The paper demonstrates the feasibility of information and communication technologies (ICT) in English as a foreign language (EFL) teaching and learning process. The organizational and pedagogical approaches to efficient EFL learning in the context of the COVID-19 pandemic have been outlined. Furthermore, the main perspectives and challenges appearing in an online learning environment have been characterized. The proposed paper aims to consider the possibility of integrating innovative computer technologies into online foreign language learning to foster students’ autonomy and boost their language proficiency. The findings suggest that using ICT is beneficial for mastering a foreign language in out-of-class settings. Admittedly, there is no perfect or universal blend that may suit all the EFL learning environments. Therefore, it is claimed that blended programs should be created for each academic course regarding students’ wants, needs, and abilities. Furthermore, each higher educational institution needs to have a strategy for designing and implementing a distance EFL learning program that considers instructional, pedagogical, and technological factors.

The article talks about the postmodern approach to studying the problem of reflexive competence of future specialists, requires a comprehensive analysis of the organization and content of the educational process in higher education institutions. The postmodern concept of professional reflection and personal reflexivity of students is highlighted, it determines the ratio of these formations as unique individual phenomena, their influence on the formation and manifestation of professional and professional competence at the creative-professional, cognitive and personal-motivational levels. The concept of reflectivity of the future specialist is specified. The structure of professional reflection of students is specified. The value of pedagogical practice for the development of professional reflection in future professionals from the standpoint of the postmodern approach is emphasized. The model of formation and development of personal-professional reflectivity in future specialists at the competence, cognitive, personal-motivational, emotional and evaluative-behavioral levels is presented.

Objective. The objective of the research is to determine the effectiveness and relevance of the implementation of project-based learning technology (PBL) and students' assessment of the prospects for learning linguistic theory, theory and practice of translation using the PBL method. Methodology. The use of project-based learning technologies within language courses increases understanding of native linguistic concepts, strengthens the link between translation theory and technology is the research hypothesis. To implement the research goals an innovative educational project was presented and implemented on the basis of Kharkiv National Pedagogical University named after Hryhoriy Skovoroda, Ukraine. Participants of the project attended the course “Fundamentals of Translation” during the academic year. The whole process of project creation was formed in three stages and contained 6 steps: initiation, definition, design, development, implementation, and summarizing. Results of the paper. The results of the study showed that the students have a very positive evaluation of the use of project technology in professional training of philological field, thus this training is effective. Examination of practical cases on the implementation of the PBL method will allow identifying more prospects in such areas as collaboration and project design.

The article is dedicated to generalisation of information about development of professional reflection in teachers in the system of methodical work of a pedagogical college in the form of a model for its approbation. The purpose of the article is to analyse the contemporary literature on the research problem, experience of the real-world teachers, on the basis of which (the main goal) an effective relatively open model of professional reflection development in teachers of college or other higher education institutions should be built. Research methods: analysis of scientific and methodical literature; analysis of curricula and scientific-methodical support, method of system schematic structural-hierarchical modelling of professional reflection development in teachers in the system of methodical work. The article proves a hypothesis that on the basis of generally accepted principles in contemporary education theory and taking into account all didactic and psychological components of the educational process, it is possible to create a diagnostic and formative model of professional reflection development in teachers. A methodical centre of such a model is the author’s course on reflection development: “Development of professional reflection in the system of methodical work at a pedagogical college”. The model is of a framework type and it is relatively open, which allows to adjust it for the needs of a particular institution. The international significance of the article lies in the possibility of a framework application of the developed model of professional reflection in countries with transitional state of education system (developing countries).

A person is in close contact with the natural environment throughout his life. In the interaction of nature and man, an important role is played by the preservation of ecological balance in the conditions of continuously growing needs of society. Environmental culture has a beneficial effect on the degree of development of the level of legal and environmental awareness in the society, as well as compliance by the members of the society with the requirements of environmental protection legislation. In the conditions of the rule of law, there is a great need for professional lawyers who are able to assist in the environmental and legal education of a person throughout his life. In order to raise the level of environmental and legal culture of the society, in our opinion, a special role should be assigned to professional lawyers, for whom this should be part of their professional activities. Within the framework of this research, we have proposed and implemented a case methodology on the subject of environmental law for law students.