Open access to modern information technologies generates a new type of society that increases the productivity and competitiveness of any country in the world market and requires significant changes in the education system. One of the most innovative approaches in education is gamification of learning which has considerable capabilities to increase students' enjoyment, interest and engagement in the study. In this regard, the aim of our research is to analyse the use of gamification in higher education institutions of Poland, Ukraine and to study the effectiveness of using Kahoot as one of gamification technologies in teaching English for specific purposes (ESP) to students in a technical university. As shown by the results of the study, Poland has considerable experience in the use of computer games in higher education, whereas Ukraine is only beginning to implement these technologies in learning. An experimental study of the use of Kahoot platform in ESP classes at university level, which employed the methods of testing, observation and questioning, showed the effectiveness and expediency of this technology, as the students demonstrated a higher achievement rate, more active engagement and deeper motivation for learning.

This study aims to determine the level of ESP students’ satisfaction with online ESP learning courses at three faculties of Taras Shevchenko National University of Kyiv. The current study examines students’ answers to identify their satisfaction in ESP online courses. The study’s research questions were divided into four categories: the effectiveness of online ESP learning, the availability of learning material used by ESP instructors, the evaluation of ESP teachers’ results, the effectiveness of online testing, and students’ difficulties with ESP distance learning. A descriptive statistical method was used to validate the study. The statistics package JASP was used for data analysis. The authors chose observation, literature analysis, a questionnaire provision, and descriptive data analysis as the research tools. The study results show that students are primarily pleased with ESP courses taught online, students fulfil the expected progress in ESP learning performance. It is revealed that the main problems that influence and impact online ESP learning during COVID-19 are related to technical, academic, and communication challenges. Student satisfaction surveys may lead to changes in ESP online learning activities that may, in turn, boost students’ outcomes. The results provide valuable insight into students’ satisfaction with online learning and pose practical questions for its implementation. As a result, this study is just a preliminary attempt at offering considerate analysis to Ukraine’s policymakers.

The English has been widely used and expanded with the globalization of the business world, notably ESP is considered a part of it. This study aims to seek out the challenges of teaching and learning Business English in Ukrainian universities. Considerable experience as Business English teachers at several Ukrainian universities and ongoing contact with colleagues in the professional community of ESP teachers, provides an opportunity to affirm that the results we found in the empirical study are typical for most Ukrainian universities. This assumption was also supported in the discussions with the ESP teachers from different regions of Ukraine during the British Council's “English for Universities” project (2015-2018). Data collection was done by conducting a questionnaire survey for the ESP practitioners that had the issues in teaching ESP course at the Faculty of Economics, Taras Shevchenko National University of Kyiv The findings revealed the challenges that ESP practitioners face, particularly: difference in students’ language competence, course content selection, lack of motivation, in-class hours etc. and possible solutions in overcoming the constraints in teaching. The study suggests that Business English practitioners should develop and improve practical tools for evaluation and certification of results following the requirements and further improvements should be implemented in the methodology and organization of ESP teaching, the content of the course, the course design, the development of course-books and supplementary teaching materials for each specialty.

The article deals with the problem of influence of information and communication technologies on the higher education development. The peculiarities and dynamics of the MOOC expansion in the international educational space are determined, the experience of MOOC usage in the conditions of transnational education has been analysed, and the MOOC functions in Ukrainian educational reality have been investigated. The following methods were used in research: content analysis of scientific literature to clarify the essence of the research main categories; online courses netnography for studying their specifics; questionnaire, statistical processing and graphical representation of the study results concerning the MOOC functions in domestic educational practices. The essence of the term “MOOC” is clarified, the concept of their construction as well as features of technological functioning is revealed. The history of MOOC development in foreign countries (USA, Australia, Japan, Europe) and Ukraine is analysed. MOOC emergence and expansion is associated with digital humanities development and digital humanistic pedagogy establishment in the international educational space. The research results, which define the MOOC functions in the Ukraine educational practices, namely, ensuring openness, enriching the content of learning, individualization and inter-activation are characterized. Five main problems of the MOOC implementation are highlighted and investigated: 1) the presence of two different MOOC types; 2) the role of a teacher in MOOC; 3) participation of students in MOOC; 4) understanding and usage of the “mass” character of MOOC; 5) the boundary between the MOOC openness and control over them. Unprecedented popularity and opportunities for reaching the student audience have prompted international organizations and their education departments to initiate global forums to discuss the urgent economic, social, technological, psychological and pedagogical issues that arose during the MOOC introduction, as well as to adopt regulatory documents to ensure the quality of MOOC provision.

The article is devoted to the problem of teachers' professional