The innovative methodology of the financial literacy formation in primary school students has been theoretically substantiated, the research has been carried out on the basis of education for success in life (integration of media education, financial education and education for sustainable development) and the relationship between the pedagogy of success and the pedagogy of heart. The structure of financial literacy has been determined. The model of the methodology of formation of financial literacy in primary school students has been developed, the key components of the suggested methodology include aim, content (structure of financial literacy, theoretical and methodical foundations of its formation, expected results of educational programs) components; algorithm of the arranged activities of students, parents and teachers on the basis of partnership pedagogy; the selected forms, methods, means of formation of financial competencies, diagnostic tools and the expected result. The experimental methodology resulted in a significant increase in the growth of financial literacy indicators in EG. The efficiency of the formation of financial literacy in primary school students has been proved with the help of the main findings of the research.

Aim. The article provides a new solution to the problem of the formation of sustainable development competencies in primary school students. The objective of the article is to substantiate the method of forming sustainable development competencies in primary school students and to reflect it in the model. Methods. The main research methods are observation, test, interview, questionnaire, analysis of media works, expert evaluation, and pedagogical experiment. A set of diagnostic tools has been specified. Results and Conclusions. The efficiency of the developed technique has been proved with the results obtained from the experiment: the partnership of teachers, students and parents contributes to sustainability competencies formation; implementation of common areas of media education and education for sustainable development evidenced to feasibility of the research, namely: education in legal, economic aspects, creation of media products with a projection to sustainable development, learning critical perception of mass media information, sustainability goals orientation. Due to the introduction of the experimental methodology, the number of students with high (12.07%) and satisfactory (14.65%) levels of the key competencies in the field of sustainable development increased against the background of a decrease in the number of respondents with sufficient (12.93%) and low (13.79%) levels. Originality. Emphasis is placed on the features of the designed methodology: application of partnership pedagogy and pedagogy of empowerment, integration of education for sustainable development with media education, compliance with a number of pedagogical conditions, forms and methods.

The paper reveals the problem of integration of education for sustainable development (hereinafter – ESD) in the process of professional training of future primary school teachers. The questionnaire explores the key competencies of sustainable development in future primary school teachers, including systematic thinking, prognostic, law competence, competence of teamwork, critical thinking, self-awareness, integrated problem solving. The indicators of the competencies for future primary education specialists have been determined by the authors of the research. The experimental survey included the empirical study of the level of development of competencies in the field of ESD according to the established indicators and evaluation of the overall level of their formation. The comparative analysis of the levels of the key competencies in students of the first and the fourth year of study in the specialty of “Primary Education” in order to establish the role of university education in the investigated process. The study analyses the changes achieved in teaching of sustainable development competencies in higher education. The results demonstrated slight improvement in level of formation of sustainable development competencies in students of the final year of the bachelor’s degree in primary education, however, these changes are insignificant. The findings of the research proved that bachelor’s graduates, unlike freshmen, have higher level of skills of application of ideas of sustainable development in future professional activities (they are acquainted with methods of integration of sustainable development into primary school subjects, know how to develop educational projects on sustainable development, understand and integrate ethical principles of sustainability in professional and personal activities). However, the level of formation of systematic thinking and prognostic competence in freshmen is higher than in fourth-year students. Besides, the obtained results of the study report about considerably low level of development of skills to realise educational projects on sustainable development: only 28  % of the first-year students and 36.4  % of the fourth-year respondents gave affirmative answers. We revealed a positive dynamic in students’ awareness of the necessity in taking their own responsibility for sustainable development. After all, overcoming poverty, inequality, achieving peace and justice, protection of human rights and saving the planet require the generation of individual responsibility, as the agents of change, which is the pre-condition of collective progress towards the goals of sustainable development. The study found an improvement in the competencies of sustainable development in graduates of the bachelor’s degree program “Primary Education” in contrast to the first-year students. Applicants for higher education have some knowledge and orientation in the field of sustainable development, an idea of individual responsibilities for sustainability. However, according to the majority of indicators, only a small proportion of respondents (less than half) have the required level of sustainable development competencies. We believe that the educational program for the training of future primary school professionals and the technology of teaching higher education need to be improved. Therefore, we see the prospect of further research in the study of opportunities to improve the educational and professional program “Primary Education” in the direction of complementing its components with ideas of sustainable development, as well as the formation of skills to develop and implement educational projects in future specialists of primary education.

The article explores the issue of the interdisciplinary integration of education for sustainable development (ESD) into the educational process of a higher education institution (HEI). The potential possibilities of the subject "Foreign language" in formation of sustainable development competences have been revealed. The experimental study was conducted with first-year students of the following undergraduate programs: "Primary Education", "Preschool Education", "Speech Therapy, Special Psychology", "Psychology" at Ternopil Volodymyr Hnatiuk National Pedagogical University. The initial level of formation of sustainable development competencies in students at the beginning of the experiment revealed 18.75% with high level, 51.79% – average and 29.46% – low. Hereby, the need to improve the quality of the researched object was established. The conducted ESP learner needs analysis on Sustainable Development Goals (SDGs) confirmed students’ eagerness to learn them in the university ESP course, designed in order to address students’ main lacks, needs and wants relatively the integrated language learning. In accordance with the questionnaire findings and in cooperation with the Foreign Languages Department English teachers there were outlined the content of education, goals of learning, methods and means that contribute to the development of the chosen competences in SDGs by means of English as a medium of instruction. The experimental study implied application of the framework of content and language integrated learning (CLIL) in the integrated ESP by means of working with English-language texts about sustainable development, discussing acute issues, studying English-language normative documents, scientific and methodical works on sustainable development, watching video fragments with their further discussion. The methodology presupposed learners’ group work, project activities, facilitation methods and interactive learning technologies. It was established that learning foreign language with an emphasis on sustainability contributes to increasing the level of sustainable development competencies: at the control stage of the experimental study, twice as many students demonstrated high level, as compared to the ascertainment stage. Observation of the educational process proves the increase in students' language learning motivation in accordance with improvement of the quality of the studied phenomenon.

The paper investigates correlation of learners’ academic achievements with the application of metacognitive reading strategies (MRS) by the master students in EFL academic reading activities. The study was conducted in Ternopil Volodymyr Hnatiuk National Pedagogical University. Data was collected by means of focus groups interview and adapted scales of the MARSI questionnaire. The highlighted research is of a descriptive character; it has been completed with the aim of collecting the information at the initial stage of the experiment on master students’ usage of MRS in EFL academic reading activities.