The aim of the research was an empirical study of the effectiveness of distance learning in pedagogical HEIs of Ukraine under the martial law. The research involved surveying the subjects of the educational process of Ukrainian HEIs. The survey respondents were the students of pedagogical educational institutions, teachers studying at the advanced training courses, academic staff. The criteria for assessing the effectiveness of distance learning in times of war were the possibility and quality of feedback, access to educational/didactic and methodological content, the possibility and frequency of monitoring performance, consultations, meeting deadlines, interactivity, technical capabilities of Internet access. The survey evidenced the negative impact of the martial law on online learning, the limited interactivity of classes, the unsystematic consultations and monitoring, and poor-quality communication between the subjects of the online educational process. At the same time, the positive impact of the varied approaches of teachers to presenting educational materials to students on the effectiveness of distance learning was confirmed. As a result, students with different technical capabilities were able to access the educational content provided by the curricula. The results of the study can be used by other HEIs of Ukraine in the context of sharing progressive pedagogical practices of distance learning organization in times of war. Further studies involve expanding the research, generalizing the unique experience of higher education of Ukraine in providing distance learning in crisis conditions, and sharing it with the world scientific communities.

The article is devoted to consideration of the process of formation of civic competence of primary school students. The modern requirements of state legislation regarding the civic competence of Ukrainians in general and younger schoolchildren in particular are analyzed. The concept of "competence", "citizenship", "civic competence of a primary school student" in the scientific context is characterized. The structure of civic competence of an elementary school student is presented, namely: value-motivational, cognitive, activity-practical, reflective components. Based on the developed research program, a pedagogical experiment was conducted to determine the level of formation of civic competence of primary school students.The study of modern philosophical, psychological-pedagogical, cultural studies of scientists, as well as the requirements of the NUS concept, the State Standard of Primary Education and other legislative documents, identified and characterized the following criteria of civic competence of a junior high school student: cognitive, motivational, emotional-value and activity-behavioral.According to the criteria of civic competence of a junior high school student, a low, medium and high level of its formation was distinguished.The results of the analysis of the ascertaining stage of the experiment proved that the civic competence of elementary school students is insufficiently formed by all criteria. Many children do not understand the essence of citizenship and how to identify it, they cannot appreciate civic actions. Students lack empathy for the fate of the city, region, and country. Therefore, the experimental program "With Ukraine in the Heart" was developed and implemented, the tasks of which were to form students' understanding of the essence of citizenship and the ways of its emergence, to foster a sense of love and dignity for one's Motherland. After conducting the formative stage of the experimental work, the number of students with a low level decreased by 19% and the number of students with a high level of civic competence formation increased by 24%. Such results proved the effectiveness of the experimental work.

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In the article theoretical and practical aspects of the formation and development of media culture of preschool and primary school children are highlighted. The authors consider the technologies in the broadest sense (radio, television, satellites, mobile phones, landlines, network equipment and software, etc.), through which the child receives the most diverse information. Positive and negative factors of influence of the media environment on its social formation are singled out. Emphasis is placed on the phenomena of cyberbullying that take place in the information environment, and pedagogical cooperation of teachers, parents and the community to combat virtual child violence. The relevance of the formation of the child’s media culture is emphasized and the connection of this definition with such concepts as: media literacy, media competence, media security, media awareness, media immunity, media socialization, media environment and others is determined. A conceptual model of the media’s influence on the child’s social competence and pedagogical recommendations for the practical solution of the outlined problem are presented. The results of an empirical study to study the level of media culture of preschool children by cognitive, emotional and behavioral criteria are presented.

The article presents the urgency of the problem of improving thequality of economic education in educational institutions of different types under modern social challenges regarding the cooperation of society and nature, forecasting economic development of regions, organization of production taking into account environmental and socio-economic preconditions. The study used methods of conceptual and comparative analysis, as well as psycho diagnostic methods. Theoretical aspects of forming children’s basics of economic (financial) literacy taking into account social and geographical factors are substantiated. Some features of the development of schoolchildren’s economic thinking in the course of their training (rationalism, practicality, variability, problem character, etc.) are defined. The essence of the economic culture of student youth is outlined and the necessity to create an educational environment of the educational institution for its development is emphasized. The results of the empirical study on the state of the outlined problem in school practice are presented. It was found out that the formation of economic literacy in primary and secondary school involves students mastering general knowledge, skills, and abilities necessary for their lives.