PROFESSIONAL EDUCATION AND PERSONNEL TRAINING

2025 Edited by Veronica Dmytruk PROFESSIONAL EDUCATION AND PERSONNEL TRAINING Collective monograph Copyright © The Author(s) of individual chapters, 2025 This is an open access paper under the Creative Commons Attribution 4.0 International License (CC BY 4.0) UDC 37.013 T82 Published in 2025 by TECHNOLOGY CENTER PC ® Shatylova dacha str., 4, Kharkiv, Ukraine, 61165 www.entc.com.ua T82 Authors: Edited by Veronika Dmytruk Olena Nagachevska, Veronika Dmytruk, Mariia Voloshyn, Lesia Myklash, Olena Fuchyla, Halyna Kolesnyk, Tetyana Nikolaychuk, Alona Bila, Maksim Kovzel, Bohdan Malitskyi, Oleksandr Cherepov, Vasyl Rizak, Mykhailo Rizak, Nataliia Sas, Francisco de Assis Gaspar Neto, Kateryna Yuryeva, Gazarian Svitlana, Lesia Petrenko, Kateryna Slinko, Anatolii Dmytruk, Vitaliia Hrytsiv, Maiya Babkina, Iryna Skril, Iryna Vyslobodska, Maryna Smilevska, Alla Semenova, Irina Yershova-Babenko, Dina Kozobrodova, Inna Kosiak, Alla Kolodiazhna, Rymma Kyrychenko Professional education and personnel training: collective monograph. – Kharkiv: TECHNOLOGY CENTER PC, 2025. – 194 p. The monograph provides a concise overview of modern strategies for preparing highly qualified specialists in conditions of globalization, digitalization, and technological change. It highlights competence-oriented learning as the core approach to professional training, emphasizing the integration of innovative technologies into the educational process. The volume unites research on intercultural communicative competence, forensic expert education, cybersecurity, artificial intelligence, and vocational psychological and pedagogical training. The monograph examines modern strategies, methods, and tools for preparing competent specialists in a rapidly changing world. The research combines theoretical frameworks with practical applications, providing models for curriculum modernization and competence-oriented learning. Figures 28, Tables 16, References 187 items. This book contains information obtained from authentic and highly regarded sources. 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Trademark Notice: product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. DOI: 10.15587/978-617-8360-16-0 ISBN 978-617-8360-16-0 (on-line) Cite as: Dmytruk, V. (Ed.) (2025). Professional education and personnel training: collective monograph. Kharkiv: ТЕСHNOLOGY СЕNTЕR PC, 194. doi: http://doi.org/10.15587/978-617-8360-16-0 This publication has been peer reviewed. This publication is available on the website www.monograph.com.ua 9 7 8 6 1 7 8 3 6 0 1 6 0 iii authors chapter 1 Olena Nagachevska PhD, Associate Professor Department of Foreign Languages for Engineering Lviv Polytechnic National University ORCID: https://orcid.org/0000-0002-5200-8085 Veronika Dmytruk PhD, Associate Professor Department of Foreign Languages for Engineering Lviv Polytechnic National University ORCID: https://orcid.org/0000-0002-3692-7110 Mariia Voloshyn PhD, Associate Professor, Head of Department Department of Foreign Languages for Engineering Lviv Polytechnic National University ORCID: https://orcid.org/0000-0002-9403-3959 Lesia Myklash PhD, Associate Professor Department of Foreign Languages for Engineering Lviv Polytechnic National University ORCID: https://orcid.org/0000-0003-0190-1639 Olena Fuchyla PhD, Associate Professor Department of Foreign Languages for Engineering Lviv Polytechnic National University ORCID: https://orcid.org/0000-0001-5818-4656 Halyna Kolesnyk Senior Lecturer Department of Foreign Languages for Engineering Lviv Polytechnic National University ORCID: https://orcid.org/0000-0003-1912-1649 chapter 2 Tetyana Nikolaychuk Lecturer, Head of Legal Clinic Department of Law Alfred Nobel University ORCID: https://orcid.org/0009-0007-1973-3385 Alona Bila Lecturer Department of Law Alfred Nobel University ORCID: https://orcid.org/0000-0002-8271-8539 Maksim Kovzel PhD, Associate Professor, Forensic Expert Dnipropetrovsk Scientific Research Forensic Center of the MIA of Ukraine ORCID: https://orcid.org/0000-0001-5720-1186 chapter 3 Bohdan Malitskyi PhD Student Department of Solid-State Electronics, Information Security Uzhhorod National University ORCID: https://orcid.org/0009-0000-0857-7320 Oleksandr Cherepov PhD Student Department of Solid-State Electronics, Information Security Uzhhorod National University ORCID: https://orcid.org/0009-0000-6570-5931 Vasyl Rizak Doctor of Physical and Mathematical Sciences, Professor, Head of Department Department of Solid-State Electronics, Information Security Uzhhorod National University ORCID: https://orcid.org/0000-0002-9177-0662 Mykhailo Rizak Doctor of Legal Sciences, Senior Researcher, Associate Professor Department of Cybersecurity State Non-Commercial Company "State University "Kyiv Aviation Institute" ORCID: https://orcid.org/0009-0003-9844-3271 iv Professional education and personnel training chapter 4 Nataliia Sas Doctor of Pedagogical Sciences, Associate Professor Universidade Estadual do Paraná ORCID: https://orcid.org/0000-0003-0308-6092 Francisco de Assis Gaspar Neto Doutor em Teatro, Professor Adjunto Faculdade de Artes Universidade Estadual do Paraná ORCID: https://orcid.org/0000-0002-8166-6781 Kateryna Yuryeva Doctor of Pedagogical Sciences, Professor Department of Music Art H. S. Skovoroda Kharkiv National Pedagogical University ORCID: https://orcid.org/0000-0001-6403-9973 Svitlana Gazarian Doctor of Sciences in Public Administration, Professor Departments of Public Administration and Civil Service Education and Research Institute "Institute of Public Administration" V. N. Karazin Kharkiv National University ORCID: https://orcid.org/0000-0002-9720-2260 Lesia Petrenko Doctor of Pedagogical Sciences, Professor Department of General Pedagogy and Andragogy Poltava V. G. Korolenko National Pedagogical University ORCID: https://orcid.org/0000-0002-7602-8005 Kateryna Slinko PhD, Visiting Professor State University of Northern Paraná ORCID: https://orcid.org/0000-0003-3887-6596 chapter 5 Anatolii Dmytruk PhD Department of Applied Mathematics Lviv Polytechnic National University ORCID: https://orcid.org/0000-0002-2393-0193 Vitaliia Hrytsiv PhD, Associate Professor Department of Foreign Languages for Engineering Lviv Polytechnic National University ORCID: https://orcid.org/0000-0001-7424-0363 Maiya Babkina PhD, Associate Professor Department of Foreign Languages for Humanities Lviv Polytechnic National University ORCID: https://orcid.org/0000-0002-6403-2226 Iryna Skril PhD Department of Foreign Languages for Engineering Lviv Polytechnic National University ORCID: https://orcid.org/0000-0002-5252-0521 Iryna Vyslobodska Senior Lecturer Department of Foreign Languages for Engineering, Lviv Polytechnic National University ORCID: https://orcid.org/0000-0001-6764-4634 Maryna Smilevska Senior Lecturer Department of Foreign Languages for Engineering Lviv Polytechnic National University ORCID: https://orcid.org/0009-0003-1745-1561 chapter 6 Alla Semenova Doctor of Pedagogical Sciences, Professor, Head of Department Department of Professional Education in Technologies and Design Kyiv National University of Technologies and Design ORCID: https://orcid.org/0000-0001-8077-3385 Irina Yershova-Babenko Doctor of Philosophical Sciences, Professor Department of Management and Innovative Technologies of Socio-Cultural Activity Educational and Scientific Institute of Public Management and Administration Dragomanov Ukrainian State University ORCID: https://orcid.org/0000-0002-2365-5080 Dina Kozobrodova PhD Department of Management and Innovative Technologies of Socio-Cultural Activity Educational and Scientific Institute of Public Management and Administration Dragomanov Ukrainian State University ORCID: https://orcid.org/0000-0001-8882-2364 v Authors Inna Kosiak PhD, Associate Professor Department of Professional Education in Technologies and Design Kyiv National University of Technologies and Design ORCID: https://orcid.org/0000-0002-2996-1679 Alla Kolodiazhna PhD, Associate Professor Department of Professional Education in Technologies and Design Kyiv National University of Technologies and Design ORCID: https://orcid.org/0000-0002-5760-883X Rymma Kyrychenko PhD, Associate Professor Department of Professional Education in Technologies and Design Kyiv National University of Technologies and Design ORCID: https://orcid.org/0000-0002-2020-9157 vi abstract The collective monograph presents a comprehensive examination of modern approaches to the preparation of specialists in the context of globalization, digital transformation, and Ukraine’s integration into the European and global educational spaces. It addresses the challenges of aligning higher education with rapidly changing labor market requirements and demonstrates how new technologies, when systematically integrated into curricula, can serve as powerful tools for enhancing competence, employability, and resilience. The central focus of the monograph is the intentional use of innovation – ranging from digital platforms and cyber polygons to artificial intelligence and intercultural communication models – in the formation of professional competences. Rather than treating technology as an isolated component, the authors conceptualize it as a structural driver of pedagogical change, reshaping what is taught, how it is taught, and how professional identity is cultivated. The volume situates professional education within the broader framework of Industry 5.0, which emphasizes human-centric development, ethical responsibility, and the capacity to adapt in volatile conditions. Each chapter provides a specific contribution to this overarching vision. The first chapter highlights the development of intercultural communicative competence (ICC) among IT and computer science students, recognizing it as a prerequisite for effective participation in multicultural teams and international projects. The authors present the innovative course project Navigating Cultural Diversity, which blends theoretical instruction with practical activities, such as case studies, simulations, and role-playing. The outcomes confirm that ICC is not an optional skill but a core professional competence in the global digital economy. The second chapter examines the harmonization of forensic expert training with international standards. By analyzing models from leading countries and comparing them with Ukrainian practice, the authors identify gaps and propose reforms, emphasizing the integration of digital forensics, artificial intelligence, and blockchain technologies. This chapter underscores the importance of interdisciplinary approaches and international cooperation, positioning forensic science education as both a national priority and a globally oriented field. The third chapter explores the cyber polygon as a pedagogical tool for cybersecurity training. It demonstrates how immersive simulations enable students to master offensive and defensive techniques, from vulnerability scanning to ethical hacking and incident response. The cyber polygon provides authentic contexts, in which students build practical competencies while developing teamwork, critical thinking, and ethical responsibility. This hands-on approach ensures that graduates are ready to respond to the escalating complexity of cyber threats. The fourth chapter extends the discussion to methodology, presenting a combined approach that unites theoretical generalization, biographical analysis, and survey methods to study openness to innovation. This contribution situates professional education as a process that not only imparts abstract vii knowledge but also cultivates creativity, adaptability, and receptivity to new ideas—qualities essential for professionals in dynamic environments. The authors argue that competence formation must include dispositions toward innovation, ensuring long-term professional growth. Artificial intelligence (AI) is the central theme of the fifth chapter, which examines its integration into the digital transformation of higher education. Drawing on both theoretical frameworks and empirical data from Lviv Polytechnic National University, the authors analyze how AI can be harnessed to personalize learning, optimize assessment, and support instructors while simultaneously addressing ethical challenges and ensuring equitable access. The models, presented in this chapter, highlight AI literacy as a critical competence for both students and educators in technical universities. The final chapter provides a philosophical and methodological perspective on vocational psychological and pedagogical training in technology and design. It emphasizes human-centered values, ethical responsibility, and the imperative of nation-building in conditions of war and reconstruction. By situating education within a value-oriented framework, this contribution reinforces the idea that professional training must not only deliver technical expertise but also form reflective, responsible, and socially engaged individuals. Taken together, the chapters illustrate how professional education can be transformed through the purposeful integration of technology and innovation. The monograph demonstrates that competence-oriented learning, when grounded in digital tools and human-centered values, is the key to preparing specialists who are adaptable, creative, and capable of leading in global and national contexts. It offers a roadmap for aligning Ukrainian higher education with international standards, while simultaneously responding to local challenges of resilience, workforce shortages, and socio-economic transformation. The volume is intended for researchers, educators, postgraduate and doctoral students, and policymakers who are engaged in the modernization of professional education. It may also serve as a reference for practitioners in fields, such as information technology, forensic science, and cybersecurity, providing insights into effective training models and innovative pedagogical practices. Ultimately, this monograph positions professional education not as a static system but as a dynamic process of transformation – driven by new technologies, guided by human values, and oriented toward building a resilient and competitive society. viii Circle of readers and scope of application The monograph is intended for researchers, educators, postgraduate and doctoral students, and policymakers who are engaged in the modernization of professional education. It may also serve as a reference for practitioners in fields, such as information technology, forensic science, and cybersecurity, providing insights into effective training models and innovative pedagogical practices. Ultimately, this monograph presents professional education not as a static system but as a dynamic process of transformation, driven by new technologies, guided by human values, and aimed at building a resilient and competitive society. ix contents List of Tables ....................................................................................................................xii List of Figures .................................................................................................................. xiii Introduction.......................................................................................................................1 Chapter 1. Advancing Intercultural Communicative Competence in Future Specialists in IT and Computer Science: Development and Implementation of the "Navigating Cultural Diversity" Course Project .........................................................3 1.1 The relevance of research on advancing intercultural communicative competence and the development of the "Navigating Cultural Diversity" course .......4 1.2 Literature review and definitions of key concepts ..................................................6 1.3 Objectives and focus of the research .................................................................10 1.4 “Navigating Cultural Diversity”: development and implementation of the course for advancing intercultural communicative competence in it and computer science students .............................................................................................12 1.4.1 The course development: background and rationale .................................12 1.4.2 Course objectives and implementation ..................................................17 1.4.3 Concept and methodology overview .......................................................18 1.4.4 Project management, quality assurance, and monitoring and evaluation strategy ........................................................................20 1.4.5 Work packages, activities, resources and timing .....................................23 1.4.6 Learning outcomes, teaching and learning methods, and assessment strategies ..........................................................................................25 1.4.7 Events overview ..................................................................................26 1.5 Results and discussion .....................................................................................28 1.5.1 Comprehensive framework of the course ...............................................28 1.5.2 Findings from the survey and insights from course implementation ...........31 Conclusions .............................................................................................................31 Suggested perspectives for further research .............................................................33 References..............................................................................................................33 Chapter 2. Harmonization of forensic expert training with current development trends in Ukraine and abroad: detailed analysis and implementation prospects ..........................35 2.1 Current state and global experience in forensic expert training: theoretical and methodological analysis ..............................................................................37 Professional education and personnel training 2 At the same time, innovation is not limited to tools; it is equally a matter of mindset and method. Professional education must foster openness to change, curiosity, cognitive flexibility, and reflective practice – qualities that make technological learning sustainable over time. Without cultivated receptivity to the new, even the most advanced technological initiatives remain fragile and short-lived. Artificial intelligence brings many of these issues into sharp focus. It functions simultaneously as an object of study, as a learning tool, and as an organizational enabler of transformation. Intelligent systems personalize learning, optimize assessment, and automate processes, but they also pose challenges related to ethics, access, and the digital readiness of instructors. Embedding AI into education requires clear strategies, scaffolded literacy, and governance frameworks that ensure equitable and responsible use. Finally, professional education must remain grounded in values. In times of uncertainty, war, and reconstruction, the human dimension of education is decisive. Training must protect dignity, cultivate agency, and foster resilience. Technology should be viewed not as an end but as a means of forming reflective, ethical, and competent professionals capable of serving both the economy and society. 3 CHAPTER 1 CHAPTER 1 DOI: 10.15587/978-617-8360-16-0.CH1 Olena Nagachevska, Veronika Dmytruk, Mariia Voloshyn, Lesia Myklash, Olena Fuchyla, Halyna Kolesnyk © The Author(s) of chapter, 2025. This is an Open Access chapter distributed under the terms of the CC BY license Advancing Intercultural Communicative Competence in Future Specialists in IT and Computer Science: Development and Implementation of the "Navigating Cultural Diversity" Course Project Abstract This chapter examines the critical importance of advancing intercultural communicative competence (ICC) among future specialists in IT and computer science, addressing the challenges posed by increasing globalization and Ukraine’s integration into the European economic and cultural landscape. Intercultural communicative competence is conceptualized as a dynamic interplay of knowledge, skills, attitudes, and behaviors that enable effective, respectful communication and collaboration across diverse cultural settings. It represents a fundamental prerequisite for professionals engaged in international teams, navigating cross-cultural business environments, and contributing to the global digital economy. The relevance of ICC for Ukrainian students, particularly in technical fields, is underscored by the context of Ukraine’s integration into the European Union and the demands of the multicultural workplace. A comprehensive needs analysis conducted with 136 1stand 2nd-year students from Lviv Polytechnic National University revealed significant gaps in their confidence and preparedness for cross-cultural communication, thereby highlighting the necessity for targeted educational interventions. In response to these findings, the course “Navigating Cultural Diversity: Effective Business Communication in the European Economic Landscape” was developed to address these specific gaps. This innovative program combines theoretical foundations with practical applications, aiming to enhance students’ cultural awareness, multilingual capabilities, and intercultural communication skills. The curriculum features lectures, workshops, educational quests, and round-table discussions, employing interactive and experiential learning methodologies. Practical components such as case studies, role-playing exercises, and simulations equip students to effectively manage real-world multicultural scenarios. Preliminary outcomes indicate measurable improvements in students’ cultural sensitivity, adaptability, and confidence in professional intercultural communication. By bridging the divide between technical expertise and intercultural competence, the course provides students with essential tools for thriving in international teams and collaborative projects. 4 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 1 This chapter concludes by emphasizing the imperative of embedding ICC into higher education curricula, particularly for technical disciplines such as IT and computer science. It advocates for ongoing refinement and broader implementation of such courses to align with the evolving demands of the global economy. KEYWORDS Intercultural communicative competence, cultural diversity, cross-cultural communication, cultural awareness, English for Specific Purposes, professional adaptability, multilingualism, global workforce, curriculum development. The integration of Ukraine into the European Union and the broader processes of globalization have highlighted the necessity of preparing future specialists, particularly in IT and computer science, for effective communication within the multicultural European economic landscape. As Ukraine strives for greater international integration and its students seek to become competitive in the global labor market, enhancing intercultural communicative competence (ICC) has become an essential part of their education. This competence is critical not only in mastering technical and professional knowledge but also in the ability to interact effectively with peers, colleagues, and clients from diverse cultural backgrounds. The development of this competence has thus become a key priority in higher education, especially for future specialists in IT and computer science, who will be increasingly called upon to work in international teams and deal with cross-cultural challenges. Globalization has transformed the nature of communication, making intercultural interactions indispensable in professional settings. The rise of international business relations, coupled with the increased mobility of professionals across borders, requires specialists not only to be linguistically competent but also culturally aware. Intercultural communication studies emphasize the importance of understanding cultural differences and the strategies needed to bridge gaps between individuals from diverse cultural backgrounds. In this context, effective communication is no longer solely about fluency in a foreign language but also about the ability to navigate cultural nuances, avoid misunderstandings, and foster mutually beneficial relationships. 1.1 The relevance of research on advancing intercultural communicative competence and the development of the "Navigating Cultural Diversity" course The growing need for intercultural communicative competence in the global workplace underscores the importance of integrating such skills into the curriculum of higher education institutions, particularly for students in fields like IT and computer science. Traditionally, education in 5 chapter 1. Advancing Intercultural Communicative Competence in Future Specialists in IT and Computer Science: Development and Implementation of the "Navigating Cultural Diversity" Course Project CHAPTER 1 these fields has been focused on technical expertise, with little emphasis on the development of soft skills such as communication. However, as the global job market becomes more interconnected, the ability to communicate effectively in multicultural environments has become just as crucial as technical skills. The research has shown that students in non-linguistic fields, including those at Lviv Polytechnic National University (LPNU), face a significant gap in their ability to interact with colleagues from diverse cultural backgrounds. A survey of 136 students across disciplines such as computer science, engineering, and economics revealed that 87% of respondents felt uncomfortable communicating with colleagues from different cultural contexts. This gap in intercultural communicative competence highlights the urgent need for specialized courses, such as the “Navigating Cultural Diversity: Effective Business Communication in the European Economic Landscape” course, which the authors of this article have developed specifically to address these needs and equip students with the necessary intercultural communication skills. The significance of such courses lies in their ability to equip students with the knowledge, skills, and attitudes necessary for successful intercultural communication. This is particularly relevant in the context of English for Specific Purposes (ESP) courses, where the focus has traditionally been on language proficiency in specific professional contexts. While ESP courses for IT and computer science students have focused primarily on technical language skills, they must evolve to include intercultural communication strategies. As Byram suggests, learners must not only understand a foreign culture from an external perspective but also experience it from within [1]. This holistic approach enables students to develop the necessary cultural awareness to interact effectively in a globalized work environment. The course “Navigating Cultural Diversity” aims to address this need by providing students with the tools to understand cultural differences, adapt their communication styles, and build stronger professional relationships in the European and global economic landscape. By integrating intercultural communication into ESP instruction, the course not only enhances language proficiency but also prepares students to succeed in an increasingly multicultural and interconnected job market. This project represents a crucial step in enhancing the professional competencies of future specialists in IT and computer science, ensuring that they are not only technically proficient but also culturally adept in their professional interactions. Therefore, the integration of intercultural communicative competence into the education of future specialists in IT and computer science is no longer optional but a necessity. As the professional world becomes more globalized and interconnected, the ability to navigate cultural diversity is a critical skill. By developing and implementing specialized courses like “Navigating Cultural Diversity: Effective Business Communication in the European Economic Landscape”, we can ensure that students are not only equipped with the technical skills needed for success but also the cultural awareness required to thrive in a diverse, international environment. 6 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 1 1.2 Literature review and definitions of key concepts A primary objective of national education reform is the adoption of a competence-based approach and the cultivation of professional foreign language communicative competence (PFLCC) in the training of higher education professionals. Achieving this objective and its associated tasks necessitates multidisciplinary integration and the active involvement of employers. Employers can work collaboratively with universities to define explicit criteria for educational outcomes, ensuring that graduates are well-equipped for the professional arena. Foreign language communicative competence (FLCC) enables enhanced interaction, professional communication, and collaboration at various levels with specialists from different countries. This exchange of experiences fosters professional and scientific self-development and self-realization, particularly in the context of globalization and especially within the business sector. We posit that the role of a foreign language as a tool for developing future specialists’ professional communication competence can be effectively harnessed at higher education institutions. This can be accomplished through the institution’s oversight of the entire educational process, curriculum content, and a clear professional focus. Additionally, the methods for delivering this information, types of teacher-student interactions, and student engagement in the educational process are critical. Concurrently, attaining a long-term strategic goal, such as a specialist’s professional advancement, is facilitated by achieving short-term tactical goals, such as mastering a foreign language. The scholarly exploration of intercultural communication began with the publication of E. Hall and G. Trager’s book “The Analysis of Culture” in 1953, marking the onset of this field as an academic discipline [2]. E. Hall and G. Trager were the first to introduce the term “intercultural communication”, framing it as a distinct area of interpersonal relationships. This concept was further developed in E. Hall’s influential work “The Silent Language”, where he provided a comprehensive definition of intercultural communication [3]. Hall and his colleagues at the Foreign Service Institute in the early 1950s are widely regarded as the pioneers of intercultural communication, establishing the foundational framework for this area of study. Hall emphasized the challenges in intercultural communication, pointing out that “difficulties in intercultural communication are rarely seen for what they are”. He suggested that when individuals from different cultures fail to understand one another, they tend to blame it on “those foreigners” or attribute it to incompetence, deception, or irrationality. He encouraged readers to “take seriously the cultures of others” in order to better understand themselves and their own cultural biases [3]. In 1990, K. Knapp and A. Knapp-Potthoff defined intercultural competence as a “complex of analytical and strategic abilities that expand the interpretative spectrum of an individual in the process of interpersonal interaction with representatives of other cultures” [4]. This notion underscores the importance of developing a multifaceted skill set that enhances an individual’s capacity to engage effectively with people from different cultural backgrounds. C. Sinicrope, J. Norris, and Yu. Watanabe further emphasized that intercultural competence enables individuals to engage in effective communication with interlocutors from other cultures [5]. 7 chapter 1. Advancing Intercultural Communicative Competence in Future Specialists in IT and Computer Science: Development and Implementation of the "Navigating Cultural Diversity" Course Project CHAPTER 1 M. Bennett expanded on this concept by exploring the internal progression of students as they move from ethnocentrism to ethnorelativism, which represents a shift from viewing other cultures through the lens of one’s own to a more open and comparative approach to understanding diverse cultural contexts. Such shifts are crucial for developing intercultural competence, as they enable individuals to recognize and appreciate cultural differences [6]. Researchers such as N. Vovchasta, I. Kozlovska, M. Opachko, M. Paikush, and O. Stechkevych argue that the training of competent specialists should be based on an activity approach. This approach involves simulating real-world functional tasks and professional scenarios, allowing students to apply their knowledge and experience in context. According to these scholars, competence is not merely theoretical knowledge but the ability to apply that knowledge effectively in various situations [7]. The concept of intercultural communication has been further explored by scholars such as T. Antroshchenko and D. Kovrei [8], Z. Bakum, O. Palchykova and S. Kostiuk [9], L. Maksymchuk [10], who focus on the challenges of communication between different cultural groups. O. Nezhiva highlights that intercultural communication occurs when individuals interact in contexts that differ significantly from their own cultural norms, emphasizing its importance in determining the success or failure of a communication event [11]. As O. Nezhiva suggests, the primary objective of intercultural communication is the development of both intercultural and communicative competencies, essential for bridging cultural divides in professional settings [11]. One of the most influential models of intercultural communicative competence comes from M. Byram and M. Wagner, who proposed a multidimensional framework that integrates knowledge, values, and skills as key components of effective intercultural interaction [12]. According to M. Byram, the five essential components of intercultural communicative competence are: 1. Attitudes: for example, curiosity and open-mindedness towards other cultures. 2. Knowledge: understanding social groups, historical backgrounds, and contextual knowledge related to communication. 3. Skills of interpreting and relating: the ability to understand and interpret documents and symbols from other cultures. 4. Skills of discovering and interacting: the capacity to acquire new knowledge about other cultures and adapt accordingly. 5. Critical cultural awareness: the ability to critically assess one’s own and foreign cultures, understanding their influence on communication practices [1, 12]. According to B. McSweeney, researchers such as A. Trompenaars, G. Hofstede, and T. Hall further explored the structure of culture, differentiating between visible, external aspects such as language, rituals, and traditions, and the hidden dimensions of culture, which include values, norms, and life attitudes. Intercultural communication, they argue, involves the exchange of messages guided by both visible and invisible cultural elements [13]. O. Topchiy discusses the linguistic code as a crucial component of culture, noting its role in shaping a person’s worldview and mentality. O. Topchiy also highlights the importance of 8 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 1 understanding cultural typologies to prevent misunderstandings during communication. For instance, low-context communication, common in English-speaking nations, focuses on the explicitness of language, while high-context communication, prevalent in Eastern Europe, Asia, and the East, places a greater emphasis on emotionality and collective awareness [14]. O. Topchiy also identifies five models of intercultural communication in the process of cultural inculturation: integration, assimilation, separatism, and marginalization. These models describe the ways in which individuals or groups interact with and adapt to different cultures, ranging from full assimilation to the rejection of cultural exchange [14]. T. Branitska argues that intercultural competence is crucial for enhancing professional competitiveness, harmonizing relationships between different cultural groups, and fostering social cohesion in multicultural environments. She identifies three key components of intercultural competence: value-cognitive, motivational, and action components [15]. This perspective aligns with the broader view that intercultural competence is a complex process involving knowledge, skills, and attitudes. According to O.-A. Illie (2019), intercultural competence is built through knowledge of cultural values and norms, as well as skills in observing, analyzing, and interpreting behaviors and attitudes in intercultural contexts. Attitudes such as respect, openness, and curiosity are essential to navigating intercultural interactions effectively [16]. This holistic approach to competence emphasizes the need for individuals to not only understand different cultures but also to engage with them empathetically and constructively. M. Byram’s approach to foreign language learning reinforces this idea, arguing that learning a language is not just about mastering grammar and vocabulary but also about understanding and integrating cultural knowledge. He suggests that students must learn to live and work in two cultures, acting as mediators between them and utilizing the intercultural skills they develop [12]. In the context of professional training for future specialists in fields like IT and computer science, intercultural communicative competence is essential for success in the global workforce. It is a quality formed through education, socialization, and direct communication with people from other cultures. Competence in intercultural communication enables individuals to recognize and adapt to cultural differences, avoid misunderstandings, and build effective communication strategies in diverse professional environments. Finally, in the domain of “English for Specific Purposes” (ESP), the importance of intercultural communicative competence is increasingly recognized. ESP courses, particularly those related to IT and computer science, focus on equipping students with the language skills necessary for professional success in their respective fields. T. Hutchinson et al. define ESP as an approach to language teaching that is directly tied to the learners’ specific goals, emphasizing practical language skills over general language proficiency [17]. However, as T. Dudley-Evans points out, ESP also requires a nuanced understanding of the cultural and communicative contexts in which the language will be used [18]. This recognition has led to the integration of intercultural communicative competence into ESP curricula, particularly 9 chapter 1. Advancing Intercultural Communicative Competence in Future Specialists in IT and Computer Science: Development and Implementation of the "Navigating Cultural Diversity" Course Project CHAPTER 1 in courses like “Navigating Cultural Diversity”, which aim to prepare students for the multicultural demands of the global job market. In conclusion, we assert that intercultural communicative competence is an essential and multifaceted skill set, vital not only for professionals across various fields but especially for those specializing in IT and computer science. In my view, it involves more than just an understanding of cultural differences – it requires the ability to communicate effectively across cultural boundaries. This skill is indispensable for future specialists who aim to succeed in the globalized, multicultural professional landscape that characterizes today’s interconnected world. As part of this research, the study draws on the work of O. Nagachevska, and B. Kushka, titled “Intercultural Communication and Intercultural Communicative Competence of Undergraduates Learning Business English” [19]. Their findings were instrumental in shaping the curriculum for the course “Navigating Cultural Diversity”, ensuring that it not only addresses language proficiency in a professional environment but also fosters the development of intercultural communicative competence among students. This inclusion of intercultural communication elements is key to equipping students with the necessary competencies to navigate cultural differences in their future professional careers. The development of intercultural communicative competence for students in IT and computer science is, in my opinion, a critical aspect of their preparation for the global workforce. Scholars like M. Byram, T. Hall, and M. Bennett have consistently highlighted that intercultural competence includes not only the knowledge and skills needed to navigate cultural differences but also the attitudes and behaviors that facilitate effective cross-cultural communication. It is the ability to understand, adapt to, and engage with cultural nuances that makes this competence particularly important for IT and computer science professionals. Therefore, we believe that fostering such skills is essential for students in these fields to thrive in international settings, where respect for diverse perspectives and effective communication strategies are paramount. The course “Navigating Cultural Diversity: Effective Business Communication in the European Economic Landscape” directly addresses this need by equipping students with the necessary skills and knowledge to communicate competently in multicultural European business environments. In my perspective, the course’s dual focus on both theoretical understanding and practical application within the context of IT and computer science creates a comprehensive framework for developing students’ intercultural competence. This aligns with broader educational objectives, particularly the aim of fostering responsible, ethical global citizens who can effectively navigate the cultural complexities of the European Union and beyond. We believe that this course goes beyond the traditional scope of English for Specific Purposes (ESP) courses, which typically focus on language proficiency. By integrating essential elements of intercultural communication, the course offers a more holistic approach to preparing students for the demands of today’s global economy. It helps students understand European values, communication styles, and cultural differences, which in turn shapes their business practices. For future IT and computer science professionals, this preparation is indispensable. As these professionals 10 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 1 increasingly work in international teams, collaborate with colleagues from diverse cultural backgrounds, and engage with clients and partners from various cultural contexts, the ability to communicate across cultures becomes crucial for their success. Through this project, we aim to bridge the gap between technical expertise and cultural competence. My goal is to ensure that future specialists in IT and computer science are not only proficient in their technical fields but are also equipped with the intercultural communication skills necessary for success in the multicultural and interconnected European economic landscape. This course is designed to enhance students’ critical thinking, empathy, and adaptability – key qualities that will empower them to navigate the challenges of cross-cultural communication and contribute meaningfully to the global digital economy. 1.3 Objectives and focus of the research The primary goal of this research is to explore the critical role of advancing intercultural communicative competence (ICC) in future specialists in IT and computer science. Specifically, the research investigates the process by which undergraduates acquire intercultural communicative competence and the constituent skills required for effective professional activity in globalized environments. A central focus is placed on the development and implementation of the course “Navigating Cultural Diversity: Effective Business Communication in the European Economic Landscape”, designed to meet the growing demand for intercultural communication skills in the European job market. The subject matter of this study is the integration of intercultural communication into the curriculum for IT and computer science students, particularly through ESP (English for Specific Purposes) courses. These courses are intended to equip students with the skills necessary to communicate effectively in diverse European business environments, emphasizing the importance of intercultural sensitivity and understanding. The research involves both theoretical and methodological components of designing and implementing a course that incorporates intercultural communication into the context of IT and computer science education. The objectives of the “Navigating Cultural Diversity: Effective Business Communication in the European Economic Landscape” course are as follows: 1. General objectives: – to empower students to bridge cultural divides and communicate effectively in diverse European business settings; – to cultivate a profound understanding of core European values, emphasizing respect for cultural nuances, tolerance, and ethical conduct; – to prepare students for thriving careers in the globalized European economy, where intercultural communication is a pivotal skill. 11 chapter 1. Advancing Intercultural Communicative Competence in Future Specialists in IT and Computer Science: Development and Implementation of the "Navigating Cultural Diversity" Course Project CHAPTER 1 2. Specific objectives: – to expand LPNU students’ awareness of cultural distinctions relevant to European business communication; – to nurture students’ critical thinking abilities by analyzing diverse perspectives and communication styles; – to elevate students’ understanding of how cultural values shape business practices and ethical considerations; – to foster students’ intercultural sensitivity and cultivate empathy for various cultural backgrounds; – to promote tolerance and respect for cultural diversity within the professional environment; – to inspire students to become responsible and ethical global citizens; – to refine students’ ability to adapt their communication style to different audiences and situations; – to equip students with impactful verbal and nonverbal communication skills for cross-cultural interactions. 3. Assessment objectives: – to evaluate students’ grasp of key concepts in intercultural communication and European values; – to analyze students’ ability to discern and interpret cultural nuances in communication; – to measure students’ progress in developing effective cross-cultural communication skills; – to assess the course’s impact on students’ attitudes towards cultural diversity and ethical business practices. 4. Dissemination objectives: – to disseminate the knowledge and best practices acquired in the course to the broader academic community and business professionals; – to heighten awareness of the critical role of intercultural communication in the European economic landscape; – to showcase the Erasmus+ program’s impact on international education and understanding. The project of the course “Navigating Cultural Diversity: Effective Business Communication in the European Economic Landscape” is designed as a comprehensive initiative to foster multicultural business communication skills among Ukrainian students and graduates, particularly those pursuing technical, computer science, and engineering specialties at Lviv Polytechnic National University. This project extends its scope beyond academia, targeting high school students, teachers, and professionals from various sectors, including enterprises, organizations, civil society, and the general public. Spanning one year, the course offers 180 hours of instruction over three years, with students from diverse academic backgrounds, including IT, computer science, and engineering, participating in specialized modules. The flagship course provides participants with essential skills to navigate the cultural intricacies of the European Union, emphasizing the importance of intercultural communication for successful business interactions in the European economic landscape. 18 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 1 – interactive modules: covering European cultural values, business etiquette, and strategies for effective communication in multicultural settings; – practical learning activities: simulations, role-playing exercises, and case studies that reflect real-world scenarios; – comprehensive delivery: a blended format combining online lectures, workshops, and in-person seminars for an engaging learning experience; – engagement beyond academia: open lectures, workshops, and conferences involving representatives from public organizations and businesses. Anticipated outcomes: – improved confidence in cross-cultural communication, with a 25% increase measured through preand post-course assessments; – enhanced knowledge of European cultural norms, targeting a 30% improvement based on quiz scores; – greater application of European business communication standards, with a 20% increase in simulated scenario performance; – increased critical thinking capabilities in multicultural business contexts, reflected in a 15% improvement in assessment scores. As demonstrated by the needs analysis, this course is specifically designed to address identified gaps in intercultural communication skills, equipping LPNU students with the competencies needed to gain a competitive advantage in the international job market. By emphasizing critical thinking, empathy, and cultural awareness, the course not only prepares students for professional success but also enhances their capacity to collaborate effectively in multicultural environments. 1.4.3 Concept and methodology overview The “Navigating Cultural Diversity: Effective Business Communication in the European Economic Landscape” course is built on a carefully designed concept and methodology aimed at addressing the critical need for intercultural communication skills within the framework of sustainable European business practices. The course adopts a learner-centric approach that caters to the diverse academic and professional backgrounds of its participants. By interweaving effective communication, cultural understanding, and sustainability, it creates an inclusive and adaptable learning environment, empowering students to succeed in multicultural professional settings. Learning hours and outcomes. The program spans three years, offering a total of 300 teaching hours annually. This includes: – 100 hours per year dedicated to lectures and practical classes for planned student groups from Lviv Polytechnic National University (LPNU); – open lectures and seminars designed for participants from other educational institutions, businesses, and public organizations, promoting broader engagement and inclusivity. 19 chapter 1. Advancing Intercultural Communicative Competence in Future Specialists in IT and Computer Science: Development and Implementation of the "Navigating Cultural Diversity" Course Project CHAPTER 1 The course structure encompasses 120 hours of instruction annually: – 20 hours of lectures; – 22 hours of practical classes; – 78 hours of independent work, including research, assignments, and collaborative projects to foster a well-rounded educational experience. Lectures, seminars, workshops, and training sessions are conducted by experienced associate professors from the Department of Foreign Languages at LPNU, including O. Nagachevska, M. Voloshyn, G. Kolesnyk, L. Myklash, O. Fuchyla, and V. Dmytruk. To enhance accessibility and flexibility, the course is offered through a “Virtual Educational Environment” (VEE) titled “Navigating European Cultural Diversity: Effective Business Communication in the European Economic Landscape”. Guiding principles of the methodology: 1. Learner-centric approach: recognizing the unique needs of students from non-linguistic faculties, the course tailors its curriculum to align with their specific academic and professional aspirations. Grounded in a comprehensive needs analysis, the curriculum bridges the gap between technical expertise and effective communication in multicultural business contexts. 2. Adaptive curriculum design: the dynamic nature of business communication is reflected in the course’s design. Regular feedback loops and iterative evaluations ensure that the curriculum evolves in line with emerging trends and the needs of its participants, maintaining its relevance and educational impact. 3. Integration of modern communication tools: acknowledging the importance of digital proficiency, the course incorporates cutting-edge communication tools and platforms. This equips students with the skills to navigate both traditional and digital communication channels effectively, preparing them for the realities of modern professional environments. 4. Multidisciplinary collaboration: the course mirrors the collaborative nature of contemporary workplaces by fostering teamwork among students from diverse academic disciplines. Group projects and interdisciplinary tasks simulate real-world professional scenarios, enhancing adaptability and cross-disciplinary understanding. 5. Sustainability integration: sustainability is embedded as a core principle of the curriculum. By weaving ethical and sustainable practices into communication training, the course prepares students to navigate the global business landscape responsibly while contributing to a sustainable future. Alignment with course objectives. The methodology aligns closely with the overarching objectives of the course: – fostering multidisciplinary and sustainable skills: ethical and sustainable principles are seamlessly integrated with communication training, ensuring that graduates are prepared to excel in the demanding European business environment; – enhancing understanding of European business practices: through case studies, guest lectures, and simulations, the course provides practical insights into cultural nuances and communication strategies relevant to the European context; 20 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 1 – boosting sustainable employability: by equipping graduates with both technical and intercultural communication skills, the course enhances their career prospects within the sustainable European business landscape. Flexibility and real-world application. The methodology’s inherent flexibility ensures its continued relevance in an ever-changing professional landscape. Regular updates to course content, combined with interactive workshops, industry talks, and networking opportunities, bridge the gap between theoretical knowledge and practical application. This dynamic approach enables students to acquire the skills and experience needed to thrive in real-world multicultural professional environments. 1.4.4 Project management, quality assurance, and monitoring and evaluation strategy The “Navigating Cultural Diversity: Effective Business Communication in the European Economic Landscape” course is built upon a robust and adaptable framework designed to ensure timely implementation, adherence to high-quality standards, and comprehensive monitoring and evaluation. This approach guarantees the course’s relevance, effectiveness, and alignment with its overarching objectives. Project management: 1. Timely completion: – a meticulously detailed project timeline has been developed, specifying clear deadlines and milestones for each phase of the course’s implementation. This ensures that all activities remain on schedule; – regular project management meetings are conducted to evaluate progress, anticipate potential challenges, and implement timely corrective measures, ensuring uninterrupted momentum throughout the project lifecycle. 2. Effective communication: – clear and structured communication protocols have been established within the project team to facilitate seamless information exchange and alignment with project objectives; – virtual meetings and collaborative platforms are leveraged as primary communication channels, fostering efficient collaboration and real-time knowledge sharing among team members. Quality assurance: 1. Peer review mechanism: – a rigorous peer review system is in place to evaluate all deliverables, including curriculum design, material development, and event organization. This ensures that high-quality standards are maintained across all aspects of the course; – team members, drawing from their diverse areas of expertise, conduct systematic evaluations to uphold academic and professional rigor in the project’s outcomes. 21 chapter 1. Advancing Intercultural Communicative Competence in Future Specialists in IT and Computer Science: Development and Implementation of the "Navigating Cultural Diversity" Course Project CHAPTER 1 2. Continuous feedback loop: – a feedback loop is integrated into the project, actively seeking input from stakeholders such as students, professors, and external collaborators; – this iterative process ensures that stakeholder perspectives are incorporated into the course’s ongoing development, enhancing its relevance and impact. Monitoring and evaluation: 1. Quantitative indicators. Key metrics to measure outreach and participation include: – number of participants in workshops, seminars, and training sessions; – engagement on digital platforms, including website visits and social media interactions; – participation rates in networking events and industry talks. 2. Qualitative indicators. Nuanced insights into the project’s impact are captured using qualitative measures, such as: – participant feedback on the relevance and applicability of course content; – testimonials and success stories that highlight the real-world application of acquired skills; – expert evaluations of the innovation and effectiveness of the course’s approach. 3. Units of measurement, baselines, and target values. Each indicator is paired with specific units of measurement, baseline values established at project initiation, and target values to track progress. Example: – unit of measurement: number of participants in workshops; – baseline value: 0 participants at project start; – target value: 60 participants by the end of year 1. 4. Regular evaluation cycles: – comprehensive evaluation cycles are embedded in the project timeline, conducted at the end of each academic year; – these evaluations assess the effectiveness of teaching modules, the success of events, and their impact on participants’ skills and employability. The findings directly inform improvements to the course. 5. Adaptability and continuous improvement: – the monitoring and evaluation strategy is designed to be flexible, enabling responsiveness to evolving needs while maintaining consistent quality; – insights derived from evaluations guide continuous improvement efforts, ensuring that the course evolves to meet the demands of students and stakeholders effectively. Risk management. To ensure the successful implementation and long-term sustainability of the “Navigating Cultural Diversity: Effective Business Communication in the European Economic Landscape” course, it is essential to identify and address potential risks that may arise during the project lifecycle. Risk management serves as a proactive approach to anticipating challenges and devising strategies to mitigate their impact, thereby safeguarding the quality and effectiveness of the course. 22 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 1 The Table 1.3 provides a comprehensive overview of the possible risks associated with the course, categorizing them by work packages and assessing their impact and likelihood. In addition, the proposed mitigation measures demonstrate a flexible and adaptive strategy designed to maintain the project’s momentum and relevance, ensuring it meets the expectations of students, faculty, and stakeholders alike.  Table 1.3 Overview of the possible risks associated with the course Risk No. Description Work package No. Impact Likelihood Proposed risk-mitigation measures 1 Unforeseen external events (e.g., pandemics, geopolitical issues) All work packages High Medium Regularly monitor global and regional situations for early detection 2 Technical challenges in digital integration, such as software compatibility issues or platform accessibility Work package #2 and #3 High Medium Conduct regular technology checks and invest in reliable platforms 3 Delays in research activities that could impact the timeline and project milestones Work package #4 High Medium Develop a detailed research plan with clear milestones and deadlines 4 Budget constraints that may affect the execution of planned activities Work package #5 High Medium Regularly monitor the budget and expenses 5 Limited participation from non-linguistic faculties, such as IT and computer science students Work package #3 and #4 Medium Low Launch targeted awareness campaigns to emphasize the relevance of the course for non-linguistic faculties 6 Limited participation in public events or networking activities Work package #4 Low Medium Implement promotional campaigns to generate interest 7 Deliverables not meeting quality expectations (e.g., curriculum design, materials, assessments) All work package High Low Implement a rigorous peer review process for all project outputs 8 Difficulty in maintaining course relevance as professional and cultural landscapes evolve Work package #3 and #4 Medium Medium Regularly update course content to reflect changing trends 9 Negative feedback from students or stakeholders, impacting the course’s reputation Work package #4 Medium Low Actively collect participant feedback through surveys and evaluations 10 Limited digital literacy among some participants, affecting their ability to engage with online resources Work package #2 and #3 Medium Medium Provide pre-course training sessions on using digital tools 23 chapter 1. Advancing Intercultural Communicative Competence in Future Specialists in IT and Computer Science: Development and Implementation of the "Navigating Cultural Diversity" Course Project CHAPTER 1 Effective risk management is a cornerstone of the “Navigating Cultural Diversity: Effective Business Communication in the European Economic Landscape” course. By adopting a strategic and structured approach, the project team aims to anticipate challenges, address them proactively, and ensure the smooth progression of all activities. Below are the key features of the unified risk management strategy, designed to uphold the course’s quality, adaptability, and impact: 1. Proactive risk identification: early identification of potential risks allows the project team to implement timely mitigation measures, minimizing disruptions and ensuring the project stays on track. 2. Integrated monitoring and evaluation: regular assessments during project reviews help to track risks and their mitigation progress, fostering a responsive and adaptable management approach that sustains momentum. 3. Stakeholder-centered solutions: actively engaging students, faculty, and external collaborators ensures that risk mitigation strategies are inclusive and address the diverse needs of all stakeholders involved in the project. 4. Adaptability and flexibility: mitigation measures are designed to be dynamic, allowing the project to respond effectively to evolving circumstances and maintain its relevance and success over time. This strategy not only minimizes potential setbacks but also enhances the project’s resilience, ensuring its objectives are met efficiently and effectively. 1.4.5 Work packages, activities, resources and timing The “Navigating Cultural Diversity: Effective Business Communication in the European Economic Landscape” adheres to a meticulously structured six-phased work plan. Each phase comprises interlinked activities designed to systematically achieve project objectives within the 36-month timeframe. This structured approach ensures smooth progression, continuous feedback loops, and ongoing refinement. Work packages: WP1. Project initiation and coordination (months 1–2): – establishes the project team, delineates roles and responsibilities, and fosters cohesion; – implements robust communication channels and coordination mechanisms, including regular team meetings and online platforms; – develops a detailed project timeline with clearly defined milestones for efficient monitoring and progress tracking. WP2. Curriculum development and teaching modules (months 3–6): – designs a dynamic curriculum framework reflecting multicultural and interdisciplinary perspectives, tailored to identified needs through needs analysis and stakeholder engagement; – develops engaging and comprehensive course materials, including lectures, interactive seminars, case studies, and supplementary resources, aligned with the latest trends in business communication and EU studies; 24 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 1 – ensures accessibility and adaptability of materials for future implementation. WP3. Stakeholder engagement and collaboration (months 1–36): – facilitates ongoing collaboration with stakeholders through regular meetings, workshops, and joint activities; – organizes events and activities for stakeholder engagement, including: – round-table discussions on cultural diversity in business communication; – educational quests exploring European cultural differences; – promotional events showcasing the project’s benefits; – EuroBizCommunication Club meetings fostering networking and knowledge sharing; – international conferences and open lectures disseminating project findings; – gathers feedback from students, faculty, and industry partners throughout the project for continuous improvement. WP4. Pilot implementation and assessment (months 7–18): – implements a pilot course with a diverse group of students, representing various academic backgrounds and regions; – assesses the effectiveness of teaching methodologies and materials through student feedback, faculty observations, and preand post-course assessments; – analyzes and incorporates feedback into the curriculum and teaching approach for refinement before full-scale implementation. WP5. Full-scale implementation and dissemination (months 19–36): – broadly rolls out the Jean Monnet Module to a wider target audience across diverse academic institutions and disciplines; – continuously monitors course delivery, student engagement, and learning outcomes through established evaluation mechanisms; – facilitates additional activities, such as workshops and guest lectures, to complement the core module and foster knowledge exchange. Quantify and demonstrate the value: quantifies the project’s impact on targeted stakeholders and the broader European economic landscape through measurable KPIs aligned (Table 1.4).  Table 1.4 Total credits and hours of work Name of indicators Hours 1 2 Number of credits/hours 4/120 Total hours of classroom work, including: 42 – lecture classes, hours 20 – seminar classes, hours 10 – practical classes, hours 12 25 chapter 1. Advancing Intercultural Communicative Competence in Future Specialists in IT and Computer Science: Development and Implementation of the "Navigating Cultural Diversity" Course Project CHAPTER 1  Continuation of Table 1.4 1 2 Total hours of independent work and for a credit passing including: 78 – calculation (calculation and graphic) works, units/hour 24 – individual research task, units/hour 24 – preparation for training classes and control activities, hours 28 Credit 2 1.4.6 Learning outcomes, teaching and learning methods, and assessment strategies The “Navigating Cultural Diversity: Effective Business Communication in the European Economic Landscape” course is designed to achieve specific learning outcomes (LOs) that align with the development of intercultural communicative competence among students in IT and computer science specialties. These outcomes are achieved through thoughtfully integrated teaching and learning methods and evaluated using diverse assessment strategies. The course aims to create a comprehensive learning ecosystem where students engage in project-based activities, academic instruction, student-led research, and public discourse. This approach facilitates the exploration of multicultural linguistic and communicative contexts within the European Union, with a particular focus on their relevance to the evolving European economic landscape and implications for Ukraine. Additionally, the course actively involves various stakeholders, including students, researchers, civil society representatives, and private sector professionals, fostering a collaborative and inclusive environment. The Table 1.5 summarizes the key learning outcomes, the corresponding teaching and learning methods, and the methods used to assess their achievement.  Table 1.5 Learning outcomes, teaching methods, and assessment strategies Learning outcomes Teaching and learning methods Assessment methods LO1: Ability to adapt to new conditions, make decisions independently, and initiate original research and innovative complex projects (AB1) 1. Lectures and practical classes using information-receptive, reproductive, heuristic, and research methods. 2. Independent work utilizing the reproductive and research methods Current control: execution and defense of practical works, oral responses, and frontal polling LO2: Ability to realize the need for lifelong learning to deepen acquired knowledge and gain new professional expertise (AB2) 1. Lectures and practical classes employing information-receptive, reproductive, heuristic, and problem-statement methods. 2. Independent work using the reproductive method Current control: selective oral surveys, tests, and assessment of activity. Credit: oral surveys and test control 26 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 1 The structured integration of learning outcomes, teaching methods, and assessment strategies ensures a dynamic and responsive educational experience for students. By emphasizing adaptability, lifelong learning, and innovation, the course prepares participants to navigate the complexities of multicultural professional environments. This holistic approach equips students with the knowledge and skills necessary to thrive in the global digital economy while fostering collaboration and inclusivity. Furthermore, the engagement of diverse stakeholders strengthens the course’s relevance and impact, ensuring its alignment with broader societal and professional goals. 1.4.7 Events overview The events planned within the framework of the “Navigating Cultural Diversity: Effective Business Communication in the European Economic Landscape” course are pivotal to achieving its objectives. These events have been thoughtfully designed to provide participants with handson experience, actionable insights, and opportunities to engage with peers, faculty, and industry professionals in meaningful ways. By combining interactive workshops, thought-provoking seminars, and dynamic quests, the program creates a comprehensive learning ecosystem that not only enhances participants’ intercultural communicative competence but also prepares them to thrive in multicultural business environments. Each event is tailored to address the specific needs of IT and computer science students, offering practical knowledge and tools to succeed in their future careers. The Table 1.6 provides a structured overview of the events, including their types, descriptions, and expected outcomes.  Table 1.6 Events Event No. Name of the event Type Description Location Duration (days) Number of participants 1 2 3 4 5 6 7 E1.1 Starting-up meeting Project kickoff meeting Concept development, project planning, team building, and resource allocation Lviv, Ukraine 1 45 E1.2 Presentation of the project Promotional event Topics include an introduction to European cultural diversity, communication strategies, case studies, and skills development (e.g., adaptability, teamwork, and critical thinking) Lviv, Ukraine 2 50 27 chapter 1. Advancing Intercultural Communicative Competence in Future Specialists in IT and Computer Science: Development and Implementation of the "Navigating Cultural Diversity" Course Project CHAPTER 1  Continuation of Table 1.6 1 2 3 4 5 6 7 E2.1 Business communication strategy workshop Workshop Actionable tactics for effective communication in corporate settings Lviv, Ukraine 1 35 E2.2 Discovering European business cultures Educational quest An interactive quest introducing participants to key components of European business cultures Lviv, Ukraine 1 35 E3.1 Building your professional image Workshop Focus on personal branding, résumé building, and professional networking to enhance awareness of professional communication in a European context Lviv, Ukraine 1 30 E3.2 Foundations of multicultural business communication Open lecture series Provides foundational knowledge on effective communication in multicultural corporate settings Lviv, Ukraine 5 70 E4.1 Challenges and opportunities in European markets Round-yable discussion Facilitates conversations on potential opportunities and challenges in European markets Lviv, Ukraine 1 45 E4.2 Diversity in action EuroBizCommunication club meeting Explores how diversity enhances communication and collaboration in the corporate world Lviv, Ukraine 1 25 E4.3 Cultural intelligence workshop EuroBizCommunication club meeting Focuses on developing cultural intelligence to navigate European markets effectively Lviv, Ukraine 1 20 E5.1 Tech trends in European business Internet conference Virtual sessions with guest speakers to discuss the influence of technology on corporate communication in Europe Lviv, Ukraine 1 65 E5.2 Sustainable business communication practices in Europe Round-table discussion Explores the connection between effective communication and environmental responsibility in corporate settings Lviv, Ukraine 1 21 34 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 1 8. Atroshchenko, T., Kovrei, D. (2023). The importance of intercultural competence in the professional activities of preschool teachers. Youth and Market, 5 (213), 59–63. https:// doi.org/10.24919/2308-4634.2023.282824 9. Bakum, Z., Palchykova, O., Kostiuk, S. (2019). Navchannia inozemnykh mov: kros-kulturnyi pidkhid. Ternopil: FOP ‘Osadtsa Yu’. 10. Maksymchuk, L. (2017). Intercultural Communicative Competency of the Future Foreign Economic Activity Professionals is Determined Collection of Scientific Works of the National Academy of the State Border Guard Service of Ukraine. Series: Pedagogical Sciences, 4 (11), 252–266. 11. Nezhiva, O. (2017). Mizhkulturna komunikatsiia yak odyn iz krokiv uspishnoi profesiinoi diialnosti. Stratehii mizhkulturnoi komunikatsii v movnii osviti suchasnoho. Kyiv: KNEU, 173-175 12. Byram, M., Wagner, M. (2018). Making a difference: Language teaching for intercultural and international dialogue. Foreign Language Annals, 51 (1), 140–151. Portico. https://doi.org/ 10.1111/flan.12319 13. McSweeney, B. (2015). Hall, Hofstede, Huntington, Trompenaars, GLOBE: Common Foundations, Common Flaws. Transculturalism and Business in the BRIC States. Routledge, 39–84. https://doi.org/10.4324/9781315550213-12 14. Topchiy, O. V. (2011). Teoretychni osnovy formuvannya profesiynoyi komunikatyvnoyi kompetentnosti v maybutnikh nastupnykh orhanakh vnutrishnikh sprav. Available at: www.nbuv. gov.ua/portal/socgum/nvknuvs/2011_2/kopchii.htps 15. Branitska, T. (2019). Intercultural competence as an important factor of professional activity of social sphere specialists. Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», 1 (44), 18–22. https://doi.org/10.24144/2524-0609.2019.44.18-22 16. Ilie, O.-A. (2019). The Intercultural Competence. Developing Effective Intercultural Communication Skills. International Conference Knowledge-Based Organization, 25 (2), 264–268. https://doi.org/10.2478/kbo-2019-0092 17. 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This is an Open Access chapter distributed under the terms of the CC BY license HARMONIZATION OF FORENSIC EXPERT TRAINING WITH CURRENT DEVELOPMENT TRENDS IN UKRAINE AND ABROAD: DETAILED ANALYSIS AND IMPLEMENTATION PROSPECTS Abstract Modern forensic science lies at the intersection of science, technology, and law, requiring a comprehensive approach to the training of forensic experts. The globalization of crime, digitalization, and the development of innovative research methods necessitate a fundamental reform of the expert training system in accordance with international standards. This chapter of the monograph presents a detailed analysis of forensic expert training in leading countries, including the USA, Germany, the United Kingdom, France, Canada, Switzerland, Australia, and Poland. The authors examine existing effective training models that can be adapted for the Ukrainian system. A comparative analysis of undergraduate forensic science programs at the University of Lausanne (Switzerland) and the Educational and Scientific Institute No. 2 of the National Academy of Internal Affairs of Ukraine is presented. The study highlights key areas for modernization, particularly the unification of educational programs. The emphasis is placed on the urgent need to adapt curricula to modern demands, including harmonization with international standards, integration of advanced knowledge on the application of innovative methods in practice (artificial intelligence, digital forensics, blockchain), and strengthening practical training based on real case studies. Furthermore, the importance of an interdisciplinary approach and expanding cooperation between universities, expert institutions, and law enforcement agencies is underlined. KEYWORDS Forensic science, criminalistics, expert training, international standards of expert education, artificial intelligence, blockchain, legal ethics, cooperation with law enforcement agencies, big data analysis, innovative methods, interdisciplinary approach. In modern conditions, forensic science is a crucial element of the justice system, ensuring the objectivity and scientific validity of evidence in criminal, civil, and administrative proceedings. 36 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 2 Given the increasing complexity of crimes amid scientific and technological progress, particularly cybercrime, financial fraud, terrorism, and environmental offenses, there is a growing demand for a new generation of experts capable of applying, analyzing, and synthesizing innovative technologies, working with interdisciplinary data, and meeting international standards. At the present stage of societal development, globalization, digitalization, and the increasing demands for the efficiency of justice necessitate the harmonization of forensic expert training with the best global practices in the context of constant change and improvement, along with the adaptation of Ukrainian legislation to the acquis communautaire of the European Union. In this context, the experience of leading countries serves as a benchmark for reforming Ukraine’s system of forensic expert training. The modern system of forensic expert training is in a state of continuous evolution, driven by the growing complexity of forensic tasks, technological development, and globalization. An important task is the adaptation of educational programs to current needs, including harmonization with international standards, integration of innovative technologies, and the formation of practical skills. The chapter examines the experience of Ukraine and eight leading countries in forensic expert training: the USA, Germany, the United Kingdom, France, Canada, Switzerland, Australia, and Poland. Despite certain achievements, the Ukrainian system of forensic expert training faces numerous challenges limiting its effectiveness and competitiveness at the international level. One of the major problems is the insufficient integration of educational programs with international standards, leading to gaps in the professional knowledge and skills of experts. Modern challenges, such as the globalization of forensic research and the development of new technologies, particularly in the field of digital forensics, require forensic experts to possess not only solid theoretical knowledge but also the ability to adapt quickly and apply innovative methods in practice. Another significant problem is the lack of practical orientation within training programs, resulting in many graduates lacking sufficient experience in dealing with real-life forensic cases and using advanced technologies, applied in forensic examinations. This limits their ability to work effectively in contemporary criminal investigations, which often require the use of complex analytical tools and technologies. Additionally, the insufficient cooperation between educational institutions, law enforcement agencies, and international expert centers is a notable concern. In circumstances where international cooperation is a key factor in combating transnational crime, the lack of knowledge and experience exchange between countries in the field of forensic science leads to a gap between educational standards and practical requirements. Therefore, the need to harmonize forensic expert training, considering the latest development trends, is an urgent issue for Ukraine. Solving this problem requires a comprehensive approach, including the reform of educational programs, improvement of practical training, implementation of innovative technologies, and development of international cooperation in the field of forensic science. 37 chapter 2. HARMONIZATION OF FORENSIC EXPERT TRAINING WITH CURRENT DEVELOPMENT TRENDS IN UKRAINE AND ABROAD: DETAILED ANALYSIS AND IMPLEMENTATION PROSPECTS CHAPTER 2 2.1 Current state and global experience in forensic expert training: theoretical and methodological analysis The issue of forensic expert training has been the subject of research and publications by numerous domestic and foreign scholars. The work of M. Morelato, L. Cadola, M. Bèrubè, O. Ribaux, and S. Baechler presents a strategy for teaching and learning in forensic science, developed at the University of Lausanne (Switzerland) and adapted at the University of Technology Sydney (Australia) and the Universitè du Quèbec à Trois-Rivières (Canada) [1]. The goal of the strategy is to analyze and elaborate on real-life situations using a progressive approach to teaching and learning, which is based on theory and practical exercises, placing students in authentic scenarios. The case-based learning approach enables students to develop or modify their existing knowledge through real-life experiences, reflective observation, active experimentation, and communication. This approach has proven more effective for achieving long-term learning outcomes and fostering a deep learning approach. It challenges students’ ability to solve complex problems they are likely to encounter in the workplace. Case studies provide structured and transversal learning material, which has been successfully adapted in various countries and contexts. This approach also shifts the educational focus from methods to reasoning processes and forms of argumentation necessary at all stages of forensic activity. Through this innovative learning process, students move away from perceiving the Court (trial) as the sole ultimate goal of forensic science studies. They learn to perform diverse roles, adopt proactive attitudes, and work both individually and collaboratively. Such a teaching and learning strategy breaks existing isolation in forensic science by focusing on processes and critical thinking [1]. J. González-Rodríguez provided a professional review of forensic science education programs in Europe, excluding the United Kingdom and Ireland [2]. The results of his work are presented in the Table 2.1.  Table 2.1 Forensic science university courses in Europe (excluding UK & Ireland) Institute/program’s housing unit/ location/website Degree & course title Course language 1 2 3 Austria Medical University of Vienna Department of Forensic Medicine Forensic Molecular Biology Vienna (In development) German https://www.meduniwien.ac.at/hp/fileadmin/gerichtsmedizin/DGM_Org_neu_2016/2016_05_17_Org_eng.pdf 38 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 2  Continuation of Table 2.1 1 2 3 Bulgaria Varna Free University Department of Security and Safety Law Faculty Varna Master: Forensic Science Expertise Bulgarian http://vfu.bg/en/ects_guide/fi les/uf/mag/se/ske.html Germany Steinbeis College Berlin MA: Criminology http://www.fachhochschule.de/FH/Studium/Master_of_Arts_Criminal_Investigation_17738.html University Humbolt Berlin (A historical well known program was closed in 1994, following the fall of the Berlin Wall. Currently, programs are offered in partnership with King’s College London) http://www.kcl.ac.uk/study/postgraduate/taught-courses/forensic-science-msc-mres-pg-dip-pg-cert.aspx Bonn-Rhein-Sieg University of Applied Sciences Department of Natural Sciences Sankt Augustin BSc: Forensic Sciences German (50%) English (50%) https://www.h-brs.de/en/anna/forensic-sciences-bsc Brandenburg University of Technology Cottbus-Senftenburg Faculty of Environment and Natural Sciences Cottbus MSc: Forensic Sciences & Engineering German https://www.b-tu.de/en/study/study-programmes/detail/123-forensic-sciences-and-engineering Italy Sapienza University of Roma Faculty of Physical and Natural Sciences Rome MSc: Forensic Analytical Method Italian http://www.uniroma1.it/didattica/master/2015/metodologie-analitiche-forensi-0 University of Bologna Professional Master’s Programmes Bologna MSe: Forensic Chemical & Chemical-Toxicological Analyses Italian http://www.unibo.it/en/teaching/professional-master/2015-2016/forensic-chemical-and-chemical-toxicological-analyses-8638 The Netherlands The University of Amsterdam Institute for Interdisciplinary Studies Graduate Schools of Sciences Amsterdam MSe: Forensic Science English http://gss.uva.nl/future-msc-students/content/forensic-science.html 39 chapter 2. HARMONIZATION OF FORENSIC EXPERT TRAINING WITH CURRENT DEVELOPMENT TRENDS IN UKRAINE AND ABROAD: DETAILED ANALYSIS AND IMPLEMENTATION PROSPECTS CHAPTER 2  Continuation of Table 2.1 1 2 3 Avans University of Applied Sciences Breda Bachelor of Chemistry Bachelor of Biology English & Dutch http://www.avans.nl/international/programs/programfi nder/international-forensic-science-short-programme-breda-voltijdshort-course/introduction Portugal The University of Coimbra Faculty of Medicine Rua Larga, Coimbra Master: Legal Medicine & Forensic Science Portuguese https://apps.uc.pt/courses/en/course/1392 Instituto Superior de Ciências da Saúde Egas Moniz Higher Health Sciences Egas Moniz Institute Lisbon BA: Forensic & Criminal Sciences Portuguese http://www.egasmoniz.com.pt/pt-pt/ensina/iscsem/cursas/licenciaturas/licenciatura-em-ciências-forenses-e-criminais.aspx Spain The Autonomous University of Barcelona Graduate School Cerdanyola del Vallès, Barcelona Master: Criminology – Forensic Sciencea Graduate Diploma: Criminalistcsb Forensic Science & Criminal Intelligencec Forensic Handwritting Analysisd Spanish ahttp://www.uab.cat/web/postgraduate/master-in-criminology/general-information-1217916968009.html/ param1-1487_en/param2-2014/ bhttp://www.uab.cat/web/postgraduate/graduate-diploma-in-criminalistics-analysis-of-information-and-advancedtechniques-in-forensic-sciences/general-information-1217916968009.html/param1-1471_en/ param2-2014/ chttp://www.uab.cat/web/postgraduate/graduate-diploma-in-forensic-science-and-criminal-intelligence/generalinformation-1217916968009.html/param1-3002_en/param2-2014/ dhttp://www.uab.cat/web/postgraduate/graduate-diploma-in-forensic-handwriting-analysis/generalinformation-1217916968009.html/param1-3058_en/param2-2013/ The University of Alcalá Spanish University Research Institute of Police Sciences Faculty of Law Alcalá de Henares, Madrid Master: Police Sciencea PhD: Forensic Scienceb Spanish ahttps://www.uah.es/es/estudios/estudios-oficiales/masteres-universitarios/Ciencias-Policiales/ bhttps://www.uah.es/es/estudios/estudios-oficiales/doctorados/Ciencias-Forenses-D412/ University of Murcia Faculty of Biology Espinardo Campus Murcia Master: Forensic Sciences Spanish http://www.um.es/web/biologia/contenido/estudios/masteres/ciencias-forenses 40 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 2  Continuation of Table 2.1 1 2 3 University of the Basque Country Master and Doctoral School Master: Forensic Analysis Spanish/Basque http://www.ehu.eus/en/web/masteranalisisforense/aurkezpena University of Valencia Department of Preventive Medicine Valencia Master: Forensic Science Spanish http://formacion.adeituv.es/ciencias-forenses/# Pablo de Olavide University Social and Legal Sciences Seville Master: Criminology & Forensic Science Spanish https://www.upo.es/postgrado/Master-Ofi cial-Criminologia-y-Ciencias-Forenses Sweden The University of Uppsala Faculty of Medicine Uppsala MSe: Forensic Science Swedish http://www.uu.se/en/admissions/master/selma/program/?pKod=MFV2M&lasar=16/17 Switzerland The University of Lausanne Batiment BCH Lausanne BSe: Forensie Seiencea MSe: Physical Identificationb Chemical Criminalisticsc Traceology & Crime Analysisd* Digital Investigation &Identificatione PhD: Forensic Sciencef Certificate: Essentials of Forensic Interpretationg Essentials of DNA Interpretationi Certificate of Advanced Studies: Statistics in the Interpretation of Evidenceh French French French French French French & others English English English www.unil.ch/esc ahttp://www.unil.ch/esc/bachelor bhttp://www.unil.ch/esc/master-id chttp://www.unil.ch/esc/master-cc dhttp://www.unil.ch/esc/master-tracologie ehttp://www.unil.ch/esc/msc-investigation-numerique fhttp://www.unil.ch/esc/home/menuinst/doctorats-et-recherches/doctorat-en-science-forensiq.html ghttp://www.formation-continue-unil-epfl.ch/essentials-forensic-interpretation hhttp://www.formation-continue-unil-epfl.ch/statistics-evaluation-forensic-evidence-cas ihttp://www.formation-continue-unil-epfl .ch/essentials-dna-interpretation *With the University of Montréal, Department of Criminology Turkey Istanbul University Institute of Forensic Sciences Cetrahpasa Kampusu Istanbul MS: Forensic Sciencea PhD: Forensic Scienceb Turkish Turkish ahttp://adlitip.istanbul.edu.tr/en/ms-in-forensic-sciences/ bhttp://adlitip.istanbul.edu.tr/en/phd-in-forensic-sciences/ Source: [2] 41 chapter 2. HARMONIZATION OF FORENSIC EXPERT TRAINING WITH CURRENT DEVELOPMENT TRENDS IN UKRAINE AND ABROAD: DETAILED ANALYSIS AND IMPLEMENTATION PROSPECTS CHAPTER 2 The author describes forensic science education in Europe as a “patchwork” that is difficult to unravel. In many countries, there are no studies, dedicated to forensic science education, leading to degrees being open to non-governmental professionals. In these countries, there are connections between official, governmental, or police laboratories and academic institutions, as well as opportunities for internal education leading to academic status. In many European countries, forensic activities and research may be conducted at departments of forensic medicine without conferring a scientific degree, except for medical specialization. Many countries also offer forensic science courses to law students or as part of criminology programs. Finally, there is a network of universities claiming to offer forensic science degrees, which are mostly delivered remotely [2]. In the work, dedicated to forensic expert training [3], authors S. Grey and B. Swanston made key conclusions that forensic science education can prepare students for various careers in the field, including work as forensic anthropologists, criminal investigators, forensic scientists, and forensic toxicologists. It is noted that many positions in this field require certification by one of the numerous specialized organizations responsible for the accreditation of forensic experts [3]. The issue of an optimal model and mechanism for forensic expert training to enhance their professional level and advance the field to a qualitatively new stage has been addressed by scholars V. Alekseichuk and I. Starodubov [4]. In their view, in most cases, obtaining the qualification of a forensic expert requires comprehensive higher education. For example, for the specialization “Economic Research in the Field of Intellectual Property”, in addition to majoring in 076 “Entrepreneurship, Trade, and Stock Exchange Activity” or 081 “Law”, specialists should preferably have higher education in one of the following fields within the knowledge area 0305 “Economics and Enterprise”: 051 “Economics”, 056 “International Economic Relations”, 072 “Finance, Banking, and Insurance”, or 071 “Accounting and Taxation”. At the same time, to conduct, for instance, an objective examination of an invention, the expert must have a technical education; for the analysis of computer programs – education in computer science; and for conducting economic research – an economic background, and so forth [4]. 2.2 Theoretical and methodological foundations and current trends in forensic expert training in global practice Any forensic examination is an applied scientific study of objects, conducted in accordance with rules, determined by the specifics of its subject and the scope of information necessary for its performance, drawn from relevant fields of science and technology. The objects of forensic examinations, in a broad sense, may include substances, materials, industrial and other products, technologies, works of art, plants, animals, human beings, documents, and more. The goals and tasks of forensic examinations are determined by the area of human activity, within which they are conducted. 42 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 2 Forensic examination is a specific type of expert activity with a special legal status. The essence of forensic examination lies in the analysis, upon the assignment of an individual or authority conducting legal proceedings, of material objects (physical evidence) and various documents by a qualified person (expert) with the purpose of establishing factual data relevant to the correct resolution of the case. Upon the completion of the examination, the expert issues an expert opinion, which, according to law, is one of the sources of evidence, and the factual data contained therein constitute proof. According to the current legislation of Ukraine, the key bearer of specialized knowledge is the forensic expert, who applies such knowledge both in procedural form – when its results have evidentiary value – and in non-procedural form. The only formal requirement for an individual to act as a forensic expert under Ukrainian law is the possession of specialized knowledge. The concept of “specialized knowledge” is not legally defined. In academic literature, it is traditionally understood as a system of theoretical knowledge and practical skills in a particular field of science, technology, art, or craft, acquired through special training or professional experience, necessary for solving questions arising in the course of criminal or civil proceedings. Commonly known and legal knowledge is not considered specialized. However, in today’s conditions, new achievements of rapidly developing science, technology, and emerging disciplines are continuously integrated into forensic practice. In our view, these developments inevitably cause a transformation of the concept of “specialized knowledge”. The boundaries of the expert’s and specialist’s competence, as well as the very necessity of their involvement in a case, directly depend on the meaning attributed to this term. Therefore, this issue is not merely academic but has serious practical significance. The relationship between specialized and commonly known knowledge is inherently variable and depends on the level of societal development and the extent, to which scientific knowledge is integrated into everyday life. As knowledge of a particular phenomenon, process, or object expands and deepens, it becomes increasingly differentiated, systematic, and accessible to a wider audience. As a result, the sphere of everyday knowledge is enriched. Returning to the question of who may act as forensic experts under Ukrainian law, such individuals are those who possess the necessary knowledge to provide opinions on specific issues under investigation. The professional and qualification requirements for forensic experts, employed in state specialized institutions or working independently, are outlined in Article 10 of the Law of Ukraine “On Forensic Examination” dated 25.02.1994, No. 4038-XII [5]. The law stipulates that positions of experts in state forensic institutions may be held by professionals with relevant higher education, a qualification level of at least “specialist”, who have completed appropriate training and obtained the qualification of forensic expert in a specific specialty. In Ukraine, academic training of forensic experts is primarily conducted on the basis of legal and technical universities, among which the leading institutions are: 43 chapter 2. HARMONIZATION OF FORENSIC EXPERT TRAINING WITH CURRENT DEVELOPMENT TRENDS IN UKRAINE AND ABROAD: DETAILED ANALYSIS AND IMPLEMENTATION PROSPECTS CHAPTER 2 – The National Academy of Internal Affairs – Educational and Scientific Institute No. 2 is currently the only institution that offers training for applicants with an expert-criminalistic focus. It provides training for master’s degree seekers in the specialty “Law” with a specialization in “Forensic Examination”; – Taras Shevchenko National University of Kyiv – offers specialized courses in criminalistics and forensic examination, including DNA analysis and trace evidence examination; – Kharkiv National University of Internal Affairs – provides courses in digital forensics and ballistics; – Odesa State University of Internal Affairs – specializes in handwriting examination and forensic anthropology. Let us briefly examine the state of forensic expert training in some foreign countries. United States The U.S. system of forensic expert training is one of the most advanced globally. It is based on cooperation between universities and law enforcement agencies. The FBI Academy offers programs in criminalistics, forensic medicine, and digital forensics. A strong emphasis is placed on practical training. Students undergo internships in laboratories and participate in real criminal investigations. In terms of innovation, the U.S. actively utilizes automated systems for evidence analysis, such as the CODIS DNA database and the IAFIS fingerprint database. However, forensic scientists are often confused with crime scene investigators, although these two professions differ significantly (Table 2.2) [6–8]. They require different qualifications, have distinct work characteristics, and employ different technologies [9, 10].  Table 2.2 Main differences between forensic experts and crime scene investigators Forensic science Crime scene investigator (CSI) A significant portion of the work is done in laboratories, where forensic data is collected and analyzed based on evidence collected during crime scene examinations A large part of the job involves visiting and analyzing crime scenes To work in this field, forensic scientists typically must have at least a bachelor’s degree While a degree in forensics or other science is desirable, forensic investigators can also start their careers as police officers and then move up to the position of forensic investigator There are many opportunities for experts to specialize in a wide variety of fields Crime scene work does not allow for many specializations, although the skills learned can be applied to other positions, such as working in government organizations Source: [6] Forensic experts are well-paid professionals with significant career opportunities. In fact, employment in forensic science is projected to grow by 13% by 2032, much faster than the national average. 50 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 2 For further comparison of expert training systems, the specified hours will be converted into the number of credits, required to obtain an educational qualification of a certain degree in the relevant specialty. ECTS, or the European Credit Transfer and Accumulation System, is a pan-European system for credit transfer and accumulation. Thus, the training program for forensic experts specializing in 1.1 “Handwriting and Signature Analysis” amounts to 11 ECTS credits, excluding prior higher academic education. The training program for forensic experts specializing in 4.1 «Human and Animal Trace Analysis» amounts to 13 ECTS credits, excluding prior higher academic education. Undoubtedly, the quality of forensic expert training through individual and group internships and short-term courses cannot compare to systematic education in higher education institutions. Forensic expertise allows for specialization. This raises the question of what educational and knowledge requirements should be imposed on future forensic experts in the current stage of scientific development, given the complexity of the tasks, assigned to them. In Ukraine, the issue of the necessity of specialized forensic expert training remains unresolved. One approach to forensic expert training involves a standardized approach to general professional disciplines while defining specialized disciplines based on types of forensic expertise. Proponents of this approach propose training forensic experts in higher education institutions under the Ministry of Internal Affairs of Ukraine through a six-year educational program. Graduates receive a diploma in «Forensic Expertise» and are authorized to conduct traditional forensic examinations, including trace analysis, fingerprint analysis, ballistics, cold weapons analysis, portrait expertise, handwriting analysis, and forensic technical document examination. The training of experts in forensic engineering and technical expertise could be conducted in technical universities with appropriate equipment, as well as in law faculties in the format of a second legal education. Despite significant advancements in the development of educational programs, the key issue remains the insufficient integration of practice into the educational process. For instance, only a limited number of students have access to modern laboratory equipment, and internships in forensic institutions are not always mandatory and, under martial law conditions, not always feasible. The main reasons for the lack of practical training in forensic education include: – overemphasis on theory: educational programs often focus on theoretical aspects while neglecting practical application; – lack of interaction with employers: weak connections between educational institutions and stakeholders lead to educational programs that do not align with real labor market needs; – cultural and intellectual barriers: in Ukraine, the stereotype that a diploma is the main criterion of success remains widespread, complicating the implementation of alternative learning and assessment formats. However, in recent years, there has been a positive trend, including the introduction of digital forensics courses to combat cyber threats, the use of 3D modeling for crime scene reconstruction, and the training of forensic genomics experts to work with biological evidence. In our view, forensic expert training should be based on a combination of several key approaches. 51 chapter 2. HARMONIZATION OF FORENSIC EXPERT TRAINING WITH CURRENT DEVELOPMENT TRENDS IN UKRAINE AND ABROAD: DETAILED ANALYSIS AND IMPLEMENTATION PROSPECTS CHAPTER 2 Firstly, an interdisciplinary approach. Forensic expertise requires the integration of knowledge from various fields, including law, criminalistics, natural sciences, computer technology, and psychology. For example, a digital forensics expert must understand the legal foundations of evidence collection, methods of retrieving and analyzing digital data, and the ethical aspects of the work. The educational program should prepare graduates to perform tasks in various fields, including legal, forensic, technical-criminalistic, and consulting areas. Implementation of this approach can include: – development of joint projects, where students participate in real investigations under the guidance of specialists from different disciplines; – creation of interdisciplinary study groups, in which students from different specialties (lawyers, IT specialists, biologists, etc.) collaborate on forensic cases, simulating real expert group work; – use of digital platforms to access databases, simulate forensic processes, and enable interdisciplinary student interaction. Secondly, a competency-based approach. Educational programs should focus on developing professional competencies, including: – analytical thinking; – problem-solving skills; – teamwork abilities; – oral and written communication skills. Third, an innovative approach. In today’s environment, forensic training is impossible without the use of cutting-edge technologies, such as artificial intelligence, blockchain to ensure the integrity of evidence, as well as modern laboratory tools for DNA analysis, toxicology and digital data. In addition, it is important to undergo appropriate training-internship with an experienced mentor to gain access to the accumulated experience in the field of forensic examination. We also emphasize that active participation in professional organizations on platforms for sharing research results, collaborating on complex cases and solving problems and ethical issues in the forensic examination community, and obtaining training opportunities are important for forensic experts to stay abreast of the latest developments, methods and best practices in their field. The most suitable for the expert system of Ukraine, according to many experts, is the European model of education. It should be noted that in European countries reforms were carried out simultaneously in all spheres of life, including education. Only successful reforms by a country became the basis for becoming a candidate for accession to the European Community. For the training of experts, both general and special criteria were developed, which were reflected in documents on education [22–28]. The developed criteria embodied all the best taken from the activities of various European reformer countries in the field of forensic expertise. Educational reforms in European countries, in turn, began long before the adoption of the Bologna Agreement, ratified on June 19, 1999 in the city of Bologna (Italy), and signed by 29 ministers of education. The document was later called the “Bologna Declaration”. With this act, the participating countries agreed on the general 52 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 2 requirements, criteria and standards of the national higher education system, creating the European Educational and Scientific Space since 2010. Within the framework of this study, for clarity, we will examine the forensic expert training program using the example of the Swiss University L’Université de Lausanne (Fig. 2.1–2.3) [28]. The first degree – Bachelor of Criminology/Forensic Science, is the first step in basic scientific training, which allows you to acquire a methodological, scientific and forensic way of thinking. The bachelor’s degree is valued at 180 ECTS credits and usually lasts 6 semesters. The forensic science education program is a comprehensive, interdisciplinary scientific training program that, in addition to forensic science itself, includes subjects from the natural sciences, such as physics, biology, mathematics and especially chemistry, as well as a significant component from the humanities (criminal law, criminology), medicine (forensic medicine) and engineering (computer science, visualization). The proportion of laboratory work is very high in relation to courses and seminars. To obtain the degree of Bachelor of Forensic Science and Bachelor of Science (BSc) in Forensic Science, it is necessary to be admitted to the University of Lausanne on the basis of their qualifications, in accordance with art. 81 of the RLUL; on the basis of a dossier, in accordance with art. 82b and 82c of the ZZNU and Directive 3.16 of the Executive Board; after a preliminary examination in accordance with art. 82 and 82a of the ZZRP, as well as the Regulation governing the preliminary examination for admission to work in the ESCB, and Directive 3.16 of the Executive Board. The program consists of separate modules (parts). Module 1.1 Sciences de base 46 ECTS Module 1.2 Sciences criminelles 14 ECTS La rêussite de la premiêre parte (Propêdeutique) conditionne r’acces à la seconde partio Seconde partie (120 ECTS) Module 2.1 Enseignements transversaux 41 ECTS Module 2.3 Justice et police 25 ECTS Module 2.2 Enseignements spécialisés 40 ECTS Module 2.4 Enseignements complémentaires en sciences 14 ECTS  Fig. 2.1 The forensic expert training program using the example of the Swiss University L’Université de Lausanne 53 chapter 2. HARMONIZATION OF FORENSIC EXPERT TRAINING WITH CURRENT DEVELOPMENT TRENDS IN UKRAINE AND ABROAD: DETAILED ANALYSIS AND IMPLEMENTATION PROSPECTS CHAPTER 2 The university bachelor’s degree curriculum establishes a list of subjects that must be passed in the 1st series of examinations to obtain 60 ECTS credits (module 1). Students must pass the 1st series of examinations for the bachelor’s degree during the summer and/or autumn session immediately following the relevant academic year. Failure to meet this requirement will be considered an unsatisfactory grade, except in cases of authorized academic leave or force majeure. The 1st year of study aims to lay the theoretical foundations in chemistry, basic sciences and forensics. Curriculum MODULE 1 (60 ECTS) Bachelor’s plan Module 1.1: Fundamental Sciences (46 ECTS) Mathematics I Mathematics II Algorithms and Computational Thinking Python Programming Computation and Networks Experimental Physics I Experimental Physics II Advanced General Chemistry Organic Chemistry Chemistry TP Module 1.2: Forensic Science (14 ECTS) General Forensic Science: Typology of Traces General Forensic Science: Methodology Introduction to Law/Methodology Introduction to Criminology  Fig. 2.2 Module 1 of the forensic expert training program using the example of the Swiss University L’Université de Lausanne In the second module, the program becomes more specialized and focuses more on forensics. The curriculum lists the subjects, included in module 3. The exams of the third series of the Bachelor of Laws lead to 63 ECTS credits. Each discipline is considered completed if the grade received is at least 4 or if the assessment is marked as “pass”. Upon meeting this requirement, the corresponding ECTS credits for that discipline are awarded. The curriculum also requires students to engage in independent research on a given topic. To obtain a Bachelor’s degree in forensic science/criminalistics, students must complete all modules within the maximum duration of study. In cases of unsatisfactory academic performance, ECTS credits are granted only for completed modules. A student who fails to complete the university’s undergraduate program in forensic science is expelled from the program and is no longer eligible for re-enrollment in this course. Upon meeting all academic requirements, the student is awarded a degree titled: Baccalauréat universitaire ès Sciences en science forensique/Bachelor of Science (BSc) in Forensic Science/ Bachelor of Science (BSc) in Criminalistics. 54 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 2 The Master of Science in Forensic Science is a graduate program comprising 120 ECTS credits with an expected duration of four semesters. The primary objective of this master’s program is to enable students to develop, deepen, and expand the knowledge, acquired during their undergraduate studies in forensic science. MODULE 2 (120 ECTS credits) Module 2.1: Interdisciplinary Teaching (41 ECTS credits) Microscopy Forensic Tactics Introduction to Digital Forensics Introduction to Interpretation of Scientific Evidence Crime Scene Investigation Techniques Forensic Practice Independent Work Module 2.2: Specialized Teaching (40 ECTS credits) Papiral Traces Biological Traces Object Traces Detection of Traces of People and Objects Practical Digital Forensics Exploitation of Digital Traces Inorganic Microtraces Fire Investigation Methods Drugs Firearms Technical Document Examination Module 2.3: Justice and Police (25 ECTS credits) Forensic Investigation Criminal Law Special Criminal Law Court Organization and Procedure Forensic Medicine Introduction to Criminological Methods Module 2.4: Additional Science Courses (14 ECTS credits) Probability and Statistics Biochemistry I Structural Analysis Analytical Separation Methods  Fig. 2.3 Module 2 of the forensic expert training program using the example of the Swiss University L’Université de Lausanne This master’s program offers three distinct specializations: – identification: a transdisciplinary curriculum covering key areas of forensic identification, including fingerprint analysis, DNA analysis, biometrics, toolmark examination, firearm examination, and handwriting/signature analysis, with a particular focus on probabilistic methods of interpretation. – forensic chemistry: this specialization aims to study analytical chemistry methods. The program consists of a theoretical component, complemented by practical laboratory work utilizing analytical chemistry techniques and their forensic applications. – digital investigation and identification. 55 chapter 2. HARMONIZATION OF FORENSIC EXPERT TRAINING WITH CURRENT DEVELOPMENT TRENDS IN UKRAINE AND ABROAD: DETAILED ANALYSIS AND IMPLEMENTATION PROSPECTS CHAPTER 2 Students must choose their specialization upon enrollment in the program. Thus, the total number of earned credits amounts to 300 ECTS. For comparison, in Ukraine, the equivalent figures are 13 ECTS and 11 ECTS. In our opinion, there are significant prospects for Ukraine in this field. To align the Ukrainian system with international standards, the following measures should be implemented: – increase practical training: establish forensic training centers and provide access to modern equipment; – enhance international cooperation: conclude agreements with foreign universities to facilitate knowledge exchange; – implement innovations: develop courses integrating artificial intelligence and digital technologies; – improve ethical training: emphasize accountability for forensic examination results. By embracing innovation while maintaining a commitment to scientific rigor and ethical principles, forensic experts can harness the power of modern technologies to enhance the accuracy, efficiency, and reliability of their work, ultimately reinforcing the credibility of forensic science. Conclusion The harmonization of forensic expert training with modern development trends is a strategically important task for ensuring the efficiency of the justice system. An analysis of the experiences of Ukraine and eight leading countries (the USA, Germany, the United Kingdom, France, Canada, Switzerland, Australia, and Poland) highlights several key aspects requiring special attention. Globalization, technological progress, and the intensification of integration processes necessitate a revision of traditional approaches to expert training, prompting the development of new educational models, adapted to contemporary challenges. An analysis of international experience shows that the most effective forensic expert training systems are based on an interdisciplinary approach that combines theoretical knowledge, practical training, and the use of innovative technologies. Integrating practical experience into the educational process through the creation of training laboratories, an increased number of internships in real forensic institutions, and student involvement in real casework-will contribute to the development of professional skills and enhance graduates’ competitiveness in the labor market. Additionally, the implementation of innovative technologies, including artificial intelligence, machine learning, blockchain, 3D modeling, and modern laboratory methods, will ensure high accuracy and objectivity in forensic examinations. International cooperation must function on an ongoing basis. The conclusion of agreements between Ukrainian and foreign universities, the organization of academic exchange programs, and joint research initiatives will facilitate the integration of Ukraine’s forensic expert training system into the global community. 56 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 2 A significant aspect is the adaptation of educational programs to international standards, which involves the introduction of mandatory modules on forensic informatics, cybersecurity, and forensic genomics into the curriculum. This harmonization will enhance the competitiveness of Ukrainian experts on a global scale, opening new opportunities for professional growth and international collaboration. Forensic expert training should encompass not only knowledge of specialized methodologies and procedures but also the development of critical thinking, analytical skills, and the ability to work with large volumes of information. Modern forensic research increasingly relies on big data analysis, requiring experts to effectively use analytical tools, assess the reliability of information, and formulate well-reasoned conclusions. A particularly important issue is professional ethics and the independence of forensic experts. The development of an ethical culture, high standards of professional ethics, and responsibility for forensic conclusions are crucial for strengthening public trust in the justice system. Moreover, interdisciplinarity plays a key role. Expanding educational programs by integrating knowledge from related fields (such as psychology, information technology, and natural sciences) will enable specialists to work effectively in response to modern challenges. Ukraine has already made some progress in this area, particularly in developing educational programs in digital forensics, forensic genomics, and the application of advanced technologies in evidence analysis. However, further modernization is needed, which includes incorporating international experience, expanding funding, and creating conditions for graduates to integrate into the global labor market. Additionally, the possibility of implementing a dual-degree system for forensic experts should be considered, allowing them to receive education simultaneously at Ukrainian and European institutions. This approach will enhance expert qualifications and support their professional development in an international context. Thus, the harmonization of forensic expert training with modern development trends is a multifaceted process that requires the synergy of efforts from the state, academic institutions, educational establishments, and international partners. Only through a systematic approach can Ukraine prepare specialists who meet the highest standards and effectively contribute to the justice system. References 1. Morelato, M., Cadola, L., Bérubé, M., Ribaux, O., Baechler, S. (2023). Forensic intelligence teaching and learning in higher education: An international approach. Forensic Science International, 344, 111575. https://doi.org/10.1016/j.forsciint.2023.111575 2. González-Rodríguez, J. (2017). University of Lincoln Forensic Science Educational Programs (IV) – Europe (Excluding UK and Ireland). Forensic Science Review, 29 (1), 9–11. 57 chapter 2. HARMONIZATION OF FORENSIC EXPERT TRAINING WITH CURRENT DEVELOPMENT TRENDS IN UKRAINE AND ABROAD: DETAILED ANALYSIS AND IMPLEMENTATION PROSPECTS CHAPTER 2 Available at: https://www.researchgate.net/publication/320741259_Forensic_Science_Educational_Programs_IV_-_Europe_Excluding_UK_and_Ireland 3. Grey, S., Beagle, V. (2024). How To Become A Crime Scene Investigator: Job Outlook and Specializations. Forbes. Available at: https://www.forbes.com/advisor/education/law/how-tobecome-a-crime-scene-investigator/ 4. Alekseychuk, V., Starodubov, I. (2022). 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Available at: https://www.prospects.ac.uk/careers-advice/what-can-i-do-with-my-degree/forensic-science 17. Nikolaichuk, T., Solomakha, Y. (2024). Regarding the question of using the opportunities of artifficial intelligence in forensic examination. Interdepartmental scientific-practical collection «Criminalistics and Forensics», 69, 356–364. Available at: https://digest.kndise.gov.ua/ wp-content/uploads/2024/08/vypusk_69-356-364.pdf 18. Fabris, C. P., Rathner, J. A., Fong, A. Y., Sevigny, C. P. (2019). Virtual Reality in Higher Education. International Journal of Innovation in Science and Mathematics Education, 27 (8). https://doi.org/10.30722/ijisme.27.08.006 58 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 2 19. Sathyaprakasan, R., Govindan, P., Alvi, S., Sadath, L., Philip, S., Singh, N. (2021). An Implementation of Blockchain Technology in Forensic Evidence Management. 2021 International Conference on Computational Intelligence and Knowledge Economy (ICCIKE), 208–212. https://doi.org/10.1109/iccike51210.2021.9410791 20. Mustafa, M. M., Kishore, T. C., Krithika, N., Bharathi, L. M. (2024). Forensic Evidence Management Using Blockchain Technology. International Journal of Innovative Science and Research Technology (IJISRT), 268–273. https://doi.org/10.38124/ijisrt/ijisrt24apr354 21. Concannon, D. M. (2024). Is Forensic Science a Good Career? Exploring the Pros and Cons. Available at: https://www.alliant.edu/blog/is-forensic-science-a-good-career 22. Prohramy pidhotovky (stazhuvannia) sudovykh ekspertiv. Available at: https://minjust.gov.ua/ legal_expertise/program_sudexpert 23. Enseignement. L’Université de Lausanne Available at: https://www.unil.ch/esc/fr/home/menuinst/enseignement.html 24. Max Planck Institutes and Experts. Available at: https://www.mpg.de/institutes 25. Cranfield University. Available at: https://www.cranfield.ac.uk/ 26. University of Toronto. Available at: https://www.utoronto.ca/ 27. Université de Lyon. Available at: https://www.universite-lyon.fr/version-anglaise/universite-de-lyon-en-6709.kjsp 28. University of Melbourne. Available at: https://www.unimelb.edu.au/ 29. Polish Police Forensic Laboratory (CLKP). Available at: https://clkp.policja.pl/ 59 CHAPTER 3 CHAPTER 3 DOI: 10.15587/978-617-8360-16-0.CH3 Bohdan Malitskyi, Oleksandr Cherepov, Vasyl Rizak, Mykhailo Rizak © The Author(s) of chapter, 2025. This is an Open Access chapter distributed under the terms of the CC BY license CYBER POLYGON AS A TOOL FOR TRAINING CYBERSECURITY PROFESSIONALS Abstract The continuous escalation of cyber threats and the evolution of attack methods on information systems necessitate the training of highly skilled cybersecurity professionals who can effectively respond to real-world threats. There is a need for training programs that provide students not only with theoretical knowledge but also with practical experience in countering cyberattacks. Cyber polygons serve as a critical tool in preparing professionals, enabling students to develop vulnerability assessment skills and implement defense strategies in an environment that simulates real-world attack and defense scenarios. This study is based on the cyber polygon of the Department of Solid-State Electronics and Information Security, which includes a comprehensive suite of training scenarios covering various aspects of cybersecurity. Three key scenarios are outlined in this work. The first involves web application vulnerability scanning using Qualys, allowing students to learn risk assessment and develop recommendations for enhancing security. The second scenario utilizes Metasploitable 2 as a simulation platform for practicing network attack and defense techniques. The third scenario, developed in collaboration with UnderDefense, involves tasks related to GitLab and Active Directory, where students engage in ethical hacking within a corporate infrastructure. Through the use of the cyber polygon, students gain practical skills in vulnerability detection, risk assessment, and the application of comprehensive protection methods. They also acquire experience in managing Active Directory infrastructure, using LDAP for remote access, analyzing GitLab security, and performing attacks in realistic network environments. Team competitions and work on various scenarios enable students to master both offensive and defensive techniques, including brute forcing, remote code execution (RCE), Server Message Block (SMB), and local privilege escalation (LPE), strengthening their preparedness for careers in cybersecurity. The training scenarios developed on the basis of the department’s cyber polygon provide students with the necessary experience to work in the field of cybersecurity, deepening their understanding of risks and protection methods. The skills acquired enhance their competitiveness in the job market, equipping them to address information system security challenges in contemporary environments. The cyber polygon not only builds professional competencies but also fosters teamwork and strategic thinking, which are critically important for a successful career in cybersecurity. 66 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 3 Before beginning the tasks in this scenario, users need to select a target web application to be tested using Qualys’ automated tools. One option is the specialized website of the SSEIS department, designed to help students practice skills in both attacking and defending, making it an ideal platform for scanning. Additionally, students are encouraged to create their own web applications as scanning targets. This approach allows students to develop their own projects – ranging from a simple landing page to a more complex web application with authentication and a database. Once developed, the web application is hosted on the department’s cloud servers, ensuring accessibility for subsequent scanning with the Qualys system. To start using Qualys, each user must create an account with their institutional email. Qualys provides a free trial that allows for limited testing of applications within a set timeframe, enabling students to scan their own web applications without the need for paid services. After account creation, users proceed to the Web Application Scanning section, where they carry out all primary steps of the task. The main stages of this process include: 1. Creating a web application record in the Qualys system. 2. Configuring scan parameters (“Option Profile”). 3. Performing “Discovery” and “Vulnerability” scans to identify elements of the web application and assess existing vulnerabilities. 4. Generating a comprehensive report based on the vulnerability scan for further analysis. 5. Analyzing the report and formulating recommendations to improve the web application’s security. This approach enables students to experience the full cycle of working with a web application from a cybersecurity perspective: from developing their own product to scanning and analyzing its security using the professional tool Qualys. Qualys provides a detailed approach to creating a web application record, allowing flexible customization of the scanning process. In the first step, users choose whether to create a new record “from scratch” or integrate elements from previously tested web applications. Within this scenario, students use the “clean” record option to familiarize themselves with all the customization features Qualys offers for creating a web application record. Main Record Configuration Stages: 1. Asset Details: in this section, users enter the web application’s name, URL, and attributes to facilitate easy identification of this record among others in the Qualys system. 2. Application Details: this section allows configuration of the web application’s scan structure. Here, users can select specific URLs to scan, define the API type (or leave it unset if not applicable), which is convenient for simple web applications like landing pages. For complex applications, correctly configuring this section helps focus on critical components, optimizing scanning time. 3. Scan Settings: Scan settings can be configured later if needed, but here, users can: add an Option Profile for future scanning; select the type of scanner – external (recommended), internal (for networks), or a scanner appliance; assign a scanner to the record to prevent changes by other users; set a time limit for the scan; add robots.txt and sitemap.xml files; and configure header injections. 67 chapter 3. CYBER POLYGON AS A TOOL FOR TRAINING CYBERSECURITY PROFESSIONALS CHAPTER 3 4. Crawl Settings: defines crawling options for testing scenarios. Integrating Selenium scripts for automated testing actions within the web application allows for personalized scanning scenarios. 5. Redundant Links: excludes unnecessary links from the scan process, which can reduce scan time and focus attention on the critical parts of the application. 6. Authentication: sets authentication parameters such as login credentials. For simple websites, this section may often be optional. 7. Exclusions: selects scan exclusions, allowing users to skip certain vulnerabilities and concentrate on critical areas. 8. Advanced options: additional parameters such as DNS Override and scan forms, which allow for more detailed scan configuration. 9. Malware monitoring: enables malware monitoring, a valuable tool for ongoing security monitoring, especially during the development stage and when testing new updates. These settings allow students to configure the web application record in Qualys to focus the scanner on relevant aspects, avoid redundant actions, and ensure a high level of detail in the scanning process. The next step is to create an Option Profile, which is a set of instructions defining the scanning configuration for the web application in Qualys (Fig. 3.2). The Option Profile includes all the necessary parameters to specify which aspects should be scanned and with what level of intensity. This setup allows the scan process to be tailored to the unique needs of the web application, improving the accuracy of vulnerability detection.  Fig. 3.2 Creating a web application record in the Qualys system 68 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 3 Main configuration elements of Option Profile cover the sections scan parameters and search criteria: 1. Scan Parameters – the main configuration block for setting the scan’s intensity and specific characteristics (Fig. 3.3). It includes several sections: – general settings: in this section, the user selects the types of requests to be sent to the website (GET, POST, GET & POST, or None) and can set the number of unique forms to process, optimizing scan time. Additional settings include the maximum number of links to scan, agents for simulating user access, parameter templates, and the option to ignore common binary files; – crawling options: allows the choice between full or “smart” page scanning. Full scanning covers all page components, whereas “smart” scanning focuses on core elements to optimize time, ignoring less critical parts. For this scenario, full scanning is recommended; – behavior settings: sets a limit on the number of errors after which the scan will automatically stop. For instance, timeouts can be configured for working with slower sites, as well as handling unexpected errors; – performance settings: enables selection of detailed or simplified scanning levels and customization of intensity – from minimal to high – based on the precision and duration requirements of the scan; – bruteforce settings: here, the user specifies whether a bruteforce attack should be conducted on the web application.  Fig. 3.3 Creating an option profile 2. Search Criteria – a section for selecting additional criteria to enhance scan quality: – detection scope: allows selection of the detection type and specifies if additional XSS payloads will be used to check for cross-site scripting vulnerabilities; 69 chapter 3. CYBER POLYGON AS A TOOL FOR TRAINING CYBERSECURITY PROFESSIONALS CHAPTER 3 – sensitive content: specifies the types of sensitive information to which the scanner should pay attention, such as credit card numbers or social security data; – keywords URL search: enables the specification of keywords for URL searches, which can narrow the scan focus and speed up the identification of critical elements. This detailed Option Profile configuration allows students to tailor the scan to the requirements of a specific web application and focus on identifying the most critical vulnerabilities essential for ensuring information security. The next stage is performing Discovery and Vulnerability scans based on the created Option Profile. The Discovery scan is aimed at gathering information about the web application, which can be useful for identifying vulnerabilities (Fig. 3.4). This preliminary scan collects data on the website’s structure, configurations, and characteristics, enhancing the efficiency of the main Vulnerability scan. The Vulnerability scan, in turn, conducts a thorough examination of the web application to uncover potential security risks (Fig. 3.5).  Fig. 3.4 Discovery scan settings Qualys provides detailed scan customization options to enhance efficiency, allowing a focus on specific components of a web application or types of vulnerabilities. These settings include: 1. Scan details: this section allows users to define the main scan details, including its name, criteria for selecting web applications (by name or tags), and the specific web application to scan from the list of available applications. 70 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 3 2. Scan settings: this part includes all critical parameters for the upcoming scan, such as: selecting a previously created Option Profile; setting authentication parameters (if needed); choosing the type of scanner (external, internal, or a scanner appliance); activating DNS Override, setting a time limit for the scan or leaving the option “Do not stop”; and deciding whether to send email notifications upon scan completion. After completing the Discovery scan, a full Vulnerability scan should be run with the same settings as for the Discovery. The results can be viewed in the Qualys web interface or downloaded in a convenient format.  Fig. 3.5 Overview of vulnerabilities found in the report The analysis of results is a key stage in this scenario since the scanning process itself is automated. The ability to interpret a detailed report, highlight main issues, and propose solutions is an essential skill for cybersecurity professionals. This enables them to present scan results to clients in a clear format, pointing out necessary fixes and explaining methods to address vulnerabilities. The report provided by Qualys is technically comprehensive and includes the following elements (Fig. 3.6): 1. The total number of identified vulnerabilities. 2. A breakdown of vulnerabilities by severity. 3. Information on operating systems and active services. 4. Detailed descriptions of each vulnerability, along with remediation recommendations. Based on this technical report, students are tasked with creating a concise summary highlighting key vulnerabilities and proposing remediation measures. This scenario not only familiarizes them with the automated scanning process but also develops their skills in prioritizing risks, linking vulnerabilities to potential business impacts, and distilling essential information. 71 chapter 3. CYBER POLYGON AS A TOOL FOR TRAINING CYBERSECURITY PROFESSIONALS CHAPTER 3 The exercise teaches students to present core insights in a way that is accessible to clients, even those without technical expertise in cybersecurity. This approach helps clients assess the security level of their web application and identify necessary actions to enhance its protection.  Fig. 3.6 Example report of a specific vulnerability 3.3 Red and blue team competitions on the cyber polygon Red and blue team competitions are a crucial component of cybersecurity training, as they simulate real cyber conflicts. In this training format, the red team acts as attackers, emulating the 72 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 3 actions of malicious actors, while the blue team is responsible for defense, responding to attacks, and ensuring system stability. This approach allows students to not only develop both offensive and defensive skills but also gain hands-on experience managing cyber incidents, which is invaluable for their professional growth. The educational goal of this format is for students to learn how to analyze attack tactics and methods, devise their own defense strategies, and respond to threats swiftly. This fosters strategic thinking, enabling students to anticipate potential adversary scenarios and prepare accordingly. Mastering both attack and defense skills provides students with a comprehensive understanding of cybersecurity, helping them assess system weaknesses from both perspectives. Beyond technical skills, red and blue team competitions foster “soft” skills such as teamwork, effective communication, decision-making under pressure, and adaptability to unpredictable situations. Students learn to coordinate their actions to achieve a common objective, which is a vital aspect of working in cybersecurity. The red and blue team competition scenario on the cyber polygon is one of the first developed and involves a direct contest between the attacking (red) and defending (blue) teams. The red team’s task is to gain access to the blue team’s network infrastructure using any available tools, while the blue team learns to analyze traffic, block malicious network actions, and ensure the continuous operation of its systems. This scenario’s environment encompasses all major features of the cyber polygon. The red and blue teams are stationed in separate rooms without direct contact with each other. Each team has access to a specified set of hardware and software. The red team is equipped with ten laptops and a switch connecting all devices into a local network. Their software includes tools like nmap and Metasploit. The blue team has ten computers, two servers, a switch for network connectivity, and a router that links them to the red team’s network. Additionally, the defense team has access to other cyber polygon resources, such as firewalls, servers, and intrusion detection/prevention systems (IPS/IDS). Although these additional tools are not required in the basic scenario, students can configure them to increase security and complicate the task for the opposing team. All operations within the cyber polygon for this scenario are conducted on virtual machines. This ensures isolation from the cyber polygon’s core devices, preventing potential vulnerability issues and facilitating the deployment and reset of systems to their initial state after the competition ends. Virtual machines are deployed using VirtualBox, a popular virtualization software known for its user-friendliness, relative simplicity, and support for major operating systems. Kali Linux is the operating system used for the virtual machines. Kali Linux is a Debian-based Linux distribution specialized in security testing. For ease of use, Kali Linux includes a “Top 10 Security Tools” category, featuring widely-used security tools such as aircrack-ng, burp-suite, hydra, john, maltego, metasploit, nmap, sqlmap, wireshark, and zaproxy. This setup provides quick access to essential tools for various cybersecurity tasks, allowing the red team to efficiently simulate real-world attack scenarios. 73 chapter 3. CYBER POLYGON AS A TOOL FOR TRAINING CYBERSECURITY PROFESSIONALS CHAPTER 3 Kali Linux also provides a comprehensive suite of tools for specialized tasks, including: 1. Reverse Engineering: Tools for debugging programs or analyzing executable files. 2. Stress Testing: Tools for endurance testing of networks, web environments, and VOIP systems. 3. Hardware Hacking: Utilities for working with Android and Arduino devices. 4. Forensics: Digital forensics tools such as Volatility, Autopsy, and Guymager, used for disk imaging, memory analysis, and file examination. The main target of the competition is a server computer, which serves as the core objective in the scenario. The red team’s goal is to gain access to this server, while the blue team must protect it, prevent unauthorized access, and block any attacks. The server runs Metasploitable 2 – a Linux distribution intentionally designed to be vulnerable for testing and demonstration of common security weaknesses. Metasploitable 2 is designed to work with security tools and to provide a practical learning environment for common vulnerabilities (Fig. 3.7). This virtual machine is supported on platforms such as VirtualBox, VMware, and other popular virtualization environments. By default, the network interfaces of Metasploitable 2 are configured to NAT and Host-only, restricting access to external networks. While it is technically possible to install Metasploitable 2 as a primary or auxiliary operating system, this is strongly discouraged due to the numerous intentionally embedded vulnerabilities. The optimal approach is to deploy Metasploitable 2 as a virtual machine in VirtualBox, connected to the primary server of the blue team. All systems in this scenario are designed to function without Internet access, meaning the cyber polygon environment is fully isolated from the department’s main network. This approach allows students to work in a secure setting without concerns over potential consequences from interacting with real networks. The isolation ensures both a safe and convenient work environment as well as the security of the entire infrastructure. The attack team follows several crucial steps to gain access to the target server and analyze its vulnerabilities for potential intrusion: 1. Scanning the Blue Team’s Network: the first task for the red team is to scan the defense team’s network to identify the endpoints, operating systems installed on them, open ports, and services running on each port. Armed with this information, the attack team can determine potential targets and entry points. This task is performed using the nmap utility included in Kali Linux. Nmap (Network Mapper) is a popular and versatile network scanning tool used by cybersecurity professionals to quickly identify active devices, open ports, services, operating systems, and vulnerabilities within a network infrastructure. With Nmap Scripting Engine (NSE) capabilities, it enables not only basic scans but also specialized attacks. Using NSE, the attack team can discover vulnerabilities, exploit services, read service banners, and perform basic security audits. Through these steps, the red team can systematically uncover weaknesses, analyze the defense team’s network, and simulate potential attack paths, enhancing their understanding of penetration testing and cybersecurity tactics in a controlled, isolated environment. 74 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 3 2. Vulnerability identification in discovered services. After identifying the server running Metasploitable 2 and gathering information about open ports, service names, and versions, the attack team proceeds to search for vulnerabilities in one or more of the discovered services. Each team member typically focuses on a different service, with each task directed at exploring specific vulnerabilities within that service. This approach allows the team to leverage the full potential of Metasploitable 2 and gain comprehensive hands-on experience. By dividing tasks among members, the red team can systematically investigate a wide range of services, analyzing each for known vulnerabilities that could be exploited. This targeted exploration provides a holistic view of vulnerability management and penetration testing, enhancing the team’s ability to identify, assess, and exploit potential weaknesses in a real-world simulation environment.  Fig. 3.7 Example of nmap scan results for Metasploitable 2 Metasploitable 2 contains an extensive list of vulnerable services across various ports. For each service, detailed information is available, helping the attack team understand which vulnerabilities can be exploited to gain access to the server. This information serves as a critical guide for targeting specific services and planning effective exploitation strategies (Table 3.1). 75 chapter 3. CYBER POLYGON AS A TOOL FOR TRAINING CYBERSECURITY PROFESSIONALS CHAPTER 3  Table 3.1 Information on Entry Points in Metasploitable 2 Port No. Service Version Exploite 21 FTP (vsftpd) 2.3.4 vsftpd 2.3.4 Backdoor 22 SSH OpenSSH 4.7p1 Debian Debian OpenSSL Predictable RNG 23 Telnet Linux telnetd No direct exploit 25 SMTP (Postfix) Postfix 2.9.6 No direct exploit 53 DNS (Bind) 9.4.2 BIND TSIG Remote DoS 80 HTTP (Apache) 2.2.8 Apache Tomcat Manager Exploit 111 RPCbind 2.0 RPC DCOM Remote Overflow 139 NetBIOS/SMB Samba 3.0.20 Samba Trans2open Overflow 445 SMB Samba 3.0.20 Samba Trans2open Overflow 512 exec BSD rexec Remote Command Execution 512 login Linux login service No direct exploit 513 rlogin BSD rlogin Remote Command Execution 514 shell BSD rsh Remote Command Execution 1099 RMI Registry Java RMI Java RMI Server Insecure 1524 Ingreslock Ingres Database Ingreslock Backdoor 2049 NFS Network File System No direct exploit 2121 FTP (ProFTPD) 1.3.1 ProFTPD 1.3.1 Mod_copy Command Execution 3306 MySQL 5.0.51a MySQL Remote Root Exploit 5432 PostgreSQL 8.3.0 PostgreSQL Pwnage 5900 VNC VNC VNC Authentication Bypass 6000 X11 X11 Server Open X11 Server Exploitation 6667 IRC (UnrealIRCd) UnrealIRCd 3.2.8.1 UnrealIRCd Backdoor Command Execution 8180 HTTP (Tomcat) Apache Tomcat 5.5 Tomcat Manager Application Exploit 3. Exploitation and Persistence of Access. Using the gathered information on vulnerabilities, the attack team deploys appropriate exploits to gain access to Metasploitable 2 (Fig. 3.8). This task typically involves creating a “trace” – a file that logs details such as the port number, service name, version, the exploit used, and the timestamp of the intrusion. If access is gained through a database (such as MySQL or PostgreSQL), the task might include adding an entry to a table that has been pre-created by instructors. 82 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 3 2. Active LLMNR (Link-Local Multicast Name Resolution), which can be used to intercept hostname requests and capture account hashes. Using these vulnerabilities, students learn to gain initial access to hosts, which is an essential step for further escalation. After identifying vulnerabilities, the attack team conducts an SMB protocol attack by exploiting the lack of signing to capture user1 account hashes. This phase teaches students Pass-the-Hash techniques, allowing them to authenticate using captured hashes without knowing the password. The obtained hashes can then be cracked with password recovery tools, providing compromised credentials that grant access to AD. The next step involves executing a Kerberoasting attack, which allows attackers to request Kerberos tickets for privileged accounts (specifically for user2, who is a local administrator on machine1). A Kerberos ticket may contain the account’s hash, which is used for system authentication. This phase helps students learn how to leverage Kerberos to access vulnerable accounts, especially in networks where local administrators are present on different hosts. After obtaining user2’s hash, students use tools to crack the Kerberos hash to retrieve the password for user2, who has administrator rights on machine1. Administrator access allows the attack team to examine the host configuration, modify security settings, and further penetrate the AD internal network. This stage demonstrates the critical importance of properly configuring and securing administrator accounts. At this point, the attack team uses the secretsdump tool to extract sensitive data from machine1, where user2 has administrator rights. With secretsdump, students retrieve account data, including hashes for user3, which can then be used to access machine2 via RDP. This expands the attackers’ control over additional network hosts, providing access to important resources. The final phase involves using LDAPExplorer2.exe to access the LDAP server while intercepting traffic. Once connected, the attack team can query data through the LDAP protocol and set up their own LDAP listener to collect account information. After this, the attackers can log into the Domain Controller (DC) and download the NTDS.DIT file, which contains critical domain account data, including password hashes for all users. This scenario requires various software and tools to create a realistic training environment that mirrors corporate network infrastructure. All components are configured to ensure access control, security monitoring, and environmental isolation, allowing students to safely practice cybersecurity tasks: 1. Windows Server (versions 2016, 2019, or 2022): Windows servers are essential for building an Active Directory (AD) infrastructure, widely used in corporate settings. The choice of version (2016, 2019, or 2022) depends on the training requirements and allows students to become familiar with different AD features and administrative methods, as well as configuring Domain Controllers (DC), managing Group Policies, and setting security parameters. 2. Windows 10 Pro: Windows 10 Pro serves as the operating system for workstations in the internal network. This OS is widely used in corporate environments and provides the necessary 83 chapter 3. CYBER POLYGON AS A TOOL FOR TRAINING CYBERSECURITY PROFESSIONALS CHAPTER 3 functionality to model typical workstations. Windows 10 Pro supports SMB and RDP protocols, and allows for security policy configuration, making it ideal for studying vulnerabilities like SMB and LLMNR. 3. Ubuntu 20.04: an outdated version of Ubuntu 20.04 is used in the scenario, which is vulnerable to privilege escalation exploits (e.g., pwnkit). This OS is installed on the GitLab server and acts as the attack entry point. Ubuntu 20.04 allows students to explore open-source systems, analyze Linux vulnerabilities, and work with services such as SSH and GitLab. 4. LDAPExplorer2.exe: a tool for working with LDAP queries, LDAPExplorer2.exe enables students to query Active Directory, analyze AD structure, retrieve account data, and gather sensitive information. This tool helps students understand LDAP authentication mechanisms and client-server interactions. 5. Wazuh: a security monitoring and incident management system, Wazuh enables log analysis and network activity monitoring (Fig. 3.10). It provides detailed network event information, helping students investigate security logs, detect anomalies, and respond to incidents.  Fig. 3.10 Example of Wazuh Interface To support a realistic and secure learning environment, an isolated network has been created, fully separated from the university or corporate infrastructure. This network isolation ensures safety and allows students to practice complex cyber operations without risking other networks. LLMNR and SMB: the LLMNR (Link-Local Multicast Name Resolution) and SMB protocols are configured for ease of use in training, specifically for demonstrating vulnerabilities associated 84 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 3 with these protocols. LLMNR settings in the network allow for modeling interception attacks, while the absence of SMB signing simulates real corporate networks, which can be vulnerable to SMB attacks. Access control: various access control settings are applied to restrict access and prevent unauthorized actions. These settings help students learn to configure security policies for external threat protection and manage user rights within the network. These software components and network configurations provide a realistic corporate environment simulation, enabling students to practically master key aspects of cybersecurity, from monitoring and log analysis to access configuration and virtual resource management. Skills acquired during the scenario: 1. Vulnerability detection, risk assessment, and defense method development: students learn to identify critical infrastructure vulnerabilities and assess the risks associated with these weaknesses. Developing defense methods includes practicing attack scenarios and preventive actions, providing participants with an in-depth understanding of cybersecurity. This skill is essential for security professionals who need to assess threats and propose solutions to protect systems against potential attacks. 2. Experience in AD management, GitLab protection, and LDAP for remote access: the scenario provides hands-on experience with Active Directory management, a key component of corporate networks. Students learn methods for configuring and securing GitLab, including understanding risks related to repository management. Skills in using LDAP for remote access and conducting LDAP queries give students important knowledge about AD structure and security, helping them secure data in AD environments in the future. 3. Attack and defense skills development, including brute-forcing, RCE, SMB, and LPE practice: participation in the scenario allows students to practice attack skills such as brute-forcing subdomains and virtual hosts, RCE attacks (remote code execution), and attacks on the SMB protocol, which are often left open in corporate environments. Additionally, students gain practical experience in local privilege escalation (LPE) through Linux system vulnerabilities. This comprehensive skill set enables future cybersecurity professionals to understand attack methods and protect systems from such threats. This training scenario is as close as possible to real situations that cybersecurity professionals may encounter in their jobs. Thanks to the scenario structure, students experience the full cycle of attacks and defense – from identifying vulnerabilities to developing a comprehensive defense system. Training in environments that simulate real threats allows them to gain confidence in their technical skills and apply acquired knowledge to protect against current cyber threats. The hands-on experience in ethical hacking and cyber defense gained through this scenario provides students with a deeper understanding of internal processes in corporate networks, helps them avoid critical configuration errors, and effectively protects information that may be targeted in attacks. As a result, they enter the job market with valuable practical skills and the readiness to take on complex cybersecurity tasks. 85 chapter 3. CYBER POLYGON AS A TOOL FOR TRAINING CYBERSECURITY PROFESSIONALS CHAPTER 3 3.5 Results of Cyber polygon Utilization in Education The cyber polygon at the Department of Solid-State Electronics and Information Security is actively used for hands-on training of students at all levels, from freshmen to master’s students. Over its period of use, the range has demonstrated excellent results: students have shown high interest in new types of tasks involving real-world cyber threat modeling and protective measures. Many students provided valuable feedback, which has served as the foundation for further refinement of scenarios and expanded functionality of the cyber polygon, making the learning process more dynamic and aligned with professional challenges. In addition to educational practice, the cyber polygon serves as a platform for preparing student teams for various competitions and professional events in cybersecurity. This environment helps students develop teamwork skills, hone technical abilities, and prepare for ethical hacking competitions, Capture the Flag (CTF) events, and other contests where quick threat response and effective collaboration are essential. Conclusion The cyber polygon at the Department of Solid-State Electronics and Information Security offers a unique training environment that allows students to practice defensive and offensive skills in conditions closely mirroring real corporate networks. Working with the cyber polygon provides students with access to various scenarios and tools, enabling them to develop a well-rounded set of practical skills essential for a modern cybersecurity professional. The first scenario, using Qualys, focuses on developing skills in automated vulnerability scanning for web applications. Students gain experience with one of the leading tools for security assessment, which enables them to identify vulnerabilities, analyze risks, and plan mitigation strategies. Through this scenario, participants enhance their ability to systematically analyze vulnerabilities and create reports with recommendations for security improvement. The second scenario, involving Metasploitable 2, allows students to undertake ethical hacking tasks in a controlled environment. Due to its numerous vulnerabilities, this setting provides students with the opportunity to study attack methods such as port scanning, exploit searches, and server penetration through known vulnerabilities. Practicing these techniques gives students insight into real attack vectors and effective defensive measures. The third scenario, developed in collaboration with UnderDefense, includes work with GitLab, Active Directory, and Ubuntu. Students start with the external perimeter, conducting attacks on an Ubuntu server with GitLab, and progress to a complex internal network with Active Directory, where they encounter realistic tasks aimed at breaching AD through vulnerabilities such as the absence of SMB signing and Kerberoasting attacks. This scenario offers in-depth training in network management and protection of critical corporate infrastructure components. 86 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 3 Through these three scenarios, the cyber polygon provides participants with comprehensive training in cybersecurity, covering both offensive and defensive aspects. Students learn to identify vulnerabilities, develop effective measures for cyber threat protection, and work with modern cybersecurity tools. The experience gained prepares them to begin their professional careers with confidence and contributes to an overall increase in cybersecurity standards in society. Acknowledgments The authors extend their sincere gratitude to UnderDefense for their substantial support and productive collaboration in developing training scenarios for the cyber polygon at the Department of Solid-State Electronics and Information Security, Uzhhorod National University. Thanks to their professionalism, expert knowledge, and active involvement, we were able to create innovative practical tasks that greatly enhance the quality of cybersecurity education for students. We look forward to continued collaboration, which will further contribute to the development of students’ practical skills and prepare them for work in the modern cyberspace. References 1. Dovhan, O. D., Hulak, H. M., Hryn, A. K., Melnyk, S. V. (2012). Metodolohiia zakhystu informatsii. Kyiv: Naukovo-vydavnychyi tsentr Natsionalnoi akademii Sluzhby bezpeky Ukrainy, 184. 2. Buriachok, V. L., Toliupa, S. V., Anosov, A. O., Kozachok, V. A., Lukova-Chuiko, N. V. (2015). 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Stratehichna bezpeka systemy “obiekt – informatsiina tekhnolohiia”. Lviv: Lvivska politekhnika, 260. 87 chapter 3. CYBER POLYGON AS A TOOL FOR TRAINING CYBERSECURITY PROFESSIONALS CHAPTER 3 11. Hrebeniuk, A. M., Rybalchenko, L. V. (2020). Osnovy upravlinnia informatsiinoiu bezpekoiu. Dnipro: Dnipropetrovskyi derzhavnyi universytet vnutrishnikh sprav, 144. 12. Prysiazhniuk, M. M., Farmahei, O. I., Chekhovska, M. M. et al.; Ostroukhov, V. V. (Ed.) (2021). Informatsiina bezpeka. Kyiv: Vydavnytstvo Lira-K, 412. 13. Ostapov, S. Ye., Yevseiev, S. P., Korol, O. H. (2021). Tekhnolohii zakhystu informatsii. Lviv: Novyi Svit–2000, 678. 14. Kohut, Yu. (2021). Kiberbezpeka ta ryzyky tsyfrovoi transformatsii kompanii. Kyiv: Konsaltynhova kompaniia Sidkon, 372. 15. Korobeinikova, T. I., Zakharchenko, S. M. (2021). Tekhnolohii zakhystu lokalnykh merezh na osnovi obladnannia CISCO. Lviv: Lvivska politekhnika, 232. 16. Kohut, Yu. (2021). Kiberteroryzm. Istoriia, tsili, obiekty. 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Available at: https://docs.rapid7.com/metasploit/metasploitable-2/ 88 CHAPTER 4 CHAPTER 4 DOI: 10.15587/978-617-8360-16-0.CH4 Nataliia Sas, Francisco de Assis Gaspar Neto, Kateryna Yuryeva Svitlana Gazarian, Lesia Petrenko, Kateryna Slinkol © The Author(s) of chapter, 2025. This is an Open Access chapter distributed under the terms of the CC BY license COMBINATION OF THE METHOD OF THEORETICAL GENERALIZATION, BIOGRAPHICAL METHOD AND SURVEY METHOD IN RESEARCHING SUSCEPTIBILITY TO THE NEW Abstract The study gradually reveals the methodology for studying the phenomenon of susceptibility to the new, which is an important component of a person’s cognitive-emotional and personal development. Within the framework of the three-year research cycle, an interdisciplinary approach was applied, which combines the methods of theoretical generalization, the biographical method and the survey method. At the first stage, the classification features of susceptibility to the new were outlined using theoretical generalization, which allowed the author to formulate the concept of the phenomenon. The second stage involved the use of the biographical method for the empirical analysis of the life stories of prominent personalities, such as A. Fleming, V. Roentgen, I. Duncan, F. Haber, H. Ford, S. Jobs. These examples illustrate different types of susceptibility to the new: from involuntary to voluntary, from sensory to cognitive-emotional. The biographical method has proven its validity and effectiveness in studying deep personality characteristics, such as sensitivity to change, ability to innovative thinking, intuition, emotional involvement in the creative process. Particular attention is paid to the accumulation of external and internal impulses, which are transformed into active deeds and new ideas. At the third stage, a survey was conducted, the results of which supplemented and expanded theoretical generalizations. The developed questionnaire contained five questions, formed in accordance with the author’s concept, and was combined with a formalized interview. As a result, the key features of individuals susceptible to the new were identified: openness to experience, insight, curiosity, readiness for interaction, sensitivity to change, emotional flexibility, ability for global cooperation, critical thinking, empathy. The survey results allowed us to carry out a content analysis of definitions related to the phenomenon of susceptibility to the new, to identify typical combinations of traits and classification features, which allows us to speak about the uniqueness of each individual. The study outlines the prospects for further scientific research, in particular, the study of correlations between key factors, the development of diagnostic tools and the compilation of a classification index. The data obtained contribute not only to a deeper theoretical understanding of the phenomenon under study, 89 chapter 4. COMBINATION OF THE METHOD OF THEORETICAL GENERALIZATION, BIOGRAPHICAL METHOD AND SURVEY METHOD IN RESEARCHING SUSCEPTIBILITY TO THE NEW CHAPTER 4 but also open up new opportunities for its practical application in the field of education, psychology, innovation management and personal development. KEYWORDS Susceptibility to the new, innovative thinking, interdisciplinary approach, theoretical generalization, biographical method, survey method, classification, creativity, cognitive-emotional processes, personal development. Education, which is aimed at fulfilling the strategic tasks of economic development, is determined, on the one hand, by the achievements of fundamental sciences, on the other hand, by the development of production. In the context of the chosen topic, in our opinion, such documents as the “National Doctrine for the Development of Education of Ukraine in the 21st Century”, the policy brief “Industry 5.0: A Transformative Vision for Europe” are important. “National Doctrine for the Development of Education of Ukraine in the 21st Century”, formulating the goal (creating conditions for the development, self-affirmation and self-realization of the individual throughout life), specifies it in the task – establishing a strategy for accelerated, anticipatory, innovative development of education and science [1]. Among the main features of Industry 5.0, a human-centric approach and individually tailored regulatory changes regarding achieving the level of compliance are highlighted [2]. The slogan used is “there can be no Industry 5.0 without a 5.0 government!” (section “Governance 5.0”) regarding the specified topic can be as follows “Industry 5.0 must correspond to education 5.0.” (both at the level of educational process management, and the actual management and technologies of teaching and learning). At the same time, according to the State Employment Center, the labor market in Ukraine is faced with an acute shortage of labor, workers in various industries and different levels of education [3]. In a speech by the Deputy Minister of Economy of Ukraine Tetyana Berezhna at the Kyiv International Economic Forum 2024, it was noted that according to the International Labor Organization, Ukraine needs to attract 8.6 million additional workers, and according to a study by the Ministry of Economy, 4.5 million people are needed. Among the ways to overcome this are the creation of an inclusive labor market (which will return people who have left), investing in labor productivity (including the creation of more programs that will help Ukrainians be more competitive in the labor market) [4]. The above outlines new requirements for subjects of professional and innovative activity (at the same time, for professional training): the ability to promptly update specific knowledge, skills and abilities to ensure the multifunctionality of existing personnel; the ability to form new models of social behavior, construct a personal system of values and identification structures. The mechanism for creating a new identity (collective and individual) is susceptibility to the new. Its explication through the interpretation of the traditional and updated, constant and changing, social and 90 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 4 personal components of social progress, professional adaptation and activity in a competitive environment involves new aspects in general philosophical and psychological and pedagogical dimensions. Educational institutions, methods, technologies should become a factor in successfully solving the problem of promoting the identification and stimulation of the development of susceptibility to the new. In this regard, the idea of professional education as a continuous process of promoting the identification and stimulation of the development of susceptibility to the new, the ability to mental, behavioral, emotional new formations is radically changing. The above-mentioned updates the generalization and presentation of the author’s experience in using the potential of an interdisciplinary approach and combining various methods in the study of susceptibility to the new (theoretical generalization method, biographical method and survey method). 4.1 Characteristics of research methods Since the study lasts several years, most intensively in 2022–2025, we can note the sequence and phased application of the theoretical generalization method (2022–2023, first stage), the biographical method (2023–2024, second stage), the survey method (2024–2025, third stage). At the first stage, we used the understanding and opportunities, provided by the interdisciplinary approach, disclosed by A. Kolot [5]. The generalized results of the first stage of the study are presented in the original publication by N. Sas [6]. During the second stage, the author used the understanding of the biographical method of N. Denzin [7]. The main results and generalizations are presented in the author’s work [8]. At this stage, a thematic analysis of the survey results is carried out. [9] are publications, in which this is presented Susceptibility to the new is a rather complex, multifaceted and multi-vector phenomenon, the study of which allows using the potential of an interdisciplinary approach and complementary methods: the method of theoretical generalization, the biographical method and the survey method. Scientific and theoretical generalizations at the first stage of the study (2022–2023) were carried out on the basis of an interdisciplinary approach. The author supports the understanding of interdisciplinarity as a scientific and pedagogical innovation that generates the ability to see, recognize, perceive what is inaccessible within the framework of a separate science (discipline) with its specific, narrowly focused object, subject and research methods [5]. The interdisciplinary approach helps to overcome the narrowness of the pedagogical view and enrich pedagogical science with the achievements of modern economic, sociological, philosophical, psychological sciences regarding a specific topic. By applying the achievements of other sciences related to a specific topic, the integration of the latter is achieved at the level of constructing interdisciplinary objects, subjects, the processing of which allows obtaining new scientific knowledge (in our case, regarding susceptibility to the new). In the process of scientific research, the scientific achievements in philosophy, sociology, economics, psychology, pedagogy were analyzed regarding the relevance, objective necessity and 91 chapter 4. COMBINATION OF THE METHOD OF THEORETICAL GENERALIZATION, BIOGRAPHICAL METHOD AND SURVEY METHOD IN RESEARCHING SUSCEPTIBILITY TO THE NEW CHAPTER 4 possibility of targeted influence on the development of susceptibility to the new of an individual, group, organization (institution, establishment). A relatively small number of works on susceptibility to the new motivated the expediency of a comprehensive understanding of the materials, devoted to this problem. In particular, the sources, used during the scientific research and to which there are references in generalizing publications (all types of publications: monographs, articles, abstracts of scientific works, conference materials, results of examinations, interviews with practitioners), were studied [6]. The use of the biographical method at the second stage (2023–2024) of the study is due, firstly, to the lack of experimental and test methods for studying such a deep process as susceptibility to the new; secondly, the susceptibility to the new of outstanding personalities (the peculiarities of its manifestation in various forms) has a clearly expressed character, does not cause doubt, and ensures the representativeness of the data obtained; as those that meet the specified requirements and objectives of the study, the following were selected: autobiographies by I. Duncan “My Life” and H. Ford “My Life, My Achievements”, biographical works by A. Maurois “The Life of Alexander Fleming”, D. Stolzenberg “Fritz Haber: Chemist, Nobel Prize Winner, German, Jew: Biography”, K. Benek “William Conrad Roentgen”, V. Isaacson “Steve Jobs. We used the definition of the biographical method as the method of “life stories”, “vita” (according to N. Denzin) [7]. All available information was taken into account (records of their autobiographical works, speeches, interviews, etc.). In particular, the autobiographies of Isadora Duncan “My Life” and Henry Ford “My Life, My Achievements” do not simply describe the life path of I. Duncan and H. Ford. Each author focuses on the unique aspects of his or her life, on a subjective, personal approach to describing the history of his/her life’s work (“free” dance of Isadora Duncan and “self-moving cart” of Henry Ford).The analysis of the subjective anamnesis of the own life by I. Duncan and H. Ford convinces that the authors have a rather complex structure of subjective experience and are able to separate their own “image of the Self” from the image of the surrounding world, are able to “perceive themselves as an active subject of their own life history, different from the social world.” All together gives reason for the appropriate conclusions on the research topic. Biographical works by A. Maurois “The Life of Alexander Fleming”, D. Stolzenberg “Fritz Haber: Chemist, Nobel Prize Winner, German, Jew: Biography”, K. Benek “William Conrad Roentgen”, V. Isaacson “Steve Jobs. The biography of the Founder of Apple” are written on the basis of memoirs and interviews of family members, contemporaries about A. Fleming, F. Haber, V. Roentgen, S. Jobs. They recreate a historical, time-expanded perspective of events. The specified sources are used for analysis in the study of a specific issue as those that meet the specified requirements and objectives of the study. In the third phase (2024–2025), the study uses methods to collect non-numerical data, such as personal experiences, attitudes, and behaviors. The study is flexible and open-ended and does not have a predetermined hypothesis, which allows the researcher to collect qualitative and quantitative data, explore different perspectives, and identify potential patterns or themes that can guide further research. 98 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 4 design (which was inexpensive and easy to use). This vision later became a core requirement for Apple products. This was embodied in the first Macintosh and later, in the iPod. The very area where the Jobs family lived was saturated with the spirit of invention and entrepreneurship, “...differed from thousands of others across America in that even the losers were, as a rule, engineers.” In favor of creating an environment that would contribute to the development of the talent of S. Jobs and other young people, the idea of Frederick Terman, dean of the engineering department of Stanford University, was implemented – the creation of an industrial park with an area of 280 hectares on the territory of the university, so that private companies could commercialize the ideas of his students. The first tenant was the company Varian Associates, where Clara Jobs worked. According to S. Jobs himself, the implementation of Terman’s idea did more than anything else for the development of the techno-industry here. V. Isaacson, adhering to the principle of objectivity, cites the memories of S. Jobs’s friends and acquaintances (and Jobs about them), who draw attention to the influence of peers on Steve. The most impressive thing was meeting Steve Wozniak: “Woz was the first person in my life who knew more about electronics than I did. I liked him right away. I looked a little older than my age, and he looked the opposite, so we were like peers.” That partnership led them to another, more successful joint adventure. Wozniak came to the same conclusion: “It gave us the opportunity to feel what we were capable of with my engineering skills and his perspective.” Wozniak would be a quiet wizard who would be happy to share his next brilliant invention, and Jobs would figure out how to make it as convenient as possible, pack everything nicely, find buyers and earn a few bucks on it. In addition to Wozniak, according to Steve Jobs, his friends inspired him to engage in spiritual practices and develop successful behavior skills. F. Haber, H. Ford, S. Jobs influenced the formation of the world, in which we live today. According to the environment of the selected information, we distinguish susceptibility to external and internal information. In particular, for a closed model of the innovation process, susceptibility to internal information is important, capable of solving all problems related to the innovation process within the enterprise, organization, institution. For example, 25 research centers belong to Medtronic (USA), where 45,000 employees produce innovations [18]. If we extrapolate certain provisions of nanotechnology to the indicated issue (“nano” means one billionth (10-9) of something) and take into account that there are more than eight billion people on the globe, we can conclude that each person is a potential carrier of a proposal that will change the work being performed, the technological process, etc. for the better. The combination of such nano-proposals can cause a cumulative effect and lead to significant changes. In the context of the theory of open innovation, susceptibility to external information, receiving valuable proposals from partners, end consumers, constructive cooperation with competitors becomes important. According to H. Chesbrough, open innovations are “valuable ideas that can come from both the company itself and from outside and can be provided on the market as a result of both the actions of the company itself and other structures” [19]. 99 chapter 4. COMBINATION OF THE METHOD OF THEORETICAL GENERALIZATION, BIOGRAPHICAL METHOD AND SURVEY METHOD IN RESEARCHING SUSCEPTIBILITY TO THE NEW CHAPTER 4 By the number of people involved, we distinguish individual, group (innovation, project group), collective (enterprise, organization, institution) susceptibility to the new. Separate attention is paid to the susceptibility to the new of management entities, which, accordingly, makes it possible to distinguish by hierarchical level the management entity (head of the structural component of the enterprise, organization, institution; head of the enterprise, organization, institution; government body of the country; region; industry) that exerts one or another influence on the economic policy of the management objects. 4.3 Thematic analysis of experts’ perceptions of individual components of susceptibility to the new, characteristics of individuals susceptible to the new, their level differentiation The purpose of the survey is to identify information and perceptions of respondents regarding individual components of susceptibility to the new, characteristics of individuals susceptible to the new, their level differentiation, and to determine the most stable ones for further in-depth development. Five questions were formed: 1. Read the text, answer the question: “Nano” means one billionth (10-9) of something. Nanotechnologies predict that a change at the level of individual particles will lead to a change in the whole (for example, the qualities of materials, substances). Given the number of people living on the globe (more than eight billion), each person can contribute an idea that will change any group, organization, or institution for the better. Other things being equal, what feature distinguishes those who are able to do this? The question is aimed at identifying the respondents’ opinions regarding the components of susceptibility to the new. The analysis of the answers shows that the respondents named the following components of susceptibility to the new: openness (3 individuals), insight, curiosity, readiness (for example, to communicate), sensitivity one person each. The remaining answers, although not close to understanding susceptibility to the new, nevertheless concerned the conditions and ways of developing susceptibility to the new; personality traits that are important for putting forward an idea and during its implementation; stages of implementing an idea. The results obtained were critically evaluated and compared with previously obtained data based on the biographical method [8], alternative explanations and interpretations were considered. A content analysis of the definitions of susceptibility to the new, openness, insight, curiosity, readiness, sensitivity was carried out. In particular, susceptibility to the new is defined as the ability of a person to perceive signs of the new (future) and be guided by the formed idea (consciously or unconsciously) in their practical activities. Susceptibility to the new is the degree of relative advance of an individual over other members of his/her social system in the perception of new ideas, phenomena, discoveries that will determine the future [6]. 100 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 4 In the context of our study, the definition of openness is understood as the ability to select information, ideas, impulses of the new (even unconscious ones). The openness factor reflects the motivation to explore the world around us in various ways, the complexity and flexibility of processing information of different types [20]. Within the openness factor, scientists distinguish six subscales [21], namely: openness to aesthetics; openness to activity; openness to fantasy; openness to feelings; openness to ideas; openness to values. In our opinion, these can be directions of information selection within the framework of susceptibility to the new. In particular, this is confirmed by the results of the author’s scientific research using the biographical method in the study of susceptibility to the new [8]. Insight is interpreted through the ability of a person to notice, understand and predict the development of events, situations, processes and phenomena in real life conditions. In turn, the ability to notice means to feel, perceive, pay attention, see the insignificant, any trifle, hidden. On the one hand, insight is associated with foresight, intuition, competence and life wisdom, on the other hand, there is also childish insight – the acquisition of a pure soul and mind, an impartial attitude towards something and the ability to consider a problem from different points of view. Curiosity, interest – is a quality, associated with inquisitive thinking, such as research and learning, motivated by a desire to obtain information [22], which comes from a passion or thirst for knowledge, information and understanding. The definition of readiness to accept change is used along with the concepts of mental flexibility and neuroplasticity, meaning freedom of thought from biased assumptions and stereotyped ways of solving, the ability to find new solutions when changing the environment and task conditions. Readiness to accept change (mental flexibility, neuroplasticity) can relate to cognitive skills, memory, thinking, muscle memory, associated with motor skills. Sensitivity – one of the main functions of the nervous system, which consists in the ability of the body to perceive with receptors and be aware of irritation from the environment and internal organs. That is, the concept of sensitivity is a component of the broader concept of reception, which, in addition to conscious information, also includes information from the autonomic nervous system. Each type of sensitivity is responsible for a separate analyzer, which consists of receptors, pathways and the corresponding area of the cerebral cortex. External analyzers (exteroceptive) include: visual analyzer, auditory analyzer, olfactory analyzer, taste analyzer, tactile analyzer; internal (interoceptive): motor analyzer. The above definitions of the categories of susceptibility to new things, openness, insight, curiosity, readiness, sensitivity allow us to conclude that sensitivity cannot be a characteristic of susceptibility to new things. It is likely that sensitivity is the biological basis of openness, insight, curiosity, readiness. 2. Read the text, answer the questions: Huawei (China) research centers are located in Russia, China, India, the USA, France, Germany and other countries. Huawei has more than 65,000 employees, engaged in innovation, research and development. They are involved in different countries, in different factories and laboratories. What trait can be considered characteristic of all these people? 101 chapter 4. COMBINATION OF THE METHOD OF THEORETICAL GENERALIZATION, BIOGRAPHICAL METHOD AND SURVEY METHOD IN RESEARCHING SUSCEPTIBILITY TO THE NEW CHAPTER 4 The second of the five questions (according to the indicated topic) is aimed at revealing the respondents’ opinion regarding the traits of a person susceptible to new things? We grouped the respondents’ answers by similarity and complementarity: – self-worth, motivation, responsibility; – empathy, resilience, enthusiasm, courage of mind, ability to generate creative ideas, flexibility in solving problems; – education (its level, versatility of knowledge, openness to mastering different knowledge, using it to develop one’s own ideas); – not believing in limitations, looking for answers; – the ability for global cooperation (cultural adaptability; ability to adapt and work effectively in diverse cultural environments; effective communication; ability to work together in geographically distributed teams). The methods of theoretical generalization, the survey method, and the biographical method were used as complementary methods. In particular, based on theoretical generalizations (works by N. Taleb, V. Pekar, I. Prigozhin, H. Hacken, etc.), the author identified the following features of a personality susceptible to the new: – an active attitude towards the future, involving the “future factor”; – a critical attitude towards the past, which “takes” with it everything that contributes to overcoming the crisis and further development; – flexibility and mobility, willingness to take risks; – the ability to self-organize; – the ability to change in response to external challenges [6]. The identified groups of characteristics were confirmed to some extent by examples of biographical information about S. Jobs (according to V. Isaacson “Steve Jobs. Biography of the founder of Apple”) and H. Ford (according to H. Ford “My life, my achievements”). In particular, the respondents’ opinions on the importance of self-worth, motivation, and responsibility (not only towards colleagues, but also towards future generations) are illustrated by the following examples. “Steve’s most important goal was ... to create a company that would be so saturated with innovative creativity that it would outlive its founder.” According to H. Ford, the goal of business is to transform the world into a source of joy. Another important goal, even the duty of every person, is to take care of the well-being of the country. Confirmation of the importance of the following group of distinguished characteristics of people susceptible to the new (empathy, resilience, enthusiasm, courage of mind, ability to generate creative ideas, flexibility in solving problems) is found in numerous testimonies of S. Jobs’s employees. For example, Debbie Coleman recalls that Steve Jobs always stood up for what he believed in and respected colleagues who held such a position. According to H. Ford, there is no such idea that would be good only because it is old, or bad because it is new. Ideas themselves are valuable, but each of them, in the end, is just an idea. It is important to be able to implement it practically. 102 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 4 One of the groups of traits characteristic of people who are susceptible to the new includes education (high level of education/training; different (versatile) knowledge; openness to learning knowledge, obtained in other countries, and using it to develop their own ideas). The analysis of the biography of S. Jobs shows that he studied at a higher education institution for two years and then stopped studying. Instead, he gained knowledge non-formally and informally. He attended individual courses that interested him as a free visitor (for example, he studied fonts), visited a club of like-minded people, communicated with people with common interests (for example, with Steve Wozniak, etc.). The biography notes that Steve Jobs was a hippie-anti-materialist; he was an adherent of Zen philosophy and made a pilgrimage to India, and later decided that his calling was to create a business. However, these contradictory concepts were intertwined rather than creating an internal conflict. Steve himself recalled: As a child, I considered myself a humanitarian, but I liked working with electronics. Then I read that one of my heroes, Edwin Land from Polaroid, spoke about the importance of people who could stand with one foot in the humanities and the other in the exact sciences. So I decided that this is what I wanted to do. As S. Jobs’ biography shows, he did not receive higher specialized education (for example, in the field of computer science and modeling of personal computers). Instead, his susceptibility to the new (in particular, in the field of electronics) found its confirmation in the circle of those like him; the development of knowledge, skills and abilities occurred through “mutual infection”. S. Jobs is characterized by obtaining important skills and abilities for him (leadership, the ability to present oneself, influence people, entrepreneurship, etc.) by imitating people, known to him (father, friends, etc.). Later, he attracted the best, in his opinion, engineers, designers, marketers, etc. to his work. The conclusion of V. Isaacson (author of biographies of S. Jobs, B. Franklin and A. Einstein) who was particularly interested in the creativity that arises when inclinations to the humanities and exact sciences are combined in one strong personality is worth attention. He believed that this (the combination of inclinations to the humanities and exact sciences) would be the key to creating an innovative economy in the twenty-first century. In search of answers to questions related to the functionality and appearance of future personal computers, S. Jobs, together with his colleagues, visited various exhibitions (for example, the Louis Tiffany glass exhibition at the Metropolitan Museum of Art in Manhattan), conferences (for example, the international design conference in Aspen in 1981), which were sources of inspiration. In our opinion, it is interesting to single out such a feature as “not believing in limitations, looking for answers”. Steve Jobs’ interest in Eastern spirituality, Hinduism, Zen Buddhism and his search for enlightenment led him to believe that the true understanding of things is intuitive. He inspired others with his own intuitive vision of things (desired characteristics of future PCs), thus achieving the impossible. Atkinson (one of S. Jobs’ colleagues) said, “I believed in the power of naivety. Since I didn’t know exactly how to do it, I was able to do it. It was like self-programming,” said Debbie Coleman. “You do the impossible because you don’t realize it’s impossible.” 103 chapter 4. COMBINATION OF THE METHOD OF THEORETICAL GENERALIZATION, BIOGRAPHICAL METHOD AND SURVEY METHOD IN RESEARCHING SUSCEPTIBILITY TO THE NEW CHAPTER 4 In contrast to S. Jobs, H. Ford used logical conclusions and principles in his work. One of the principles was: “Do not be afraid of the future and do not bow to the past… Failures are only an excuse to start all over again and act more wisely. The past is useful only when it shows us the ways and means of development.” The respondents identified such an important characteristic for international teams (for example, Huawei (China)) as the ability to global cooperation (cultural adaptability, the ability to adapt and work effectively in various cultural environments; effective communication; the ability to work together in geographically distributed teams). This feature is also becoming important for Ukrainians. 3. Read the text, answer the question: In marketing, the following groups of customers are distinguished by their susceptibility to new types of goods and services: innovators – risk-averse, they try out new products, taking a little risk; early followers – opinion leaders in their environment, they accept new ideas quite early, although with caution; early majority – people are cautious, they accept innovations earlier than the average person, but they are rarely leaders; late majority – people who are skeptical: they accept a novelty only after the majority has already tried it; laggards – people, bound by traditions, they are suspicious of changes, communicate with other supporters of traditions and accept a novelty only because it has already become a tradition to some extent. What other characteristics can distinguish susceptibility to the new? The third of five questions (according to the indicated topic) is aimed at identifying the respondents’ opinions regarding the signs of level differentiation of people susceptible to the new? The most obvious factors of differentiation of people susceptible to the new (which was confirmed by the results of the analysis of the responses of the survey participants) are the following: age, educational level, financial capacity, social group, religious and spiritual beliefs. Since the differentiation of society (in sociology – stratification, in marketing – segmentation) occurs according to the indicated factors, it is logical to predict a similar differentiation among people susceptible to the new. Along with the obviousness, each of the above factors requires a separate study regarding internal differentiation, confirmation by examples, etc. And, thus, is a prospect for further scientific explorations. While studying the biographies of prominent personalities whose susceptibility to the new is beyond doubt, I noticed ways of accumulating external/internal sensations, impulses, information and transferring them into an active (consciously or unconsciously) state (“method of releasing creative energy”, “continuous concentration”, “intuition, search for inspiration and examples”, “systemic improvement”). Rahul Jandial, a famous neurosurgeon, author of the book “Neurofitness. Recommendations of a neurosurgeon for improving brain function”, describes his “method of releasing creative energy” as follows. My method of generating ideas grew out of an old habit of surgical planning. If the next day I have a particularly difficult operation, in the evening I meticulously study the patient’s brain scans and the tumor that has settled in them, and when I fall asleep, I scroll through all this again in my head, mentally rotate the neoplasm in all projections, visualize the dangerous zones adjacent 104 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 4 to it. In the morning, I definitely take a few minutes to look at the scans, clarify the shape and position of the tumor contours. In the course of and to develop this approach, I read articles two evenings a week before going to bed that are directly or indirectly related to the experiment I am working on. Thus, scrolling through the data and conclusions, obtained by others, in my head, while my brain continues to search for answers to its own scientific and practical questions, I discover new connections between what has already been established and the interesting, and sometimes too bold, conclusions that we have reached in the laboratory. Incidentally, such mental wanderings in the borderland between sleep and wakefulness have proven fruitful. It is quite possible that at the moment of falling asleep (in neurobiology this intermediate state is called hypnagogic) and during the slow transition back to wakefulness (hypnopompic state) portals to the subconscious open for a moment in our consciousness to snatch a creative insight [23]. Bill Gates (co-founder of Microsoft, who played a decisive role in the popularization of computers and the Internet), has repeatedly emphasized throughout his career that the habit of reading and self-isolation became the driving force behind his achievements. B. Gates called his method “continuous concentration”. In the 1990s, he spent every year “Week of Reflection” – he secluded himself in an isolated hut in the desert with a pile of books and technical documentation. During this time, he did not check his e-mail and focused on reading, thinking and writing down the ideas that arose. According to Gates, it was these periods of deep concentration that allowed him to create large-scale ideas, including the development of the Internet Explorer browser [24]. Steve Jobs’ interest in Eastern spirituality, Hinduism, Zen Buddhism and his search for enlightenment led him to believe that the true understanding of things is intuitive. “Intuition is a very powerful thing, it is, in my opinion, stronger than intelligence. Understanding this had a great influence on my approach to work,” S. Jobs testified. He inspired others with his own intuitive vision of things (desired characteristics of future PCs), thus achieving the impossible. It was like self-programming, – recalled Debbie Coleman – You do the impossible because you do not realize that it is impossible [17]. H. Ford’s method is called “systemic improvement”. This is how H. Ford describes his method in the book “My Life, My Achievements”. We must start from the product itself. First, you need to understand whether it is really as good as it should be, that is, whether the product fully meets its purpose. Then – whether the best materials or the most expensive are used for its production. Can its design be simplified and its weight reduced? And thus bring the product to perfection. Production must start from the product itself – technology, management, sales and financing are adapted to it. This is how the company hones its capabilities and ultimately wins over time. Forced release of a product without proper confidence in it is the hidden cause of many, many disasters. It took twelve years before the Model T, which is popular today, began to suit me in every way. Until we had finally completed its development, we did not even try to start its production. But later 105 chapter 4. COMBINATION OF THE METHOD OF THEORETICAL GENERALIZATION, BIOGRAPHICAL METHOD AND SURVEY METHOD IN RESEARCHING SUSCEPTIBILITY TO THE NEW CHAPTER 4 this model did not undergo any significant changes. I do not miss a single good idea, but I try not to decide right away whether it is good or not. If the idea is really worth it or opens up new possibilities, I am for testing it. But from testing to change is a long way. When most manufacturers are willing to change the product, we change the production methods [16]. As for level differentiation, the most common in pedagogical research is a three-level one, according to the level of quality (low level, medium level, high level). In marketing, a five-level differentiation of customers is used according to their susceptibility to new types of goods and services: innovators; early followers; early majority; late majority; laggards. By the number of people who were covered by the proposed innovation: from personal, unique, unrepeatable, (for example, artistic performance of dance, painting, etc.) to mass application (for example, a personal computer). By the level of recognition: geniuses of the first kind are those who are recognized during life; geniuses of the second kind are those who are recognized after death; geniuses of the third kind are those who can be recognized in a more or less distant future. The use of theoretical generalization, survey and biographical methods as complementary methods has enriched the author’s idea of the differentiation of individuals susceptible to the new. We consider research on the internal differentiation of each factor, the development of diagnostic tools, to be promising. 4. Read the text, answer the questions: A. Fleming discovered penicillin (which saved and still saves the lives and health of a large number of people); V. Roentgen discovered X-rays or X-Rays; I. Duncan is known for his innovative “free” dance, which is based on own sensations, caused by music; F. Haber is known for his contribution to the synthesis of ammonia, necessary for the production of fertilizers and explosives; Henry Ford invented the “self-propelled cart” and then endlessly improved it (author of 161 US patents), developed a production line (conveyor), and, finally, established the production of a “car for everyone”. What is the difference in the susceptibility to the new of the people, mentioned in the text? In the fourth of five questions (according to the indicated topic), the answers to the question are analyzed: What is the difference in the susceptibility to the new of A. Fleming, V. Roentgen, I. Duncan, F. Haber, H. Ford? The survey answered that the susceptibility to the new of the specified persons differs in the areas of their activity, starting opportunities, the environment, in which the researcher was raised and lived; motivation for achievements. Using the method of theoretical generalization, the author singled out classification features, by which susceptibility to the new can be distinguished. It is difficult to calculate the number of possible combinations of the identified features. The author is aware of the possibility of the manifestation of new, previously undetected classification features and the presence of such classification features that are not currently recognized. The author assumes the presence of personal uniqueness (up to absolute). 106 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 4 5. Give examples of those who are susceptible to the new that you know. The last question (according to the indicated topic) asked to give known examples of those who are susceptible to the new. The answers indicated: the use of new electronic gadgets, household appliances, technologies; problems that require solving and promoting progressive social and political changes; signs of susceptibility to new things (changing jobs, countries of residence, tendency to travel); names of specific Brazilian figures, such as Elke Maravilla, Helena Camargo, Silvio Santos, Pele, Tarcila do Amaral, Nise da Silveira. Conclusions Thus, the sequence and phasing of the study of susceptibility to the new are revealed: the application of the theoretical generalization method (2022–2023, first stage), the biographical method (2023–2024, second stage), the survey method (2024–2025, third stage). The author’s experience in applying the potential of an interdisciplinary approach and combining various methods in the study of susceptibility to the new (theoretical generalization method, biographical method and survey method) is summarized. The use of the biographical method has proven its validity and persuasiveness in the study of such a deep process as susceptibility to the new, in particular, for generalizing information regarding the identification of different types of susceptibility to the new according to previously identified classification features. In particular, the behavioral characteristics of involuntary (unintentional) susceptibility to the new on the example of A. Fleming (based on the book by A. Maurois “The Life of Alexander Fleming”) could seem reckless, frivolous and, in the absence of advance planning, such as indicate complete indifference to everything. The behavior of V. Roentgen (based on K. Benek, “William Conrad Roentgen”) is an example of arbitrary, purposeful susceptibility to the new. V. Roentgen was interested in the problem for a long time, followed the current scientific searches of other researchers with great interest. During his own research, he demonstrated a high degree of purposeful concentration, posed new and new questions for himself, determining the perspective. Biographical information about I. Duncan (according to I. Duncan, “My Life”) illustrates the susceptibility to the new, the basis of which is a mix of visual, auditory and muscular sensitivity. The formation of the original manner of I. Duncan’s performing style, the “new” choreography, was influenced by the perception of the rhythm of ocean waves, the immediacy, the inspiration of the dance, which was an expression of freedom. Cognitive-emotional processes, in our opinion, stimulated the manifestation of F. Haber’s susceptibility to the new (according to D. Stolzenberg “Fritz Haber: chemist, Nobel Prize winner, German, Jew: biography”). In particular, the example of significant individuals, worldview beliefs (service to the Fatherland, Germany) stimulated the manifestation and formation of susceptibility to the new in everyday life and in professional activities. 107 chapter 4. COMBINATION OF THE METHOD OF THEORETICAL GENERALIZATION, BIOGRAPHICAL METHOD AND SURVEY METHOD IN RESEARCHING SUSCEPTIBILITY TO THE NEW CHAPTER 4 H. Ford’s susceptibility to the new (according to H. Ford “My Life, My Achievements”) was stimulated by a passion for invention, which was aimed at forming a new experience of farm work (to build a light cart with a steam engine that could replace horses as a tractor for extremely heavy plowing) and life. S. Jobs’s susceptibility to the new (according to V. Isaacson “Steve Jobs. Biography of the founder of Apple”) was in the nature of forecasting, anticipating a new practical experience (massive use of personal electronic devices). The characteristic features of the design of future electronic gadgets of Apple were formed on the basis of transferring S. Jobs’ impressions, received in his father’s auto repair shop and from his admiration for Eichler’s houses (it is simple and functional to use). The respondents’ answers to the five questions, which were formed in accordance with the author’s concept of susceptibility to the new, were analyzed. The questionnaire for the survey was combined with a formalized interview. After analyzing the data, the results obtained were interpreted in the context of the research problem. In particular, the following components of susceptibility to the new were identified: openness, insight, curiosity, readiness (for example, for communication), sensitivity. A content analysis of the definitions of susceptibility to the new, openness, insight, curiosity, readiness, sensitivity was carried out. The following features of individuals susceptible to the new were identified. The respondents’ answers were grouped by similarity and complementarity: – self-worth, motivation, responsibility; – empathy, resilience, enthusiasm, courage of mind, ability to generate creative ideas, flexibility in solving problems; – education (its level, versatility of knowledge, openness to the acquisition of different knowledge, its use for the development of one’s own ideas); – not to believe in limitations, to look for answers; – the ability for global cooperation (cultural adaptability; ability to adapt and work effectively in various cultural environments; effective communication; ability to work together in geographically distributed teams). The obtained results were critically evaluated. The biographical method was used as a complementary one. The survey results enriched the author’s idea regarding the differentiation of individuals susceptible to the new. While studying the biographies of outstanding personalities, whose susceptibility to the new is beyond doubt, attention was drawn to the ways of accumulating external/internal sensations, impulses, information and transferring them to an active (consciously or unconsciously) state (“method of releasing creative energy”, “continuous concentration”, “intuition, search for inspiration and examples”, “systemic improvement”). Using the method of theoretical generalization, the author has identified classification features, by which susceptibility to the new can be distinguished. It is difficult to calculate the number of possible combinations of the identified features. The author is aware of the possibility of the 114 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 5 In addition, issues of digital equity are critically important. Studies conducted within our project confirm that not all learners have equal access to modern digital tools and high-speed internet, particularly under war conditions or in socioeconomically disadvantaged regions. Leading organizations such as UNESCO, IEEE, and the European Commission – recommend adhering to the following principles in AI integration: – transparency (AI systems should be interpretable to users); – fairness (avoiding discrimination or exclusion); – accountability (clear assignment of responsibility for AI actions); – security (protection of educational data); – human-centeredness (AI should serve as a support tool, not a control mechanism) [7, 8]. 5.1.4 Theory of socially generative systems A novel direction in AI and education research is the concept of socially generative systems, which views AI not as a static tool but as a co-participant in the social learning process. M. Sharples proposes interpreting generative models (such as ChatGPT, Claude AI, and Copilot) as communication participants capable of supporting, transforming, or even simulating pedagogical interactions. Learning, in this context, becomes a triadic process: teacher – student – Ai [9]. Social generativity is reflected in: – AI participation in dialogues, where it not only answers but also asks clarifying questions or provides counterarguments; – co-construction of knowledge, where students “discuss” ideas with AI, refine arguments, and train logical thinking; – shaping learning behavior through AI-generated recommendations that influence time planning or learning strategies. This theory helps explain why perceived benefits of AI among teachers and students are interrelated. In our research, a network structure of perceived benefits was identified, where effects such as personalization, motivation, and innovation are interconnected. This is a manifestation of social generativity. Thus, treating AI as a social agent allows us to expand traditional educational models and align them with 21st-century learning concepts – co-creation, partnership, and multidirectional interaction [10, 11]. 5.1.5 Digitalization as a driver of professional competence development Digital transformation affects not only educational tools but also the structure of professional competencies formed in students of technical disciplines. The focus is shifting from traditional 115 chapter 5. INTEGRATION OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES INTO THE DIGITAL TRANSFORMATION OF PROFESSIONAL HIGHER EDUCATION IN TECHNICAL FIELDS CHAPTER 5 knowledge and skills to integrated digital abilities, the capacity to adapt to emerging technologies, and the ability to collaborate effectively within digital environments. A recent framework for vocational and technical education argues that developing digital competencies effectively requires a whole-institution approach – engaging institutional leaders, teachers, and learners together in co-creating the digital learning environment. Systematic reviews in higher education point out that digital transformation demands not only technical fluency but also pedagogical skillsets: critical media literacy, ethical awareness, and methodological innovation are highlighted as essential capabilities for both students and educators. A study on graduates’ employability reveals significant skills gaps: employers increasingly require data literacy, online research competence, digital communication, and basic cybersecurity. According to research conducted within our project (Section 5.3), both students and instructors acknowledge that the use of AI services contributes significantly to the development of key professional competencies (Fig.5.1), including: – analytical thinking, developed through working with large datasets, querying AI, and interpreting results; – digital literacy, enhanced through hands-on interaction with modern tools such as GitHub Copilot, Notion AI, and similar platforms [6, 11]; – adaptability and flexibility, fostered by navigating the unpredictability of generative AI responses; – project-oriented thinking, supported by new formats such as learning case studies, hackathons, and collaborative work environments [12, 13].  Fig. 5.1 Structure of the relationship between digital skills and components of professional competence Professional competency Digital literacy Adaptability to technological change Technical knowledge Critical thinking CreativityTeamwork 116 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 5 In the context of technical and vocational education, these competencies are especially important. Future professionals are expected not only to operate AI tools, but also to understand their architecture, ethical limitations, and practical relevance to their field of expertise [14, 15]. 5.1.6 The lifelong learning paradigm in the digital society In the 21st century, the concept of lifelong learning has evolved from an abstract ideal into a practical necessity. The rapid advancement of digital technologies, particularly artificial intelligence, is reshaping the labor market, altering the qualifications expected from professionals, and shortening the life cycle of knowledge. In this context, higher education institutions are no longer limited to delivering foundational knowledge but are increasingly responsible for developing skills in self-directed learning, re-skilling, and critical adaptation (Fig.5.2).  Fig. 5.2 Cross-structure of formal, non-formal, and informal learning in the digital society Formal learning Non-formal learning Informal learning • Lectures • Practicals • Laboratories • Webinars • Open online courses Student as an architect of their own educational trajectory AI Personalization New expectations for graduates of technical universities include: – the ability to quickly update professional knowledge; – readiness to master new digital tools independently, without external assistance; – self-assessment skills for tracking one’s educational progress; – intrinsic motivation for continuous learning, especially in online environments [16, 17]. Artificial intelligence plays a key role in supporting lifelong learning through: – adaptive learning systems, which adjust content and pace based on learner performance; – personalized learning pathways, aligned with learner goals and current competencies; 117 chapter 5. INTEGRATION OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES INTO THE DIGITAL TRANSFORMATION OF PROFESSIONAL HIGHER EDUCATION IN TECHNICAL FIELDS CHAPTER 5 – AI-based assistants that provide suggestions, generate explanations, or administer diagnostic tests (e.g., Copilot, recommender systems used by platforms like Coursera); – knowledge verification tools based on intelligent testing algorithms [18]. This shift requires a rethinking of both educational content and methodologies. Educators are now expected to cultivate learning-to-learn strategies, enabling students to function effectively in dynamic, digital knowledge environments. 5.1.7 Transformation of the educational environment in the context of digital transition As digital technologies continue to expand, the educational environment of technical universities is transforming into a multi-dimensional ecosystem that combines physical, virtual, blended, and simulated learning spaces. Within this evolving context, artificial intelligence functions as a modulator of educational flows, enabling the customization of learning processes to meet the individual needs of each participant. Key characteristics of the modern educational environment include: – hybrid learning formats, combining offline instruction, online learning, asynchronous modules, and simulation-based experiences; – digital mobility, where students access content via mobile apps, cloud platforms, and virtual laboratories; – integration of intelligent systems, such as AI-powered scheduling tools, progress tracking dashboards, and personalized recommendation engines; – continuous feedback loops, supported by learning management systems (LMS), chatbots, and educational analytics platforms [4, 5]. Examples of integrated solutions: – Moodle with AI modules – for participation analytics and automatic generation of personalized assignments; – MS Teams with Copilot – assisting instructors in creating quizzes, answering student questions, and managing course materials; – Open edX with adaptive pathways – delivering differentiated instruction based on learner performance and preferences. This transformation redefines the educational space from a static location into a dy-namic learning ecosystem, responsive to changes in learner behavior and technological advan-cements. The Fig. 5.3 illustrates how core elements of the digital environment – administrative platforms, learning platforms, cloud services, simulators, and AI modules – interact through a central educational analytics hub. This hub collects data on user activity, performance, and learning dynamics to generate individualized educational scenarios. 118 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 5  Fig. 5.3 Digital learning environment of a technical university: components, interactions, and functions ACTIVITY AI moduls Administrativate platform Educational and learning platforms Cloud services LEARNING ANALYTICS RESULTS RECOMMENDATIONS Digital Learning Environment in HEI: Components, Interaction, Functions INDIVIDUALIZED LEARNING SCENARIOS PROGRESS DYNAMICS 5.1.8 Adapting the regulatory framework for AI integration in education The growing integration of artificial intelligence into educational processes requires not only technical modernization but also the updating of regulatory frameworks governing the operation of technical higher education institutions. At both national and institutional levels, the lack of clearly defined policies regarding the use of generative AI, student data analysis, and automated assessment systems creates legal uncertainty and raises concerns over academic integrity. The model (Fig. 5.4) outlines regulatory alignment at three interconnected levels: national policy (macro), institutional governance (meso), and classroom practices (micro). It reflects how top-down and bottom-up regulatory dynamics shape ethical, transparent, and effective use of AI in education. Key areas for regulatory adaptation include: – institutional AI policies: formalizing guidelines for the permitted use of AI tools in student projects, theses, laboratory reports, and other academic work; – revised assessment procedures: incorporating open formats, elements of oral verification, and hybrid assessment models to ensure authenticity of learning outcomes; – ethical code of AI usage: requiring proper attribution for AI-assisted content (similar to academic citations), and prohibiting the use of AI for cheating, manipulation, or data fabrication. Student data protection: aligning institutional practices with GDPR principles, even for internal data platforms used for educational analytics [19, 20]. 119 chapter 5. INTEGRATION OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES INTO THE DIGITAL TRANSFORMATION OF PROFESSIONAL HIGHER EDUCATION IN TECHNICAL FIELDS CHAPTER 5  Fig. 5.4 Three-tier model of regulatory adaptation for AI integration into educational processes Global level Nationalional level Institutioninal level • Recommendations UNESCO • Recommendations European Commission • Higher education standarts • Ministry documents • Internal regulations • Instructions • Ethics • Codes of ethics Updating regulatory instruments is essential to ensuring ethical, transparent, and responsible integration of AI in higher education and maintaining trust among students, educators, and institutions. 5.1.9 Developing a digital teaching culture in the age of artificial intelligence The digital transformation of education is rapidly reshaping the role of educators. In the age of artificial intelligence (AI), teachers are no longer the sole providers of knowledge; they now act as mediators between learners and complex digital ecosystems, including AI-driven tools and platforms. This transition requires not only mastery of new technologies but also a profound shift in the professional identity of the teacher. Key elements of this evolving identity include: – critical reflection on AI capabilities: understanding the limitations and risks of automated assessment, as well as the impact of AI on learner autonomy and decision-making; – eEthical awareness: recognizing the teacher’s responsibility in shaping student attitudes toward responsible AI use and data ethics; – readiness for co-creation: using AI as a tool for generating ideas, analyzing sources, and encouraging interdisciplinary thinking and collaboration. Markers of a mature digital teaching culture include: – the ability to blend AI tools with traditional pedagogical practices effectively; – open dialogue with students about acceptable and ethical AI use in academic contexts; – the development of original, AI-integrated course content tailored to discipline-specific needs; 120 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 5 – promotion of digital inclusivity, ensuring that AI-enhanced learning accommodates diverse learner needs. In this context, fostering a digital teaching culture is not merely about acquiring technical skills; it is about reshaping educational values, empowering lifelong learning, and positioning educators as ethical leaders in a technology-rich academic environment. The Fig. 5.5 illustrates five progressive levels of digital maturity, from the most basic (“Digital Resistance”) to the most advanced (“AI-Innovation Leadership”). It emphasizes that full integration of AI in education is only possible when institutions shift from mere technical adaptation to deep pedagogical rethinking.  Fig. 5.5 Stages of digital maturity among university instructors in the context of AI integration AI-Innovative Leadership Technical Adaptation Pedagogical Rethink Digital Reginner Digital Resistance 5.1.10 Communities of practice and collective learning among instructors in the field of AI The successful integration of artificial intelligence into education relies not only on individual digital competencies but also on the presence of collaborative professional ecosystems. These ecosystems enable instructors to acquire new knowledge, exchange experiences, critically reflect on pedagogical strategies, and co-develop innovative solutions. In this regard, communities of practice (CoPs) play a main role. The Fig. 5.6 presents a networked structure of collaboration among instructors, mentor hubs (mo-derators), external experts (industry representatives), and digital platforms. This configuration supports continuous collective learning and shared professional development in the field of AI in education. Key characteristics of communities of practice and collective learning among instructors in the field of AI include: – voluntary participation and horizontal collaboration rather than top-down mandates; 121 chapter 5. INTEGRATION OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES INTO THE DIGITAL TRANSFORMATION OF PROFESSIONAL HIGHER EDUCATION IN TECHNICAL FIELDS CHAPTER 5 – a shared focus on the practical application of AI tools in teaching, research, and curriculum design; – a safe environment for experimentation, dialogue, and learning from mistakes; – development of a meta-perspective, where technologies are examined in broader educational, ethical, and social contexts.  Fig. 5.6 Community of practice: interaction architecture for instructors in an AI-enhanced educational environment Faculty Faculty Faculty Faculty Industry Digital platforms Faculty Mentor hub (moderator) Faculty at technical universities who engage in CoPs tend to adopt new tools more rapidly, adapt teaching materials, and generate AI-driven innovations in instruction [21]. Examples from Lviv Polytechnic National University include: – cross-departmental workshops on ChatGPT, GitHub Copilot, and Midjourney; – topic-specific groups in Microsoft Teams and Slack for exchanging AI teaching scenarios; – summer schools on digital pedagogy, including micro-projects using generative AI; – collaborative development of open educational resources (OERs) that incorporate AI components. These initiatives foster a culture of continuous improvement and innovation, helping instructors transition from AI users to AI co-creators in their educational practice. Conclusions to Section 5.1 In modern technical universities, the integration of artificial intelligence (AI) requires not only digital modernization but a systemic transformation of the entire educational ecosystem. As shown in this chapter, the effective use of AI in higher education depends on several interconnected factors: 122 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 5 – multi-level support for the digital competence of instructors, encompassing both formal (professional development courses) and informal (communities of practice) learning; – implementation of personalized professional development pathways, tailored to each educator’s level of digital literacy, subject specialization, and teaching experience; – creation of pedagogical autonomy spaces, where instructors are encouraged to experiment, share practices, and collaboratively adapt AI tools for diverse educational contexts; – administrative support and local infrastructure, enabling rapid testing and scaling of educational innovations; – integration of AI across all domains of academic activity, including content development, assessment, student guidance, and scientific research. Ultimately, the educator is the key driver of transformation. Their experience, adaptability, and capacity for interdisciplinary collaboration are the foundation for sustainable digital evolution in technical higher education institutions. 5.2 Artificial intelligence as a component of modern professional training In today’s educational environment, AI is viewed not only as a subject of academic study but also as a tool that transforms professional training in higher education. This is particularly important for technical universities, where the integration of cutting-edge digital technologies is essential for maintaining the quality of academic programs. Preparing professionals who can both apply and critically assess AI technologies requires embedding artificial intelligence into curricula, developing new courses, and using AI-based tools to optimize the educational process. According to many researchers, one of the core competencies of the 21st century is AI literacy – a basic understanding of how AI systems function, their application areas, ethical concerns, and their ability to automate engineering, management, analytical, and creative tasks. Common applications of AI in technical universities include: – adaptive learning: platforms like Coursera and Khan Academy that incorporate AI-supported adaptive modules can tailor content delivery to each student’s knowledge level [22]; – automated assessment: AI tools can automatically verify solutions in programming code, engineering problem-solving, and even open-ended questions [23]; – generative AI tools: ChatGPT, GitHub Copilot, and Claude AI are now widely used by students for generating examples, testing ideas, and checking hypotheses [24]; – virtual laboratories: the integration of AI and digital twins allows simulation of processes, especially in fields like Mechatronics, Automation, and Civil Engineering [25]; – intelligent tutors: AI agents assist students 24/7 by answering questions, providing feedback, and adjusting learning paths [26]. 123 chapter 5. INTEGRATION OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES INTO THE DIGITAL TRANSFORMATION OF PROFESSIONAL HIGHER EDUCATION IN TECHNICAL FIELDS CHAPTER 5 However, successful AI integration depends not only on technical infrastructure but also on teachers’ willingness to rethink pedagogy and redefine their role in an automated educational setting. The teacher must act as a facilitator of human competencies such as critical thinking, ethical reasoning, and creativity, which complement the functions of Ai [27]. Therefore, artificial intelligence does not replace professional education but enhances it with new forms, greater flexibility, and effective tools. Its integration into the educational process enables technical education not only to respond to contemporary challenges but to set new standards for quality and practice-oriented learning [28]. According to the survey results, the most important digital competency identified by respondents as essential for an effective educational process is proficiency in using digital tools (rank – 4.56). The next priorities include personal data protection (4.25) and cybersecurity (4.10). Lower scores were assigned to competencies such as digital content creation (3.76) and providing online consultations (3.47), which indicates the need for greater attention to these areas in educational programs (Fig. 5.7).  Fig. 5.7 Average ranks of digital competencies for professional education Proficiency in digital tools Rank - 4.56 Cybersecurity Rank - 3.94 Digital content creation Rank - 3.76 Development of information literacy Rank - 3.76 Personal data protection Rank - 4.25 The highest self-assessment among students was observed in the use of generative AI tools (such as ChatGPT and Copilot), with an average score of 4.8, reflecting strong practical interest and easy access to these technologies. In contrast, the lowest score was given to the understanding of AI ethics – only 3.2 points – indicating limited awareness of the normative and ethical aspects of AI use in education. This highlights the need to strengthen interdisciplinary courses on digital ethics and promote critical thinking in the application of intelligent systems (Fig. 5.8). 130 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 5 AI-related courses, the use of intelligent digital learning environments, and active engagement in international projects, the university has established itself as a leader in fostering AI competencies among both students and faculty. Importantly, these initiatives go beyond technology adoption – they reshape the pedagogical culture, stimulate interdisciplinary collaboration, and align educational outcomes with the demands of the digital economy. The ongoing institutional commitment to AI-driven transformation reflects not only current global trends but also a proactive vision for the future of technical education. 5.4 Challenges and ethical aspects of using AI in the educational process Despite the numerous benefits that artificial intelligence technologies bring to professional higher education, their implementation is accompanied by a range of challenges: technical, pedagogical, and ethical. In technical universities, where AI is used not only as a learning tool but also as a component of professional practice, the issue of responsible AI use becomes particularly important. 5.4.1 Academic integrity in the age of generative AI One of the most debated challenges is the use of generative AI models (such as ChatGPT, Claude, and GitHub Copilot) by students to produce texts, answers, code, or reports. In the absence of clearly defined policies on AI usage in higher education, several risks arise: – academic plagiarism; – loss of independent critical thinking skills; – automation of tasks without real understanding of the content. In response to these risks, instructors at Lviv Polytechnic are developing new assessment formats: analytical tasks with personalized elements, open-ended discussions, and mini-projects that require students to justify their thought processes. There is also ongoing debate around acceptable AI usage, aiming to distinguish between responsible assistance and inappropriate substitution of human work. 5.4.2 Survey results on barriers to AI adoption To identify barriers to the effective integration of AI into professional education, a survey was conducted among students and faculty of technical disciplines. The results are presented in Fig. 5.12. The most significant barrier, according to respondents, is the lack of appropriate user skills (65%), highlighting the urgent need for systematic training of both students and instructors. A considerable percentage also emphasized ethical risks (53%) and technical infrastructure limitations (49%). 131 chapter 5. INTEGRATION OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES INTO THE DIGITAL TRANSFORMATION OF PROFESSIONAL HIGHER EDUCATION IN TECHNICAL FIELDS CHAPTER 5 Other barriers, such as lack of funding (45%) and legal constraints (18%), point to the importance of external support and regulatory frameworks for the integration of digital innovations in education.  Fig. 5.12 Survey results on barriers to the use of artificial intelligence in the educational process Lack of relevant skills Technical limitations 70 60 50 40 30 20 10 10 0 65 % 53 % 49 % 45 % 18 % Insufficient funding Legislative barriers Ethical issues Percentage of respondents 5.4.3 Perception of problem complexity: How many barriers do respondents identify? The Fig. 5.13 illustrates how many barriers each respondent marked as significant. This allows us to assess whether the problem of AI integration in education is perceived narrowly or broadly by stakeholders.  Fig. 5.13 Distribution of the number of AI-related barriers identified by respondents Number of respondents, % Number of obstacles selected 5 4 3 2 1 60 50 40 30 20 10 0 0 132 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 5 The data suggest a near-normal distribution: most respondents selected three key barriers, indicating a balanced and comprehensive perception of the issue. A small portion identified only one or as many as five barriers, reflecting varying levels of awareness or personal experience with AI integration in education. This distribution underscores the need for a differentiated approach to addressing these challenges – from basic training to institution-wide support policies. 5.4.4 Digital access inequality Not all learners have equal access to modern digital tools or stable internet connections – particularly under wartime conditions or in blended/remote learning settings. This raises concerns that the integration of AI technologies may deepen educational inequality. In this context, it is crucial for universities to provide: – open-access resources and local servers with AI capabilities (within internal infrastructure); – baseline digital literacy training for all students regardless of major; – onboarding sessions on using AI tools (e.g., Notion AI, Copilot, OpenCV, RapidMiner) at the beginning of the academic year. 5.4.5 Instructor training and support The successful integration of AI requires not only technical upgrades but also a shift in the role of instructors. Not all educators possess sufficient experience with digital tools, which can lead to: – anxiety about new technologies; – challenges in managing the learning process; – resistance to change due to lack of support or increased workload. Lviv Polytechnic gradually implements professional development programs in EdTech, digital pedagogy, and AI tools. These include training workshops, summer schools, and involvement of faculty in cross-departmental digitalization projects. 5.4.6 Ethical use of AI in education There is growing global attention to AI ethics. Key principles that educational institutions should adhere to include: – algorithmic transparency (understanding how AI systems make decisions); – non-discrimination (eliminating bias in data or models); – data protection (especially when analyzing student performance or handling personal data); – respect for human autonomy (AI as an assistive tool, not a replacement for human input). 133 chapter 5. INTEGRATION OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES INTO THE DIGITAL TRANSFORMATION OF PROFESSIONAL HIGHER EDUCATION IN TECHNICAL FIELDS CHAPTER 5 Universities adopting AI should develop their own ethical guidelines for digital tools, clearly defining boundaries, accountability, confidentiality, and openness. Conclusion to Section 5.4 The integration of artificial intelligence into the educational process of technical universities brings both transformative opportunities and critical challenges. While AI can significantly enhance learning personalization, content generation, and data-driven decision-making, its implementation must be approached with caution and responsibility. The findings indicate that insufficient user skills, ethical concerns, and infrastructure limitations remain key barriers to effective AI adoption. Moreover, unequal digital access, lack of instructor preparedness, and the potential erosion of academic integrity due to misuse of generative AI tools highlight the need for institutional strategies that combine technical, pedagogical, and ethical safeguards. Universities must therefore not only invest in digital infrastructure and professional development but also establish transparent and inclusive policies to guide the responsible use of AI. By addressing these challenges through a holistic and equity-focused approach, higher education institutions can ensure that the integration of AI strengthens rather than undermines the quality and integrity of academic processes. 5.5 A model for implementing AI in professional education at a technical university Successful digital transformation of the educational process at technical higher education institutions requires not a fragmented adoption of individual digital tools, but a systematic model for integrating artificial intelligence (AI) into all stages of professional training. Such a model should be based on an interdisciplinary approach, practical orientation, adherence to ethical principles, and the development of both student and faculty digital competencies. 5.5.1 Implementation levels The model can be represented as a three-level structure: a) Level 1 – AI literacy: development of basic knowledge about the principles of AI, machine learning, algorithms, and their societal impact. This level should be accessible to all students, regardless of their field of study. Implementation methods: integrated lectures, online courses, and seminars; b) Level 2 – professional application of AI: using AI as a tool within the framework of a specific discipline: for example, forecasting in economics, digital twins in mechanical engineering, data analysis in the energy sector, code generation and verification in IT. 134 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 5 Implementation: through specialized courses, laboratory work, and practical training; c) Level 3 – research and innovation Level: engaging students in interdisciplinary research projects, hackathons, and thesis projects using AI technologies. Active collaboration with IT companies, partici pation in international educational initiatives, and submitting startup ideas to innovation competitions. 5.5.2 Key components of the model Institutional Policy: – defining a clear strategy for digital transformation; – developing an ethical code for the use of AI in education; – supporting educational initiatives at the rectorate level. Educational Programs and Standards: – updating academic programs to include AI-oriented components; – designing interdisciplinary courses; – implementing micro-qualifications and certification modules (e.g., AI for Engineers, AI for Teachers). Faculty Development: – offering professional development courses in AI/EdTech; – facilitating experience exchange among departments and faculties; – providing mentorship for junior faculty in working with digital tools. Infrastructure: – access to open resources (Google Colab, Hugging Face, Kaggle); – availability of AI laboratories and GPU-supported servers; – equipping classrooms for hybrid and simulation-based learning. Integration with the Labor Market: – collaboration with IT companies in program development; – student internships in AI-focused teams; – organization of workshops, guest lectures, and certifications involving industry professionals. 5.5.3 Visualization of the benefits of AI integration The multiple interconnections between the benefits of AI use in education are shown in Fig. 5.14. The nodes with the highest number of associative connections are personalized learning, access to resources, and preparation for the digital labor market. This indicates that these components form the core perception of AI effectiveness in professional education. The Other node is linked by only a single edge, reflecting its limited significance. The thickness of the connecting lines represents the frequency with which respondents selected the connected benefits simultaneously. 135 chapter 5. INTEGRATION OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES INTO THE DIGITAL TRANSFORMATION OF PROFESSIONAL HIGHER EDUCATION IN TECHNICAL FIELDS CHAPTER 5 These central nodes not only reflect user perceptions but also align with current academic and policy research. For instance, research in corporate technical training shows that digital transformation increasingly requires instructional designers to integrate digital tools within pedagogical design emphasizing adaptability, continuous improvement, and agile methodologies. Furthermore, the European VET agenda recognizes vocational education’s leading role in bridging education and industry through the development of workplace-ready digital competences. The 3D model clearly reveals clustering among the identified benefits (Fig. 5.15). For example, personalization, motivation, and teacher time optimization form a logical segment related to pedagogical impact. In contrast, access to resources and preparation for the labor market lean more toward functional and career-related advantages. The spatial structure highlights central nodes of influence and potential leverage points to amplify the effects of AI implementation through interconnected factors.  Fig. 5.14 Visualization of multiple interconnections between the benefits of AI use in education (2D) Other Personalized learning Instructor time optimization Greater resource availability Preparation for digital labor market  Fig. 5.15 Spatial visualization of associations between the benefits of AI use in education (3D graph) 136 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 5 5.5.4 Expected outcomes of the model The following results are expected from the proposed model: – increased competitiveness of graduates in the global labor market; – reduced gap between theoretical knowledge and practical application; – development of a culture of ethical and responsible AI use; – strengthening the university’s role as a center for digital innovation; – establishment of sustainable infrastructure to support AI-enhanced learning. Conclusions to Section 5.5 The proposed model for integrating artificial intelligence into professional education at a technical university highlights the need for a comprehensive, multi-level approach to digital transformation. It encompasses foundational AI literacy for all students, specialized professional applications, and inno vative research activities. By addressing key components – institutional policy, curriculum modernization, faculty training, technical infrastructure, and integration with the labor market – the model supports the development of a resilient educational ecosystem. The visualization of AI-related benefits confirms that the most valued aspects include personalized learning, access to resources, and enhanced readiness for the digital labor market. The expected outcomes demonstrate the model’s potential as a strategic tool for advancing the role of the technical university as a center of digital innovation. CONCLUSIONS The integration of artificial intelligence technologies into the professional training of students in higher technical education is not only a demand of the times but also a strategic necessity for ensuring quality, flexibility, and innovation in the educational process. Modern technical univer-sities – in particular, Lviv Polytechnic National University – demonstrate their readiness to act as drivers of digital transformation by combining academic tradition with technological advancement. Under the leadership of Rector Nataliia Shakhovska, Lviv Polytechnic National University has been implemen-ting a consistent policy of digitalization. This policy is grounded in the expansion of digital competencies among students and faculty, the inclusion of AI components in educational programs, the development of an open digital infrastructure, and participation in international projects and partnerships with the business sector. This chapter has proposed a model for implementing artificial intelligence in technical higher education, which takes into account multilevel training, ethical challenges, institutional frame-works, and infrastructural conditions. The approach, based on a combination of AI literacy, practical application, and research engagement, enables the formation 137 chapter 5. INTEGRATION OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES INTO THE DIGITAL TRANSFORMATION OF PROFESSIONAL HIGHER EDUCATION IN TECHNICAL FIELDS CHAPTER 5 of not only competitive professionals but also responsible citizens capable of interacting effectively and ethically with emerging digital realities. Future development prospects lie in enhancing teacher training systems for AI integration, adapting academic integrity policies to the new conditions, and designing interdisciplinary learning tracks that merge technical expertise, social competencies, and digital ethics. APPENDIX A. Survey Questionnaire: Artificial Intelligence in Higher Education This appendix contains the survey form developed specifically for students and academic staff of Lviv Polytechnic National University, aimed at studying their experience and perspectives on the integration of artificial intelligence (AI) into the educational process. While the questionnaire was initially tailored for the institutional context of Lviv Polytechnic, it is also applicable for use in other technical higher education institutions across Ukraine. The questionnaire was designed to: – identify the current level of AI adoption in academic activities; – explore students’ and lecturers’ usage of AI tools in learning and teaching; – assess perceived advantages and concerns regarding AI implementation; – and determine the need for additional training or support related to AI technologies. The structure of the survey includes both closed-ended questions for statistical analysis and open-ended responses for collecting individual insights and reflections. The results were used to inform the analysis and argumentation in Sections 5.3.1, 5.3.2, and 5.3.5 of the monograph, contributing to a deeper understanding of the human dimension of digital transformation in technical education. Survey on the Use of Artificial Intelligence in Vocational and Higher Education 1. Gender • ☐ Female • ☐ Male • ☐ Other • ☐ Prefer not to say 2. Age • ☐ Under 18 • ☐ 18–24 • ☐ 25–34 138 PROFESSIONAL EDUCATION AND PERSONNEL TRAINING CHAPTER 5 • ☐ 35–44 • ☐ 45 and older 3. Status • ☐ Vocational education student • ☐ University student • ☐ Teacher • ☐ Administrator • ☐ Other: _________________________________________________________ 4. Have you ever used artificial intelligence (AI) tools in your learning or teaching process? • ☐ Yes • ☐ No • ☐ Not sure 5. If yes, which AI tools have you used? (multiple choices allowed) • ☐ ChatGPT • ☐ Grammarly • ☐ Duolingo • ☐ Khan Academy (AI tutor) • ☐ AI-based learning platforms (e.g., Coursera, EdApp) • ☐ AI-integrated LMS (e.g., Moodle with AI plug-ins) • ☐ Other (please specify): _____________________________________________ 6. What benefits of AI in education do you find most important? (select up to 7) • ☐ Personalized learning • ☐ Increased learning outcomes • ☐ Development of courses and materials • ☐ Access to high-quality resources • ☐ Adaptive learning paths • ☐ Automatic grading and feedback • ☐ Assistance with disabilities • ☐ Motivation and gamification features • ☐ Support for self-paced learning • ☐ Improvement of digital skills • ☐ Other (please specify): _____________________________________________ 7. How many AI-related benefits do you personally consider relevant in your experience? • ☐ 1 • ☐ 2 • ☐ 3 • ☐ 4 • ☐ 5 139 chapter 5. INTEGRATION OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES INTO THE DIGITAL TRANSFORMATION OF PROFESSIONAL HIGHER EDUCATION IN TECHNICAL FIELDS CHAPTER 5 • ☐ 6 • ☐ 7 8. What obstacles do you think hinder the implementation of AI in the educational process? (multiple choices allowed) • ☐ Lack of relevant digital skills • ☐ Ethical issues (e.g., plagiarism, fairness) • ☐ Technical infrastructure limitations • ☐ Insufficient funding • ☐ Legal or regulatory barriers • ☐ Lack of interest from faculty or administration • ☐ Resistance to change • ☐ Other (please specify): _____________________________________________ 9. How many obstacles do you personally see in the implementation of AI in the educational process? • ☐ 0 • ☐ 1 • ☐ 2 • ☐ 3 • ☐ 4 • ☐ 5 or more Comments (optional) __________________________________________________________________ If you have your own thoughts, suggestions, or ideas about the implementation of AI in higher education, please share them below: __________________________________________________________________ REFERENCES 1. Roll, I., Wylie, R. (2016). Evolution and Revolution in Artificial Intelligence in Education. International Journal of Artificial Intelligence in Education, 26 (2), 582–599. https://doi. org/10.1007/s40593-016-0110-3 2. VanLehn, K. (2011). The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems. Educational Psychologist, 46 (4), 197–221. https://doi. org/10.1080/00461520.2011.611369