The article considers the role of elective courses in professional development of students of economics. Modern European education is developing on the principles of democratization and humanization, where democratization implies the involvement of all agents/participants of the education process into forming its content and solving numerous related problems. Moreover, in order to be competitive in global labour market, modern specialists must develop such features as mobility, cultural, language and religious empathy, professionalism, commitment to the human virtues, etc. The content of education expressed in the curriculum is now not a rigid unity. Offering elective courses, university curricula can be easily modified to the students′ needs and aspirations. The analysis of the curricula of the economic faculties at some leading European universities has showed a great amount of elective courses mainly in general subjects such as Psychology, Pedagogy, Philosophy, History, Politology, Social Science, etc. These courses make up approximately 10 % of the total study load and are meant to realize interdisciplinary links, deepen students′ understanding of economic phenomena and develop analytical and strategic thinking. On the one hand, by choosing elective courses students are more agitated in learning, more interested and motivated. On the other hand, universities think harder over the supply of subjects and their content. At the same time, it increases lecturers′ motivation to consider new approaches, update information, and on the whole do their best to make their subjects appealing to students. The research has proved that elective courses realize an important role in students′ professional and personal development by integrating knowledge of many subjects, through their participation in tailoring the curricula and enriching their professional portfolio.

The presented article reveals and generalizes the experience of using gamification in the context of non-formal adult educational practices. From this perspective, the basic understanding of gamification is defined, priorities are set for the use of gamification components, the non-game context as a basis for gamification of training course programs is analysed. An empirical study of extrapolated game mechanics in non-formal adult educational practices of Adult Education Centres has been carried out. Definitions are given regarding consideration of social and psychological types of adult students for application of gamification of non-formal education. In the article the gamified educational non-game context is formulated as non-imitation with apreserved invariable content of educational activity at changingthe way of organization of this activity. Among the most common game mechanics found to meet the priority needs of adult students are those in which reward was offered for the task; balanced competition was stimulated; different types of interaction were envisaged; an opportunity was provided to share results and achievements outside of training; quick feedbackwas provided. Variability of extrapolation of game mechanics into non-formal educational practices of adults concerns the following main didactic categories of educational programs: learning objectives; the forms of training organization; teaching methods; learning motivation; control of learning outcomes.

Life activities of students from higher education institutions are largely influenced by certain adverse factors (social, psychological, environmental ones), which in turn negatively affect their physical and mental health and cause particular behavioural deviations such as aggression. The research aims to theoretically justify, develop and experimentally verify the programme on prevention of aggressive behaviours in athletes due to cultivating their humanistic values and capacity for self-actualization. The research sample of the formative experiment comprised 177 athletes (92 respondents in the experimental group and 85 respondents in the control group). The research assumes that, if well-developed, humanistic values of individual self-actualization (developing one's positive attitude towards the surrounding people, ability to understand them, accept oneself and others and reality, striving for new knowledge, identifying oneself in this world, setting goals) can be considered as a means of prevention of aggressive behaviours in students; the process of developing athletes' capacity for self-actualization as a means of psychological prevention of aggressive behaviours is determined by an appropriate organization of activities performed by students, their parents, psychologists, teachers based on personality-oriented and humanistic approaches. The level of self-actualization was based on E. Shostrom's test and the self-actualization scale by A. Jones and R. Crandall; the level of aggression was identified based on the Buss-Durkee Hostility Inventory. The accuracy of changes in the groups was verified using the Mann-Whitney U Test. Results. A quantitative interpretation of the results obtained from the formative experiment proves that the arithmetic mean of selfactualization parameters in respondents in the experimental group has increased significantly (by 22%), whereas they have remained almost unchanged in the control group. Concerning the arithmetic mean of parameters of aggressive behaviours in athletes, they have decreased significantly (by 18%) in the experimental group. This is because athletes' capacity for self-actualization has been developed without direct influence on their aggressive behaviours. Conclusions. In comparison with their peers in the control group, athletes in the experimental group have significantly improved their conflict management skills as a result of developing a more positive attitude towards others, as well as behavioural flexibility, communication skills and capacity for self-development.

The article deals with the formation of communicative competencies of applicants for higher education in the context of distance learning from the perspective of neurosciences. The relevance of the article lies in the fact that for a successful, effective organization of distance learning, it is necessary to select the rational methods of teaching, aimed at enhancing the development of personality. The purpose of the article: to clarify the interpretation of the concepts: “competence”, “communicative competence”, “distance learning”, “neuroscience”, “neurolinguistics”, to investigate service platforms for online learning; to find effective teaching methods that contribute to the formation of communicative competence of university applicants. Methods of work - analysis of scientific and methodological literature, system analysis. Results: the use of active teaching methods has a great impact on the formation of communicative competence in higher education students. Service platforms that help teachers conduct online learning with students have been investigated. It was emphasized that videoconferencing and video meetings help to form communicative competence with students. In addition, it was noted that higher education should be implemented using a competency-based approach. Novelty in the work is a review of neurolinguistic programming as one of the effective methods of formation of communicative competence. Conclusion: the use of current pedagogical technologies in the university helps to implement new principles of individualization and differentiation, taking into account the psychological aspects of the person associated with his intellect and speech.

The article is devoted to the analysis of the potential of extraordinary distance learning ofstudents. Emphasis is placed on the differences between this type of distance education and onlineeducation. Taking into account the latest publications, the domestic experience of introducing distanceeducation in higher education institutions has been studied and the reasons for the unpreparedness ofdomestic higher education institutions for the transition to the distance mode of emergency distancelearning have been clarified. It is emphasized that most researchers identify the positive aspects ofcompulsory distance education, including the possibility of using blended learning as the optimal format inan emergency situation.With the help of an online survey of teachers and students of Vasyl Stus Donetsk National University, theadvantages and difficulties of transition to distance learning have been identified. It has been proven thattechnical difficulties are problems with power outages and problems with the Internet and so on. It has beenfound that the psychological disadvantage of distance learning is excessive workload, which leads toimpaired vision, physical fatigue and spiritual limitations. In addition, many found it difficult tocommunicate with the camera and microphone turned off. Didactic difficulties of distance learning arerevealed - it is identification of independence of performance by students of test tasks and necessity ofcreation of new materials, search of new pedagogical receptions for activization of educational activity ina remote mode. It was emphasized that the respondents mentioned the lack of all-round assistance from themanagement of distance learning and a large amount of reporting documentation as a lack of organizationaland managerial nature.The advantages of extraordinary distance learning are identified - it is the ability to work remotely, mobilityand convenience, transparency of the assessment system, the use of cloud technologies. It is stated that themost convenient communicator for online classes is Microsoft Teams. According to the survey, 67.4% ofstudents did not have special problems with the acquisition of new knowledge, skills and abilities in thetransition to distance learning.The definition of “organizational and pedagogical conditions for the implementation of distance learningin the Free Economic Zone” has been clarified. Psychological and pedagogical (subjective) andorganizational and managerial (objective) conditions for the implementation of emergency distancelearning in higher education institutions are substantiated.