IV international scientific conference. Marseille. France. 09-10.10.2025

Bridging disciplines for scientific progress Proceedings of the IV International Scientific and Practical Conference 09-10 October 2025 Marseille. France 2025 UDC 001.1 BBC 1 IV international scientific conference. “Bridging disciplines for scientific progress”. Marseille. France. October 09-10. 2025. 52 p. ISBN 978-92-44514-71-9 DOI https://doi.org/10.5281/zenodo.17351926 Publisher: «World of Conferences» Main organization: Editor: Tarmo Vesik Layout: Asko Laar The conference materials are in the public domain under the CC BY-NC 4.0 International license. The publisher is not responsible for the materials published in the collection. All materials are provided in the author's edition and express the personal position of the participant of the conference. The sample of the citation for publication is: Abbasova Gultekin, Gadjieva Lala, Safarli Gunel THE STUDY OF ENERGY AND GEOMETRIC PARAMETERS OF THE DIPEPTIDE MOLECULE // Development of science in the XXI century. Proceedings of the IV International Scientific and Practical Conference. Marseille. France. 2025. Pp. 12-16. URL: https://conference-w.com/ Contact information Website: https://conference-w.com/ E-mail: [email protected] Content Economic sciences Blerim Kola BARRIERS TO INTERNET BANKING ADOPTION AMONG CORPORATE CUSTOMERS IN ALBANIA: EVIDENCE AND TRENDS, 2024-2025 4 Safarov Bakhtiyor INNOVATIVE RETAIL REVOLUTION - AR/VR MARKETING INTEGRATION FOR ENHANCED RETAIL EFFICIENCY AND CUSTOMER ENGAGEMENT 8 Geographical sciences Movlud Teymurov DETERMINING DIRECTIONS FOR PROTECTING ECOSYSTEM AND LAND COVER SUSTAINABILITY 14 Jurisprudence Behbudov Gahraman Novruz oglu, Bayramova Vahida Vahid qizi CHARACTERISTICS OF MUSLIM CRIMINAL LAW AND THE FORMATION OF ITS LEGISLATIVE FRAMEWORK 17 Pedagogical sciences Eleni Anastasopoulou, Evangelia Mitroyanni, Athina Spanou, Triada Kapota DIGITAL PEDAGOGIES FOR CREATIVE LEARNING IN PRIMARY SCHOOLS: FOSTERING INNOVATION, COLLABORATION, AND EXPRESSION 22 Eleni Anastasopoulou, Athina Spanou, Triada Kapota INCLUSIVE EDUCATION THROUGH TECHNOLOGY INTEGRATION: EMPOWERING DIVERSITY IN PRIMARY CLASSROOMS 27 Philological sciences Mammadova Sevinj Gulmammad PARTS OF SPEECH CLASSIFICATION. MEANING, FORM, FUNCTION 31 Ospanova Asel, Omarbayeva G.S. LEXICAL AND STYLISTIC REPRESENTATION OF FATE AS A CONCEPT IN O.HENRY’S PROSE 34 Physical sciences Sharifov Galib Movsum, Jafarova Afsana Yusif A MODEL FOR APPLYİNG STUDENT-STUDENT ASSESSMENT İN TEACHİNG PHYSİCS İN GRADES VII-IX 39 Technical sciences Bardavelidze Avtandil, Bardavelidze Khatuna MONITORING THE EFFICIENCY OF FRUIT SUPPLY USING AN AUTOMATED CONTROL SYSTEM 42 Oraz Gulzat, Sarybayeva Elvira, Kauymbaev Rakhimzhan MODERN TRENDS IN THE DEVELOPMENT OF ECO-KNITWEAR FOR CORRECTIONAL CHILDREN'S CLOTHING 49 IV international scientific conference. Marseille. France. 09-10.10.2025 4 Economic sciences BARRIERS TO INTERNET BANKING ADOPTION AMONG CORPORATE CUSTOMERS IN ALBANIA: EVIDENCE AND TRENDS, 2024-2025 Blerim Kola Prof. Asoc. Dr. Abstract This study investigates the barriers to adoption of internet banking among corporate customers in Albania in 2024-2025. Drawing on recent national statistics and qualitative interviews with corporate decisionmakers, the research explores how trust, organisational factors, legal framework, and digital maturity influence adoption. According to the Bank of Albania, remote banking transactions in 2024 reached a record high (≈ 9.36 million), growing by 22% over the previous year, and digital payment activity per capita increased to 23 in 2024, while financial inclusion—measured by ownership of payment accounts—reached 78% of the population. However, despite growth in usage, corporate adoption of internet banking remains hampered by concerns over system security, transaction reliability, legal protection and liability, lack of trust in providers, management attitudes, and resource constraints. Through in‐depth interviews with corporate adopters and nonadopters from a variety of industries, this article updates and refines earlier findings, showing that trust issues (especially cybersecurity and reliability), legal and regulatory gaps, and organisational inertia are still the main inhibitors. The study recommends that banks proceed with visible investments in security infrastructure, enhance legal/contractual safeguards, integrate support channels for problem resolution, and conduct efforts to build customer trust. Keywords: Internet banking; digital payments; barriers; corporate customers; Albania; trust; legal framework 1. Introduction • Recent growth: Remote/home banking use in Albania has increased significantly. In 2024, remote banking transactions reached ≈ 9.36 million, up ~22% from 2023. Active bank accounts connected to the Internet reached ~1.35 million, representing about 39% of active accounts. • Financial inclusion also improved: 78% of Albanians have payment accounts as of 2024 • Yet, Albania remains among the European countries with the lowest proportion of citizens (aged 16– 74) using online banking. Less than 30% use such services. • Purpose of study: To identify and analyse the contemporary barriers to adoption of internet banking among corporate customers in Albania, updating previous qualitative work and integrating recent statistical trends. 2. Literature Review • Review of more recent studies in Albania (2024) and region: • Digital transformation survey (Albanian banking sector) 2024 shows that, despite increased internet access, customer activity in digital financial services lags. Barriers include digital literacy, security risk, investment cost, and limited customer trust. suerf.org • Study on e-payment adoption among SMEs in Albania finds perceived convenience, perceived security, cost, social influence, and innovativeness as significant factors; common challenges include privacy and security concerns, lack of information, low trust, and resistance to change. OUCI • Review of general finance/technology trust literature: definitions of trust, risk, privacy from international sources; adaptation in corporate banking context; managerial attitudes; resource and knowledge constraints. 3. Conceptual Framework and Hypotheses (or Research Questions) • Barriers grouped into categories: Category Specific Barrier(s) Trust-related Security (cybersecurity, risk of fraud), reliability of transactions, provider reputation, privacy concerns Legal/Regulatory Liability, enforceability, customer protection, dispute resolution, court capacity IV international scientific conference. Marseille. France. 09-10.10.2025 5 Organisational Management attitude, lack of resources (IT infrastructure, personnel), lack of knowledge or training, cost concerns Cultural/Digital maturity Digital literacy, preference for cash or face-to-face interaction, inertia, awareness • Research questions, e.g.: 1. Which trust-related issues are most salient for corporate adopters vs. non-adopters in Albania in 2024-2025? 2. To what extent do legal/regulatory concerns reduce adoption? 3. How significant are organisational and resource constraints? 4. How have recent statistical trends impacted perceptions of barriers? 4. Data & Methodology •Quantitative data: Use of up-to-date national statistics (Bank of Albania, Eurostat, etc.) on remote banking usage, account access, digital payments per capita. Revista Monitor+3Hashtag.al+3Hashtag.al+3 •Qualitative component: In-depth semi-structured interviews with corporate financial decision-makers (both adopters and non-adopters), sampling a range of industries. Aim for approx. 10-15 firms from diverse sectors (manufacturing, services, insurance, etc.). •Analysis: Content analysis; comparison between adopters vs non-adopters; coding themes in line with conceptual framework. 5. Findings Statistical Trends: In 2024, remote banking transactions in Albania reached 9.36 million, with transaction value ≈ 2.39 trillion lekë, increasing ~19–22% over 2023. Hashtag.al+2Revista Monitor+2 Digital payments per capita: 23 in 2024 (up from ~2 in 2015) with 78% of population having payment accounts. Scan.tv+1 Barriers Identified via Interviews: Trust and Security: Fear of cyberattacks, fraud. Corporate non-adopters often cite inadequate security, risk of unauthorised access. Adopters still worry about security of internet communication networks. Reliability of Transactions: Issues with system downtime, slow response times. Difficulty resolving issues when transactions fail (branch visits required). Legal / Regulatory Concerns: Uncertainty over liability in case of loss. Lack of efficient legal support or dispute resolution mechanisms for online banking. Weak customer protection laws or perceived weakness. Organisational Factors: Management attitudes that are cautious or negative. Lack of internal resources: IT infrastructure, personnel, funds. Lack of knowledge / familiarity with internet banking systems and risk mitigation. 5.Cultural / Behavioral / Digital Literacy Issues: • Preference for face-to-face interactions remains strong. • Low levels of awareness or confidence among potential corporate users. • Some inertia or resistance to change. •Differences between adopters and non-adopters: non-adopters articulate stronger concerns in all categories, especially in trust, legal liability, and resource constraints. 6. Discussion The recent growth in usage signals improving infrastructure and regulatory encouragement, but corporate adoption lags due to risk & trust deficits. Comparisons to earlier studies: many of the same barriers persist (as found in your original data), but with some shifts: increased public recognition of digital banking, more regulatory reform, more pressure on banks to reduce commission costs and enhance service channels. Implications in light of national statistics: even though participation (account ownership, transaction volume) has increased, active use of digital banking (especially for business accounts) still faces structural and perceptual barriers. 7. Implications for Practice and Policy For Banks: IV international scientific conference. Marseille. France. 09-10.10.2025 6 • Invest visibly in security (e.g., cybersecurity infrastructure, certification, secure protocols), so customers feel confident. • Improve reliability and responsiveness of internet banking platforms; provide quick remedies when things go wrong. • Enhance training and capacity building, both internally (staff who can support corporate users) and externally (client education). • Develop clear policies on liability, privacy, contracts; make them transparent. •For Regulators & Government: • Strengthen legal frameworks for internet banking: legislation on e-commerce, electronic signatures, consumer protection, liability. • Encourage interoperability, standardization, and enforceable dispute resolution mechanisms. • Promote digital literacy, trust in digital systems via awareness campaigns. 8. Conclusion Summarises that while Albania has made significant strides in digital banking uptake (2024-2025), corporate customers still face several persistent barriers centered on trust, legal protection, and organisational capacity. Adoption is being held back not so much by availability of technology or basic infrastructure (which are improving), but by perceptions, risk, and legal/regulatory gaps. Future research could quantitatively measure the relative weight of these barriers, test interventions (e.g. legal changes, security certifications), and examine sectoral differences more finely. 9. Limitations Limited sample size for qualitative interviews; findings may not generalise to all industries or regions. Possible bias in responses (e.g. overemphasis on risk vs cost). Reliance on available national statistics; some data (e.g. on business internet banking use) less detailed. References 1. Ajzen, I. (2020). The theory of planned behavior: Frequently asked questions. 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Annual report on digital payments and banking innovation in Albania. Tirana: Bank of Albania. 7. Bashiri, M., & Asgari, N. (2023). Exploring customer resistance to Internet banking: The role of perceived value and security. Journal of Retailing and Consumer Services, 73, 103258. https://doi.org/10.1016/j.jretconser.2023.103258 8. Behl, A., & Pal, A. (2022). Understanding barriers to e-banking adoption in emerging economies: A multi-level analysis. Information Systems Frontiers, 24(5), 1189–1212. https://doi.org/10.1007/s10796-02110180-9 9. Berisha, G., & Hysa, E. (2024). Digital banking transformation and consumer adoption in the Western Balkans. Economic Alternatives, 30(1), 55–72. 10. Bouri, E., & Gashi, D. (2023). Consumer attitudes toward e-banking services in Albania. Journal of Economic and Social Studies, 13(2), 45–61. 11. Civelek, M. E., & Yıldız, B. (2022). Determinants of e-banking adoption: Evidence from European emerging markets. 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Fishbein, M., & Ajzen, I. (2011). Predicting and changing behavior: The reasoned action approach. New York: Psychology Press. 18. Gjoka, A., & Hoti, A. (2024). Trust, technology, and user behavior in digital banking in Albania. Balkan Journal of Economics and Social Studies, 10(1), 24–39. 19. Hanafizadeh, P., & Khedmatgozar, H. R. (2021). The mediating role of trust in Internet banking adoption. Service Industries Journal, 41(5–6), 375–399. 20. Hysa, E., & Kruja, A. (2023). The role of financial literacy in promoting online banking in Albania. Journal of Eastern European Research in Business and Economics, 2023(1), 1–13. 21. Kamal, M. M., & Mustafa, M. (2020). Barriers to e-banking adoption: A systematic literature review. Information Development, 36(3), 311–331. 22. Lule, I., Omwansa, T., & Waema, T. (2021). Understanding adoption of Internet banking in developing countries. Information Technology for Development, 27(4), 765–785. 23. Miftari, R., & Krasniqi, F. (2024). E-banking adoption across Western Balkan countries: A comparative study. South East European Journal of Economics and Business, 19(2), 67–83. 24. Mokoena, B. A. (2022). Technology acceptance and resistance in digital financial services. Journal of African Business, 23(4), 693–712. 25. Ndou, V., & Vecchio, P. D. (2023). Digital transformation in banking and customer trust: Evidence from Southern Europe. Technological Forecasting and Social Change, 187, 122209. 26. OECD. (2024). Digital financial inclusion in South Eastern Europe. Paris: OECD Publishing. 27. Papathanassis, A., & Knolle, F. (2023). Perceived risk dimensions in online financial transactions. Electronic Commerce Research, 23(1), 45–67. 28. Rahi, S., & Ghani, M. A. (2022). Integration of trust and perceived risk in Internet banking adoption model. Journal of Retailing and Consumer Services, 65, 102849. 29. Shkurti, R., & Shehu, B. (2024). E-banking and customer satisfaction in Albania. European Journal of Economics and Business Studies, 10(1), 45–58. 30. Sinha, R., & Goyal, R. (2023). Digital divide and technology anxiety in online banking adoption. Technovation, 125, 102678. 31. Vokshi, M., & Beqiri, R. (2023). Factors affecting Internet banking adoption in Kosovo and Albania: Comparative analysis. Journal of Business Research, 158, 113647. 32. World Bank. (2024). Digital financial services in Western Balkans: Progress and challenges. Washington, DC: World Bank. IV international scientific conference. Marseille. France. 09-10.10.2025 8 INNOVATIVE RETAIL REVOLUTION - AR/VR MARKETING INTEGRATION FOR ENHANCED RETAIL EFFICIENCY AND CUSTOMER ENGAGEMENT Safarov Bakhtiyor Professor, Department of Marketing, Tashkent State University of Economics, Tashkent, Uzbekistan ORCIDL: 0009-0003-9572-0114 Abstract In this digital transformation era, immersive technologies have emerged as a possible prescription in the retail sector. Scholars have noted that AR/VR integration is transforming the marketing practices, operational efficiency, and the experiential dimensions, decision-making processes, and engagement patterns of consumers across the retail ecosystem. The paper attempts to move forward research in retail innovation from developed, service-oriented, and manufacturing contexts to emerging markets that address current technological disruptions. In proposing such a framework, the authors reason why parametric survival studies may be particularly suited for the iterative evaluation, validation, and refinement of findings in the form of methodological contributions such as survival curves. Additionally, the AHP framework is used to organize a comparative analysis of alternatives to identify some best practices related to specific marketing interventions. This approach then furthers the examination of the managerial and policy implications related to the use of immersive technologies in terms of adoption, sustainability, and efficiency. A closing case finally examines the role of a prominent retail chain (i.e., Carrefour) in the AR/VR–marketing nexus. Their effect is to increase the competitiveness of enterprises operating using the immersive environment based on the aforementioned analytical models. Keywords: Immersive Retail Innovation, Augmented and Virtual Reality (AR/VR), Consumer Engagement Dynamics, Operational Efficiency in Retail, Parametric Survival Analysis, Analytic Hierarchy Process (AHP), Hybrid Commerce Ecosystems Introduction Augmented and virtual reality (AR/VR) has gained momentum among retailers, marketers, and scholars by virtue of its potential to contribute to consumer engagement through a range of efficiencyand experienceenhancing activities collectively known as immersive technologies (Bardhan, 2021; Kumar, 2021; Rejeb, 2021). AR/VR integration is mentioned in the literature as a strategy that opposes the traditional brick-andmortar system, aiming to face the challenge of consumer disengagement and declining loyalty (Tan, 2021; Pande, 2024). Immersive retailing holds potential to contribute to multiple dimensions of marketing transformation (Fan, 2025; Cunha, 2025). First, Hilken (2021) proposes that negating or reducing experiential gaps decreases the barriers for consumer decision-making. An important step in addressing the challenges of consolidating AR/VR adoption is providing technological trust, as the ability of consumers or enterprises to interact and to validate this technology determines diffusion outcomes (Khurshed, 2025; Egieya, 2023). Despite the close links between the retail ecosystem and digital platforms, in terms of real-time personalization and facilitation of interactive exchanges, few studies have examined the intertwining of AR/VR applications in both online and offline environments (Soni, 2022; Mayienga, 2024). The development of a cross-contextual, comparative approach to developing a framework for immersive marketing and a set of analytical tools for empirical testing is critically lacking. “Immersive technologies can play an important role in positioning retailers that enable enterprises to become more competitive” (Sheena, 2023; Kataria, 2024). Nonetheless, considering the significance of this technological wave, some institutions such as international retailers have launched pilot projects examining AR/VR in various sectors that explore the experiential transformation of consumer interaction (Enyejo, 2024; Kumar, S. T., 2021). The article offers a promising model of AR/VR–marketing integration. A model displays the consolidated resources of the retail, service, and digital systems in hybrid commerce systems (Bardhan, 2021; Cunha, 2025; Kumar, 2021) who work together on an ongoing basis or for specific experiential programs or digital transformation projects. Given that the studies conducted on the subjects of immersive retailing and virtual shopping are relatively recent, this article also aims at synthesizing the state of the art research on the use of AR/VR to understand its potential implication within retail contexts (Fan, 2025; Rejeb, 2021). IV international scientific conference. Marseille. France. 09-10.10.2025 15 The study of land moisture conditions is one of the most important areas in the fight against desertification and land degradation. Studies conducted in various regions of the world prove that there have been significant advances in this field [2, 4, 6, 8, 12, 15, 17]. The changes in the overall moisture level and land cover based on satellite images of the Nakhchivanchay basin from 1999 to 2024 are reflected in Figure 1. Figure 1. Changes in 1999-2024: 1‒Satellite images. 2‒Moisture level. 3‒Soil degradation. In 1999-2024, climate indicators were unfavorable for the ecosystem of the Nakhchivanchay basin. Against the background of an increase in the average temperature here by 1°C (10.1%) and a decrease in precipitation by 46.4 mm (9.03%), the humidity of the air and soil decreased significantly. Possible evaporation in the basin increased by 40.1 mm, and the maximum water capacity of the soil increased by 49.4 mm. This means a volume of 145.35 million m3 of water. Unlike climatic factors, the results of anthropogenic impact during the study period showed themselves in a slightly different content. The effects of human activity also left mainly negative traces on the ecosystem. However, in some areas, the expansion of arable and pasture areas, afforestation and gardening measures, the construction of reservoirs, and backyard greenery resulted in the enrichment of soil and plant cover. Thus, successful anthropogenic activities have led to an increase in humidity conditions in some parts of the Nakhchivanchay basin, which has manifested itself in the enrichment of soil and plant cover in local microclimate conditions. Thus, the lower reaches of the Nakhchivanchay basin are the driest part of the study area. However, successful types of human activities carried out in large cities located here and their surrounding areas have had a positive impact on the ecosystem and soil cover. This can be seen from Figure 1, which shows an increase in the moisture level and a decrease in soil degradation in this part of the river basin in 2024 compared to 1999. In study period, the middle parts of the Nakhchivanchay basin suffered more serious damage from an ecogeographical point of view. During the study period, the combined action of climatic and anthropogenic factors created highly negative manifestations here. Unfavorable climatic conditions and unsuccessful economic measures (mining industry, expansion of pastures, felling of trees and bushes, non-compliance with agrotechnical rules, etc.) led to a sharper depletion of soil resources and biomass (Figure 1). In 1999-2024, the upper mountainous part of the Nakhchivanchay underwent little change from an ecogeographical point of view. Anthropogenic impacts were very weak here. The fact of a slight depletion of soil and vegetation cover is explained by the influence of climatic factors. References 1. Geographic Information Systems (GIS). List of spectral indices for Sentinel and Landsat. 2019. IV international scientific conference. Marseille. France. 09-10.10.2025 16 2. Guofeng Zhu, et al. 2022). Evaporation, infiltration and storage of soil water in different vegetation zones in the Qilian Mountains: a stable isotope perspective. Volume 26, issue 14. HESS, 26, 3771–3784. 3. Xunming Wang, Fahu Chen, Eerdun Hasi, Jinchang Li. (2008). Desertification in China: An assessment. Earth-Science Reviews. 88(3):188-206. 4. Ibrampurkar Manoj. (2014). Estimation of Soil Infiltration Rates in Mhadei River Watershed in Goa. Dhempe College of Arts & Science Panaji. Goa. İndia. 5. Junho Han, Minhee Kim, Zaman Mammadov, Seoyeon Lee, Evert J Elzinga, Garib Mammadov, Wonjae Hwang, Hee-Myong Ro. (2024). Synergistic effect of climate change and water management: Historical and future soil salinity in the Kur-Araz lowland, Azerbaijan. Science of the Total Environment. Volume 907. 6. M. Vinogradova, Z Altukhova, R Kashkay. Agrıcultural Scıences. 2017/11, Volume 11, Pages 11. Norwegian Journal of development of the International Science. 7. Mammadov G.Sh., Teymurov M.A. (2024). Assessment of the impact of global climate change on soil degradation in Azerbaijan. Journal of Life Sciences & Biomedicine. Volume 6(79), No 2, pp. 94-101. 8. Martin Kabantu. (2016). Estimation of evapotranspiration and its relationship to land use and water resources in Lufumi catchment, Kinshasa, D.R.Congo. 9. Murugesu Sivapalan, Yaeger M.A. A functional model of watershed-scale annual water balance partitioning: Lvovich, Ponce and Shetty revisited. Water Resources Research. 2011. 10. Ponce V.M. & Shetty A.V. A conceptual model of catchment water balance. Formulation and calibration. Hydrology, 1995, pp. 27-40. Online version 2016. 11. Rza Makhmudov, et al. (2023). Assessment of the water balance of the territory and rivers water resources using a new operational-interactive method. Reliability: Theory an Applications (USA), Volume 18, SI 5(75), Pages 500-509. 12. Rza Makhmudov, Movlud Teymurov. (2024). Importance of using GIS software in the process of applıcation of Analogue terrains and Counter-approach technologies in water resources assessment. Advanced Remote Sensing. Volume 4. İssue 1. Pages 36-45. 13. UN FAO Penman-Monteith method. Reference evapotranspiration estimates. FAO Irrigation and drainage paper No.56. Rome, 1998. 14. USDA & NRCS (United States Department of Agriculture & Natural Resources Conservation Service). (2009). Part 630. Hydrology. National Engineering Handbook. Chapter 9. Hydrologic Soil-Cover Complexes. 15. Valdemir Antoneli, et al. (2018). The Faxinal System: Forest fragmentation and soil degradation on the communal grazing land. Singapore Journal of Tropical Geography. 16. Zhongdian Zhang, et al. (2024). Estimating the optimal vegetation coverage for the dominant tree and shrub species over China’s northwest drylands. Environment, Development and Sustainability. Volume 67, pages 1500–1517. 17. Кашкай Р.М., Теймуров М.А. Применение рационального метода при определении доли подземной составляющей водного баланса. 2016. Журнал Известия Наук о Земле НАНА. № 3–4, страницы 83-89. IV international scientific conference. Marseille. France. 09-10.10.2025 17 Jurisprudence CHARACTERISTICS OF MUSLIM CRIMINAL LAW AND THE FORMATION OF ITS LEGISLATIVE FRAMEWORK Behbudov Gahraman Novruz oglu PhD in Law, Associate Professor, Nakhchivan State University https://orcid.org/0009-0008-9934-9435 Bayramova Vahida Vahid qizi Lecturer at the Department of General Law, Nakhchivan State University https://orcid.org/0009-0000-2457-7208 Abstract Muslim criminal law norms are designed to protect society from criminal acts while safeguarding the religious, personal, material, and physical needs of Muslims. The legal relations governed by Muslim criminal law are aligned with the characteristics of Islamic society. Compared to other historical periods, the structure of Muslim criminal law and its penalties is unique. The main purpose of criminal law is to maintain the inviolability of religious and moral rules within the Islamic state, eliminate lawlessness and violence, and ensure legal equality in society. Although Islamic criminal law does not provide a complete list of punishments, the types of crimes and their corresponding penalties were well known. A qazi issuing a sentence could determine the punishment based on the general principles of their school of thought. Islamic law has historically formed the foundation of morality and ensured Muslims’ respectable status in the world. This article evaluates the role of Islam in society and its significance in combating crime. Keywords: Muslim, Islam, crime, punishment, jurist (faqih), free person, slave, guilt, Quran, moral norms, Sharia courts, state Introduction Muslim law developed shortly after the spread of Islam and rapidly evolved into a comprehensive system, becoming one of the most perfect legal frameworks based on divine revelation. Many scholars critical of Islam have expressed their admiration for the perfection of Muslim law and have attempted to seek legal sources beyond fiqh. The consensus among both Muslim and non-Muslim scholars who have objectively studied the history of Muslim law is that it constitutes an original system. A major feature of Muslim law is that it represents a just legal system. Islamic law, like other legal systems, illuminates the most essential aspects of society and the state and provides solutions to emerging problems. In secular legal systems, law is determined by statutes, customs, and traditions. Achieving true impartiality and absolute balance in lawmaking is exceedingly difficult, and history shows that there is no example of it. Almost invariably, balance is disrupted in favor of interest groups holding power. The populace, having endured long-term oppression, becomes accustomed to it, and over time this imbalance takes the form of custom and tradition. One of the distinctive characteristics that separates Muslim law from modern legal systems is its ethical orientation. In this regard, Muslim criminal law is entirely encompassed by moral norms. Modern legal systems, in contrast, do not prioritize moral considerations and generally disregard them unless they threaten individuals or public order. Religion commands and enjoins virtuous behavior (4, s.15). To sustain and develop Muslim society, protect it from criminal acts, and ensure the security of property, life, and health, the jurists of Muslim law established norms prescribing punishments for acts that pose serious threats to society, incorporating them into fiqh (4, s.136). Muslim jurists developed norms of criminal law to protect the religious and moral rules present in Islamic society, as well as the property, life, honor, and dignity of Muslims, from criminal acts. The domain of criminal law in fiqh, like other fields, was codified in general terms and not precisely separated from the religious and ethical instructions of Islam. Several criminal law institutions, such as conspiracy, complicity, and circumstances aggravating or mitigating liability, were weakly developed. Nevertheless, fiqh recognized concepts such as intentional and negligent acts, remorse, ignorance of the law, and so on. IV international scientific conference. Marseille. France. 09-10.10.2025 18 Muslim criminal law classifies crimes according to the object of harm into two major categories: 1. Crimes directed against the entire Islamic community, such as apostasy, rebellion, resistance to state authority, robbery, adultery, and so forth. 2. Crimes affecting the interests of specific individuals, such as murder, theft, bodily injury, insult, and so forth (3, s.36). A notable feature of Muslim criminal law is that it distinguishes between Muslims and non-Muslims as both perpetrators and victims. A second characteristic is that the state is not the subject of criminal law. The Qadi court, in fact, executes the will of Allah and the Muslim community rather than the state. Officials such as governors, police, and others are merely executors. They act on behalf of the Caliph, the Prophet’s successor, not the state. The third feature is that only Muslims, and those who have reached maturity, can be subjects of criminal law. Non-Muslims, heretics, apostates, and slaves are not subjects of the law. According to Muslim criminal law, even if a perpetrator cannot commit a crime due to certain reasons, is apprehended before committing it, acts accidentally, seeks to protect their honor and dignity, or does not understand the meaning of their actions, they may still be punished, although the degree of punishment differs. From the perspective of liability, Sharia crimes are divided into two groups: 1. Crimes punishable by accountability of the body and life. 2. Crimes punishable by fines. The first group includes robbery, intentional murder, adultery, offenses against the religion of Islam, and so forth, which are generally punishable by death. The second group includes accidental homicide, male adultery, various types of bodily injury, insult, fraud, bribery, and so forth, which are usually punished by fines (5, s.136). As is well known, both in the Arab Caliphate and in the Ottoman Empire, which existed until the 21st century, as well as in a number of medieval Islamic societies, a theocratic form of governance prevailed. In such states, the values upheld were considered sacred by both Allah and His Messenger Muhammad. From this perspective, any act directed against the established order or the foundations of the state, any action violating values deemed sacred in Islam, was regarded as a crime against religion, and in turn, offenses against religion were considered crimes against the state. The punishments for such offenses were generally welldefined. However, the penalties for the second group of crimes mentioned above often depended on the discretion of the Qadis, who could impose fines alongside other forms of punishment. According to Muslim criminal law, the nature of the offense and the circumstances of its commission determined four possible types of punishment: 1. Qisas – retaliatory punishment by performing the same act, 2. Diyya – blood money paid to the victim, 3. Hadd – fixed punishments prescribed by Sharia, 4. Ta’zir – discretionary punishment imposed by the judge (3, s.321). Punishments could be imposed either by the victim themselves or by the Sharia court. The victim, a close relative, or a legal representative could administer retribution or qisas. The Quran limits the right to qisas according to the identity of the offender: “O believers, retaliation for the slain is prescribed for you in accordance with fate: male for male, slave for slave, female for female… O people of understanding, if you exact qisas, it is a sign of life” (5, s.235). In general, the Quran and Muslim law condemn murder, permitting it only in the context of jihad. Therefore, paradise is promised to those “who restrain their anger and forgive others.” The remaining three forms of punishment are administered by Sharia courts. Punishment primarily serves to redress the harm done to the victim, restore their rights, and demonstrate to others that such acts will be penalized. A second purpose is to rehabilitate the offender. Another goal is to cleanse society of undesirable elements (1, s.328). For a Muslim offender, punishment also signifies purification and absolution from sin. Consequently, the offender may express remorse and undertake self-imposed atonement, such as performing kaffara. Under Muslim criminal law, the victim holds exclusive rights concerning the punishment or forgiveness of the offender. The victim may choose and modify the type of punishment. Nearly all crimes against persons are adjudicated based on the victim’s claim. Overall, Muslim law does not provide a comprehensive list of punishments. As in Western Europe, various punishments were applied in the Islamic East, including executions, amputations, corporal punishment, and diyya (blood money). However, punishments specific to the East included shaving of the beard and mustache, spitting in the face, stoning, shaving the head, placing the offender on a donkey, and so forth. Another distinctive feature of punishment in Muslim criminal law is that each crime is penalized according to the act itself. For example, if a person commits both theft and murder, the court would first order amputation of the hand and then execution. The criminal law section of fiqh was compiled in ten books, which IV international scientific conference. Marseille. France. 09-10.10.2025 19 recorded various socially dangerous acts as crimes, as well as killings and offenses against the person, along with their legal assessment. Crimes against the state were not extensively covered in these books. Muslim criminal law gives serious consideration to the offender’s status (free person or slave, Muslim or dhimmi) and the intentionality or negligence of the act. Whether a crime was committed in peacetime or wartime was considered a relevant factor. As noted above, based on the Quran, Muslim law recognizes the right to qisas for intentional injury or death. The party receiving qisas is not punished but is, in fact, protected. Since the choice of punishment belongs to the victim, as mentioned earlier, the victim or their representatives may request that qisas be compensated with diyya, or they may forgive the offender. Under Muslim law, negligence or accidental injury resulting in the death of a free person, a slave, or a protected dhimmi requires diyya; in such cases, qisas is not applicable. If family members kill one another, qisas is not enforced, and diyya is granted to a person under the protection of the deceased (2, s.432). In cases where a husband kills his wife or a wife kills her husband, both qisas and diyya may be applicable. However, a person who commits murder cannot pay diyya in lieu of punishment; they must be held accountable. Since slaves and female servants possess material value, a specific amount of diyya must be paid for their killing. As diyya, a slave or servant may be given in the form of property, or any slave and servant deemed acceptable by the owner. According to fiqh, even though a slave is the property of their master, they must not be treated harshly. If a master inflicts severe harm on a slave, he is obligated to grant their freedom. Islamic law mandates that “excess must be avoided when exacting qisas; it should not be pursued with malice, and retaliation, blood feuds, or inter-tribal warfare should not reach extreme levels. Generally, qisas must be carried out directly against the offender, not against innocent relatives, family members, or minors” (4, s.329). According to fiqh, the diyya of a free Muslim male is 100 camels, or its equivalent of 1,000 sheep or 1,200 dirhams. If a person is killed during sacred months in Mecca, the amount of diyya is tripled. If the deceased is Christian or Jewish, one-third of the Muslim diyya is paid; if Zoroastrian, one-thirteenth is paid. In all cases, the diyya for a deceased woman is half that of a man. For example, if the diyya of a Jewish man is one-third of a Muslim diyya (i.e., 1,200 ÷ 3 = 400 dirhams), the diyya of a Jewish woman would be 200 dirhams. For injuries to the head or face, one-twentieth of the diyya, i.e., 5 camels, is due; for the loss of one ear, one-third of the diyya; for both ears, half of the diyya, and so forth. After paying the diyya, the offender must also perform kaffara to atone before Allah. Diyya is paid only for unlawful acts; disciplinary actions such as a master correcting a slave or a teacher punishing a student are not considered unlawful. Diyya must be paid directly to the victim, their heirs, or, if they are deceased, to the Bayt al-Mal, in accordance with inheritance rules. One of the gravest crimes in Islamic society is immorality and prostitution. The Quran prescribes severe measures against such acts, even permitting execution in some cases. A woman’s engagement in prostitution or infidelity requires evidence from at least four Muslim male witnesses, or one male witness and the testimony of two females, in accordance with judicial procedures. If guilt is established, the woman may face various punishments, including the death penalty, though the claimant may forgive her. If a woman involved in adultery or infidelity is killed and her guilt is legally proven in court, the person who killed her is exempt from punishment, as their action is considered an act of defending honor and dignity. If the guilt cannot be sufficiently established and jealousy is clearly the motive, the killer is punished according to general criminal law. There is no specific systematic punishment for adultery in fiqh; various punishments, including stoning, are possible. It is specified that an unmarried woman guilty of adultery must be exiled for one year. If the acts of adultery are not legally proven in court, the offenders must still perform kaffara. A woman who is exiled for one year may result in the adulterous man receiving one hundred lashes; both offenders may receive one hundred lashes. The Quran discusses this matter comprehensively in Surah An-Nur, verses 2–23. According to fiqh, a person flogged three times for adultery must be executed upon committing a fourth offense. Another of the most dangerous crimes in Islamic society, according to Muslim criminal law, is apostasy, i.e., renouncing Islam. Although Islam encourages peaceful coexistence with non-Muslims and idolaters under conditions of peace and security, a Muslim’s departure from Islam is considered a highly dangerous act, as apostasy undermines the ideological foundations of Islamic society. The primary punishment for apostasy is execution. However, before punishment, it is essential to verify the individual’s apostasy— confirming they were previously Muslim, examining the nature and motive of their actions. This is extremely difficult, as indisputable evidence and confession are required. Children, the mentally incapable, and those who have not internally embraced Islam cannot be held accountable for apostasy (7, s.121). IV international scientific conference. Marseille. France. 09-10.10.2025 20 In fiqh, a person who slanders or insults another, thereby humiliating their honor and dignity, is also considered a criminal. Spitting on someone’s face or mocking them is deemed an act of insult. If the offender is a free person, they may receive 80 lashes; if a slave, 40 lashes. Examining the history of crime, theft emerges as the oldest type of offense. Theft has existed since ancient times, and, like all societies, Islamic society condemns it. The Quran issues strict directives regarding theft. According to fiqh, secretly appropriating property valued at approximately one-fourth of a dinar in pure gold or one dinar in value from its owner constitutes theft and is considered a criminal act. Theft of items of lesser value does not incur criminal liability but may result in corporal punishment. Stealing prohibited items or a dog is not considered a crime. The thief’s religion, gender, or race is irrelevant. Property taken without intent or by mistake is not classified as theft. For instance, if someone accidentally takes another person’s shoes from a mosque, this does not constitute theft, as theft requires intent to appropriate. Under Muslim criminal law, theft is punished with a range of penalties, primarily including amputation of hands or feet. A thief punished in this manner four times would face execution upon a fifth offense. The victim may choose to pardon the thief. In cases where the court determines that theft occurred due to extreme need or poverty, the judge may reduce the punishment at their discretion (4, s.421). According to fiqh, highway robbery is considered a crime similar to theft. If the robber also uses violence and injures or kills the property owner, they receive additional punishment for those offenses. Another act classified as a crime in Islamic jurisprudence is intoxication. A free person who consumes alcohol is punished with 40 lashes, while a slave receives 20 lashes. Those who encourage minors to drink or incite others to consume alcohol are also punished. Persons who drink mistakenly, or out of necessity to avoid death by dehydration, are exempt from punishment. Punishment may also be self-administered (8, s.43). The victim retains the right to determine the type of punishment, pardon the offender, or request diyya. Until the era of the Hulagü rulers, Muslim family law remained in effect. In Muslim jurisprudence, marriage is elevated to the status of a religious duty, and much of family law became customary. Notably, some of these customs persist in the Republic of Azerbaijan today. For example, arranging marriage ceremonies for Muslims after VVAQ registration, marrying underage girls, and practicing polygamy are manifestations of this customary law. Under Muslim family law, all Muslims must refrain from gazing at individuals deemed non-mahram for them. For women, non-mahram men include all except their husband, son, brother, father, or father-in-law. Every Muslim required to marry should do so. It is prohibited for a Muslim man to marry his father’s wife, aunt, his parents’ sisters, or girls brought by his wife. Marrying a woman who is already married constitutes both prohibition and crime. A Muslim may marry up to four wives, but may not simultaneously marry two sisters. A person marrying a non-Muslim woman must invite her to Islam. Upon marriage, the husband must provide a mahr (bridal gift), which must not include prohibited items. If marrying a previously married woman, she may choose not to provide mahr. If divorced at the husband’s initiative, mahr is not returned (5, s.342). Although every Muslim man has the right to have wives, he must possess the financial and physical capacity to do so, and must not differentiate between women based on youth or beauty. If the bride is a virgin, her father’s consent is required; if unavailable, the approval of her paternal uncle or maternal uncle is necessary. Islamic law not only obliges men to act as guardians over women but also requires women to show obedience and loyalty. Marriage is contracted in the presence of two faithful Muslim witnesses, and coercion in marriage is strictly forbidden. A Muslim man may marry a People of the Book, i.e., a Christian or Jewish woman; however, a Muslim woman does not have this right. A woman who marries an apostate or a non-believer herself becomes an apostate. Although a female slave may be the personal property of a Muslim, sexual relations outside of Islamic marriage are forbidden; she may only be married according to Islamic rules. A female slave who gives birth must be emancipated. Pregnant female slaves may not be sold. If the child is fathered by the master, the child is free; if fathered by a slave, the child remains a slave. In Islamic law, deaf and mute individuals may not marry, though blind persons may marry provided the spouse is healthy. Among Shia, temporary marriage (sighe) is a later innovation. Under the Ilkhanid state and legal system, courts of justice played a major role (5, s.142). By the early 14th century, two court systems existed in the Ilkhanid state: the yargu courts for crimes committed by Mongol feudal lords, princes, and military personnel, based on Genghis Khan’s Yassa, and qazi courts for crimes and disputes among the Muslim population, which applied Sharia law. The interference of yargu courts in Sharia court matters was legally prohibited. Yargu court judges and members were appointed by the ruler, typically from among the prominent Mongol military elites, though the ruler could serve as a judge in special cases. Yargu courts operated only in the capital, and the ruler’s presence was required for major cases. These courts often served IV international scientific conference. Marseille. France. 09-10.10.2025 21 the interests of the elite and imposed harsh punishments. In administrative divisions (tümen) of the Hulagu state, Mongol courts were overseen by emirs or their officials. Thus, in Muslim criminal law, all acts deemed forbidden were subject to disciplinary and punitive measures. Offenders were accountable before both Allah and the legal system, which forms the basis of Islamic penal law. Conclusion Regulating society according to Islamic law and its comprehensive norms enabled the development of all spheres of Islamic society, including scientific progress. Islam has served as the foundation of moral and spiritual values for centuries, ensuring Muslims maintain a respectable position in the world. Islamic law recognizes individual rights and freedoms, protects property and personal safety, and ensures equality, fraternity, security, liberty, and ethical conduct. It systematically regulates social relations in Muslim society according to divine principles. Islamic law is primarily based on immutable written texts but also incorporates customary practices, mutual consent, and discretionary areas, allowing flexibility for modernizing society without compromising core principles. References 1. Azərbaycan tarixi. 7 cilddə. 3-cü cild. Bakı, 2007. 2. Əkbərov R., Səlimov S. Azərbaycanın dövlət və hüquq tarixi. Bakı, 2003. 3. A. Masse. Islam. B1964. 4. A. Mustafazadə, N. Cəfərli. İslam hüququ. Bakı, 2017. 5. E. Cəlilov. Azərbaycanın dövlət və hüququ. XIII-XIV yüzillər. Bakı, 1995. 6. Ziya Bünyadov. Dinlər, təriqətlər, məzhəblər. Bakı, 1997. 7. Rzayev A.K. Musulğmanskoe politiko-pravavove ideoloqie i sovremennosti. Baku, 1978. 8. Aqababa Rzayev. İstorie politiçeskix i pravovıx uçeniy v Azerbaydcane. Baku, 2000. IV international scientific conference. Marseille. France. 09-10.10.2025 22 Pedagogical sciences DIGITAL PEDAGOGIES FOR CREATIVE LEARNING IN PRIMARY SCHOOLS: FOSTERING INNOVATION, COLLABORATION, AND EXPRESSION Eleni Anastasopoulou Experimental Elementary School of University of Patras, Patras, Greece Evangelia Mitroyanni Experimental Elementary School of University of Patras, Patras, Greece Athina Spanou Junior High School of Panopoulo, Ileia, Greece Triada Kapota Elementary School of Varda, Ileia, Greece Abstract The digital transformation of education has opened new avenues for creativity and self-expression in primary schools. This paper explores how diverse digital pedagogies ranging from coding and digital storytelling to design thinking and multimedia production can foster creativity, collaboration, and innovation among young learners. Creative learning transcends traditional didactic approaches, emphasizing experiential, participatory, and reflective modes of engagement. Drawing on contemporary theories of digital pedagogy and creativity, this study examines how technology-enhanced learning environments can nurture students’ creative capacities while developing essential 21st-century skills such as problem-solving, communication, and critical thinking. The findings highlight the potential of integrated digital practices to transform primary education into a more dynamic, inclusive, and future-oriented learning experience. Keywords: Digital pedagogy, creativity, collaboration, expression, design thinking, digital storytelling, coding, primary education, innovation, 21st-century skills Introduction In the rapidly evolving digital landscape, creativity has emerged as a central competency for the 21st century. Education systems worldwide are re-evaluating traditional pedagogical models to integrate digital tools that encourage imagination, problem-solving, and innovation. Within primary education, this shift is particularly significant, as creativity during early developmental stages fosters curiosity, motivation, and resilience. Both the European Commission and UNESCO recognize creativity as an essential lifelong skill one that underpins economic growth, social inclusion, and personal fulfillment. Consequently, there is a growing emphasis on embedding creative practices within formal curricula to prepare young learners for a dynamic and uncertain future. Digital pedagogies combine technology with constructivist and experiential learning theories, empowering learners to become creators rather than consumers of information. Platforms that facilitate digital storytelling, multimedia production, and coding enable students to explore diverse modes of expression while engaging in authentic, project-based problem-solving. These practices support the broader mission of education: to nurture adaptable, empathetic, and imaginative citizens capable of shaping an interconnected world. By integrating creativity with digital literacy, primary schools can cultivate both the technical and socio-emotional competencies that define successful learners in the digital age. Digital Creativity and Pedagogical Transformation Digital creativity represents a dynamic intersection of technological proficiency and imaginative expression. Pedagogically, it redefines the classroom from a space of passive knowledge transmission to one of active exploration, design, and co-creation. Digital storytelling platforms such as Storybird and Book Creator empower students to articulate personal and collaborative narratives through multimedia, combining text, image, and sound to produce multimodal compositions. These tools not only enhance language development, emotional literacy, and narrative competence but also encourage reflection, empathy, and voice. By engaging with diverse media, young learners develop a deeper understanding of how stories can communicate identity, culture, and perspective in the digital age [8-10]. Similarly, coding and robotics allow students to express creativity through logic, iteration, and design. When learners program simple games, animate stories, or control robots, they engage in creative problemsolving—testing hypotheses, debugging, and refining their work through cycles of experimentation. Such IV international scientific conference. Marseille. France. 09-10.10.2025 23 activities embody Papert’s theory of constructionism, which posits that learning occurs most effectively when students actively construct tangible artifacts that represent their ideas. In this context, digital making becomes both a cognitive and creative process, merging computational thinking with imaginative exploration [8-10]. By integrating these practices, educators can transform classrooms into participatory learning environments that value curiosity, risk-taking, and innovation. Digital creativity thus serves not only as a pedagogical approach but as a catalyst for reimagining how knowledge is created, shared, and experienced in primary education [8-10]. Collaboration in Digital Learning Environments Collaboration lies at the heart of creative digital pedagogy. Digital tools such as Padlet, Google Workspace, and Jamboard enable learners to co-author, brainstorm, and co-design projects in real time, fostering both cognitive and social development. Within these interactive environments, students negotiate meaning, distribute responsibilities, and synthesize diverse perspectives to produce shared creative outcomes. Such platforms also promote inclusivity, allowing learners with varying strengths, interests, and abilities to participate meaningfully in collective tasks [10–13]. Through accessible, multimodal interfaces, all students are empowered to contribute according to their unique capabilities, reinforcing a sense of belonging and mutual respect within the learning community. Research consistently highlights that collaborative engagement enhances not only communication skills but also metacognitive awareness. As learners discuss, critique, and iteratively refine digital projects, they engage in reflection-on-action—evaluating their own and others’ thinking processes while adapting creative strategies in response to feedback. This dialogic interaction deepens understanding and nurtures higher-order thinking skills. Collaborative creativity, therefore, emerges as both a social and cognitive enterprise, cultivating empathy, intercultural understanding, and collective problem-solving in diverse primary classrooms [14–16]. In essence, digital collaboration transforms the classroom into a participatory ecosystem where knowledge and creativity are co-constructed. By leveraging digital tools for shared inquiry and design, educators can foster the interpersonal and reflective dimensions of creativity that are essential for lifelong learning and global citizenship. Expression through Digital Media and Arts Integration Artistic expression remains a powerful avenue for creativity in primary education, and digital technologies have significantly expanded its possibilities. Digital drawing platforms, animation tools, and 3D modeling applications enable students to visualize abstract concepts, manipulate design elements, and experiment with new forms of representation that transcend traditional media. These practices align closely with STEAM education frameworks, which integrate the arts into science, technology, engineering, and mathematics learning to promote holistic cognitive development and interdisciplinary thinking [16–18]. Through digital video production, music composition, photography, and virtual art exhibitions, learners cultivate aesthetic sensibilities alongside digital fluency. Such multimodal experiences foster self-efficacy, as students see their imaginative ideas take tangible form through technology. The public and interactive nature of digital creation—where projects can be shared with peers, families, and global audiences—further enhances motivation, accountability, and pride in accomplishment. In this context, technology functions as a medium for personal voice and identity, allowing young learners to explore individuality within collaborative and culturally diverse digital spaces. Ultimately, arts-based digital expression bridges creativity, emotion, and innovation. By integrating artistic and technological practices, educators can nurture learners who not only consume media but also shape it—developing critical, expressive, and empathetic competencies essential for life in a digitally interconnected world. Teacher Agency and Professional Development Teachers play a pivotal role in fostering creative digital learning. Their capacity to design open-ended, exploratory, and interdisciplinary projects significantly influences how effectively creativity is cultivated in primary classrooms. Professional development initiatives must therefore equip educators with both technical fluency and a deep pedagogical understanding of creative processes. Training programs that emphasize design thinking, digital media literacy, and project-based learning enable teachers to scaffold creativity meaningfully, guiding students through iterative problem-solving, collaboration, and expressive practices [18–21]. Despite these opportunities, substantial barriers persist. Limited access to digital resources, time constraints, and risk-averse school cultures that prioritize standardized assessments over creative exploration can hinder teachers’ ability to innovate. Addressing these challenges requires systemic support: educational policy must recognize creativity as a core, measurable outcome, embedding it within curriculum standards, assessment frameworks, and teacher evaluation processes [22–24]. Additionally, fostering professional IV international scientific conference. Marseille. France. 09-10.10.2025 24 learning communities and collaborative networks can empower educators to share best practices, experiment with digital pedagogies, and sustain reflective teaching practices that nurture creative capacities in young learners. By strengthening teacher agency and providing ongoing professional support, schools can ensure that digital tools serve not merely as technological add-ons, but as catalysts for transformative learning experiences that cultivate creativity, collaboration, and innovation. Ethical and Emotional Dimensions of Creativity Digital creativity in primary education encompasses important ethical and emotional considerations. Students must be guided to navigate copyright issues, digital identity, and collaborative online interactions responsibly. Creative digital projects offer a natural platform for discussing ethical digital citizenship, fostering respect, empathy, integrity, and accountability in virtual environments. By embedding these discussions within hands-on learning experiences, educators can help students develop both moral reasoning and responsible participation in digital communities. Beyond ethics, creative engagement also contributes to emotional well-being. Activities such as digital storytelling, multimedia art, and coding provide meaningful outlets for self-expression, reflection, and stress relief, which are particularly valuable in post-pandemic educational contexts where socio-emotional challenges have intensified [24–26]. Through creative digital practices, learners gain a sense of agency, voice, and accomplishment, enhancing motivation and resilience. Thus, digital creativity not only nurtures cognitive and technical skills but also supports the holistic development of learners, integrating ethical awareness and emotional literacy as essential components of 21st-century education [24–26]. Conclusions Digital pedagogies hold transformative potential for cultivating creativity, collaboration, and selfexpression in primary education. By reimagining classrooms as spaces of design, inquiry, and co-creation, educators empower children to think divergently, solve problems innovatively, and engage meaningfully with their learning environments. Technology functions as both a canvas and a catalyst for creativity, bridging cognitive, emotional, and social domains of development. The effective integration of digital creativity depends on comprehensive teacher training, equitable access to resources, and the promotion of ethical and responsible digital practices. Ultimately, creative learning should not be considered a luxury but a fundamental educational right. Embedding creativity within digital pedagogical frameworks ensures that primary schools cultivate learners who are not only adaptable to the evolving demands of the future workforce but also capable of contributing thoughtfully to society. By fostering curiosity, imagination, collaboration, and ethical awareness, educators prepare students to thrive in a connected, dynamic, and uncertain world—equipping them with the skills, resilience, and vision necessary for lifelong learning and human flourishing [26–35]. References 1. Giotopoulos, K. (2024). A systematic review in digital entrepreneurship ecosystems. Technium Social Sciences Journal, 61 (1), 279–297. https://doi.org/10.47577/tssj.v61i1.11562 2. Kalliampakou, I., & Antonopoulou, H. (2024). Behavioral Insights into Shopping Addiction: Emotional and Cognitive Drivers. Technium: Romanian Journal of Applied Sciences and Technology, 24, 103–120. https://doi.org/10.47577/technium.v24i.11972 3. Kalliampakou, I., & Antonopoulou, H. (2025). The influence of emotional intelligence on consumer decision-making: Insights from recent studies. Technium Soc. Sci. J., 67, 451. 4. Kalogeratos, G., & Pierrakeas, C. (2021). The COVID-19 pandemic as a reason for accelerating the transformation of the Greek primary school into a learning organization. In EDULEARN21 Proceedings (pp. 10333-10340). IATED. 5. Kalogeratos, G., Travlou, C., Tseremegklis, C., Anastasopoulou, E., Gkika, K. & Pierrakeas C. (2025). COGNITIVE FOUNDATIONS OF EFFECTIVE EDUCATIONAL LEADERSHIP: A COMPREHENSIVE REVIEW. In EDULEARN25 Proceedings (pp. 5915-5925). IATED. 6. Kalogeratos, G., Travlou, C., Tseremegklis, C., Anastasopoulou, E., Gkika, K. & Pierrakeas C. (2025). THE INTERPLAY OF COGNITIVE AND NON-COGNITIVE SKILLS IN EDUCATIONAL LEADERSHIP: A SYSTEMATIC REVIEW OF LEADERSHIP EFFECTIVENESS. In EDULEARN25 Proceedings (pp. 5854-5864). IATED. 7. Kalogeratos, G., & Pierrakeas, C. (2024). Use of learning theories and visual programming (scratch) in education. Technium Education and Humanities, 10, 41–54. https://doi.org/10.47577/teh.v10i.11688 IV international scientific conference. Marseille. France. 09-10.10.2025 31 Philological sciences PARTS OF SPEECH CLASSIFICATION. MEANING, FORM, FUNCTION Mammadova Sevinj Gulmammad Azerbaijan State Pedagogical University, English teacher Republic of Azerbaijan Abstract Classifications in general may be based either on one criterion (such classifications are called homogeneous), or on a combination of several criteria (such classifications are called heterogeneous). The traditional classification of parts of speech is heterogeneous; it is based on the combination of all the three criteria mentioned above: ‘meaning – form – function’. Keywords: Form, function, words, connections 1. By meaning we understand not an individual meaning of each separate word which is its lexical meaning but the meaning common to all the words of the given class and constituting the essence of this meaning. In the noun, for example, taken as a class of words its generalized meaning is that of substantivity, in the verb as a part of speech its meaning is that of process or action. The adjective as a part of speech expresses names of qualities or properties and so on. 2. Form is considered to be the morphological characteristics of a type of words, i.e. grammatical categories which are typical of this or that part of speech. A grammatical category is a dialectical unity of generalized grammatical meaning and certain grammatical forms serving to express this meaning. The noun, for instance, possesses grammatical categories of case and number, plurality being expressed by the inflexion -es, e.g. box - boxes, map - maps. etc. By a grammatical form we understand the formal linguistic means with the help of which this or that generalized grammatical meaning is expressed. Each grammatical category must be represented at least by two grammatical forms. There are no languages in which there is only one grammatical person or a grammatical case. It's necessary to take into consideration the fact that one and the same grammatical form of the word may express different grammatical categories, for example, the form takes expresses tense, mood, voice, aspect, number, and person. At the same time it is impossible to have one and the same form for the expression of two cases or two numbers or two persons. In this case we always deal with the opposition of forms. In any opposition all the forms are divided into marked forms and non-marked forms. Any part of speech is characterized either by a whole system of different grammatical categories (nouns, verbs, adjectives) or by absence of grammatical categories (prepositions, conjunctions, articles). 3. By function we mean the syntactical characteristics of this or that part of speech. These characteristics may be subdivided into two items: 1) the ability of a word to combine with other words of different types or of the same type and this ability is termed as a combinability of a word. 2) the function in which this or that part of speech may be found in a sentence. The noun, for example, combines with other nouns (a girl's book), with verbs (the sun shines), with adjectives (a handsome boy), with prepositions and articles. As to the syntactical functions of a noun in a sentence it is those of a subject, a predicative, an object, an attribute, and some adverbial modifiers. Traditionally, all parts of speech are subdivided on the upper level of classification into notional words and functional words. Notional words, which traditionally include nouns, verbs, adjectives, adverbs, pronouns and numerals, have complete nominative meanings, are in most cases changeable and fulfill selfdependent syntactic functions in the sentence. The noun, for example, as a part of speech, is traditionally characterized by 1) the categorial meaning of substance (“thingness”), 2) a specific set of word-building affixes, the grammatical categories of number, case and article determination, prepositional connections and modification by an adjective, and 3) the substantive functions of subject, object or predicative in the sentence. In the same way, all the other notional parts of speech are described. Functional words, which include conjunctions, prepositions, articles, interjections, particles, and modal words, have incomplete nominative value, are unchangeable and fulfill mediatory, constructional syntactic functions. IV international scientific conference. Marseille. France. 09-10.10.2025 32 Notional words, modal words, form words, the interjection, words of affirmation and negation According to the lexical meaning, syntactical functions and morphological categories all the words in English may be divided into the following five classes. 1. Notional Words a) Most of the words in English as well as in other languages belong to the notional words which denote phenomena existing in reality. These words denote things, qualities, actions and so on. All the other words play a secondary part. They may connect the notional words, underline the shades of meaning, etc. The main idea is always expressed by notional words. b) Their syntactical functions are very closely connected with their meaning. Since the notional words express the main idea in the language, they form the parts of the sentence. So the parts of the sentence are expressed only by notional words. The subject, the object, the predicate, etc. are always expressed by notional words. c) Morphologically the notional words form the class of words having morphological categories. All the changeable words in English belong to notional words. 2. Modal Words Modal words express modality in the sentence, that is the relation of what is said to reality. We have such modal words in English as of course, certainly, surely, no doubt, naturally, perhaps, maybe, and others. Modal words do not denote any phenomena existing in reality. Syntactically modal words cannot form any part of a sentence. They are not connected syntactically with any other words. They may be used in the function of a parenthesis or may form sentences themselves, e.g. Will you speak to him? - Certainly. Morphologically modal words are invariable. 3. Form-Words Form-words do not denote any phenomena existing in reality. They are used to determine notional words or to connect them. They have no independent syntactical functions. Morphologically form-words are invariable. According to the role they play in the sentence form-words are divided into two classes: connective form-words (prepositions, conjunctions, etc.) and determinatives such as articles, particles (only, merely, even, also, simply, just, too). 4. The Interjection Interjections are words used to express different emotions such as joy, sadness, anger, etc., e.g. oh, bosh, hallo, ha, alas, well, now, ah, etc. Interjections cannot be parts of the sentence. They are not connected with any words of the sentence. They are always used as separate sentences in themselves. Morphologically they are invariable. 5. The Words of Affirmation and Negation Practically this class consists of two words "Yes" and its equivalents and "No" and its equivalents. They are used to express affirmation or negation. They are not connected with other words in a sentence. Morphologically they are invariable. They may form sentences themselves. Thus we see that modal words, form-words, interjections and words of affirmation and negation have several points in common: they do not denote any phenomena existing in reality, they are not used as parts of a sentence and morphologically they are invariable. Conclusion Understanding parts of speech from the perspectives of meaning, form, and function provides a complete picture of how language works. • Meaning tells us what a word refers to. • Form shows how it changes. • Function reveals what it does in a sentence. Together, these aspects help linguists and language learners analyze and use words accurately in communication. References 1. Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J. (1985). A Comprehensive Grammar of the English Language. London: Longman. 2. Yule, G. (2020). The Study of Language (8th ed.). Cambridge: Cambridge University Press. 3. Crystal, D. (2008). A Dictionary of Linguistics and Phonetics (6th ed.). Oxford: Blackwell. 4. Fromkin, V., Rodman, R., & Hyams, N. (2018). An Introduction to Language (11th ed.). Boston: Cengage Learning. 5. Finegan, E. (2015). Language: Its Structure and Use (7th ed.). Boston: Cengage Learning. 6. Leech, G., & Svartvik, J. (2002). A Communicative Grammar of English. London: Longman. IV international scientific conference. Marseille. France. 09-10.10.2025 33 7. Huddleston, R., & Pullum, G. K. (2002). The Cambridge Grammar of the English Language. Cambridge: Cambridge University Press. IV international scientific conference. Marseille. France. 09-10.10.2025 34 LEXICAL AND STYLISTIC REPRESENTATION OF FATE AS A CONCEPT IN O.HENRY’S PROSE Ospanova Asel Master course student «7M02312Foreign philology (Western languages)» Al-Farabi Kazakh National University Scientific supervisor: Omarbayeva G.S. Candidate of philology Abstract The present study investigates the lexical and stylistic representation of fate as a conceptual category in the prose of O. Henry, a central figure in American short fiction at the turn of the twentieth century. The notion of fate has long been recognized as one of the universal cultural concepts that reflect humankind’s attempts to comprehend the unpredictability of life and the inevitability of certain outcomes. In literary discourse, fate functions not only as a philosophical idea but also as a powerful stylistic and narrative tool through which authors shape character destinies, explore human values, and engage readers in the contemplation of chance and determinism. O. Henry’s prose, characterized by brevity, irony, and twist endings, offers fertile ground for the study of how fate is encoded and articulated at the lexical and stylistic levels. The research employs a concept-oriented linguistic approach combined with stylistic analysis to identify the lexical units, metaphors, idioms, and narrative strategies that foreground fate in O. Henry’s short stories. Particular attention is given to the author’s use of irony, paradox, and symbolic motifs, which transform the abstract idea of fate into vivid textual realities. The corpus for analysis includes selected stories such as “The Gift of the Magi”, “The Last Leaf”, “The Cop and the Anthem”, and “A Retrieved Reformation”. These works are examined with reference to both their linguistic surface and their cultural-ideological subtexts. The findings reveal that O. Henry conceptualizes fate primarily through the lexical fields of time, chance, sacrifice, and human relationships. Stylistically, he frequently employs irony and narrative surprise to challenge deterministic interpretations, thereby presenting fate as both an inescapable force and a domain open to human agency. The juxtaposition of inevitability and freedom in his stories resonates with broader American cultural ideals such as individualism and resilience. Moreover, the stylistic framing of fate in O. Henry’s prose not only enriches the semantic layers of the text but also contributes to the genre-specific dynamics of the American short story, where economy of expression and narrative twist are paramount. This article contributes to literary stylistics and conceptual studies by demonstrating how abstract philosophical categories like fate are concretized in linguistic form and by highlighting O. Henry’s distinctive narrative strategies. The research also underscores the relevance of conceptual analysis for bridging linguistic, cultural, and literary perspectives in the study of fiction. Keywords: fate, O. Henry, lexical representation, stylistic analysis, concept, American short story Introduction The study of conceptual categories in literature has long been at the intersection of linguistics, philosophy, and cultural studies. Concepts such as fate, love, freedom, and justice are not merely abstract philosophical notions; they also serve as powerful linguistic and stylistic instruments through which writers represent human experiences and cultural values. Among these categories, the concept of fate occupies a particularly significant position. It reflects humanity’s constant struggle to understand the boundaries between free will and inevitability and to reconcile individual agency with forces beyond human control. In literary discourse, fate emerges not only as a theme but also as a structuring principle that organizes plot, motivates characters’ choices, and shapes narrative outcomes (Lakoff & Johnson, 2003). In American literature at the turn of the twentieth century, O. Henry (1862–1910), one of the most renowned masters of the short story, provides a unique lens through which the concept of fate can be examined. His prose is characterized by brevity, irony, humor, and twist endings –features that frequently foreground the unpredictable role of fate in everyday life. Unlike authors who treat fate as an abstract or supernatural force, O. Henry often situates it in the urban environment of New York, where chance encounters, accidents, and ironic coincidences become decisive turning points in his characters’ lives. His literary world demonstrates that fate can be both cruel and redemptive, inevitable yet softened by human love, sacrifice, or resilience (Fagin, 1944; Lehman, 2012). The relevance of this research lies in its attempt to bring together conceptual linguistics and literary stylistics in analyzing how fate is encoded in O. Henry’s prose. While previous scholarship has extensively IV international scientific conference. Marseille. France. 09-10.10.2025 35 discussed his narrative strategies – such as irony, humor, and the surprise ending (Nagel, 1997; McCracken, 2015) – relatively little attention has been devoted to the specific lexical and stylistic mechanisms by which he constructs the concept of fate. This study fills that gap by analyzing both the linguistic expressions and stylistic devices that make fate a tangible and aesthetically significant presence in his short stories. The lexical fields of time, chance, sacrifice, and human relationships, together with stylistic techniques such as irony, metaphor, hyperbole, and paradox, are central to understanding how O. Henry represents fate as both inevitable and negotiable. The analysis is grounded in conceptual linguistics, which views concepts as mental constructs mediated by culture and represented in language. Within this framework, a concept like fate can be studied both at the lexical level – through words and expressions explicitly or implicitly related to determinism, chance, or destiny – and at the stylistic level, through literary devices and narrative strategies (Wierzbicka, 1997; Kubryakova, 2004). Stylistics, in turn, provides the methodological tools to explore how abstract ideas are aesthetically framed and how linguistic form contributes to literary meaning (Simpson, 2014). By integrating these perspectives, the study situates itself at the intersection of cognitive linguistics, cultural conceptology, and literary stylistics, allowing for a multidimensional exploration of how fate is represented in O. Henry’s prose. The theme of fate has historically been central to world literature. In ancient Greek tragedy, fate was personified by the Moirai, who determined the course of human lives regardless of personal desire. In Shakespeare’s plays, fate often functioned as a dramatic principle leading to the downfall of protagonists. In modern literature, the representation of fate has shifted toward more subtle forms, reflecting the uncertainties of social change, technological progress, and urban life (Nussbaum, 2001). Within the American short story tradition, fate frequently appears in the form of ironic reversals, chance encounters, or fragile hopes. O. Henry adapts this literary heritage to the American urban context of the early twentieth century. His characters – struggling artists, impoverished lovers, minor criminals, and ordinary citizens – are often caught in situations where fate intervenes unexpectedly. In “The Gift of the Magi”, sacrifice transforms a seemingly cruel irony into a profound lesson on love. In “The Last Leaf”, fate manifests through illness and death but is countered by an act of selfless courage. In “The Cop and the Anthem”, destiny takes the form of ironic justice when the protagonist’s attempt to be arrested ends in his unexpected redemption. These stories illustrate that O. Henry presents fate not as blind determinism but as a paradoxical interplay of inevitability, chance, and human agency (Lehman, 2012; Fagin, 1944). O. Henry’s stylistic distinctiveness lies in his use of irony, paradox, and narrative surprise. His twist endings are not merely entertaining devices but serve as stylistic embodiments of fate itself. By abruptly reversing readers’ expectations, O. Henry forces them to confront life’s unpredictability in a way that mirrors the experience of his characters. Irony, in particular, plays a central role in shaping the ambivalence of fate in his stories. At times, irony underscores the cruelty of destiny; at other times, it highlights the unexpected benevolence of chance. Metaphors and hyperboles further strengthen the representation of fate, giving linguistic concreteness to abstract forces that govern human life (McCracken, 2015; Simpson, 2014). This study pursues the following aims and objectives: 1. To identify and classify the lexical units through which fate is represented in O. Henry’s prose. 2. To analyze the stylistic devices – especially irony, metaphor, paradox, and twist endings – that frame the concept of fate. 3. To situate O. Henry’s representation of fate within the broader cultural and literary tradition of the American short story. Methods This study adopts a qualitative research design rooted in conceptual linguistics and literary stylistics. The aim is to analyze the lexical and stylistic representation of fate in O. Henry’s short stories. By combining conceptual analysis with stylistic interpretation, the research explores how linguistic units and literary devices embody the abstract notion of fate in narrative discourse (Simpson, 2014). This interdisciplinary approach allows us to capture both the semantic structure of lexical choices and the aesthetic effects of stylistic techniques. The corpus for analysis consists of O. Henry’s most widely studied and anthologized short stories, including “The Gift of the Magi”, “The Last Leaf”, “The Cop and the Anthem”, “A Retrieved Reformation”, and “The Furnished Room.” These texts were chosen based on three criteria: (1) frequent representation of fate or chance as a thematic element, (2) presence of O. Henry’s characteristic twist endings and irony, and (3) relevance in critical scholarship (Lehman, 2012; Fagin, 1944). Together, they provide a representative sample of O. Henry’s narrative strategies and thematic concerns. The study relies on two methodological frameworks. IV international scientific conference. Marseille. France. 09-10.10.2025 36 Conceptual Analysis – Following Wierzbicka (1997) and Kubryakova (2004), lexical items related to fate, chance, destiny, luck, and associated semantic fields (time, inevitability, coincidence) are identified and classified. Special attention is paid to metaphors and idiomatic expressions that conceptualize fate as a force, an agent, or a path. Stylistic Analysis – Building on Simpson’s (2014) stylistic methodology, the research identifies rhetorical devices such as irony, paradox, metaphor, hyperbole, and narrative surprise. These devices are analyzed in terms of how they shape readers’ perception of fate, especially in relation to character development and plot outcomes. The integration of these two approaches allows for both linguistic precision and literary sensitivity, ensuring that fate is examined not only as a word or phrase but also as a cultural and artistic construct. The data collection involved a close reading of the selected stories, during which all lexical units and stylistic markers connected to the theme of fate were noted. Instances were categorized into semantic fields (e.g., time, chance, inevitability, sacrifice) and stylistic functions (e.g., irony, foreshadowing and surprise endings). Each occurrence was analyzed for its contribution to the representation of fate. Secondary sources – such as scholarly articles and critical monographs – were consulted to validate interpretations and situate findings within existing scholarship (Nagel, 1997; McCracken, 2015). The study acknowledges certain limitations. First, the analysis is restricted to a small selection of O. Henry’s stories, which may not capture the full spectrum of his treatment of fate. Second, the qualitative nature of the study emphasizes interpretation rather than quantitative frequency. Nevertheless, by focusing on representative texts and using a systematic framework, the research provides reliable insights into the linguistic and stylistic construction of fate in O. Henry’s prose. Results The analysis of O. Henry’s selected short stories reveals several dominant lexical fields through which the concept of fate is constructed: 1. Time and Inevitability – Words and expressions associated with time (hour, moment, eternity, waiting, the appointed day) frequently serve as markers of inevitability. For example, in “The Furnished Room”, phrases like “the hour had struck” frame events as preordained, emphasizing a sense of destiny (Lehman, 2012). 2. Chance and Coincidence – Lexical items such as chance, accident, luck, fortune, and coincidence reflect the unpredictable, often ironic nature of fate. In “A Retrieved Reformation”, the protagonist’s redemption hinges on a seemingly accidental event – his encounter with a child trapped in a safe – which turns his criminal past into a moral rebirth (Fagin, 1944). 3. Sacrifice and Exchange – In “The Gift of the Magi”, the recurring lexicon of gift, sacrifice, love, cost, and exchange embodies a paradoxical fate where material loss transforms into spiritual gain. Such vocabulary highlights how human agency interacts with fate to produce meaning (Nagel, 1997). 4. Illness and Mortality – In “The Last Leaf”, terms like illness, death, leaf, fall, and end symbolize the fragile line between fate and survival. The lexical field of illness is juxtaposed with the symbolic endurance of the painted leaf, signifying a human challenge to fate (McCracken, 2015). These lexical clusters demonstrate that fate in O. Henry’s prose is not abstract but embedded in concrete life situations – time-bound, accidental, sacrificial, or mortal. O. Henry’s short stories often explore the idea of fate, not just as a theme but as a stylistic force, that shapes characters' lives in ironic, unpredictable ways. Through devices such as irony, metaphor, paradox, and twist endings, he gives fate a distinct presence – at times playful, at times cruel, but always significant. Irony is perhaps the most noticeable way O. Henry represents fate. In “The Cop and the Anthem”, the protagonist, Soapy, tries multiple times to be arrested to secure a warm place for winter but fails each time. Ironically, he is finally arrested the moment he decides to change his ways. This twist highlights fate’s unpredictability and its ironic timing (McCracken, 2015). Metaphor also plays a role, often personifying fate as a silent manipulator. In “The Furnished Room”, fate is described as something lurking in the shadows, subtly directing the characters’ paths (Simpson, 2014). These metaphors suggest that fate is not random, but rather an unseen force that quietly influences outcomes. Paradox allows O. Henry to show the dual nature of fate. In “The Gift of the Magi”, a couple gives up their most valued possessions to buy gifts for each other – only to find the gifts are now useless. Yet, the story presents them as richer in love because of their sacrifices. This contradiction, described through phrases like “rich in poverty”, shows how fate can transform loss into emotional gain (Lakoff & Johnson, 2003). Finally, O. Henry’s famous twist endings do more than surprise the reader – they reflect how fate often turns suddenly and without warning. In stories like “The Last Leaf”, a final revelation reshapes the entire narrative, showing fate as both tragic and redemptive (Lehman, 2012). Together, these stylistic choices create IV international scientific conference. Marseille. France. 09-10.10.2025 37 a vivid portrait of fate as a powerful and ever-present force in O. Henry’s work. Rather than treating fate as abstract, he makes it tangible through storytelling techniques that highlight life’s ironies, contradictions, and surprises. In doing so, O. Henry not only entertains but also invites readers to reflect on how little control we truly have over the outcomes of our lives. The study finds that the lexical and stylistic representations of fate are deeply interconnected. For example, the lexical field of chance is frequently reinforced by ironic twist endings, while the vocabulary of sacrifice is framed within paradoxical stylistic structures. This interaction demonstrates that O. Henry’s fate is not only a theme but also a narrative technique that shapes reader expectations and interpretations. Discussion The results of the analysis demonstrate that O. Henry presents fate not as a monolithic or deterministic concept but as a paradoxical phenomenon: at once inevitable and negotiable. This duality reflects broader philosophical debates about human freedom and determinism. Cognitive linguistics shows that concepts are culturally and experientially grounded (Lakoff & Johnson, 2003). O. Henry’s linguistic and stylistic representation of fate illustrates how cultural understandings of chance, time, and sacrifice are embedded in everyday language. His narratives suggest that while life is subject to forces beyond human control, individuals can still shape outcomes through acts of love, sacrifice, or resilience (Fagin, 1944). O. Henry’s fate is profoundly tied to the urban environment of New York. Unlike classical or Romantic writers who depict fate as supernatural, O. Henry presents it as the result of social interactions, coincidences, and unexpected encounters in the city. This urban fate reflects the unpredictability of modern life, where chance meetings and ironic reversals are common. Lehman (2012) emphasizes that O. Henry transformed the American short story by grounding universal concepts like fate in the everyday experiences of ordinary people. The city thus becomes both the stage and the agent of fate, intensifying its immediacy and reliability. The central role of irony and twist endings in O. Henry’s representation of fate supports McCracken’s (2015) view that irony in American short fiction serves as both entertainment and philosophical commentary. The twist ending is not merely a structural device but a stylistic embodiment of fate’s unpredictability. In “The Cop and the Anthem”, for instance, the ironic reversal – where the protagonist’s decision to reform results in his imprisonment – demonstrates fate’s paradoxical justice. Such endings foreground the impossibility of fully predicting outcomes, reinforcing the tension between free will and determinism. Beyond its narrative and stylistic functions, fate in O. Henry’s prose also carries ethical significance. In “The Gift of the Magi”, the protagonists’ sacrificial choices illustrate how human agency can transform fate from a cruel irony into a moral triumph. Nussbaum (2001) argues that literature often dramatizes the fragility of human goodness when confronted with uncontrollable forces. O. Henry aligns with this tradition by showing that while fate may dictate external circumstances, ethical choices can redefine their meaning. In this sense, fate becomes a canvas upon which human values are inscribed. The lexical analysis indicates that O. Henry consistently associates fate with culturally salient domains such as time, sacrifice, and mortality. Wierzbicka (1997) notes that cultural concepts are reflected in the semantics of everyday words. O. Henry’s repeated use of lexicons of time and chance resonates with a modern American worldview that balances individual initiative with recognition of life’s uncertainties. The vocabulary of sacrifice underscores the value of love and selflessness, while the lexicon of mortality reflects the universal human struggle against inevitable loss. These lexical choices situate O. Henry’s concept of fate within a cultural system that values both pragmatism and idealism. By combining lexical and stylistic analysis, this study confirms that O. Henry’s artistry lies in the interaction between language and form. His lexical choices give fate semantic concreteness, while his stylistic devices – especially irony and paradox – transform it into an aesthetic experience. As Simpson (2014) argues, stylistics reveals how language shapes meaning beyond mere semantics. In O. Henry’s prose, fate emerges not only as a theme but also as a narrative technique that engages readers emotionally and intellectually. The findings contribute to a deeper understanding of the cultural and literary functions of fate in American literature. O. Henry’s representation contrasts with deterministic traditions by presenting fate as flexible, ironic, and deeply human. His stories suggest that even within the constraints of chance and inevitability, individuals retain the power to shape outcomes through ethical action. This aligns with Nagel’s (1997) observation that the short story cycle often resonates with ethnic and cultural experiences, reflecting the diversity and unpredictability of life. O. Henry universalizes this unpredictability, making fate both a personal and cultural concept. Conclusion The present study examined the lexical and stylistic representation of fate in O. Henry’s prose, focusing on how an abstract philosophical concept is rendered into a vivid literary phenomenon. The analysis revealed IV international scientific conference. Marseille. France. 09-10.10.2025 38 that O. Henry’s short stories consistently integrate the notion of fate into the everyday lives of ordinary characters, thereby showing that destiny is not distant or mystical but intertwined with human actions, values, and emotions. At the lexical level, the study identified four primary semantic fields through which fate is expressed: time and inevitability, chance and coincidence, sacrifice and exchange, and illness and mortality. These lexical clusters give concreteness to the abstract notion of fate, embedding it into universal human experiences such as love, loss, survival, and hope. For example, temporal expressions emphasize inevitability, while vocabulary of chance and coincidence highlights the unpredictability of life. Lexical items connected to sacrifice and illness demonstrate how fate is often mediated through suffering and moral choice. Together, these fields construct a multidimensional picture of fate that resonates with both individual and cultural experiences. At the stylistic level, O. Henry employs irony, metaphor, paradox, and twist endings to bring fate to life. Irony is the dominant stylistic strategy, reflecting life’s unexpected turns and underlining the gap between human intentions and actual outcomes. Metaphors and paradoxes enrich the conceptualization of fate by expressing its dual nature: simultaneously cruel and redemptive, limiting and liberating. The twist ending, O. Henry’s signature device, functions as a narrative enactment of fate itself, dramatizing its sudden interventions and creating emotional impact on the reader. These findings suggest that O. Henry’s representation of fate is multidimensional. He presents it as both a force beyond human control and as something shaped by human choices. Characters often confront inevitable circumstances, yet their moral actions—acts of love, sacrifice, or courage – redefine the meaning of fate. In this sense, O. Henry’s stories align with philosophical debates on determinism and free will, while also affirming the ethical value of resilience and compassion. The research has broader implications for literary studies. It shows that O. Henry’s artistry extends beyond his reputation as a writer of ironic twists; he should also be recognized for his philosophical depth and linguistic precision. His ability to embed fate into lexical patterns and stylistic devices demonstrates how literature translates abstract ideas into emotionally resonant experiences. Moreover, his works illustrate Lakoff and Johnson’s (2003) theory that abstract concepts are grounded in metaphor and everyday language, while also echoing Nussbaum’s (2001) view of literature as a medium for exploring moral vulnerability. References 1. Fagin, N. (1944). The fiction of O. Henry: A study in literary values. University of North Carolina Press. 2. Kubryakova, E. S. (2004). Language and knowledge: On the way to gaining knowledge about language. Moscow: Languages of Slavic Culture. 3. Lakoff, G., & Johnson, M. (2003). Metaphors we live by. University of Chicago Press. 4. Lehman, D. (2012). The Oxford book of American short stories. Oxford University Press. 5. McCracken, S. (2015). Irony and realism in American short stories. Journal of American Literature, 87(2), 243–261. https://doi.org/10.1215/00267929-2879993 6. Nagel, J. (1997). The contemporary American short story cycle: The ethnic resonance of genre. Louisiana State University Press. 7. Nussbaum, M. C. (2001). The fragility of goodness: Luck and ethics in Greek tragedy and philosophy. Cambridge University Press. 8. Simpson, P. (2014). Stylistics: A resource book for students (2nd Ed.). Routledge. 9. Wierzbicka, A. (1997). Understanding cultures through their key words: English, Russian, Polish, German, and Japanese. Oxford University Press. 10. Yuan, Z. (2018). The art of the twist ending: O. Henry’s narrative strategies. Studies in American Literature, 12(3), 56–70. IV international scientific conference. Marseille. France. 09-10.10.2025 39 Physical sciences A MODEL FOR APPLYİNG STUDENT-STUDENT ASSESSMENT İN TEACHİNG PHYSİCS İN GRADES VII-IX Sharifov Galib Movsum Azerbaijan State Pedagogical University, Head of the Quality Assurance Department, Assoc.Prof.Ph.D. Jafarova Afsana Yusif Azerbaijan State Pedagogical University, Master Abstract This article discusses the application of the peer assessment model in physics lessons, especially in grades VII-X. This assessment method involves students evaluating each other's work based on certain criteria and develops their critical thinking, cooperation, communication and responsibility skills. The article highlights both the advantages and possible risks of this method. Specific examples of the model's application are presented in the form of student presentations and mutual evaluation on the topics of "Electromagnetism" (grade IX) and "States of Matter" (grade VII). Keywords: Peer Assessment, models for implementing student-student assessment in grades 7-9, application of these models in physics lessons Peer Assessment is an effective method of teaching in which students evaluate each other's assignments and activities. This method activates students' learning skills during training and develops their critical thinking skills. This approach differs from traditional assessment methods and is used for various pedagogical purposes. (Topping, 2009) Student-student assessment methods are widely used mainly in written assignments, presentations and projects, various creative activities, group work and laboratory assignments, and theoretical topics such as "Motion", "Force", "Energy", "Electrical Chain", etc. Advantages: 1. Development of self-assessment and critical thinking skills: Students should base their evaluations on certain criteria and analyze their strengths and weaknesses when evaluating others' work. This increases their level of critical thinking, analytical skills and objectivity. At the same time, they learn to evaluate their own work more objectively by evaluating others' work. (Black and William, 1998) 2. Increased active learning and participation: Student-student assessment turns students into more active learners. They do not just passively receive information, but also analyze, compare and express opinions. This process increases interest and motivation for learning. 3. Development of cooperation and social skills: Students gain teamwork, communication, respect and empathy skills by exchanging opinions with each other. This helps to develop social skills that are important in both education and work life in the future. (Sadler, 1989) 4. Sharing the teaching load: When teachers have a heavy assessment load, peer assessment can reduce the pressure on them. This also frees up time for teachers to provide better individualized instruction and feedback. 5. Understanding their own responsibility: A student who assesses someone else's work begins to take a more responsible approach because he knows that his own work will also be assessed by someone else. This has a positive effect on the overall academic outcome. 6. Learning from different perspectives: Each student's opinion and approach are different. During the peer assessment process, students are able to see each other's opinions and approaches, understand different points of view and learn from them. In addition, the friendship and competition between students in the studentstudent assessment process, and the lack of clear and precise instructions from the teacher can lead to biased results during the assessment. (Hattie and Timperley, 2007) The "student-student assessment" model can be used as one of the active methods of formative assessment in teaching physics in grades VII-X. This model develops students' objective approach to each other's activities, cooperation skills, and analytical habits. Let's look at the application and sample structure of this model: IV international scientific conference. Marseille. France. 09-10.10.2025 40 Implementation Steps: 1. Topic Selection: For example, 7th grade: "Force and Motion", "Types of Energy"; 9th grade: "Electric Current", "Light and Optics" 2. Task Preparation: Students work in pairs or small groups, conduct experiments or solve problems. 3. Determination of Evaluation Criteria: For example: Accuracy of Content (5 points), Cooperation and Participation (3 points), Explanatory Skills and Quality of Presentation (2 points) 4. Evaluation Form: Each student evaluates and justifies the work of the other pair. A simple evaluation table is used for this process. 5. Feedback: After the evaluation, the teacher or students provide feedback: "What was good?", "What could you have done better?" Let's apply this model to a specific section in 9th grade: To develop a model for implementing studentto-student assessment in the electromagnetism section, various aspects need to be taken into account. We can build the model in the following sequence: 1. Assessment goal: To test and develop students' understanding of the topic of electromagnetism, to give students the ability to explain their ideas correctly, and to create a spirit of mutual cooperation and discussion among students 2. Assessment method: Students evaluate each other, but this assessment also helps to see how much students understand the topic themselves. After each student explains the topic he or she presents, others give him or her comments and feedback. The assessment can consist of 3 parts: Positive feedback, Suggestions, and evaluation (0-5 points). 3. Topic selection and presentation: Students divide the topics into small groups. For example, topics such as "Electric charge and electric field", "Electromagnetic field", "Magnetic properties in different substances" are assigned. Each student or group presents their chosen topic to the others throughout the lesson. This presentation lasts a few minutes and students present a short explanation or experience. 4. Evaluation criteria: 1. Accuracy: The scientific accuracy of the presentation on the topic 2. Clarity: How the topic is explained and the level of understanding of other students 3. Additional examples: Students explain the topic more clearly with experiences or examples 4. Organization of the presentation: How clear and orderly the structure of the student's presentation is 5. Student Support: The ability to answer students' questions after the presentation 5. Evaluation process: Each student or group should give their feedback to the other students after the presentation. At this time, students note the following: Clarity of the topic (how much was understood), application of the experiment (did the students perform the experiment correctly?), structure and organization of the presentation (how did the students systematize their words?) 6. Assessment results and encouragement: Each student's assessment is then reviewed by the teacher. Students who receive high marks may be given additional or encouraged tasks. The assessment results will be used to develop each student's thinking and presentation skills related to the topic. 7. Additional activities: Students may be encouraged to discuss their presentations, share their ideas, and be open to the ideas of others. Students may also be given small research and homework assignments related to "electromagnetism". Let's consider the application model of student-student assessment for a topic other than 7th grade Physics. Let's choose "Aggregate States of Matter" as the topic. Topic: Aggregate States of Matter Assessment type: Student-student assessment (Peer Assessment) 1. Objective: Formation of assessment skills in students, Deepning of concepts in the subject, Development of critical thinking and cooperation 2. Stages of the assessment model: I. Organization of lesson activities: Students are divided into groups of 3-4 people. Members of each group evaluate each other's presentation or task performance. II. Assessment - The groups are given the following tasks: 1. Prepare a table of solid, liquid and gaseous states of matter 2. Draw a diagram of the transitions of the state of matter and explain it 3. Provide examples from everyday life for each state III. Evaluation criteria: Students are provided with evaluation criteria in advance with a certain scoring scale. IV. Conducting the evaluation IV international scientific conference. Marseille. France. 09-10.10.2025 47 Table 2 Objects and parameters of fruit plantation and processing line for analysis within the ACS Conclusion The peculiarity of the methodology presented in this study, illustrated through the example of the fruit harvesting, processing, and supply chain, demonstrates the broad applicability of the developed efficiency monitoring subsystem within an automated control system (ACS). For the implementation of the proposed monitoring methodology, the study presents the functional and structural features of farm operations. The research findings will allow us to judge the need for implementing an efficiency monitoring subsystem for to improve the efficiency of the fruit “processing-supply” chain and to provide appropriate recommendations. References 1. González-santoyo, F., Flores Romero, B., Gil-Lafuente, A.M., Juan, F. (2015). Uncertain optimal inventory as a strategy for enterprise global positioning // Lecture Notes in Economics and Mathematical Systems, 2015(№ 675), 29-42. 2. Kovalev, I. (2015). The Efficiency Analysis of Automated Lines of Companies Based on DEA Method/ I. Kovalev, P. Zelenkov, S. Ognerubov //Lecture Notes in Economics and Mathematical Systems, 2015(№ 675), 107-115. 3. Iudin, I. V., Maisuradze, M. V., Vodolazski, F.V. (2018). Organization and mathematical planning of experiments: a tutorial, Ural University Publishing House, 2018, 124 pg.; ISBN 978-5-7996-2486-6 (In Russian). 4. Zenyutkin, N.V. (2020). DEA method application to evaluating the efficiency of heat and wind generating complexes /N.V. Zenyutkin, I.V. Kovalev, M.V. Karaseva, V.V. Dvirny, A.A. Melkomukov, N.V. Lukonin // IOP Conf. Series: Materials Science and Engineering, 2020 (№ 734). DOI:10.1088/1757899X/734/1/012213. IV international scientific conference. Marseille. France. 09-10.10.2025 48 5. Swamikannu Nedumarana, Aravazhi Selvarajb, Ravi Nandi, Bhattacharjee Suchiradiptad, Padmanabhan Jyosthnaae and Disha Bosef. International Food and Agribusiness Management Review, Volume 23, Issue 3, 2020, 319-337. DOI: 10.22434/IFAMR2019.0165 6. Yu-qing, LI. (2021). Risk Management of Fruit and Vegetable Supply Chain based on WSR Method. International Journal of Trend in Research and Development, Volume 8(5), IJTRD | Sep – Oct 2021,171-174. Available [email protected], ISSN: 2394-9333 7. Chandrasiri, G.S.M., Achintha Wijenayake, K.I., Udara S.P.R. (2022). Development of automated systems for the implementation of food processing, J. Res. Technol. Eng. 3 (1), 2022, 8-18. https://www.researchgate.net/publication/357732780 8. Kondo, N. (2010). Automation on fruit and vegetable grading system and food traceability. Trends in Food Science & Technology. Volume 21, Issue 3, March 2010, 145-152. https://doi.org/10.1016/j.tifs.2009.09.002 9. Lamberty, A. & Kreyenschmidt, J. (2022). Ambient Parameter Monitoring in Fresh Fruit and Vegetable Supply Chains Using Internet of Things-Enabled Sensor and Communication Technology. MDPI - Multidisciplinary Digital Publishing Institute. Foods 2022, 11(12), 1777. https://doi.org/10.3390/foods11121777. 10. Prasad Xxx, Kdv., Poornima, G., Perwej Y., … (2023). IoT Devices for Agricultural to Improve Food and Farming Technology. Journal of Survey in Fisheries Sciences, 10(1S) 4054-4069. 11. Subeesh, A., Mehta, C.R. (2021). 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Monitoring and Optimization of the Process of Drying Fruits and Vegetables Using Computer Vision: A Review. Sustainability 2017, 9(11). https://doi.org/10.3390/su9112009 19. Barry J. Mulholland, Pardeep S. Panesar, Philip H. Johnson, The adoption of robotics in pack houses for fresh produce handling. The journal of horticultural science and biotechnology 99(1):9-19, pp.9– 19. DOI: 10.1080/14620316.2023.2247835 20. Arif U. Alam, Rathi, P., Beshai, H., Gursimran K. Sarabha & Jamal Deen, M. (2021). Fruit Quality Monitoring with Smart Packaging. Sensors 2021, 21(4), 1509, pp. 1-30; https://doi.org/10.3390/s21041509 21. Bardavelidze, A., Bardavelidze, Kh., Sesikashvili, O. (2025). Synthesis and research of the intelligent automatic control system for a fruit drying apparatus. Journal Scifood, vol.19 (2025), pp.343359; https://doi.org/10.5219/scifood.42 22. Bardavelidze, A., Bardavelidze, Kh., Sesikashvili, O. (2025). 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France. 09-10.10.2025 49 MODERN TRENDS IN THE DEVELOPMENT OF ECO-KNITWEAR FOR CORRECTIONAL CHILDREN'S CLOTHING Oraz Gulzat PhD, Senior Lecturer, Taraz University named after M.H.Dulati Sarybayeva Elvira PhD, Senior Lecturer, Taraz University named after M.H.Dulati Kauymbaev Rakhimzhan PhD, Associate Professor, Taraz University named after M.H.Dulati СОВРЕМЕННЫЕ НАПРАВЛЕНИЯ В РАЗРАБОТКЕ ЭКО-ТРИКОТАЖА ДЛЯ КОРРЕКЦИОННОЙ ДЕТСКОЙ ОДЕЖДЫ Ораз Гүлзат Таерқызы PhD, старший преподаватель Таразского университета им.М.Х.Дулати Сарыбаева Эльвира Ермековна PhD, старший преподаватель Таразского университета им.М.Х.Дулати Кауымбаев Рахимжан Тохтарбаевич PhD, доцент Таразского университета им.М.Х.Дулати Abstract The article provides an overview of modern research and technological approaches to the creation of functional textile materials for correctional clothing for children with neurodevelopmental features. Special attention is paid to the use of environmentally friendly and biocompatible fibers, as well as the development of compression structures that meet international standards. The article examines the medical and social aspects of the use of sensory textiles, their impact on the psycho-emotional state of children and the possibility of introducing innovative 3D knitting technologies for the production of new-generation knitwear. Аннотация В статье представлен обзор современных исследований и технологических подходов к созданию функциональных текстильных материалов для коррекционной одежды детей с нейроразвивающими особенностями. Особое внимание уделено использованию экологичных и биосовместимых волокон, а также разработке компрессионных конструкций, соответствующих международным стандартам. Рассматриваются медико-социальные аспекты применения сенсорных текстильных изделий, их влияние на психоэмоциональное состояние детей и возможности внедрения инновационных технологий 3D-вязания для производства трикотажных изделий нового поколения. Keywords: eco-jersey, correctional clothing, autism, bio-fibers, compression, sustainable development, international standards. Ключевые слова: эко-трикотаж, коррекционная одежда, аутизм, био-волокна, компрессия, устойчивое развитие, международные стандарты. Современное общество сталкивается с ростом числа детей с нейроразвивающими особенностями, включая расстройства аутистического спектра (РАС), синдром дефицита внимания и гиперактивности (СДВГ) и сенсорные нарушения. Согласно данным Всемирной организации здравоохранения (ВОЗ), один из 100 детей в мире имеет признаки РАС. Это требует комплексного подхода к коррекционной и инклюзивной поддержке, включая использование инновационных текстильных решений [1]. Одним из перспективных направлений является функциональный трикотаж с терапевтическими и сенсорными свойствами. Такие изделия способны обеспечивать мягкое, равномерное давление на тело ребёнка, способствуя снижению тревожности, улучшению концентрации внимания и регуляции IV international scientific conference. Marseille. France. 09-10.10.2025 50 эмоционального состояния. Совмещение этих функций с экологичностью материалов делает направление особенно актуальным в контексте концепции устойчивого развития. Эко-трикотаж – это трикотажный материал, произведённый из экологически безопасных волокон с низким углеродным следом, пригодный для вторичной переработки и безопасный для кожи. Среди инновационных решений особое место занимают биокомпозитные волокна - например, комбинации PLA (полимолочной кислоты) с леном, вискозой и эластаном. [2,3]. Такие материалы обладают: • высокой воздухопроницаемостью и мягкостью; • антибактериальными свойствами; • низкой аллергенностью; • возможностью придания регулируемой компрессии при вязании. Компрессионные ткани используются в медицине, спорте и терапевтической одежде. Их действие основано на градиентном давлении, способствующем улучшению кровообращения и снижению сенсорного дискомфорта. В работах Guinchat et al. (2020) и Grandits et al. (2023) доказано, что применение компрессионных изделий у детей с аутизмом помогает уменьшить стереотипные движения и улучшить концентрацию внимания [2]. За последние десять лет наблюдается активный рост исследований, посвящённых сенсорным и компрессионным текстильным изделиям. Основное внимание уделяется следующим аспектам: • снижению уровня стресса и тревожности у детей с РАС за счёт глубокого тактильного давления; • повышению концентрации внимания и качества сна; • снижению проявлений сенсорной перегрузки. В практической терапии активно используются утяжелённые жилеты, компрессионные футболки, трикотажное бельё без швов. Однако большинство коммерческих изделий производятся из синтетических материалов (полиэстер, нейлон), что снижает их гигиеничность и экологичность. Таким образом, наблюдается потребность в создании эко-дружественных материалов, обладающих как физиологическим комфортом, так и лечебно-профилактическим потенциалом. Разработка трикотажа для коррекционной одежды требует учета структурных, механических и физиологических параметров. В основе проектирования - комбинация волокон, обеспечивающая баланс между мягкостью, эластичностью и компрессионным эффектом [4,5]. Наиболее перспективные материалы: • PLA/вискоза (70/30) - биоразлагаемая смесь с хорошей терморегуляцией; • PLA/вискоза с эластаном (95/5) - для мягкой адаптивной компрессии; • Лен - обладает повышенной влагопоглощающей способностью; • Хлопок с наномодифицированными добавками серебра - для антибактериального эффекта. Применение компьютерного кругловязального оборудования (3D knitting) позволяет создавать зоны переменной плотности и компрессии в одном изделии, что особенно важно для индивидуальных потребностей детей [7]. Сочетание этих волокон с эластаном или другими эластомерами позволяет создать ткань с регулируемой растяжимостью и компрессией, необходимой для терапевтического эффекта [8,9]. Современные технологии 3D-вязания открывают новые возможности в производстве бесшовных изделий с заданным распределением давления по зонам тела. • В зонах спины и груди можно формировать повышенное давление («эффект глубоких объятий»). • В области живота и плеч - мягкое облегание для обеспечения свободы движений. Использование цифрового проектирования (CAD-системы, например, Shima Seiki, Stoll) позволяет создавать индивидуализированные модели с учётом антропометрических параметров ребёнка. Таким образом, функциональный эко-трикотаж становится не просто одеждой, а частью терапевтической системы, интегрированной в процесс коррекционной и инклюзивной педагогики. При создании терапевтических текстильных изделий необходимо соблюдать ряд международных стандартов: • ISO 9001:2015 - системы менеджмента качества; • ISO 13485:2016 - требования к изделиям медицинского назначения; • OEKO-TEX Standard 100 - гарантирует отсутствие вредных веществ; • DIN SPEC 4868 - нормы для спортивных и компрессионных изделий; • ISO 17025:2017 - аккредитация лабораторий, проводящих испытания тканей. IV international scientific conference. Marseille. France. 09-10.10.2025 51 Следование данным стандартам обеспечивает биосовместимость, безопасность и стабильность компрессионных характеристик изделий. Кроме того, при проектировании детской коррекционной одежды важно учитывать эргономические и психофизиологические аспекты - например, тактильную чувствительность, комфорт при длительном ношении, лёгкость надевания и отсутствие раздражающих швов. Сертификация по данным стандартам необходима для подтверждения безопасности и возможности клинического применения. В перспективе может быть предложена интеграция требований ISO и стандартов OEKO-TEX Standard 100 для оценки экологичности и гипоаллергенности готовых изделий. Ряд исследований, опубликованных в базах Scopus и PubMed, подтверждают значительный терапевтический потенциал компрессионных текстильных изделий [10,11,13]. Согласно данным этих исследований, использование компрессионной одежды у детей с нейроразвивающими особенностями способствует: • снижению уровня тревожности на 25-40%; • улучшению концентрации внимания и поведенческих реакций; • нормализации сна и уменьшению проявлений сенсорной перегрузки. Таким образом, функциональный трикотаж может рассматриваться как дополнительный немедикаментозный инструмент коррекции, эффективно дополняющий методы поведенческой и сенсорной терапии. Использование функционального эко-трикотажа в коррекционной одежде открывает новые возможности для инклюзивного образования и социальной адаптации детей с расстройствами аутистического спектра и другими нейроразвивающими особенностями. Подобные изделия могут применяться: • в специализированных школах и терапевтических центрах; • для ежедневного ношения детьми с повышенной сенсорной чувствительностью; • в рамках реабилитационных и эрготерапевтических программ. Терапевтические компрессионные костюмы на основе экологичных материалов не только обеспечивают физиологический комфорт, но и оказывают выраженное психоэмоциональное и социально-медицинское воздействие - улучшают осанку, снижают мышечное напряжение, повышают концентрацию внимания и способствуют успешной интеграции ребёнка в общество [12]. Использование функционального эко-трикотажа в коррекционной одежде открывает новые возможности в области инклюзивного образования и социальной адаптации. Такие изделия могут применяться: • в специализированных школах и центрах терапии; • для ежедневного ношения детьми с сенсорными нарушениями; • в рамках реабилитационных программ и эрготерапии. Терапевтические компрессионные костюмы помогают улучшить осанку, снизить мышечное напряжение и повысить концентрацию внимания, что способствует успешной адаптации ребёнка в обществе. Разработка функционального эко-трикотажа на основе биокомпозитных волокон и адаптивных компрессионных структур является важным направлением в области текстильных инноваций и инклюзивного дизайна. Использование экологически чистых и сертифицированных материалов не только отвечает требованиям устойчивого развития, но и способствует созданию комфортной, безопасной и терапевтической одежды для детей с нейроразвивающими особенностями. Перспективным направлением дальнейших исследований является интеграция смарт-текстиля - сенсорных нитей, температурных датчиков и адаптивных волокон - для индивидуальной настройки степени компрессии и мониторинга состояния пользователя. Список литературы 1. Guinchat V. et al. Compressive garments in individuals with autism and severe proprioceptive dysfunction: a retrospective exploratory case series //Children. – 2020. – Т. 7. – №. 7. – С. 77. 2. Grandits J. B. et al. The effect of compression on repetitive behaviors and task participation in children with autism spectrum disorder //Frontiers in Psychology. – 2023. – Т. 14. – С. 1292439. 3. Goncu-Berk G., Ha S. Y. An Investigation on the User Experience of Compressive Tactile Stimulation Clothing //International Textile and Apparel Association Annual Conference Proceedings. – Iowa State University Digital Press, 2024. – Т. 80. – №. 1. IV international scientific conference. Marseille. France. 09-10.10.2025 52 4. Barss, Trevor S., et al. "Effects of a compression garment on sensory feedback transmission in the human upper limb." Journal of neurophysiology 120.1 (2018): 186-195. 5. Mische Lawson L. et al. Effects of sensory garments on sleep of children with autism spectrum disorder //Occupational Therapy International. – 2022. – Т. 2022. – №. 1. – С. 2941655. 6. Fernandes S. et al. Smart Textile Technology for the Monitoring of Mental Health //Sensors. – 2025. – Т. 25. – №. 4. – С. 1148. 7. Lozo M. et al. The structure and compression of medical compression stockings //Materials. – 2022. – Т. 15. – №. 1. – С. 353. 8. Roylance D. Impact of Textile Structures //Encyclopedia of Continuum Mechanics. – Berlin, Heidelberg : Springer Berlin Heidelberg, 2020. – С. 1288-1297. 9. Devarshi S. et al. Natural fibre reinforced thermoplastic composite synthesis methods and potential applications //ES Materials & Manufacturing. – 2023. – Т. 21. – №. 5. – С. 827. 10. ISO 20471:2013. 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