Psychological and pedagogical conditions for organizing English lessons according to the concept of the New Ukrainian School

Лобода, Ольга Володимирівна and Попова, Людмила Миколаївна (2025) Psychological and pedagogical conditions for organizing English lessons according to the concept of the New Ukrainian School Наука і техніка сьогодні, 45 (4). pp. 512-526. ISSN 2786-6025

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Abstract

The reform of general secondary education in Ukraine, initiated through the implementation of the New Ukrainian School (NUS) concept, has led to fundamental changes in the organization of the educational process, particularly in foreign language instruction. This article explores the psychological and pedagogical conditions necessary for effectively organizing English language lessons in accordance with the key principles of the NUS reform. It emphasizes the importance of student-centered learning, competence-based education, and the integration of modern pedagogical technologies that support the holistic development of each learner.The study identifies several core psychological conditions, including the formation of a positive emotional climate, the consideration of age-specific cognitive and emotional characteristics of students, and the encouragement of intrinsic motivation. These factors are critical in fostering learners’ interest in English and ensuring sustained engagement throughout the learning process. Furthermore, the development of a supportive, non-threatening classroom environment contributes to reducing language anxiety and promoting confidence in communication.On the pedagogical level, the research highlights the need for differentiated instruction, active learning methods, and formative assessment strategies aligned with the NUS competencies. The role of the teacher transforms from a knowledge transmitter to a facilitator and co-learner, who guides students through individual learning trajectories. Special attention is paid to the integration of cross-cutting skills such as critical thinking, collaboration, and media literacy, which are crucial for 21st-century learners and are embedded in English language instruction.In addition, the study addresses the relevance of innovative teaching resources and digital tools that enhance language acquisition and promote interactive, task-based learning. Emphasis is placed on creating real-life communicative situations that reflect students’ experiences and interests, thus bridging the gap between classroom learning and practical application.The article concludes that the successful implementation of English lessons within the framework of the New Ukrainian School requires not only methodological renewal but also a deep understanding of learners' psychological needs and pedagogical best practices. Teachers must be equipped with the professional competencies, flexibility, and creativity needed to adapt to the dynamic educational landscape and to foster a positive learning experience that supports both academic and personal development.

Item Type:	Article
Uncontrolled Keywords:	New Ukrainian School; English language teaching; psychological conditions; pedagogical strategies; student-centered learning; competence-based education; formative assessment; 21st-century skills
Subjects:	Статті у періодичних виданнях > Фахові (входять до переліку фахових, затверджений МОН)
Divisions:	Факультет педагогічної освіти > Кафедра іноземних мов і методик їх навчання
Depositing User:	Юлія Вікторівна Руднік
Date Deposited:	22 May 2025 07:45
Last Modified:	22 May 2025 07:45
URI:	https://elibrary.kubg.edu.ua/id/eprint/51868

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