The article deals with the issues of development of critical thinking of students by means of web technologies. It presents the analysis of different scientific approaches to the organization of critical thinking training of students. The authors state that among the means of the above mentioned critical thinking development scientists distinguish information and communication technologies, particularly web technologies, as having a significant didactic and critical thinking potential. The experience of using web resources to verify information and data in the process of students' critical thinking development is explained. The article gives examples of the using remote special course on the basis of web resources implementation into real learning process. The application of web resources provides an opportunity to intensify critical thinking motivation of students, involves them in solving the discussed problems, and develops critical thinking skills, the ability to independently create and develop new knowledge based on the information received. Comparison of the results of ascertaining and forming sections allows to ascertain the effectiveness of the proposed pedagogical condition for the development of students' critical thinking by means of web technologies and the effectiveness of the developed remote special course for developing students' critical thinking by means of modern web technologies.

The article discusses the current topic of distance education using online technologies. The material presented in the research is especially relevant in the context of the forced transition of educational institutions in all countries to online learning because of the threat of COVID-19. The author suggests available and algorithmic training course "Online Learning", which is called to help teachers and students of pedagogical specialities to acquire extensive knowledge of organizing online classes. The purpose of the article is to discuss the experience of introducing the "Online Learning" course into the process of development of linguistic-and-methodological competence in prospective foreign language teachers, which aims to teach both teachers and students who master the profession of foreign language teachers to apply the video conferencing software ZOOM for successful and effective online training both under quarantine conditions and in their professional activity. The advantage of online learning and teaching is that there are no limits and boundaries. Online education increases the mobility of both students and teachers; provides opportunities to get higher education for anyone who wants, but for some reasons does not attend classes in educational institution. Training course "Online Learning" has been effectively and successfully introduced in three higher education institutions of Ukraine ("Luhansk

133with those of The Bohdan Khmelnytsky National University of Cherkasy and Pavlo Tychyna Uman State Pedagogical University. It should be noted that in Great Britain, more academic hours are allocated for the disciplines in the field of environmental studies, compared to Ukraine. Besides, in British universities students get more time for independent and scientific work. One more difference is that British graduates work in biomedical laboratories, hospitals, etc. as distinct from Ukrainian colleagues, who are usually hired as school teachers. It has been concluded that the environmental training in Ukraine should be performed in the following directions: expansion of hours for environmental disciplines and the number of subjects of the environmental sphere (for example, implementation of subjects "Environmental Development of a Child" and "Socialization of a Child" into the training course of students majoring in "Primary education"), increasing the financing, etc. The following ideas taken from British experience should be implemented into the educational system of Ukraine (particularly, in the field of environmental training): creating the conditions for lifelong environmental learning of teachers, student-centered approach and encouraging students to take part in scientific activities, adoption of methods of conducting different types of lessons (lectures and practicals), as well as IT methods (online discussions, online presentations, etc.). It should be concluded that the study of the specificity and experience of other countries in all spheres of life in general and education in particular will definitely contribute to the improvement of the state in all its spheres.Keywords: training, teachers, environmental education, Great Britain, Ukraine. IMPLEMENTATION OF PLAY-BASED LEARNING ACTIVITY AS A TOOL TO DEVELOP STUDENTS' PROFESSIONAL COMMUNICATIVE COMPETENCE WITHIN UNIVERSITY COURSE "ENGLISH FOR SPECIFIC PURPOSES" One of the most effective ways to develop students' ability to find, extract and process information from the great variety of authentic sources is the implementation of some interactive forms and methods into the studying process and its theoretical and practical enrichment. In this research the play-based learning activity is understood as the combination of the following three components: playing (stimulating emotional emancipation and exalting the participants, fulfilling their ambitions, expressing their opinions creatively and inspiring interaction between them); educational (aiming to enrich students' knowledge, abilities, skills and experience) and professional (providing the opportunity for teachers to simulate a variety of professional situations

The research examines theoretical and methodological approaches to the development of intercultural competence among higher education students, and how it varies due to changes in the digital environment. Attention is given to interactive methods for improving intercultural competence as a source of everyday and professional discourse formation, and enhancing communication skills among students. The k ey principles for stimulating the development and use of technologies in building intercultural competence in higher education institutions' practices are highlighted. The study's findings can be beneficial for future professionals and can be applied in universities' practices when organizing the educational process or educational programs aimed at training future specialists.

Постановка проблеми у загальному вигляді. Сьогоденні вимоги і запити суспільства потребують розумних, творчих, ініціативних спеціалістів у різних галузях, тому освіта прагне знайти такий підхід, в якому цілісність внутрішнього світу людини забезпечується її взаємозв'язком із суспільством. Глобалізація та інтеграція визначені сьогодні головними стратегіями в освітньому процесі України. Означені тенденції вимагають переосмислення якості підготовки майбутніх викладачів іноземних мов у закладах вищої освіти із спря-муванням на компетентнісний підхід. Цей підхід виник у ХХ столітті. Спочатку він був пов'язаний із можливістю переглянути якість підготовки спеціалістів до роботи у професійній сфері, а вже згодом почав використовуватися в образотворчій сфері. За таких умов стає актуальною не знаннєва модель освіти, а саме компетентнісна, яка уможливлює вміння та навички вирішувати проблеми [1, с. 11], із якими спеціалісти стикаються у повсякденній професійній діяльності. Саме орієнтація на компетентнісний підхід дає можливість підго