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The article presents the author’s integrated course, which is directly aimed at the parallel development of students’ soft- and hard-skills who master the profession in the automotive industry. Hard skills formation requires the acquisition of professional knowledge and implementation of instructions that can be tested through the exam. In contract, softskills include general, supra-professional skills (social, intellectual and volitional competencies, sociability, teamwork skills, leadership skills, creativity, punctuality , emotion management skills, etc.). In the coming years, significant changes are forecast in the automotive industry, in the design of heat engines, aimed not only at their improvement in particular, but also at the use of fundamentally new designs and types of engines. Under such conditions, a significant number of specialists will be forced to retrain, in the process of which fundamental training, the formation of softskills in particular, should be a significant help. It is covered a long time to quantify the effectiveness of the integrated special course, and three leading softskills (critical thinking, creativity and cognitive flexibility) are identified. It is concluded that the integration of softand hard skills is an effective means of developing knowledge, skills and thinking, which contributes to improving the professionalism of professionals. The study of the proposed author’s course gives positive changes in the professional competence of future automotive professionals.

The article deals with the managing an organization as a factor of organizational climate. The main aim of the research was to diagnose the organizational climate in staff teams based on the analysis of its components and determination of its impact on managing an organization. The set of psychodiagnostic methods was used: the questionnaire "Organizational climate and efficiency of managing an organization", the test "Evaluation of the head effectiveness". To investigate the state of the organizational climate in the organization, we used the following indicators: relations with colleagues, attitude to work, professional development, authority of the head, satisfaction with working conditions, satisfaction with working hours, labour remuneration and the risk of losing a job. Such indicators were determined due to the understanding of the organizational climate as an indicator of group mood and the qualitative side of interpersonal relations in the group which integrates individual and group values, rules, processes, expectations, quality, and determines the psychological conditions that contribute to or impede effective joint activity to achieve the goals of the enterprise and the comprehensive development of the individual in the organization. The results of the research of mutual influence of the organizational climate of the Ukrainian state-owned enterprise and the processes of managing an organization have been presented in the article. Basically, the organizational climate reflects a person's perception of the organization to which he belongs. It is a set of unique characteristics and features that are perceived by the employees about their organizations which serves as a major force in

Якимович Тетяна Дмитрівна, кандидат педагогічних наук, доцент кафедри теорії і методики технологічної освіти, креслення та комп`ютерної графіки Національний педагогічний університет імені М. П. Драгоманова, Львівський навчально-науковий центр професійної освіти (

Multimodality is implemented to the modern learning environment in line with trends towards multidisciplinarity. In the current study, multimodal interaction is based on the mutual integration of understanding of multimodality in philological and pedagogical perspectives. The purpose of the article was to analyze and compare the results of learning a foreign language (German) for professional purposes (German for Economists) with an emphasis on multimodal interaction and without it (in a way of traditional language learning with a predominance of classical methods of classroom and extracurricular activities). There were universal scientific and specific methods used: a controlled-type educational experiment; Likert-scale type questionnaire; reliability test: Cronbach’s alpha using IBM SPSS Statistics 28.0.0.0; qualitative-quantitative interpretation and contrastive-comparative analysis of the obtained experimental data; statistical-mathematical interpretation of empirical data; comparative analysis; the functional analysis. Respondents of empirical intelligence were students of the Faculty of Management and Marketing, specialty 073 “Management”. Averagely in the experimental group, almost all the assessing criteria of the effectiveness of multimodal interaction outreached 4 points. These data were also confirmed by the results of self-reflection-questionnaire. The novelty of the research is in the principle of theoretical substantiation and practical application of the content of multimodal interaction as an umbrella term that integrates the most fundamental concepts of modern pedagogy in general and, in particular, methods of teaching a foreign language.