobules V/VI), consistent with the sensorimotor representation. 114 Olha O. Mazurenko [ a ][14] Emotionally Adaptive UX Interfaces: A Scenario-Based Framework for Real-Time Personalization [10] Abstract: The increasing complexity of user needs and digital contexts necessitates the development of adaptive user interfaces capable of emotional responsiveness. Traditional emotional personalization methods, reliant on biometric data, often prove costly, intrusive, or impractical for early prototypes and large-scale deployments, raising privacy concerns. This paper addresses these limitations by introducing a novel conceptual scenario-based behavioral framework for emotionally adaptive web UX. The object of the study is to explore how user interfaces can dynamically adjust to a user’s affective state using only observable behavioral indicators, without physiological sensors. The study aims to demonstrate that cues like navigation style, input pacing, or reaction latency can inform UX modifications aligning with emotional states, offering a scalable and ethically sustainable alternative or complement to biometric solutions. The methodology involved developing three synthetic user personas (stressed, bored, focused) based on Plutchik’s Wheel of Emotions and validated behavioral attributes. Interface mockups were designed in Figma, focusing on adaptive UX fragments. A structured heuristic evaluation, using a 5point Likert scale and seven key metrics (e.g., perceived emotional fit, cognitive effort, mental model resonance) aligned with ISO 9241–210:2019 and ISO/IEC 25010:2023, assessed the framework. This work integrates insights from key researchers: Zeng et al. and Chen & Li on emotional congruence; Nielsen, Sarodnick & Brau on heuristic evaluation; Huang & Singh on emotional fit; Gentner & Stevens on mental models; and Liu & Wei and Khan & Shukla on emotion-aware computing. Results show that Hypothesis H1, affirming significant emotional alignment from scenario-based adaptation without realtime sensing, was validated. The stressed (4.6 emotional fit) and focused (4.7 mental model resonance) personas showed high alignment. Hypothesis H2, concerning behavioral adaptation’s sufficiency in lowtech contexts and its complementary role in high-fidelity designs, was also supported. Critically, the boredom scenario (low engagement 2.9) highlighted that overstimulation without guidance can disrupt mental models, suggesting the need for refined hybrid adaptation logic. The findings confirm emotional responsiveness can be approximated via behavioral interface design, with hybrid systems offering dynamic fine-tuning. This framework introduces a vital “hybrid potential” for both substituting biometrics in constrained environments and augmenting them in high-stakes systems. Keywords: emotion-aware UX, adaptive interface, personalization, user modeling, affective computing, neural design logic, behavioral adaptation, scenario-based design. Abbreviations: 𝐴𝐼 is Artificial Intelligence, 𝐻𝐶𝐼 is Human-Computer Interaction, 𝑈𝐴𝐼 is adaptive user interface, 𝑈𝑋 is User Experience. Introduction The escalating complexity of user needs and digital contexts necessitates the development of adaptive user interfaces capable of emotional responsiveness. Current emotional a Candidate of Engineering Science (Ph.D.), Senior Lecturer, Department of Information Technology, Artificial Intelligence and Cybersecurity, Faculty of Automation and Computer Systems, National University of Food Technologies. Ukraine, Kyiv. 115 personalization often relies on costly, intrusive biometric data, limiting its practical and ethical application. This paper introduces a novel conceptual scenario-based behavioral framework for emotionally adaptive web UX, utilizing observable indicators for simulated real-time adjustments. The object of the study is to explore how user interfaces can dynamically adapt to a user’s affective state through non-invasive behavioral cues like navigation style, input pacing, or reaction latency. The primary aim is to demonstrate that such cues can effectively inform UX modifications, offering a scalable and ethically sustainable alternative or complement to biometric solutions. The methodology involves developing three synthetic user personas (stressed, bored, focused), meticulously modeled using Plutchik’s Wheel of Emotions and validated behavioral attributes. Interface adaptations are then evaluated through a structured heuristic assessment, employing key metrics aligned with ISO 9241–210:2019 and ISO/IEC 25010:2023. This work builds upon foundational research by Zeng et al., Chen & Li, Nielsen, Sarodnick & Brau, Liu & Wei, Khan & Shukla, Huang & Singh, and Gentner & Stevens. The results are intended for UX designers, interface engineers, and HCI researchers seeking practical and ethical personalization strategies. Methods 1. User Scenarios and Emotional States Three synthetic user personas were developed to simulate distinct affective contexts. Each persona was modeled using Plutchik’s Wheel of Emotions, validated with UX-related behavioral attributes drawn from prior studies (Matsuda et al., 2018; Dalvand & Kazemifard, 2013): • Persona A (Figure 1): A time-pressured user experiencing stress. Mental model: expects rapid task resolution with minimal distractions. • Persona B (Figure 2): A disengaged user experiencing boredom. Mental model: anticipates interactive feedback, novelty, and agency in task progression. • Persona C (Figure 3): A focused user with high need for continuity and minimal distraction. Mental model: expects high predictability, clear task progression, and low interface noise. Interface mockups were created in Figma and included UX fragments—specific elements affected by emotional adaptation (e.g., login forms, confirmation modals, navigation sidebars). For each persona, the before and after states of selected fragments were redesigned to align with the user’s predicted emotional and cognitive state, based on inferred mental models. For instance, the mental model of Persona A prioritizes efficiency and clarity; therefore, checkout forms were adapted to include only essential fields, no branching logic, and passive visual cues. Persona B’s mental model is exploratory and engagement-seeking, hence the addition of tooltips and visual feedback to maintain curiosity. Persona C seeks uninterrupted execution and consistency, leading to simplification of system prompts and use of progressive disclosure. Thus, these persona-specific adaptations highlight how behavioral indicators, when mapped to underlying emotional states and mental models, can guide targeted UX modifications even without direct physiological input, establishing a foundational proof-of-concept for the proposed framework’s design principles. 116 2. Evaluation Approach A structured heuristic evaluation was performed using a 5-point Likert scale (1 = very poor, 5 = excellent). Seven evaluation metrics were selected: 1. Perceived emotional fit 2. Interaction fluency 3. Cognitive effort 4. Disruption recovery 5. Engagement stimulation 6. Affective friction points 7. Resonance with mental model Here, the inclusion of “resonance with mental model” allows direct tracing of interface logic to user expectations (Figure 4). This improves the accuracy of emotional alignment and surfaces areas where system design contradicts user assumptions. Thus, the comprehensive set of evaluation metrics, including novel ones like “resonance with mental model”, provides a robust framework for assessing the effectiveness of emotionally adaptive interfaces, ensuring that both functional and affective aspects of user experience are thoroughly evaluated. Literature Review Research on emotionally UAIs has evolved from early models of affective computing toward integrated, user-centred frameworks that fuse emotional recognition, context awareness, and dynamic adaptation. The foundations of this field were laid by Tao and Tan (2005), who conceptualised affective computing as the ability of systems to recognise, interpret, and simulate human emotions. This early theoretical groundwork was expanded by Duric et al. (2002), who proposed combining perceptual and cognitive modeling to improve the intelligence and adaptability of human-computer interactions. Together, these works provided the conceptual basis for adaptive UX systems capable of understanding user emotion and behavior in real time. Calvo and D’Mello (2010) advanced this field through an interdisciplinary review of affect detection models, integrating psychological, physiological, and computational perspectives. Their taxonomy of affective models identified multimodal recognition—such as facial expressions, voice, and physiological signals—as essential for reliable emotion detection in user interfaces. This comprehensive approach paved the way for practical adaptive systems capable of personalising interfaces based on affective cues. Dalvand and Kazemifard (2013) further demonstrated the feasibility of emotional adaptation by designing an adaptive user interface responsive to users’ emotional states, showing that real-time feedback can significantly enhance interaction satisfaction. In parallel, the conceptual understanding of UX evolved. Bargas-Avila and Hornbæk (2021) proposed a unified model of UX that combines emotional, cognitive, and behavioural dimensions. This model recognised emotion as a central determinant of UX quality, emphasising the need for design approaches that dynamically adjust to users’ affective states. Similarly, Chen and Li (2021), in their systematic review, reinforced the view that emotion is not a peripheral factor but a core driver of UX, shaping user engagement, satisfaction, and decisionmaking processes. Their findings underline the need for adaptive systems that can interpret and respond to user emotions holistically. 117 Recent studies have focused on formalising the mechanisms through which adaptation occurs. Alipour, Céret, and Dupuy-Chessa (2023) proposed a temporal-emotion framework for user interface adaptation, emphasising that emotional states evolve dynamically and require temporally sensitive adaptation strategies. Their work highlights the importance of designing interfaces capable of recognising emotional trajectories rather than static states. In similar spirit, Stephanidis et al. (2021) developed a comprehensive framework for UX evaluation in intelligent environments, positioning emotional adaptation within the broader context of multimodal interaction and ambient intelligence. This holistic evaluation approach supports iterative design processes that balance user satisfaction, efficiency, and affective resonance. Empirical research has further validated these frameworks. Matsuda, Yoshida, and Oka (2018) demonstrated through their EmoTour system that multimodal behavioural cues—such as gaze direction, facial expression, and voice tone—can be effectively used to infer user emotions and satisfaction. Schuller et al. (2018) contributed by analysing large-scale affective computing challenges, identifying computational paralinguistics as a key enabler for robust emotion recognition across real-world environments. More recently, Sun and Jiang (2025) used eye-tracking to link gaze behaviour with emotional experience, revealing that subtle visual attention patterns can predict affective responses to interface design elements. Such findings reinforce the necessity of integrating physiological and behavioral indicators into adaptive UX systems. Parallel advancements in conversational and AI-driven systems have expanded the scope of emotional adaptation. Mahmud et al. (2025) reviewed UX evaluation in conversational recommender systems, comparing classical approaches with large language model (LLM)-based frameworks. Their study demonstrated that emotional adaptivity plays a crucial role in improving user trust and engagement, particularly in AI-mediated interactions. These insights connect affective computing with the emerging paradigm of emotionally aware AI, where the interface itself becomes a participant in the user’s emotional context. Collectively, the literature reveals a clear progression from theoretical conceptualisations of affective computing to data-driven, context-sensitive, and temporally adaptive UX systems. Emotionally adaptive interfaces are now recognised as essential to personalisation, contributing to more natural, empathic, and satisfying user experiences. Future frameworks, as the reviewed studies suggest, must integrate multimodal sensing, real-time analytics, and continuous emotional feedback loops to achieve seamless interaction that respects both the cognitive and affective dimensions of human behaviour (Alipour et al., 2023; Stephanidis et al., 2021). Results Expert ratings for each persona-interface pair are summarized in the Appendix (Table 1). Key findings include: • Persona A (stress scenario): The adapted interface significantly aligned with the user’s stress-avoidant mental model—minimal interactions, limited color saturation, and sequential flow. High emotional fit (4.6) and low friction (1.2) were observed. Experts emphasized rapid task completion and reduction of intrusive elements. This supports H1, affirming that simulated behavioral changes can evoke emotional congruence. Thus, the successful emotional alignment achieved for Persona A strongly supports Hypothesis H1, 118 demonstrating that simulated behavioral changes, carefully designed to match a user’s mental model, can indeed evoke significant emotional congruence and improve user comfort in a stress-avoidant context. • Persona B (boredom scenario): Despite efforts to stimulate interaction via color and microfeedback, the adapted interface received lower scores in engagement (2.9) and resonance (3.0). Experts noted mismatch between intended emotional lift and actual user clarity. This highlights a key insight: overstimulation without guidance can break the user’s mental model, leading to affective friction. The data supports refinement of hybrid adaptation logic—where behavioral cues must balance novelty with narrative coherence. Thus, the findings for Persona B underscore the complexity of adapting to boredom; while behavioral cues offer potential for stimulation, they must be carefully balanced with narrative coherence to avoid overwhelming the user and disrupting their mental model, suggesting a need for more nuanced, possibly hybrid, adaptation strategies. • Persona C (focus scenario): The adapted UI matched user expectations for minimal distraction, strong task continuity, and predictability. Ratings were highest across all metrics (emotional fit: 4.4; interaction fluency: 4.6; mental model resonance: 4.7). Thus, the exceptional performance for Persona C validates the effectiveness of minimalist and predictable behavioral adaptations for focused users, strongly reinforcing the role of precise cognitive-affective alignment in optimizing user experience for uninterrupted concentration and task completion. These results reinforce the role of cognitive-affective alignment in focused experiences and validate scenario-based predictions. Critically, results across all personas demonstrate that emotional responsiveness can be approximated through behavioral interface design even without live sensing. However, in complex scenarios (e.g., boredom), hybrid systems may be needed to dynamically fine-tune UI responses. This hybrid potential is particularly relevant for sectors like education, health, or banking, where both emotion-sensitivity and technological constraints coexist (Alipour et al., 2023; Matsuda et al., 2018). UX fragment analysis also confirms this logic: • For Persona A, the form flow was redesigned to anticipate time constraints. • For Persona B, the onboarding interface included exploratory branches, but lacked progressive reduction cues. • For Persona C, modal prompts were removed entirely and replaced with ambient feedback. Thus, the detailed fragment-level analysis, combined with the overall expert ratings, strongly supports Hypothesis H2. It demonstrates that while behaviorally adaptive design offers a robust standalone solution for emotional personalization in resource-constrained or ethically sensitive environments, its full potential, particularly in complex emotional states like boredom, is realized through a hybrid deployment model that can dynamically fine-tune UI responses for optimal emotional alignment and user experience across diverse contexts (Figure 5). These results support our second hypothesis (H2), indicating that while behaviorally adaptive design can replace biometrics in constrained environments, full emotional alignment benefits from hybrid deployment. 119 Discussion The analysis confirms that a scenario-based behavioral framework can effectively model emotional adaptation logic, providing both a methodological base and future-proof logic for real-time integration. Hypothesis H1 was validated: adaptive behaviors grounded in user personas and affective theory produced perceived emotional alignment without biometrics. H2 was also supported: participants responded most positively when adaptive cues resonated with both mental model and affective state, especially in designs that avoided overstimulation. The concept of hybrid potential emerges as a critical implication. In practice, low-tech products (e.g., government forms, educational platforms) may deploy behavioral-only models. Meanwhile, in high-stakes systems (e.g., clinical diagnostics, adaptive learning), the same adaptive logic may guide biometric augmentation. The dual role—substitution and supplementation—marks the framework as flexible across UX strata. This duality aligns with early insights by Tao and Tan (2005), who emphasized that affective computing frameworks must balance technological capability with ethical interpretability, ensuring that adaptive systems remain context-aware and user-centered. A key research problem for further discussion lies in precisely quantifying the interplay between behavioral cues and physiological signals in hybrid systems. How can a dynamic weighting mechanism be established to optimally combine these disparate data sources for nuanced emotional adaptation, especially across diverse cultural and contextual settings? Furthermore, questions arise regarding the generalizability of behavioral indicators: can a common set of behavioral patterns reliably predict emotional states across different user groups and interface types, or are highly specific models always required? This reinforces the value of scenario modeling: by anchoring adaptations in persona-based intent, designers can simulate the emotional effect before committing to live sensing infrastructure. Future work should prototype these fragments in hybrid systems with real-time data, testing whether adaptive gains compound when emotional feedback becomes dynamic. Conclusion This paper successfully introduces a novel conceptual scenario-based behavioral framework for emotionally adaptive web UX, addressing the limitations of biometric-dependent personalization. The study's methodology meticulously involved developing three distinct synthetic user personas—stressed, bored, and focused—each with unique mental models, and designing corresponding adaptive interface fragments. These adaptations were then rigorously evaluated through a structured heuristic assessment using a comprehensive set of seven metrics, including perceived emotional fit and resonance with mental models. The interim results consistently validated the framework’s core hypotheses. For instance, the “stressed user” persona demonstrated high emotional fit (4.6) and low friction (1.2) with its adapted interface, confirming that behavioral changes can effectively evoke emotional congruence even without real-time sensing. Similarly, the “focused user” persona achieved the highest ratings across all metrics (e.g., 4.7 for mental model resonance), reinforcing the power of cognitive-affective alignment for uninterrupted experiences. While the “bored user” scenario presented challenges (e.g., low engagement 2.9), it critically highlighted the necessity for nuanced, hybrid adaptation logic to avoid overstimulation and disruption of mental models. 126 One of the leading trends is the introduction of digital monitoring and machinery control systems. Machines are equipped with sensors that transmit real-time data, enabling the optimisation of fuel consumption, load control and equipment condition monitoring. This reduces the risk of breakdowns and increases the efficiency of resource use. A prominent place is occupied by developing precision farming, based on the precise application of fertilisers, crop protection agents and water. Czech companies employ software systems that analyse field maps and weather data, ensuring the rational use of materials and the reduction of negative environmental impacts. A significant direction in the modernisation of mechanical engineering is the use of new materials and production technologies. Thanks to the application of lightweight alloys and composites, it has been possible to reduce the weight of machinery, contributing to energy savings during operation. Such solutions are especially important for the agricultural sector, where machinery operates under heavy loads. Thus, Czech mechanical engineering demonstrates a comprehensive approach to creating modern technical systems that are focused on efficiency, environmental sustainability and integration with digital technologies. Literature Review The analysis of recent scientific publications demonstrates that the innovative experience of the Czech Republic in mechanical engineering and energy saving forms an essential reference point for countries striving to modernise their agricultural sectors. According to Hromádka and Novák (2021), Czech agricultural engineering has undergone rapid transformation due to the integration of digital technologies, robotics and automation. The researchers note that digitalisation of production, precision agriculture and smart control systems constitute the main drivers of technological advancement, contributing to both productivity growth and sustainability. Their conclusions are consistent with the findings of Palková et al. (2022), who highlight the necessity of preparing specialists in accordance with the principles of Agriculture 4.0, based on digital competencies, interdisciplinary education and strong links between academia and industry. The importance of innovation and sustainability in the agricultural economy is further emphasised in the OECD report Innovation, Productivity and Sustainability in Food and Agriculture (2022), which stresses that long-term competitiveness of agricultural production is directly linked to the implementation of resource-efficient technologies. The document outlines that the most successful European countries in this regard, including the Czech Republic, have achieved significant progress through national strategies focused on energy efficiency, renewable energy and digital transformation. A similar perspective is shared by the European Commission (Innovation…, 2023), which associates rural development with the diffusion of innovation and smart specialisations across regions, ensuring an integrated approach to technological and educational reforms. An essential component of Czech innovation policy is the government’s commitment to energy efficiency and renewable energy. The Energy Efficiency and Renewable Energy Strategy 2030 (2022) developed by the Ministry of Industry and Trade of the Czech Republic defines key priorities in reducing energy consumption and expanding renewable sources. Durčanský (2023) 127 analyses the evolution of green energy in the Czech Republic and identifies a dynamic increase in biogas, solar and wind energy use. These developments, according to the author, not only reduce dependence on imported energy resources but also promote environmental sustainability and create new opportunities for engineering innovation. Honchar (2023) supports this view, pointing out that similar approaches could be successfully implemented in Ukraine to improve energy security and agricultural efficiency. The integration of energy-saving technologies into educational and industrial systems is another recurring theme in the literature. Gródek-Szostak et al. (2021) show that awareness and behavioural factors play a critical role in promoting energy conservation, particularly among students and young specialists. The authors’ comparative analysis of Polish, Czech and Ukrainian students demonstrates that the level of energy-saving awareness correlates with the effectiveness of national educational strategies. Therefore, the inclusion of sustainability issues and energy efficiency in higher education curricula becomes a prerequisite for successful implementation of innovative technologies. From the standpoint of industrial innovation, Kozyrskyi and Sydorenko (2022) emphasise that the experience of EU countries, especially the Czech Republic, proves the effectiveness of integrating innovative engineering technologies into the agricultural machinery sector. Their study notes that the combination of automation, sensor-based monitoring and lightweight materials ensures energy savings and enhances the ecological efficiency of agricultural production. Similar conclusions are drawn by Kowalska and Kovárník (2019), who examine smart specialisations in Poland and the Czech Republic, arguing that the synergy between innovation policy and education reform generates sustainable competitive advantages for the regional economy. Collectively, these studies underline that Czech innovation in mechanical engineering and energy saving is not limited to technical progress alone but extends to the broader transformation of educational and institutional frameworks. The formation of a coherent innovation ecosystem that unites research institutions, industrial enterprises and educational establishments has allowed the Czech Republic to build an advanced model of knowledge transfer and practical training. Such integration ensures that engineers are equipped not only with theoretical knowledge but also with practical skills in energy management, digital technologies and ecological design (Palková et al., 2022; Hromádka & Novák, 2021). Consequently, the Czech model can serve as an exemplary case for Ukraine, where the modernisation of engineering education is considered a strategic component of agricultural innovation and sustainable development (Honchar, 2023; Innovation…, 2023). In summary, the reviewed literature reveals that the Czech Republic’s success in mechanical engineering and energy efficiency is based on the interconnection between state policy, academic research and industrial practice. The integration of digital tools, energy-saving technologies and interdisciplinary education forms the foundation of this system. Adapting these principles to Ukrainian realities could facilitate the creation of a new generation of engineers capable of ensuring technological modernisation, energy independence and sustainable growth of the national agricultural sector. 128 Results Energy saving is one of the key priorities of state policy in the Czech Republic, reflected in a comprehensive approach to reducing energy consumption and increasing energy efficiency across various sectors of the economy, including agriculture. The country actively implements incentive mechanisms aimed at enterprises and households to reduce energy consumption—an issue of particular importance in agriculture, where energy costs constitute a substantial share of production expenses. This approach combines financial incentives with regulatory mechanisms that encourage technological modernisation and the adoption of energy-efficient solutions. One of the leading areas of energy saving in the Czech agricultural sector is the widespread use of renewable energy sources. Biogas plants have become an important tool that simultaneously addresses both energy and environmental challenges. These plants operate on the processing of livestock and crop residues such as manure, straw and harvest waste. The resulting biogas is used to generate electricity and heat, meeting the needs of agricultural enterprises. In addition, waste processing helps reduce greenhouse gas emissions and enhances the environmental safety of production. For instance, biogas plants can utilise up to 90% of organic waste, significantly reducing negative environmental impacts. Alongside biogas technologies, solar energy is also actively developing in the Czech Republic. Solar power plants are installed on both large agricultural enterprises and small farms. This ensures a stable electricity supply while reducing dependence on traditional energy sources. State support programmes, such as subsidies and preferential loans, promote the rapid spread of solar panels in rural areas. For example, farms can receive up to 50% compensation for the cost of equipment for solar power plants, making such investments economically viable. Considerable attention in the Czech Republic is devoted to the energy-efficient design of agricultural buildings and facilities. New complexes for storage, processing or production of agricultural goods are constructed using modern thermal insulation materials such as polystyrene or mineral wool, which reduce heat loss by 20–30%. Ventilation, heating and cooling systems are equipped with automated control mechanisms that optimise energy consumption depending on weather conditions and production requirements. For example, the use of heat pumps in combination with automated control systems allows energy costs for heating livestock facilities to be reduced by up to 40%. Furthermore, passive energy-saving principles are widely applied in the design of new buildings. These include the correct orientation of buildings relative to the sun to maximise natural light, as well as the installation of low-emission glazing to minimise heat loss. Such solutions not only reduce energy consumption but also improve comfort for workers and animals in agricultural complexes. The Czech Republic is also actively developing energy management systems based on digital technologies and real-time monitoring of energy consumption. The use of “smart meters” allows agricultural enterprises to track energy use at various stages of production, identify inefficient processes and optimise them. Specialised software integrated with these meters provides a detailed analysis of energy consumption structures, helping to identify potential savings. For example, farms using such systems can cut electricity consumption for lighting and equipment operation by 15–25%. Moreover, energy management systems allow for predictive energy planning. With the help of artificial intelligence algorithms, enterprises can 129 forecast peak loads and optimise equipment operation to avoid excessive energy use. Such solutions are especially significant for large agroholdings, where even minor reductions in consumption may result in substantial financial savings. In the Czech Republic, energy saving is viewed not merely as a tool for conserving resources but also as a strategic foundation for sustainable development. The combination of economic benefits, environmental safety and social responsibility is a key principle of Czech policy in this field. The introduction of energy-efficient technologies enables agricultural enterprises to reduce production costs, thereby increasing their competitiveness on European and global markets. At the same time, reducing greenhouse gas emissions and recycling waste contribute to environmental protection. The Czech experience demonstrates that successful implementation of energy-saving projects requires a comprehensive approach that includes state support, private investment and cooperation with research institutions. For instance, the country operates specialised funds that finance research in energy efficiency, as well as training programmes for specialists capable of applying modern technologies in practice. Czech experience in energy saving can be adapted to the needs of Ukraine’s agricultural sector. For example, the introduction of biogas plants on Ukrainian farms could resolve the issue of organic waste disposal while providing an additional energy source. Solar power plants, which are already emerging in Ukraine, could expand further with state support and affordable loan programmes. Moreover, the adoption of energy management systems and energy-efficient building design could significantly reduce agricultural enterprises’ energy costs. To realise such initiatives in Ukraine, favourable conditions must be created, including a legislative framework, financial incentives and specialist training programmes. The Czech model demonstrates that cooperation between the state, business and research institutions is a crucial success factor. Therefore, adapting Czech experience could contribute to modernising Ukraine’s agricultural sector, increasing its energy efficiency and strengthening its competitiveness. Discussion The experience of the Czech Republic in the field of innovation is of exceptional value to Ukraine, faced with the need to update its approaches to the training of engineering personnel for the agricultural sector. This experience may serve as the foundation for creating a modern education system that meets the challenges of the global market and fosters the sustainable development of agriculture. Above all, it concerns the formation of professional competences that correspond to current labour market demands, international standards, and technological trends. This involves not only technical knowledge, but also the ability to adapt to rapidly changing conditions, apply innovative solutions, and work with advanced technologies. Such an approach is key to ensuring the competitiveness of Ukraine’s agricultural sector in conditions of intense global competition. Firstly, an important priority is the strengthening of attention to digital technologies in the training of engineers. Future specialists must acquire strong skills in using software for modelling technical processes, data analysis, managing automated systems, and introducing digital solutions into production (Hromádka & Novák, 2021; Innovation, Productivity and Sustainability…, 2022). This includes the use of programmes for equipment design, optimisation of production processes, as well as big data analysis for forecasting needs and increasing 130 efficiency. Such skills enable engineers to develop innovative solutions that improve agricultural productivity, reduce resource costs, and optimise the use of equipment. For example, digital platforms for managing agricultural processes can reduce the time needed for operations and lower fuel and other material expenses, which is critically important for Ukraine’s energyintensive agricultural sector. Secondly, it is extremely important to familiarise students with energy-saving and renewable energy technologies. High energy consumption, which creates significant financial and environmental challenges, characterises Ukrainian agricultural production. The implementation of innovative energy solutions, such as biogas plants, solar panels, or energy-efficient heating systems, is one of the key tasks of modern engineering. Engineers must be prepared to design and operate such systems, as well as to integrate them into agricultural production. Training should include studying the principles of renewable energy sources, methods of reducing energy consumption, and technologies that minimise environmental impact. This will not only increase production efficiency but also contribute to ecological stability, which is a vital aspect of modern agriculture. Thirdly, attention is worth drawing to international internships and academic mobility, which provide future engineers with the opportunity to become directly acquainted with advanced practices and technologies. Participation in such programmes allows students to gain experience in operating modern equipment, studying new methods of energy systems management, and learning innovative approaches to production organisation (Innovation in Agriculture and Rural Development, 2023). For instance, Czech student exchange programmes provide practical training at enterprises where future engineers can become familiar with automated systems, modern management methods, and energy-efficient technologies. Such experience is invaluable for developing professional skills that can be applied in Ukraine. Furthermore, international cooperation fosters knowledge exchange and the creation of professional networks, which may be beneficial for the further development of the agricultural sector. Thus, the adaptation of Czech experience within the Ukrainian education system will contribute to forming a new generation of engineers capable of ensuring the technological modernisation of the agricultural sector. These specialists will possess the necessary knowledge and skills for implementing digital technologies, energy-efficient solutions, and modern management methods, thereby increasing the productivity and competitiveness of Ukrainian agriculture. Moreover, an emphasis on environmental sustainability will help reduce the impact of agricultural production on the environment, in line with global trends in sustainable development. Implementing such changes requires a comprehensive approach, including the reform of educational programmes, the creation of conditions for international cooperation, and support from both the state and business. Nevertheless, the results of these efforts will have a long-term positive effect on Ukraine’s economy. Conclusion The Czech Republic’s experience in mechanical engineering and energy saving in agriculture illustrates an effective model of technological modernisation, combining economic, environmental and social aspects. The introduction of biogas plants, solar power systems, 131 energy-efficient buildings and digital energy management demonstrates that sustainable development is achievable through a comprehensive approach and interaction between all stakeholders. For Ukraine, this experience may serve as a practical guide to enhancing the efficiency of its agricultural sector. The adaptation of Czech practices could reduce production costs, strengthen the competitiveness of Ukrainian products and contribute to environmental protection. The main condition for success lies in developing a legislative framework, financial incentive mechanisms and the promotion of cooperation between the state, business and scientific institutions. Thus, the Czech Republic represents a successful example of the transition to sustainable agriculture based on innovation, energy saving and environmental responsibility. Its experience provides valuable insights that could be effectively applied in Ukraine, promoting the modernisation of agriculture and its integration into European and global markets. Conflict of Interest The author declares that there is no conflict of interest. References: Durčanský, P. (2023). Evolution of green energy production in Czech Republic. Applied Sciences, 13(4), 2185. Energy Efficiency and Renewable Energy Strategy 2030. (2022). Ministry of Industry and Trade of the Czech Republic. Prague. Gródek-Szostak, Z., et al. (2021). Energy conservation behaviors and awareness of Polish, Czech and Ukrainian students: A case study. Energies, 14(18), 5599. Honchar, I. P. (2023). Development of energy saving in the agricultural sector: European experience and Ukrainian prospects. Vinnytsia: Agrarian Science Publishing House. (In Ukr.). [Гончар, І. П. Розвиток енергозбереження в аграрному секторі: європейський досвід та українські перспективи. Вінниця: Видавництво “Аграрна наука”, 2023.] Hromádka, J., & Novák, P. (2021). Modern approaches to agricultural engineering in the Czech Republic. Journal of Agricultural Engineering, 5(2), 45–58. Innovation, Productivity and Sustainability in Food and Agriculture: Main Findings. (2022). OECD. Paris: OECD Publishing. Innovation in Agriculture and Rural Development. (2023). European Commission. Brussels. Kowalska, A. S., & Kovárník, J. (2019). Smart wpecializations in Poland and the Czech Republic. Hradec Economic Days. https://doi.org/10.36689/uhk/hed/2019-01-045 Kozyrskyi, V., & Sydorenko, P. (2022). Innovative technologies in agricultural engineering: the experience of EU countries. Bulletin of Agrarian Science, 7(2), 56–64. (In Ukr.). [Козирський, В., Сидоренко, П. Інноваційні технології в аграрному машинобудуванні: досвід країн ЄС // Вісник аграрної науки. — 2022. — № 7(2). — С. 56–64.] Palková, Z., Harničárová, M., Valíček, J., Stehel, V., et al. (2022). Perspective of education in Agriculture 4.0 in selected countries in European Union and Palestine. Proceedings of the 8th International Conference on Energy Efficiency and Agricultural Engineering. Ruse, Bulgaria. 132 Vitalii M. Yaropud [ a ][16] Implementation of Innovations in Technologies and Engineering: European Approaches and Opportunities for Ukraine (Case of the Czech Republic) [12] Abstract: The article is devoted to the analysis of European approaches to implementing innovations in technologies and engineering, as well as to outlining the opportunities for their integration in Ukraine using the case of the Czech Republic. It is shown that modern engineering education and the agroindustrial sector are undergoing rapid transformations, where digitalization, environmental responsibility, and sustainable development become the key determinants of competitiveness. The European Green Deal and the Farm to Fork Strategy set clear requirements for energy efficiency, emission reduction, supply chain transparency, and the use of «smart» monitoring and management technologies. The study generalizes the Czech experience, where the combination of university training, short industrial R&D sprints, and joint laboratories with businesses ensures rapid knowledge transfer and high employability of graduates. The research methodology is based on comparative analysis of EU and Ukrainian policies and regulatory acts, the use of design thinking for structuring competencies, a logical-structural approach to shaping learning outcomes, and case analysis of university-business partnerships. The article proposes the architecture of an integrated dual model “university — R&D center — production” covering academic, research, and industrial blocks with clear quality indicators. An implementation roadmap (12–18 months) is presented, which includes resource auditing, redesign of educational programs aligned with EQF/NQF, establishment of joint laboratories, international partnerships, and integration of English-taught modules. It is demonstrated that Ukraine’s regulatory framework (EQF/NQF, licensing conditions, Laws «On Education» «On Higher Education» “On Innovation Activity” and the EU–Ukraine Association Agreement) provides the necessary foundation for scaling European practices. The conclusion emphasizes that the key success factors are the modernization of educational programs, continuous dialogue with business, internationalization, and the formation of a culture of measurable outcomes, which will enable the training of a «new wave» of engineers capable of addressing contemporary challenges. Keywords: innovations, engineering education, European Green Deal, Farm to Fork Strategy, dual training, Czech Republic, digital engineering, R&D sprints, sustainable development, National Qualifications Framework. Abbreviations: 𝐸𝑄𝐹 is European Qualifications Framework, 𝐸𝑆𝐺 is environmental, social, and governance, 𝐿𝑂𝑠 are learning outcomes, 𝑁𝑄𝐹 is National Qualifications Framework. Introduction Today, Ukrainian engineering education and the agro-industrial sector are undergoing a stage of rapid transformation. The key benchmarks are digitalisation, environmental responsibility, and sustainable development are factors that determine competitiveness in the modern world. a Doctor of Technical Sciences, Associate Professor, Department of Machines and Equipment for Agricultural Production, Vinnytsia National Agrarian University. Vinnytsia, Ukraine. 133 The European Green Deal (2019) and the Farm to Fork Strategy (2020) set a clear vector of development: the reduction of resource consumption and carbon emissions, transparency and controllability of supply chains, the advancement of organic production, and the application of “smart” monitoring and management technologies. In the Ukrainian context, these priorities are aligned with the Strategy for the Development of Agricultural, Food and Processing Industry Exports until 2026 (2019), which places a particular emphasis on the transition from a raw-material model to the production of high value-added goods. Within such a political and institutional environment, there is an increasingly tangible demand for specialists capable of integrating innovative solutions into production processes. They must rely on European standards of quality, safety, and transparency, combining scientific approaches with practical management tools. The purpose of the study is to generalise the approaches of the Czech Republic to the implementation of innovations in technology and engineering and to outline mechanisms for their incorporation into Ukrainian higher education institutions and enterprises. To achieve this objective, the following tasks have been set: − analyse the regulatory frameworks of the EU and Ukraine (the European Green Deal, the Farm to Fork Strategy, EQF/NQF, laws and resolutions of the Cabinet of Ministers of Ukraine); − identify Czech educational models that ensure practice-oriented training and the rapid transfer of technologies; − propose an architecture of integrated dual training “university—R&D centre— production”; − present a roadmap for implementation, considering Ukrainian conditions. Methods Several complementary approaches were employed in this study. Firstly, a comparative analysis was conducted of key policies and regulatory documents: the European Green Deal (2019), the “Farm to Fork” strategy (2020), the Association Agreement between Ukraine and the EU (2014), as well as the Laws of Ukraine “On Education” (2017), “On Higher Education” (2014), “On Innovation Activity” (2002), and the resolutions of the Cabinet of Ministers concerning the National Qualifications Framework and licensing conditions (2011). Secondly, design thinking tools were applied to structure competences and learning modules. Thirdly, a logical-structural approach was utilised to develop educational outcomes (Learning Outcomes) with reference to the EQF/NQF levels. In addition, a case analysis of university-business partnerships in the Czech Republic and Ukraine performed out, which made it possible to assess effective practices of integrating innovation into the educational process. Literature Review The formation of an innovative model of engineering education in Europe is inseparable from the global sustainable development agenda and the digital transformation of production. 134 The European Green Deal (2019) and the Farm to Fork Strategy (2020) have become strategic milestones for reconfiguring educational and industrial systems toward climate neutrality, responsible resource management, and circular economy models. These documents defined innovation not merely as technological modernisation but as an institutional mechanism for implementing the principles of ESG responsibility. According to the European Commission, sustainability has become a cross-cutting criterion in funding educational and research programmes, including Horizon Europe and Erasmus+, and in shaping the competencies outlined by the EQF (The European Green Deal, 2019; Farm to Fork Strategy, 2020). The EQF and the NQF of Ukraine (On Approval…, 2011) act as pivotal regulatory tools aligning educational outcomes with European standards. Their application ensures transparency, mobility, and mutual recognition of qualifications across borders (On the European Qualifications Framework, 2017). The NQF, approved by the Cabinet of Ministers of Ukraine, integrates the descriptors of professional competence and measurable learning outcomes, thereby enabling the harmonisation of engineering education with European benchmarks (On Approval…, 2011). This alignment fosters the comparability of Ukrainian degrees and their “readability” for European employers, a precondition for integrating national universities into international research and innovation networks. A critical component of European innovation policy is the integration of education, research, and production, particularly within engineering disciplines. The Czech Republic demonstrates a successful dual-education model that combines academic instruction with practical industrial training. The implementation of this model is supported by the Association Agreement between Ukraine and the European Union (2014), which provides legal and financial instruments for joint projects in science, technology, and higher education. In this context, the Czech approach is noteworthy for its emphasis on short industrial R&D sprints, joint laboratories with enterprises, and a competency-based curriculum linked to real-world challenges. Such collaboration between universities and businesses ensures that graduates acquire both theoretical knowledge and applied technical skills, improving their employability and fostering innovation (Association Agreement…, 2014). The Farm to Fork Strategy (2020) positions engineering education as a driver of ecological transformation in the agro-industrial sector, highlighting the need for technologies that support energy efficiency, emission reduction, and digital traceability of production processes. The integration of these principles into engineering curricula requires a redesign of educational programmes, embedding transversal competencies in sustainability, digitalisation, and entrepreneurship. Similar priorities are reflected in Ukraine’s Strategy for the Development of Agricultural, Food and Processing Industry Exports until 2026 (2019), which calls for a transition from raw-material exports to high value-added production through technological innovation and workforce development (Strategy for the Development…, 2019). Consequently, the modern engineer must possess a hybrid set of skills encompassing digital literacy, environmental awareness, and innovation management. At the institutional level, the European Digital Europe Programme (2021–2027) further supports this transformation by funding initiatives in artificial intelligence, data spaces, highperformance computing, and advanced digital skills. These technologies underpin new methodologies of engineering education, including the use of digital twins, PLC/SCADA 135 systems, IoT/IIoT networks, and machine learning for process optimisation. As a result, the engineer’s professional role evolves from that of an operator to that of a designer and integrator of complex technological systems (A Digital Europe Programme, 2021). Legislative frameworks in Ukraine provide the necessary foundation for incorporating these European approaches. The Laws “On Education” (2017), “On Higher Education” (2014), and “On Innovation Activity” (2002) outline mechanisms for academic autonomy, the integration of research into the educational process, and the commercialisation of intellectual property. These acts correspond with the EU’s vision of innovation ecosystems, where education serves as both the generator of knowledge and the incubator of entrepreneurial initiatives (On Education, 2017; On Higher Education, 2014; On Innovation Activity, 2002). The Law “On Licensing Conditions for Educational Activities” (2015) ensures quality assurance through strict requirements for facilities, staffing, and practical components, aligning national institutions with European accreditation practices (On Licensing Conditions…, 2015). Results The Farm to Fork Strategy (2020) establishes a new logic for the development of food systems: human health, environmental sustainability, and market competitiveness must be regarded as an integrated whole. For engineers, this implies an entirely new set of technical requirements: • energy efficiency of all processes; • minimisation of losses and harmful emissions; • digital tracking and data-driven management; • the use of sensors, drones, and satellite monitoring; • the implementation of digital twins, PLC/SCADA systems, and machine learning methods (The European Green Deal, 2019; On Licensing Conditions…, 2015). In addition, the European Qualifications Framework (EQF) defines generalised levels of competences, while the National Qualifications Framework (NQF) of Ukraine renders these results ‘legible’ also to European employers (A Digital Europe Programme, 2021; On the European Qualifications…, 2017). Accordingly, educational and professional programmes in engineering disciplines require redesign. They must integrate, in a transversal manner, competences in sustainable engineering, digital engineering, safety, product lifecycle management, and innovation entrepreneurship. This will enable the training of specialists capable of responding to the new challenges of the global market. Czech technical universities demonstrate flexible models of combining education, R&D, and production: a) short industrial sprints within semester courses; b) joint laboratories with access to measurement and testing equipment; c) project modules commissioned by companies with clearly defined KPIs; d) mentoring by practising engineers in disciplines and interdisciplinary studies (data science for agriculture, mechatronics, eco-modelling). The result is a rapid renewal of content, the conversion of student projects into prototypes 142 Olena O. Trukhanska [ a ][17] Investigation of the Operation of the Electromechanical System of an Autonomous Photovoltaic Pumping Station [13] Abstract: The article analyzes the structure and operation of a photovoltaic pumping station. The key components of the system, such as solar panels, electronic controllers, electromechanical pumps, and energy storage, were studied. In particular, various methods of maximising energy output from solar panels and optimising the efficiency of pumping systems were investigated. The results of the study showed that the efficient operation of a photovoltaic pumping station depends on the precise balancing of electromechanical components, optimal use of solar energy, and efficient management of electronic systems. Recommendations for improving the efficiency and reliability of the system have been put forward. In the course of the study, it was established that one of the key factors for the effective operation of a photovoltaic pumping station is the proper selection of solar panel type and the optimisation of their placement to ensure maximum solar energy conversion. The issue of storing surplus energy was also analysed to maintain stable system performance during periods of reduced solar activity. In addition, the research involved modelling and experimental studies of various operating modes of the pumping station, including changes in load and fluctuations in solar radiation. This made it possible to obtain valuable results regarding the dynamic characteristics of the system and its compliance with the specified technical parameters. An important part of the study was the evaluation of the efficiency and economic feasibility of using a photovoltaic pumping station compared to traditional energy sources for water supply. It was demonstrated that in certain cases the use of solar energy may be not only more environmentally friendly, but also economically advantageous. Overall, the results of this work have significant practical value for developing sustainable energy and the broader application of renewable energy sources. The study of an autonomous photovoltaic pumping station contributes to a deeper understanding of the technological, economic, and environmental aspects of such systems. In conclusion, this scientific work provides greater insight into the principles of operation of autonomous photovoltaic pumping systems and can serve as a basis for further research in renewable energy. Keywords: photovoltaic energy, autonomous pumping station, electromechanical system, solar panels, pumping systems. Abbreviations: 𝐴𝐸𝑆 is power supply systems, 𝑃𝑉 is autonomous photovoltaic, 𝑅𝐸𝑆 is renewable energy sources. Introduction To irrigate crops, pump water for domestic use, and water livestock, pumping systems with an appropriate power source are needed. However, in rural areas, energy sources may be far from water sources, which increases the cost of building infrastructure (Kondalkar et al., 2019; Razzaq et al., 2019; Kupchuk et al., 2023; Tsurkan et al., 2022; Puyu et al., 2021). Now there are many sources of electricity based on internal combustion engines that can be used for autonomous water pumping systems. They are portable, easy to install, and independent of a Candidate of Engineering Science (Ph.D.), Associate Professor, Department of Agro-Engineering and Technical Service, Vinnytsia National Agrarian University. Vinnytsia, Ukraine. 143 infrastructure. However, these systems require maintenance and fuel, and have a negative impact on the environment. The use of renewable energy is an attractive option for autonomous water supply systems in rural and desert areas. In particular, generating electricity using photovoltaic cells looks very attractive for water supply systems. Photovoltaic systems have many advantages, such as ease of installation, low infrastructure requirements, stability, and quietness. They can be used even in remote locations and require little maintenance. The use of autonomous photovoltaic water pumping systems should help improve life in remote areas and preserve the environment (Razzaq et al., 2019; Mazur et al., 2021; Semenov et al., 2021; Semenov et al., 2019b; Hraniak et al, 2022; Honcharuk et al., 2023; Lohosha et al., 2023). The purpose of this research work is to create an independent photovoltaic pumping system. The first stage includes the development of the project concept, determination of key control, regulatory and signal parameters. Further development includes the design of the PV power plant as a whole, the selection of appropriate control and regulatory devices and tools that provide control over the work process, and the study of the functioning of the electromechanical system. Automation of a PV power plant will have a positive impact on working conditions, energy and material conservation, and increase production efficiency. Literature Review The development of PV pumping stations is grounded in the broader context of renewable energy integration into electromechanical systems. The global shift toward sustainable technologies has intensified research on energy efficiency, system automation, and the reliability of photovoltaic installations for water supply and irrigation in rural or isolated regions. Studies have emphasised the necessity of combining engineering optimisation with environmental and economic considerations to ensure sustainable operation (Razzaq et al., 2019; Puyu et al., 2021; Honcharuk et al., 2023). A fundamental direction of recent research concerns the optimisation of PV panels and their interaction with electric drive systems. Kondalkar et al. (2019) and Kumar et al. (2021) analysed the parameters influencing sensor performance and power stability in electromechanical networks, demonstrating that humidity and insulation control significantly affect efficiency. Kupchuk et al. (2023) and Tsurkan et al. (2022) explored digital processing algorithms and adaptive communication systems, which enable more precise regulation of PVdriven systems under changing environmental conditions. These findings are crucial for ensuring energy independence in autonomous water supply facilities. Significant attention has been devoted to the automation and modelling of photovoltaic systems. Nazarova (2020) and Semenov et al. (2020) developed mathematical and computer models for electromechanical devices that incorporate feedback and nonlinear dependencies to simulate transient processes under fluctuating voltage conditions. Similarly, Hrabko et al. (2024) investigated frequency-controlled asynchronous drives and diagnostic methods using FPGA systems, which facilitate the detection of failures and enhance operational reliability. These studies collectively demonstrate the essential role of modelling and diagnostics in optimising the performance of photovoltaic pumping stations. 144 The technical progress in renewable energy systems is also associated with innovations in materials and sensor technologies. Hraniak et al. (2022) and Krivoruchko et al. (2012) developed models of dielectric and humidity sensors improving the precision of system monitoring. These sensors are integrated into PV systems to measure critical parameters such as temperature, voltage, and current fluctuations, ensuring the stable operation of photovoltaic modules. Additionally, Lohosha et al. (2023) highlighted the importance of integrating internal management and marketing mechanisms in renewable energy production systems, underlining the necessity of coordination between technological and organisational components for sustainable functioning. Further studies address the electromechanical and control aspects of energy conversion. Semenov et al. (2019a; 2019b; 2021) proposed models of deterministic chaos oscillators and non-standard microwave systems that improve efficiency through the optimisation of selfoscillatory parameters. Such research broadens the theoretical understanding of nonlinear energy systems and provides methodological bases for future photovoltaic applications. Voznyak et al. (2023) and Spirin et al. (2023) advanced image recognition and analytical algorithms applicable in control and diagnostic systems for renewable energy installations, improving the precision of automated monitoring and predictive maintenance. The economic and ecological dimensions of renewable technologies are equally important. Mazur et al. (2021) and Vasilevskyi et al. (2023) demonstrated that digital transformation and precision measurement technologies reduce energy losses and enhance sustainability, particularly in agricultural and rural settings. Studies by Wallin (2000) and Gunko et al. (2021) complemented this approach with turbulence and airflow models applicable to energy transfer optimisation. Collectively, these contributions form the scientific foundation for designing efficient photovoltaic pumping systems that balance environmental protection with technical feasibility. Thus, the existing body of research substantiates that the effective operation of photovoltaic pumping stations depends on the accurate modelling of electromechanical parameters, the integration of smart diagnostics, and the sustainable management of energy flows. The combination of advanced materials, digital control systems, and renewable energy technologies creates a coherent interdisciplinary framework supporting the transition toward autonomous, environmentally responsible power systems (Kupchuk et al., 2023; Semenov et al., 2020; Hrabko et al., 2024). Materials and Methods Overview of Automated Power Supply Systems Renewable energy sources are becoming more and more popular in the world, as they allow you to obtain energy without the use of natural fuels and have a minimal negative impact on the environment. Among these sources, solar, wind, hydropower, biofuels and others stand out. One of the areas of their use is automated power supply systems, which provide the necessary energy for various needs, using renewable sources. Automated energy supply systems are used for residential buildings, as well as for commercial and industrial facilities. One of the main advantages of such systems is their 145 independence from the centralized power supply network. They can operate in remote and inaccessible areas where connection to the general network is impractical or impossible. The main component of automated systems is the use of solar panels or wind turbines to generate electricity. Solar panels convert solar radiation into electricity through the photovoltaic effect, while wind turbines use the kinetic energy of the wind to generate electricity. These sources can operate in different conditions and provide a constant flow of energy. For the efficient operation of such systems, it is necessary to use specialized controllers and control algorithms. They allow you to track energy production and consumption, optimize system operation depending on external conditions and user needs. Such systems have a number of advantages, including reduced energy costs, reduced carbon emissions, increased reliability and resilience to outages from the centralized network. However, they also have their challenges, including a lack of energy at night or in light winds, as well as the need to manage and maintain the system. The growing interest in automated energy supply systems encourages further research and development in this area. Understanding the principles of their operation and improving control algorithms can contribute to the wider and more efficient use of renewable energy sources, which in turn will help to conserve resources and reduce the negative impact on the environment (Lohosha et al., 2023; Semenov et al., 2019a; Semenov et al., 2020; Spirin et al., 2023; Paziuk et al., 2021; Gunko et al., 2021; Voznyak et al., 2023; Krivoruchko et al., 2012; Wallin, 2000). For ensure reliable and high-quality power supply to demanding consumers, autonomous (uninterrupted) 𝐴𝐸𝑆 have been used, which include several sources of electricity, such as main, backup and emergency sources. Contributing to this, the possibilities of using 𝑅𝐸𝑆 are coming, since the limited resources of organic fuels and the negative environmental impact of traditional methods of energy production make it relevant. One of these approaches, the photovoltaic power supply system, includes components that interact with each other to ensure efficient delivery of for electricity from small devices to the overall load. Power supply systems are divided into three categories: grid-connected, standalone, and hybrid, including sources such as photovoltaic panels, diesel generators, and wind turbines. Both systems can use storage, such as batteries or supercapacitors, for nighttime or times of insufficient sunlight. Photovoltaic panels in autonomous systems directly power the load, independent of the utility grid. Stand-alone systems are particularly cost-effective for introducing photovoltaic energy, especially in rural areas with intense solar radiation and limited access to the grid. This can be used for communication systems, water supply, navigation, emergency services, or military facilities that require an additional source of energy. Stand-alone systems have drawbacks, such as low power storage, batteries with limited capacity, which can lead to the loss of stored energy. Additionally, they have important features such as the need for storage nighttime hours when there is no sunlight, and adjusting the operating power according to the load (Kupchuk et al., 2023; Yaropud et al., 2022; Polievoda et al., 2022; Vasilevskyi et al., 2023). 146 Research and Development of a Block Diagram of an Electric Drive System Research and development of the structural diagram of the electric drive system is a key aspect in the process of improving electrical engineering systems. This topic focuses on the analysis and determination of optimal components and connections that provide efficient and reliable energy transfer in the system. The research covers the study of various options for structural solutions to meet the needs of the electric drive, and the development includes the creation of conceptual and practical models for implementing the selected structural solutions. An important aspect is ensuring optimal coordination between the various components of the electric drive system to achieve maximum performance and efficiency. As a result of research and development of the structural diagram of the electric drive system, it is possible to improve the quality and reliability of electrical systems in various fields of application, from industry to household devices. Photopanel is an interface capable of converting light into electrical energy. Modeling this device requires weather data such as irradiance and temperature as input variables. Output parameters can be current, voltage or power. Any change in the input values leads to a change in the results, so it is important to use an adequate model for the photopanel. In this model, the influence of irradiation and temperature on the parameters of the photovoltaic module should be considered. One model is based on using a diode model with series and parallel resistors for more accurate results. The more accurate the structural model, the more unknown parameters it contains. Often manufacturers’ specifications provide insufficient information about parameters that depend on weather conditions. Thus, to establish a mathematical model of a PV panel it is necessary to make assumptions about the physical nature of its behavior (Figure 1). The main goal of the model under study is to achieve maximum power close to the experimental values at any time. The external characteristic of a PV panel I(V) is a nonlinear equation with many parameters that can be classified as design parameters, known constants, and those that need to be calculated. In some cases, simplified methods are used, where some unknown parameters are treated as constants. Such assumptions help reduce the complexity of modeling. However, there are also researchers who consider the values of all internal parameters for more accurate results (Semenov et al., 2019a; Semenov et al., 2020; Spirin et al., 2023; Paziuk et al., 2021; Gunko et al., 2021). In general, PV panel is a significant component in renewable energy systems, and developing appropriate models helps to achieve greater efficiency and accuracy in its operation. Considering the power value calculated above, we will select the AXM144-9-166-470 PV panel with the technical characteristics shown in Table 1 (See Appendix). Two experiments were conducted using this model. Namely, the study of dynamic and static characteristics at the nominal and reduced input voltage of the PV panel. In the following two experiments, the load torque on the pump motor shaft is reduced by 10 Nm per 1 s. The pump in this model is represented by the following equation (21): K =Mn ωn 2=72 152.622=0.00292. 147 Transients’ Processes at Rated Input Voltage The function scheme diagram of the soft start device is shown in Figure 2 (See Appendix). Having modeled the system, graphs of transient processes were obtained, which clearly show the functioning of the interconnected components of the system. The experiment was carried out at a photopanel output voltage of 490 V (Tsurkan et al., 2017; Hrabko et al., 2024). As a result of system modeling at the nominal input voltage transient processes were obtained, which can be seen in Figure 2 and Figure 3 (See Appendix). In the first case the voltage during the load-on phase of the motor gradually increases to the nominal value of 380 V. As the load changes on both the rotor and stator, the currents become smaller and approach the motor’s rated values, as seen in Figure 2. Looking at Figure 3, it can be observed that the motor reaches the set speed in 1.1 seconds. The torque on the motor shaft also approaches the rated value (Yaropud et al., 2022; Nazarova, 2020). Thus, at the nominal input voltage this system demonstrated performance that meets the expected result. This confirms that the system under consideration is able to operate stably and efficiently under rated conditions. Transients at Input Voltage Reduction When analyzing the transient processes when the input voltage in the system is reduced interesting dependencies and characteristics were found that can be illustrated by figures and analyzed in detail. Reducing the input voltage led to a change in the system dynamics. The transient process showed that as the input voltage decreased, the voltage at the supply output began to decrease. In the first moments, a significant voltage drop was observed, indicating that the system reacted to this decrease quite quickly. Then, according to the graph, the output voltage stabilized at a certain value, showing that the system had reached a new state of equilibrium. Observing the change in the currents in the system, it can be noted that they also decreased in response to the reduced voltage. Initially, there was a short-term current peak, which was due to the system’s reaction to the sudden change in conditions. However, later the currents began to decrease and, similarly to the voltage, stabilized at the new value. Changes in transients also affected the system’s efficiency characteristics. It turned out that when the input voltage was reduced, the system efficiency initially decreased slightly. However, later, when the system reached a new state of equilibrium, the efficiency stabilized at a certain level. The functional diagram of the soft start device is shown in the Figure 4 (See Appendix). Since in real-world conditions, systems that use PV panels can be subject to changes in weather conditions, namely temperature and irradiation, the output voltage can also change. As an example, in the experiment, the output voltage of the PV panel will be reduced by 100 V (Figure 4; Figure 5). Having considered the transients obtained as a result of the second experiment it is worth noting that the power decreased due to the lower input voltage. This resulted in changes in currents and torque on the motor shaft. 148 Discussion The transient analysis confirms that the reduction of the input voltage has a significant impact on the system operation. The displayed changes in voltage, currents, and efficiency show how the system adapts to the new conditions and ensures stable operation. A detailed analysis of these processes is an important step in improving and optimizing the operation of the electric drive system. In parallel with the analysis of voltage and current dynamics, it is worth considering the impact of input voltage reduction on other system parameters. In particular, an important aspect is the change in the speed of the system’s response to voltage reduction. From the graphs, you can see that there is a certain delay before the system begins to adapt to new conditions. This can be important in assessing the system’s responsiveness to unpredictable changes in power conditions. In addition, transients can affect the mechanical stability of the system. A decrease in the input voltage can cause a change in the torque and speed of the system, which in turn can affect its stability and performance. It is also important to note that lowering the input voltage can lead to increased stress on system elements such as the motor. This can affect how long they last, wear and tear, and the overall reliability of the system. Transient analysis at input voltage reduction can also help identify possible limitations and risks in system operation. For example, if there is a very slow response to voltage changes, this may indicate problems with the reactivity or insufficient power of the system elements. As a result, the analysis of transients during input voltage reduction provides a lot of important information about the system operation under conditions of changing input parameters. This analysis is key to ensuring the stability, efficiency, and reliability of the drive system under various conditions. Conclusion This study considered aspects of creating an autonomous water supply source based on a photovoltaic renewable power source that works in conjunction with an electric drive based on an induction motor with an autonomous inverter. Taking into consideration the experiments and analysis the following conclusions were obtained: According to the results of a detailed analysis of scientific and technical literature, the efficiency of a PV power station can be significantly improved by using MPPT algorithms to maximize power extraction from a PV panel. This strategy helps to ensure optimal operation of the PV system. It has been demonstrated that the combination of a PV panel with an electric drive for panel rotation can be characterized by increased power generation. The correct angle of panel rotation helps to maximize irradiation and temperature parameters, which have a key impact on power generation. Different methods of electric drive control are investigated, and it is found that in the case of interaction of an induction motor with a pump, the most effective is the use of frequency control. 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Motor transients at rated input voltage Udc = 490 V Source: the author created the material based on (Kupchuk, 2023) Figure 1. Scheme of the model of the studied system Source: the author created the material based on (Kupchuk, 2023)