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Recent Submissions

Cargo safety risks in logistics systems
(Academy of Applied Sciences Academy of Management and Administration in Opole, 2026-06-03) Oleg Zagurskiy; Liliya Savchenko; Tadeusz Pokusa; Mykola Ohiienko; Svitlana Zagurska; Alona Ohiienko
The monograph is dedicated to forming a holistic system of methods and models for assessing and managing cargo safety risks in modern logistics supply chains, with a primary focus on road transportation. In the context of global challenges (wars, pandemics) and high market volatility, the authors address the complexity of transport risks of a man-made nature, such as mechanical damage, deformation, spoilage, and cargo theft. The work develops a comprehensive methodological approach based on systematic analysis of internal and external risk factors, multi-criteria decision-making theory, and mathematical modeling to quantify the level of risk and create integrated risk indices for logistics process management
3.4 Research-based learning as a mechanism for the development of critical thinking and information literacy
(Academy of Applied Sciences Academy of Management and Administration in Opole, 2026-05-15) Larysa OSTANKOVA; Olena SMYRNOVA; Svitlana VOROBIOVA
The article examines research-based learning as a methodology that combines the development of critical thinking with the advancement of information literacy. It ensures the integration of research tasks into the educational process, promotes interdisciplinary interaction, and creates conditions for the formation of key competencies of the New Ukrainian School. This approach opens up prospects for the modernization of educational programs, the development of authorial solutions, and the use of digital resources that meet the challenges of the modern world.
3.3. Organizational culture of a general secondary education institution as a factor of psychological stability of the teaching staff in crisis conditions
(Academy of Applied Sciences Academy of Management and Administration in Opole, 2026-05-15) Tetiana KOLGAN; Valentyna POUL; Olena KOLHAN
The article analyzes the role of the organizational culture of the educational institution as a basic factor in the formation of the psychological stability of the teaching staff in the conditions of war and systemic crises. The experience of the Donetsk In-Service Teacher Training Institute regarding the development and implementation of professional development programs in four strategic areas: educational and informational, preventive, trauma-informed care and strengthening of professional potential was considered. Special attention is paid to the integrated approach and game technologies as tools for adaptation, restoration of teachers' resources and creation of a safe educational environment.
3.2. Scaffolding age-appropriate ai understanding in primary education
(Academy of Applied Sciences Academy of Management and Administration in Opole, 2026-05-15) Olena ISHUTINA; Mykola KOLESNYK
The rapid integration of artificial intelligence into daily life demands that primary school teachers develop robust pedagogical competencies to introduce AI concepts to children aged 6 to 11. Despite growing policy interest in AI literacy education, limited empirical research has examined what specific knowledge and instructional skills teachers need to scaffold age-appropriate understanding of AI at the elementary level. This paper presents an investigation into the pedagogical dimensions of AI teaching competence in primary education. Four core competence domains are identified: conceptual knowledge of AI fundamentals suitable for young learners; a pedagogical repertoire encompassing unplugged activities and storytelling; the ability to foster inquiry-based learning around AI; and a reflective professional awareness of ethical implications.
3.1. Pedagogical practices of reflective interaction with veterans in the context of overcoming educational barriers
(Academy of Applied Sciences Academy of Management and Administration in Opole, 2026-05-15) Olena BARABANOVA; Dmytro HORBACHUK
The article theoretically substantiates, develops and experimentally tests a model of a barrier-free, safe and inclusive educational environment for war veterans and demobilized people in the context of overcoming educational barriers. The scientific novelty of the study lies in the definition of the architectonics of reflective interaction as a leading andragogic tool, based on the synergy of the principles of subject-subject partnership, axiological parity and open dialogue. The specifics of the transition of veteran students from a military subculture to a civilian academic space are studied, and the factors of the emergence of academic alienation and didactic anxiety are classified.