The purpose of this article is to find out the influence of ICT on educational achievements of students of technical specialties in studying foreign languages on the example of the National Technical University of Ukraine "Kyiv Polytechnic Institute named after Sikorsky", National Polytechnic University of Ukraine "Lviv Polytechnics", National Technical University of Ukraine "Kharkiv Polytechnic Institute", Gdańsk University of Technology, Warsaw University of Technology and University of Wrocław. Methods: abstracting, theoretical analysis, synthesis, induction, deduction, observation, measurement, comparison, questionnaire description and generalization. It was found that ICT significantly influence on learning achievements of technical students in foreign languages. For foreign language skills, 95% of Ukrainian students and 98% of Polish students reported using ICTs such as electronic guides and dictionaries, multimedia technologies, project work on the Internet, electronic mail, social networks, blogs, online resources for communication and mobile applications.

The article deals with the problem of splitting linguistic consciousness of Ukrainians as a result of Russia’s destructive historical influence on their self-identity. In this regard, it offers some ways of solving this particular problem at the legislative level, as well as in the context of neuropedagogical and neuropsychological approaches. The article aims to prove that the Ukrainian language is the key factor in national self-identity, and appropriate neuropedagogical influence on linguistic personality can correct negative attitudes, stereotypes and weak self-identification. Research methods include historical and systemic analysis of relevant legal provisions; extrapolation of historical facts to the ethnopsychological and neuroscientific levels; generalization and modelling (formulating effective recommendations based on a preliminary analysis). Besides, the article discusses and characterizes the causes of differences in linguistic space, mainly in the south-eastern and western regions of Ukraine. They led to bilingualism, which is one of the factors threatening national security and territorial integrity. Furthermore, there are differences and linguistic conflicts in the current language policy in terms of relations between Ukraine and neighbouring countries. In this regard, the article attempts to outline the role of neuropedagogical tools in correcting splitting linguistic consciousness as the most destructive personal phenomenon of artificial bilingualism. Finally, the article proves that legal support can only provide a framework for solving the problem of artificial bilingualism. At the same time, the way out of destructive language policy lies in applying the latest neuropedagogical and neuropsychological methods, described in the conclusions below.

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In 2020, the majority of higher educational institutions have faced global and unique problems that are particularly acute at the social, economic, scientific and educational level.  The purpose of the academic paper is to consider the adoption and transformation of the methodology of teaching foreign languages at the HEIs and analyze how much has the interaction of students changed and how the capitalization of knowledge is carried out in the implementation of virtual and online education. The academic paper describes how new teaching methods are introduced and implemented in quarantine conditions in the university education system. The basic methods of the investigation are as follows: the method of experiment, questionnaire and observation; the interdisciplinary nature of the research is also marked by the use of a combination of analytical methods. The hypothesis lies in the fact that the conditions of virtual distance education involve changes in the complex of methods and their technological adaptation. The scientific article contains the answers, challenges and practices used in the process of teaching foreign languages in the space of university education.

Розглянуто зміст та основні ознаки креативного мислення. Встановлено, що процес розвитку у здобувачів вищої освіти креативного мислення спрямований на їх цілісне самовизначення та самовираження у навчальній та професійній діяльності. Акцентовано увагу на умовах, необхідних для розвитку навичок креативного мислення у здобувачів вищої освіти. Розглянуто методи навчання, що сприяють розвитку навичок креативного мислення студентів Проведено дослідження рівня креативного мислення студентів факультету історичної і соціально-­психологічної освіти та факультету педагогічної освіти, менеджменту і мистецтва університету Григорія Сковороди в Переяславі і розглянуто завдання, реалізація яких сприятиме розвитку навичок креативного мислення у студентів.