Browsing by Author "Vakulik, Vyacheslav"

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    The History of Medicine as An Element of the Psychoprophylaxis of the Crisis of Professional Training Among Veterinary Medical Specialists
    (Scientific Center of Innovative Research OÜ, Estonia, 2022) Sheviakov, Oleksiy; Burlakova, Iryna; Kornienko, Victoria; Vakulik, Vyacheslav; Slavska, Yanina
    ENG: The article defines the main approaches to the psychological support of the process of preventing the crisis of professional training in higher education seekers. The aim of article was to find such a means of protection against the negative consequences of the crisis, which would be based on moral values and contribute to the integration of the noble ideas of past generations into the present. We decided to achieve the realization of the idea with the help of the historical and scientific methods. The factors of the crisis of professional training among applicants of veterinary and medical specialties are characterized. Features of the system structure of mental phenomena and the concept of psychological support of the process of psychoprophylaxis are considered. It is emphasized the need to implement a systematic approach based on empirical data, which includes research aimed at harmonizing the psychological state of drug addicts. Empirical research revealed the peculiarities of the social functioning of applicants for veterinary and medical specialties. There are differences in the psychological well-being of specialists of such specialties: they are characterized by a predominance of interest in the history of medicine, which reflects their interest in the profession, admiration for it; in the period of crisis, the self-esteem and locus of control indicators of achievers are such as to indicate inadequate assessment and inability to use their own strength to achieve the goal.
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    Teaching History in High School as A Way to Build A Complex of Self-Identifications of High School Students
    (Scientific Center of Innovative Researches OÜ, Tallinn, Estonia, 2024) Vakulik, Vyacheslav; Sheviakov, Oleksii; Slavska, Yanina; Vakulik, Sophіa
    ENG: This study examines the role of history education in shaping the complex self-identifications of high school students, highlighting itssignificance in the broader context of democratic education principles and human rights. Recognizing the transformative power of history education, the research investigates how historical narratives and teaching methodologies influence students’ identity formation and their perception of societal roles. Through a mixed-methods approach, involving surveys and observations from 300 high school students across ten schools in the Dnipropetrovsk region, this study explores the interplay between historical education and student self-identity, focusing on the integration of multiple perspectives, critical thinking, and ethical reflection in the curriculum. The findings reveal that exposure to diverse historical viewpoints not only enhances students' understanding of history but also actively supports their personal and social identity development. Critical engagement with historical content, especially involving ethical dilemmas and social injustices, encourages deep reflection and aids in forming a nuanced personal and social identity. Moreover, the study addresses the challenges posed by global educational dynamics and the media, which often contrast with the objectives of historical education, suggesting that an enriched historical curriculum can serve as a counterbalance to external influences. The research underscores the need for history educators to adopt inclusive and reflective pedagogical strategies that foster a critical understanding of history while supporting complex identity formation among students. By doing so, history education not only contributes to the academic development of students but also plays a crucial role in preparing them for active and informed citizenship in a democratic society. The study’s recommendations advocate for continuous teacher development and curricular adjustments to better meet the diverse needs of students, ensuring that history education remains a pivotal element of modern educational systems.