Фахові видання. Факультет інженерно-технологічний

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https://dspace.pdau.edu.ua/handle/123456789/76

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Перегляд Фахові видання. Факультет інженерно-технологічний за Автор "Borovyk, O. Yu."

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  • Ескіз
    Публікація
    Facilitating first-year student adaptation through the study of “University education”
    (2025) Прілєпо, Наталія Володимирівна; Priliepo, N. V.; Боровик, Олена Юріївна; Borovyk, O. Yu.
    This paper focuses on the issue of transitioning from school to university education. It represents a critical phase in a student’s life, requiring adaptation to new academic, social, and personal demands. This process is essential for fostering independence, critical thinking, and time management skills that are pivotal for success in higher education. An important factor is adaptation to the structure of higher education itself because the framework of university learning significantly differs from secondary school education. Students must also adapt to new social environments, often moving away from established support networks. Emotional and psychological challenges, such as homesickness and anxiety, are common during this period, necessitating robust support systems. The relevance of such transition remains constant due to the evolving requirements of higher education. As educational and societal expectations change, students face new challenges during this critical phase. Institutions must therefore prioritize effective transitional support to foster student success. Understanding and addressing the complexities of this transition is essential for improving students' future. The analysis of employed methodologies is exposed in the article to adapt first-year students to academic life in universities across the United States and select European countries. This involved a comparative assessment of these practices against those utilized by Ukrainian educational institutions. Besides, synthesized qualitative data from direct student feedback is collected through the conducted survey and presented in this study. It has been established that future research should explore the role of mentorship programs and peer support networks in mitigating transitional challenges, which could also provide valuable insights. Additionally, research on the differences in transition experiences across diverse demographic groups could inform more inclusive support strategies.
  • Ескіз
    Публікація
    The Indispensable Imperative: Navigating the Evolving Landscape of Teaching Engineering Ethics in a Dynamic Societal Context
    (2025) Прілєпо, Наталія Володимирівна; Priliepo, N. V.; Боровик, Олена Юріївна; Borovyk, O. Yu.
    In an era of rapid technological advancement and escalating societal expectations, the effective teaching of engineering ethics has become an indispensable imperative. While traditional pedagogy successfully imparts foundational ethical principles and codes of conduct, a significant body of literature suggests a critical chasm between this theoretical knowledge and the complex, high-pressure realities of professional practice. This study addresses this existing gap between the abstract ethical principles taught in engineering curricula and real-life practice, aiming to empirically investigate the shortcomings of current pedagogical approaches and propose evidence-based recommendations to enhance graduate preparedness. The methodology involved a targeted study with a test group of students, who were assessed through scenarios designed to simulate real-world professional challenges, including conflicts of interest, organizational pressures to cut corners, and psychological factors like obedience to authority. The results revealed a significant discrepancy: while students demonstrated competent theoretical knowledge of ethical codes, they proved largely ill-equipped to apply these principles under simulated organizational pressure, empirically confirming the hypothesized gap. The originality of this research lies in providing empirical validation of the inadequacies in traditional ethics education, moving beyond widespread theoretical critique. It challenges pedagogical models focused solely on abstract principles by demonstrating the decisive impact of organizational and psychological factors on decision-making and refutes the assumption that knowledge of codes is sufficient for ethical practice. Consequently, the findings have profound practical significance, providing a clear mandate for pedagogical change. They form the basis for an actionable framework for educators, advocating for the integration of experiential learning, such as high-fidelity case studies and role-playing, to cultivate practical wisdom and moral courage, thereby offering a blueprint for curriculum enhancement and a foundation for future longitudinal research.