No abstract

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 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.

The relevance of the study is due to the forced need to move to distance learning and increase the attractiveness and competitiveness of domestic education in the international market of educational services. Interacting with students belonging to different ethnic groups, the teacher acts in different roles that can change, often moving from one to another. As you know, digitalization is a leading trend in the development of higher education since the beginning of the XXI century, but by 2020 it mainly affected lecture courses, and practical classes were only supplemented by Internet technology. When teaching foreign languages, personal interaction of students with the teacher and with each other is considered an important part of the process, which increases the motivation and effectiveness of classes. The COVID-19 pandemic forced educational institutions to immediately switch to distance learning, which exacerbated the problems of using information and communication technologies. Five models of teacher-student interaction in different groups were considered. Each model has undeniable advantages for different activities. We believe that it is important to change the models of work in groups in full-time and distance learning. Each of them contributes to the growth of teaching competence and the subjective position of the student and has a positive effect on educational interaction. The results of the study showed that in the distance learning format in a multinational group, two models of interaction have proved themselves well: counseling and tutoring, they are easiest to do online, as there is no need for personal participation. Distance learning format is a compulsory activity, it does not have much experience. The role of the teacher -facilitator, moderator and trainer -is effectively applied in person. The chosen role depends on the tasks set for students and the teacher in the polyethnic group. In search of motivation to study in such a group, it is best to turn to the multinational nature of students, as the discipline "Foreign Language" promotes both the study of another language and adaptation to another culture.