PROFESSIONAL EDUCATION AND PERSONNEL TRAINING

2025
Edi ed by
Ve onica Dmy uk
PROFESSIONAL
EDUCATION AND
PERSONNEL TRAINING
Collec i e monog aph
Copy igh © The Au ho (s) o indi idual chap e s, 2025
This is an open access pape unde
he C ea i e Commons A ibu ion 4.0
In e na ional License (CC BY 4.0)
UDC 37.013
T82
Published in 2025
by TECHNOLOGY CENTER PC ®
Sha ylo a dacha s ., 4, Kha ki , Uk aine, 61165
www.en c.com.ua
T82 Au ho s:
Edi ed by Ve onika Dmy uk
Olena Nagache ska, Ve onika Dmy uk, Ma iia Voloshyn, Lesia Myklash, Olena Fuchyla, Halyna Kole-
snyk, Te yana Nikolaychuk, Alona Bila, Maksim Ko zel, Bohdan Mali skyi, Oleksand Che epo , Vasyl
Rizak, Mykhailo Rizak, Na aliia Sas, F ancisco de Assis Gaspa Ne o, Ka e yna Yu ye a, Gaza ian
S i lana, Lesia Pe enko, Ka e yna Slinko, Ana olii Dmy uk, Vi aliia H y si , Maiya Babkina, I yna Sk il,
I yna Vyslobodska, Ma yna Smile ska, Alla Semeno a, I ina Ye sho a-Babenko, Dina Kozob odo a, Inna
Kosiak, Alla Kolodiazhna, Rymma Ky ychenko
P o essional educa ion and pe sonnel aining: collec i e monog aph. – Kha ki : TECHNOLOGY
CENTER PC, 2025. – 194 p.
The monog aph p o ides a concise o e iew o mode n s a egies o p epa ing highly quali ied spe-
cialis s in condi ions o globaliza ion, digi aliza ion, and echnological change. I highligh s compe-
ence-o ien ed lea ning as he co e app oach o p o essional aining, emphasizing he in eg a ion
o inno a i e echnologies in o he educa ional p ocess. The olume uni es esea ch on in e cul u al
communica i e compe ence, o ensic expe educa ion, cybe secu i y, a i icial in elligence, and oca-
ional psychological and pedagogical aining. The monog aph examines mode n s a egies, me hods,
and ools o p epa ing compe en specialis s in a apidly changing wo ld. The esea ch combines
heo e ical amewo ks wi h p ac ical applica ions, p o iding models o cu iculum mode niza ion and
compe ence-o ien ed lea ning.
Figu es 28, Tables 16, Re e ences 187 i ems.
This book con ains in o ma ion ob ained om au hen ic and highly ega ded sou ces. Reasonable e o s
ha e been made o publish eliable da a and in o ma ion, bu he au ho and publishe canno assume
esponsibili y o he alidi y o all ma e ials o he consequences o hei use. The au ho s and publishe s
ha e a emp ed o ace he copy igh holde s o all ma e ial ep oduced in his publica ion and apologize
o copy igh holde s i pe mission o publish in his o m has no been ob ained. I any copy igh ma e ial
has no been acknowledged please w i e and le us know so we may ec i y in any u u e ep in .
The publishe , he au ho s and he edi o s a e sa e o assume ha he ad ice and in o ma ion in his book
a e belie ed o be ue and accu a e a he da e o publica ion. Nei he he publishe no he au ho s o
he edi o s gi e a wa an y, exp ess o implied, wi h espec o he ma e ial con ained he ein o o any
e o s o omissions ha may ha e been made.
T adema k No ice: p oduc o co po a e names may be adema ks o egis e ed adema ks, and a e
used only o iden i ica ion and explana ion wi hou in en o in inge.
DOI: 10.15587/978-617-8360-16-0
ISBN 978-617-8360-16-0 (on-line)
Ci e as: Dmy uk, V. (Ed.) (2025). P o essional educa ion and pe sonnel aining: collec i e monog aph. Kha ki :
ТЕСHNOLOGY СЕNTЕR PC, 194. doi: h p://doi.o g/10.15587/978-617-8360-16-0
This publica ion has been pee e iewed.
This publica ion is a ailable on he websi e www.monog aph.com.ua
9 7 8 6 1 7 8 3 6 0 1 6 0
iii
au ho s
chap e 1
Olena Nagache ska
PhD, Associa e P o esso
Depa men o Fo eign Languages o Enginee ing
L i Poly echnic Na ional Uni e si y
ORCID: h ps://o cid.o g/0000-0002-5200-8085
Ve onika Dmy uk
PhD, Associa e P o esso
Depa men o Fo eign Languages o Enginee ing
L i Poly echnic Na ional Uni e si y
ORCID: h ps://o cid.o g/0000-0002-3692-7110
Ma iia Voloshyn
PhD, Associa e P o esso , Head o Depa men
Depa men o Fo eign Languages o Enginee ing
L i Poly echnic Na ional Uni e si y
ORCID: h ps://o cid.o g/0000-0002-9403-3959
Lesia Myklash
PhD, Associa e P o esso
Depa men o Fo eign Languages o Enginee ing
L i Poly echnic Na ional Uni e si y
ORCID: h ps://o cid.o g/0000-0003-0190-1639
Olena Fuchyla
PhD, Associa e P o esso
Depa men o Fo eign Languages o Enginee ing
L i Poly echnic Na ional Uni e si y
ORCID: h ps://o cid.o g/0000-0001-5818-4656
Halyna Kolesnyk
Senio Lec u e
Depa men o Fo eign Languages o Enginee ing
L i Poly echnic Na ional Uni e si y
ORCID: h ps://o cid.o g/0000-0003-1912-1649
chap e 2
Te yana Nikolaychuk
Lec u e , Head o Legal Clinic
Depa men o Law
Al ed Nobel Uni e si y
ORCID: h ps://o cid.o g/0009-0007-1973-3385
Alona Bila
Lec u e
Depa men o Law
Al ed Nobel Uni e si y
ORCID: h ps://o cid.o g/0000-0002-8271-8539
Maksim Ko zel
PhD, Associa e P o esso , Fo ensic Expe
Dnip ope o sk Scien i ic Resea ch Fo ensic Cen e o he
MIA o Uk aine
ORCID: h ps://o cid.o g/0000-0001-5720-1186
chap e 3
Bohdan Mali skyi
PhD S uden
Depa men o Solid-S a e Elec onics, In o ma ion
Secu i y
Uzhho od Na ional Uni e si y
ORCID: h ps://o cid.o g/0009-0000-0857-7320
Oleksand Che epo
PhD S uden
Depa men o Solid-S a e Elec onics, In o ma ion
Secu i y
Uzhho od Na ional Uni e si y
ORCID: h ps://o cid.o g/0009-0000-6570-5931
Vasyl Rizak
Doc o o Physical and Ma hema ical Sciences, P o esso ,
Head o Depa men
Depa men o Solid-S a e Elec onics, In o ma ion
Secu i y
Uzhho od Na ional Uni e si y
ORCID: h ps://o cid.o g/0000-0002-9177-0662
Mykhailo Rizak
Doc o o Legal Sciences, Senio Resea che , Associa e
P o esso
Depa men o Cybe secu i y
S a e Non-Comme cial Company "S a e Uni e si y "Kyi
A ia ion Ins i u e"
ORCID: h ps://o cid.o g/0009-0003-9844-3271
i
P o essional educa ion and pe sonnel aining
chap e 4
Na aliia Sas
Doc o o Pedagogical Sciences, Associa e P o esso
Uni e sidade Es adual do Pa aná
ORCID: h ps://o cid.o g/0000-0003-0308-6092
F ancisco de Assis Gaspa Ne o
Dou o em Tea o, P o esso Adjun o
Faculdade de A es
Uni e sidade Es adual do Pa aná
ORCID: h ps://o cid.o g/0000-0002-8166-6781
Ka e yna Yu ye a
Doc o o Pedagogical Sciences, P o esso
Depa men o Music A
H. S. Sko o oda Kha ki Na ional Pedagogical Uni e si y
ORCID: h ps://o cid.o g/0000-0001-6403-9973
S i lana Gaza ian
Doc o o Sciences in Public Adminis a ion, P o esso
Depa men s o Public Adminis a ion and Ci il Se ice
Educa ion and Resea ch Ins i u e "Ins i u e o Public
Adminis a ion"
V. N. Ka azin Kha ki Na ional Uni e si y
ORCID: h ps://o cid.o g/0000-0002-9720-2260
Lesia Pe enko
Doc o o Pedagogical Sciences, P o esso
Depa men o Gene al Pedagogy and And agogy
Pol a a V. G. Ko olenko Na ional Pedagogical Uni e si y
ORCID: h ps://o cid.o g/0000-0002-7602-8005
Ka e yna Slinko
PhD, Visi ing P o esso
S a e Uni e si y o No he n Pa aná
ORCID: h ps://o cid.o g/0000-0003-3887-6596
chap e 5
Ana olii Dmy uk
PhD
Depa men o Applied Ma hema ics
L i Poly echnic Na ional Uni e si y
ORCID: h ps://o cid.o g/0000-0002-2393-0193
Vi aliia H y si
PhD, Associa e P o esso
Depa men o Fo eign Languages o Enginee ing
L i Poly echnic Na ional Uni e si y
ORCID: h ps://o cid.o g/0000-0001-7424-0363
Maiya Babkina
PhD, Associa e P o esso
Depa men o Fo eign Languages o Humani ies
L i Poly echnic Na ional Uni e si y
ORCID: h ps://o cid.o g/0000-0002-6403-2226
I yna Sk il
PhD
Depa men o Fo eign Languages o Enginee ing
L i Poly echnic Na ional Uni e si y
ORCID: h ps://o cid.o g/0000-0002-5252-0521
I yna Vyslobodska
Senio Lec u e
Depa men o Fo eign Languages o Enginee ing,
L i Poly echnic Na ional Uni e si y
ORCID: h ps://o cid.o g/0000-0001-6764-4634
Ma yna Smile ska
Senio Lec u e
Depa men o Fo eign Languages o Enginee ing
L i Poly echnic Na ional Uni e si y
ORCID: h ps://o cid.o g/0009-0003-1745-1561
chap e 6
Alla Semeno a
Doc o o Pedagogical Sciences, P o esso , Head o
Depa men
Depa men o P o essional Educa ion in Technologies and
Design
Kyi Na ional Uni e si y o Technologies and Design
ORCID: h ps://o cid.o g/0000-0001-8077-3385
I ina Ye sho a-Babenko
Doc o o Philosophical Sciences, P o esso
Depa men o Managemen and Inno a i e Technologies
o Socio-Cul u al Ac i i y
Educa ional and Scien i ic Ins i u e o Public Managemen
and Adminis a ion
D agomano Uk ainian S a e Uni e si y
ORCID: h ps://o cid.o g/0000-0002-2365-5080
Dina Kozob odo a
PhD
Depa men o Managemen and Inno a i e Technologies
o Socio-Cul u al Ac i i y
Educa ional and Scien i ic Ins i u e o Public Managemen
and Adminis a ion
D agomano Uk ainian S a e Uni e si y
ORCID: h ps://o cid.o g/0000-0001-8882-2364
Au ho s
Inna Kosiak
PhD, Associa e P o esso
Depa men o P o essional Educa ion in Technologies and
Design
Kyi Na ional Uni e si y o Technologies and Design
ORCID: h ps://o cid.o g/0000-0002-2996-1679
Alla Kolodiazhna
PhD, Associa e P o esso
Depa men o P o essional Educa ion in Technologies and
Design
Kyi Na ional Uni e si y o Technologies and Design
ORCID: h ps://o cid.o g/0000-0002-5760-883X
Rymma Ky ychenko
PhD, Associa e P o esso
Depa men o P o essional Educa ion in Technologies and
Design
Kyi Na ional Uni e si y o Technologies and Design
ORCID: h ps://o cid.o g/0000-0002-2020-9157

i
abs ac
The collec i e monog aph p esen s a comp ehensi e examina ion o mode n app oaches o
he p epa a ion o specialis s in he con ex o globaliza ion, digi al ans o ma ion, and Uk aine’s
in eg a ion in o he Eu opean and global educa ional spaces. I add esses he challenges o aligning
highe educa ion wi h apidly changing labo ma ke equi emen s and demons a es how new
echnologies, when sys ema ically in eg a ed in o cu icula, can se e as powe ul ools o en-
hancing compe ence, employabili y, and esilience.
The cen al ocus o he monog aph is he in en ional use o inno a ion – anging om digi al
pla o ms and cybe polygons o a i icial in elligence and in e cul u al communica ion models – in
he o ma ion o p o essional compe ences. Ra he han ea ing echnology as an isola ed com-
ponen , he au ho s concep ualize i as a s uc u al d i e o pedagogical change, eshaping wha
is augh , how i is augh , and how p o essional iden i y is cul i a ed. The olume si ua es p o es-
sional educa ion wi hin he b oade amewo k o Indus y 5.0, which emphasizes human-cen ic
de elopmen , e hical esponsibili y, and he capaci y o adap in ola ile condi ions.
Each chap e p o ides a speci ic con ibu ion o his o e a ching ision. The i s chap e high-
ligh s he de elopmen o in e cul u al communica i e compe ence (ICC) among IT and compu e
science s uden s, ecognizing i as a p e equisi e o e ec i e pa icipa ion in mul icul u al eams
and in e na ional p ojec s. The au ho s p esen he inno a i e cou se p ojec Na iga ing Cul u -
al Di e si y, which blends heo e ical ins uc ion wi h p ac ical ac i i ies, such as case s udies,
simula ions, and ole-playing. The ou comes con i m ha ICC is no an op ional skill bu a co e
p o essional compe ence in he global digi al economy.
The second chap e examines he ha moniza ion o o ensic expe aining wi h in e na ional
s anda ds. By analyzing models om leading coun ies and compa ing hem wi h Uk ainian p ac ice,
he au ho s iden i y gaps and p opose e o ms, emphasizing he in eg a ion o digi al o ensics,
a i icial in elligence, and blockchain echnologies. This chap e unde sco es he impo ance o
in e disciplina y app oaches and in e na ional coope a ion, posi ioning o ensic science educa ion
as bo h a na ional p io i y and a globally o ien ed ield.
The hi d chap e explo es he cybe polygon as a pedagogical ool o cybe secu i y aining.
I demons a es how imme si e simula ions enable s uden s o mas e o ensi e and de ensi e
echniques, om ulne abili y scanning o e hical hacking and inciden esponse. The cybe polygon
p o ides au hen ic con ex s, in which s uden s build p ac ical compe encies while de eloping eam-
wo k, c i ical hinking, and e hical esponsibili y. This hands-on app oach ensu es ha g adua es
a e eady o espond o he escala ing complexi y o cybe h ea s.
The ou h chap e ex ends he discussion o me hodology, p esen ing a combined app oach
ha uni es heo e ical gene aliza ion, biog aphical analysis, and su ey me hods o s udy openness
o inno a ion. This con ibu ion si ua es p o essional educa ion as a p ocess ha no only impa s
abs ac
ii
knowledge bu also cul i a es c ea i i y, adap abili y, and ecep i i y o new ideas—quali ies es-
sen ial o p o essionals in dynamic en i onmen s. The au ho s a gue ha compe ence o ma ion
mus include disposi ions owa d inno a ion, ensu ing long- e m p o essional g ow h.
A i icial in elligence (AI) is he cen al heme o he i h chap e , which examines i s in eg a-
ion in o he digi al ans o ma ion o highe educa ion. D awing on bo h heo e ical amewo ks
and empi ical da a om L i Poly echnic Na ional Uni e si y, he au ho s analyze how AI can be
ha nessed o pe sonalize lea ning, op imize assessmen , and suppo ins uc o s while simul ane-
ously add essing e hical challenges and ensu ing equi able access. The models, p esen ed in his
chap e , highligh AI li e acy as a c i ical compe ence o bo h s uden s and educa o s in echnical
uni e si ies.
The inal chap e p o ides a philosophical and me hodological pe spec i e on oca ional psy-
chological and pedagogical aining in echnology and design. I emphasizes human-cen e ed alues,
e hical esponsibili y, and he impe a i e o na ion-building in condi ions o wa and econs uc ion.
By si ua ing educa ion wi hin a alue-o ien ed amewo k, his con ibu ion ein o ces he idea ha
p o essional aining mus no only deli e echnical expe ise bu also o m e lec i e, esponsible,
and socially engaged indi iduals.
Taken oge he , he chap e s illus a e how p o essional educa ion can be ans o med h ough
he pu pose ul in eg a ion o echnology and inno a ion. The monog aph demons a es ha com-
pe ence-o ien ed lea ning, when g ounded in digi al ools and human-cen e ed alues, is he key
o p epa ing specialis s who a e adap able, c ea i e, and capable o leading in global and na ional
con ex s. I o e s a oadmap o aligning Uk ainian highe educa ion wi h in e na ional s anda ds,
while simul aneously esponding o local challenges o esilience, wo k o ce sho ages, and so-
cio-economic ans o ma ion.
The olume is in ended o esea che s, educa o s, pos g adua e and doc o al s uden s, and
policymake s who a e engaged in he mode niza ion o p o essional educa ion. I may also se e as
a e e ence o p ac i ione s in ields, such as in o ma ion echnology, o ensic science, and cy-
be secu i y, p o iding insigh s in o e ec i e aining models and inno a i e pedagogical p ac ices.
Ul ima ely, his monog aph posi ions p o essional educa ion no as a s a ic sys em bu as a dynamic
p ocess o ans o ma ion – d i en by new echnologies, guided by human alues, and o ien ed
owa d building a esilien and compe i i e socie y.
iii
Ci cle o eade s and scope o applica ion
The monog aph is in ended o esea che s, educa o s, pos g adua e and doc o al s uden s,
and policymake s who a e engaged in he mode niza ion o p o essional educa ion. I may also se e
as a e e ence o p ac i ione s in ields, such as in o ma ion echnology, o ensic science, and
cybe secu i y, p o iding insigh s in o e ec i e aining models and inno a i e pedagogical p ac ic-
es. Ul ima ely, his monog aph p esen s p o essional educa ion no as a s a ic sys em bu as a
dynamic p ocess o ans o ma ion, d i en by new echnologies, guided by human alues, and aimed
a building a esilien and compe i i e socie y.
ix
con en s
Lis o Tables ....................................................................................................................xii
Lis o Figu es .................................................................................................................. xiii
In oduc ion.......................................................................................................................1
Chap e 1. Ad ancing In e cul u al Communica i e Compe ence in
Fu u e Specialis s in IT and Compu e Science: De elopmen and Implemen a ion
o he "Na iga ing Cul u al Di e si y" Cou se P ojec .........................................................3
1.1 The ele ance o esea ch on ad ancing in e cul u al communica i e
compe ence and he de elopmen o he "Na iga ing Cul u al Di e si y" cou se .......4
1.2 Li e a u e e iew and de ini ions o key concep s ..................................................6
1.3 Objec i es and ocus o he esea ch .................................................................10
1.4 “Na iga ing Cul u al Di e si y”: de elopmen and implemen a ion o he cou se
o ad ancing in e cul u al communica i e compe ence in i and compu e
science s uden s .............................................................................................12
1.4.1 The cou se de elopmen : backg ound and a ionale .................................12
1.4.2 Cou se objec i es and implemen a ion ..................................................17
1.4.3 Concep and me hodology o e iew .......................................................18
1.4.4 P ojec managemen , quali y assu ance, and moni o ing
and e alua ion s a egy ........................................................................20
1.4.5 Wo k packages, ac i i ies, esou ces and iming .....................................23
1.4.6 Lea ning ou comes, eaching and lea ning me hods, and assessmen
s a egies ..........................................................................................25
1.4.7 E en s o e iew ..................................................................................26
1.5 Resul s and discussion .....................................................................................28
1.5.1 Comp ehensi e amewo k o he cou se ...............................................28
1.5.2 Findings om he su ey and insigh s om cou se implemen a ion ...........31
Conclusions .............................................................................................................31
Sugges ed pe spec i es o u he esea ch .............................................................33
Re e ences..............................................................................................................33
Chap e 2. Ha moniza ion o o ensic expe aining wi h cu en de elopmen ends
in Uk aine and ab oad: de ailed analysis and implemen a ion p ospec s ..........................35
2.1 Cu en s a e and global expe ience in o ensic expe aining: heo e ical
and me hodological analysis ..............................................................................37
P o essional educa ion and pe sonnel aining
2
A he same ime, inno a ion is no limi ed o ools; i is equally a ma e o mindse and
me hod. P o essional educa ion mus os e openness o change, cu iosi y, cogni i e lexibili y,
and e lec i e p ac ice – quali ies ha make echnological lea ning sus ainable o e ime. Wi hou
cul i a ed ecep i i y o he new, e en he mos ad anced echnological ini ia i es emain agile
and sho -li ed.
A i icial in elligence b ings many o hese issues in o sha p ocus. I unc ions simul aneously
as an objec o s udy, as a lea ning ool, and as an o ganiza ional enable o ans o ma ion. In-
elligen sys ems pe sonalize lea ning, op imize assessmen , and au oma e p ocesses, bu hey
also pose challenges ela ed o e hics, access, and he digi al eadiness o ins uc o s. Embedding
AI in o educa ion equi es clea s a egies, sca olded li e acy, and go e nance amewo ks ha
ensu e equi able and esponsible use.
Finally, p o essional educa ion mus emain g ounded in alues. In imes o unce ain y, wa ,
and econs uc ion, he human dimension o educa ion is decisi e. T aining mus p o ec digni y,
cul i a e agency, and os e esilience. Technology should be iewed no as an end bu as a means
o o ming e lec i e, e hical, and compe en p o essionals capable o se ing bo h he economy
and socie y.

3
CHAPTER 1
CHAPTER 1
DOI: 10.15587/978-617-8360-16-0.CH1
Olena Nagache ska, Ve onika Dmy uk, Ma iia Voloshyn,
Lesia Myklash, Olena Fuchyla, Halyna Kolesnyk
© The Au ho (s) o chap e , 2025. This is an Open Access chap e dis ibu ed unde he e ms o he CC BY license
Ad ancing In e cul u al Communica i e Compe ence
in Fu u e Specialis s in IT and Compu e Science:
De elopmen and Implemen a ion o
he "Na iga ing Cul u al Di e si y" Cou se P ojec
Abs ac
This chap e examines he c i ical impo ance o ad ancing in e cul u al communica i e com-
pe ence (ICC) among u u e specialis s in IT and compu e science, add essing he challenges
posed by inc easing globaliza ion and Uk aine’s in eg a ion in o he Eu opean economic and cul u al
landscape. In e cul u al communica i e compe ence is concep ualized as a dynamic in e play o
knowledge, skills, a i udes, and beha io s ha enable e ec i e, espec ul communica ion and
collabo a ion ac oss di e se cul u al se ings. I ep esen s a undamen al p e equisi e o p o-
essionals engaged in in e na ional eams, na iga ing c oss-cul u al business en i onmen s, and
con ibu ing o he global digi al economy.
The ele ance o ICC o Uk ainian s uden s, pa icula ly in echnical ields, is unde sco ed by
he con ex o Uk aine’s in eg a ion in o he Eu opean Union and he demands o he mul icul u al
wo kplace. A comp ehensi e needs analysis conduc ed wi h 136 1s - and 2nd-yea s uden s om
L i Poly echnic Na ional Uni e si y e ealed signi ican gaps in hei con idence and p epa ed-
ness o c oss-cul u al communica ion, he eby highligh ing he necessi y o a ge ed educa-
ional in e en ions.
In esponse o hese indings, he cou se “Na iga ing Cul u al Di e si y: E ec i e Business
Communica ion in he Eu opean Economic Landscape” was de eloped o add ess hese speci ic
gaps. This inno a i e p og am combines heo e ical ounda ions wi h p ac ical applica ions, aiming
o enhance s uden s’ cul u al awa eness, mul ilingual capabili ies, and in e cul u al communica ion
skills. The cu iculum ea u es lec u es, wo kshops, educa ional ques s, and ound- able discus-
sions, employing in e ac i e and expe ien ial lea ning me hodologies. P ac ical componen s such
as case s udies, ole-playing exe cises, and simula ions equip s uden s o e ec i ely manage e-
al-wo ld mul icul u al scena ios.
P elimina y ou comes indica e measu able imp o emen s in s uden s’ cul u al sensi i i y,
adap abili y, and con idence in p o essional in e cul u al communica ion. By b idging he di ide
be ween echnical expe ise and in e cul u al compe ence, he cou se p o ides s uden s wi h
essen ial ools o h i ing in in e na ional eams and collabo a i e p ojec s.
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CHAPTER 1
This chap e concludes by emphasizing he impe a i e o embedding ICC in o highe educa ion
cu icula, pa icula ly o echnical disciplines such as IT and compu e science. I ad oca es o
ongoing e inemen and b oade implemen a ion o such cou ses o align wi h he e ol ing demands
o he global economy.
KEYWORDS
In e cul u al communica i e compe ence, cul u al di e si y, c oss-cul u al communica ion,
cul u al awa eness, English o Speci ic Pu poses, p o essional adap abili y, mul ilingualism, global
wo k o ce, cu iculum de elopmen .
The in eg a ion o Uk aine in o he Eu opean Union and he b oade p ocesses o globaliza ion
ha e highligh ed he necessi y o p epa ing u u e specialis s, pa icula ly in IT and compu e
science, o e ec i e communica ion wi hin he mul icul u al Eu opean economic landscape. As
Uk aine s i es o g ea e in e na ional in eg a ion and i s s uden s seek o become compe i i e
in he global labo ma ke , enhancing in e cul u al communica i e compe ence (ICC) has become
an essen ial pa o hei educa ion. This compe ence is c i ical no only in mas e ing echnical and
p o essional knowledge bu also in he abili y o in e ac e ec i ely wi h pee s, colleagues, and
clien s om di e se cul u al backg ounds. The de elopmen o his compe ence has hus become
a key p io i y in highe educa ion, especially o u u e specialis s in IT and compu e science,
who will be inc easingly called upon o wo k in in e na ional eams and deal wi h c oss-cul u-
al challenges.
Globaliza ion has ans o med he na u e o communica ion, making in e cul u al in e ac ions
indispensable in p o essional se ings. The ise o in e na ional business ela ions, coupled wi h he
inc eased mobili y o p o essionals ac oss bo de s, equi es specialis s no only o be linguis ically
compe en bu also cul u ally awa e. In e cul u al communica ion s udies emphasize he impo -
ance o unde s anding cul u al di e ences and he s a egies needed o b idge gaps be ween
indi iduals om di e se cul u al backg ounds. In his con ex , e ec i e communica ion is no longe
solely abou luency in a o eign language bu also abou he abili y o na iga e cul u al nuances,
a oid misunde s andings, and os e mu ually bene icial ela ionships.
1.1 The ele ance o esea ch on ad ancing in e cul u al communica i e
compe ence and he de elopmen o he "Na iga ing Cul u al Di e si y" cou se
The g owing need o in e cul u al communica i e compe ence in he global wo kplace unde -
sco es he impo ance o in eg a ing such skills in o he cu iculum o highe educa ion ins i u-
ions, pa icula ly o s uden s in ields like IT and compu e science. T adi ionally, educa ion in
5
chap e 1. Ad ancing In e cul u al Communica i e Compe ence in Fu u e Specialis s
in IT and Compu e Science: De elopmen and Implemen a ion o
he "Na iga ing Cul u al Di e si y" Cou se P ojec
CHAPTER 1
hese ields has been ocused on echnical expe ise, wi h li le emphasis on he de elopmen o
so skills such as communica ion. Howe e , as he global job ma ke becomes mo e in e con-
nec ed, he abili y o communica e e ec i ely in mul icul u al en i onmen s has become jus as
c ucial as echnical skills.
The esea ch has shown ha s uden s in non-linguis ic ields, including hose a L i Poly ech-
nic Na ional Uni e si y (LPNU), ace a signi ican gap in hei abili y o in e ac wi h colleagues
om di e se cul u al backg ounds. A su ey o 136 s uden s ac oss disciplines such as compu e
science, enginee ing, and economics e ealed ha 87% o esponden s el uncom o able com-
munica ing wi h colleagues om di e en cul u al con ex s.
This gap in in e cul u al communica i e compe ence highligh s he u gen need o special-
ized cou ses, such as he “Na iga ing Cul u al Di e si y: E ec i e Business Communica ion in he
Eu opean Economic Landscape” cou se, which he au ho s o his a icle ha e de eloped speci -
ically o add ess hese needs and equip s uden s wi h he necessa y in e cul u al communica-
ion skills.
The signi icance o such cou ses lies in hei abili y o equip s uden s wi h he knowledge, skills,
and a i udes necessa y o success ul in e cul u al communica ion. This is pa icula ly ele an in
he con ex o English o Speci ic Pu poses (ESP) cou ses, whe e he ocus has adi ionally been
on language p o iciency in speci ic p o essional con ex s. While ESP cou ses o IT and compu e
science s uden s ha e ocused p ima ily on echnical language skills, hey mus e ol e o include
in e cul u al communica ion s a egies. As By am sugges s, lea ne s mus no only unde s and a
o eign cul u e om an ex e nal pe spec i e bu also expe ience i om wi hin [1]. This holis ic
app oach enables s uden s o de elop he necessa y cul u al awa eness o in e ac e ec i ely in
a globalized wo k en i onmen .
The cou se “Na iga ing Cul u al Di e si y” aims o add ess his need by p o iding s uden s wi h
he ools o unde s and cul u al di e ences, adap hei communica ion s yles, and build s onge
p o essional ela ionships in he Eu opean and global economic landscape. By in eg a ing in e cul-
u al communica ion in o ESP ins uc ion, he cou se no only enhances language p o iciency bu
also p epa es s uden s o succeed in an inc easingly mul icul u al and in e connec ed job ma ke .
This p ojec ep esen s a c ucial s ep in enhancing he p o essional compe encies o u u e spe-
cialis s in IT and compu e science, ensu ing ha hey a e no only echnically p o icien bu also
cul u ally adep in hei p o essional in e ac ions.
The e o e, he in eg a ion o in e cul u al communica i e compe ence in o he educa ion o
u u e specialis s in IT and compu e science is no longe op ional bu a necessi y. As he p o es-
sional wo ld becomes mo e globalized and in e connec ed, he abili y o na iga e cul u al di e si y
is a c i ical skill.
By de eloping and implemen ing specialized cou ses like “Na iga ing Cul u al Di e si y: E ec-
i e Business Communica ion in he Eu opean Economic Landscape”, we can ensu e ha s uden s
a e no only equipped wi h he echnical skills needed o success bu also he cul u al awa eness
equi ed o h i e in a di e se, in e na ional en i onmen .
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CHAPTER 1
1.2 Li e a u e e iew and de ini ions o key concep s
A p ima y objec i e o na ional educa ion e o m is he adop ion o a compe ence-based ap-
p oach and he cul i a ion o p o essional o eign language communica i e compe ence (PFLCC)
in he aining o highe educa ion p o essionals. Achie ing his objec i e and i s associa ed asks
necessi a es mul idisciplina y in eg a ion and he ac i e in ol emen o employe s. Employe s can
wo k collabo a i ely wi h uni e si ies o de ine explici c i e ia o educa ional ou comes, ensu ing
ha g adua es a e well-equipped o he p o essional a ena.
Fo eign language communica i e compe ence (FLCC) enables enhanced in e ac ion, p o ession-
al communica ion, and collabo a ion a a ious le els wi h specialis s om di e en coun ies. This
exchange o expe iences os e s p o essional and scien i ic sel -de elopmen and sel - ealiza ion,
pa icula ly in he con ex o globaliza ion and especially wi hin he business sec o .
We posi ha he ole o a o eign language as a ool o de eloping u u e specialis s’ p o es-
sional communica ion compe ence can be e ec i ely ha nessed a highe educa ion ins i u ions. This
can be accomplished h ough he ins i u ion’s o e sigh o he en i e educa ional p ocess, cu icu-
lum con en , and a clea p o essional ocus. Addi ionally, he me hods o deli e ing his in o ma ion,
ypes o eache -s uden in e ac ions, and s uden engagemen in he educa ional p ocess a e c i -
ical. Concu en ly, a aining a long- e m s a egic goal, such as a specialis ’s p o essional ad ance-
men , is acili a ed by achie ing sho - e m ac ical goals, such as mas e ing a o eign language.
The schola ly explo a ion o in e cul u al communica ion began wi h he publica ion o E. Hall
and G. T age ’s book “The Analysis o Cul u e” in 1953, ma king he onse o his ield as an aca-
demic discipline [2]. E. Hall and G. T age we e he i s o in oduce he e m “in e cul u al com-
munica ion”, aming i as a dis inc a ea o in e pe sonal ela ionships. This concep was u he
de eloped in E. Hall’s in luen ial wo k “The Silen Language”, whe e he p o ided a comp ehensi e
de ini ion o in e cul u al communica ion [3]. Hall and his colleagues a he Fo eign Se ice Ins i u e
in he ea ly 1950s a e widely ega ded as he pionee s o in e cul u al communica ion, es ablishing
he ounda ional amewo k o his a ea o s udy. Hall emphasized he challenges in in e cul u al
communica ion, poin ing ou ha “di icul ies in in e cul u al communica ion a e a ely seen o
wha hey a e”. He sugges ed ha when indi iduals om di e en cul u es ail o unde s and one
ano he , hey end o blame i on “ hose o eigne s” o a ibu e i o incompe ence, decep ion, o
i a ionali y. He encou aged eade s o “ ake se iously he cul u es o o he s” in o de o be e
unde s and hemsel es and hei own cul u al biases [3].
In 1990, K. Knapp and A. Knapp-Po ho de ined in e cul u al compe ence as a “complex o
analy ical and s a egic abili ies ha expand he in e p e a i e spec um o an indi idual in he
p ocess o in e pe sonal in e ac ion wi h ep esen a i es o o he cul u es” [4]. This no ion unde -
sco es he impo ance o de eloping a mul i ace ed skill se ha enhances an indi idual’s capaci y
o engage e ec i ely wi h people om di e en cul u al backg ounds. C. Sinic ope, J. No is, and
Yu. Wa anabe u he emphasized ha in e cul u al compe ence enables indi iduals o engage in
e ec i e communica ion wi h in e locu o s om o he cul u es [5].
7
chap e 1. Ad ancing In e cul u al Communica i e Compe ence in Fu u e Specialis s
in IT and Compu e Science: De elopmen and Implemen a ion o
he "Na iga ing Cul u al Di e si y" Cou se P ojec
CHAPTER 1
M. Benne expanded on his concep by explo ing he in e nal p og ession o s uden s as hey
mo e om e hnocen ism o e hno ela i ism, which ep esen s a shi om iewing o he cul u es
h ough he lens o one’s own o a mo e open and compa a i e app oach o unde s anding di e se
cul u al con ex s. Such shi s a e c ucial o de eloping in e cul u al compe ence, as hey enable
indi iduals o ecognize and app ecia e cul u al di e ences [6].
Resea che s such as N. Vo chas a, I. Kozlo ska, M. Opachko, M. Paikush, and O. S echke ych
a gue ha he aining o compe en specialis s should be based on an ac i i y app oach. This ap-
p oach in ol es simula ing eal-wo ld unc ional asks and p o essional scena ios, allowing s uden s
o apply hei knowledge and expe ience in con ex . Acco ding o hese schola s, compe ence is
no me ely heo e ical knowledge bu he abili y o apply ha knowledge e ec i ely in a ious
si ua ions [7].
The concep o in e cul u al communica ion has been u he explo ed by schola s such as
T. An oshchenko and D. Ko ei [8], Z. Bakum, O. Palchyko a and S. Kos iuk [9], L. Maksym-
chuk [10], who ocus on he challenges o communica ion be ween di e en cul u al g oups. O. Ne-
zhi a highligh s ha in e cul u al communica ion occu s when indi iduals in e ac in con ex s ha
di e signi ican ly om hei own cul u al no ms, emphasizing i s impo ance in de e mining he
success o ailu e o a communica ion e en [11]. As O. Nezhi a sugges s, he p ima y objec i e o
in e cul u al communica ion is he de elopmen o bo h in e cul u al and communica i e compe en-
cies, essen ial o b idging cul u al di ides in p o essional se ings [11].
One o he mos in luen ial models o in e cul u al communica i e compe ence comes om
M. By am and M. Wagne , who p oposed a mul idimensional amewo k ha in eg a es knowl-
edge, alues, and skills as key componen s o e ec i e in e cul u al in e ac ion [12]. Acco ding o
M. By am, he i e essen ial componen s o in e cul u al communica i e compe ence a e:
1. A i udes: o example, cu iosi y and open-mindedness owa ds o he cul u es.
2. Knowledge: unde s anding social g oups, his o ical backg ounds, and con ex ual knowledge
ela ed o communica ion.
3. Skills o in e p e ing and ela ing: he abili y o unde s and and in e p e documen s and
symbols om o he cul u es.
4. Skills o disco e ing and in e ac ing: he capaci y o acqui e new knowledge abou o he
cul u es and adap acco dingly.
5. C i ical cul u al awa eness: he abili y o c i ically assess one’s own and o eign cul u es,
unde s anding hei in luence on communica ion p ac ices [1, 12].
Acco ding o B. McSweeney, esea che s such as A. T ompenaa s, G. Ho s ede, and T. Hall
u he explo ed he s uc u e o cul u e, di e en ia ing be ween isible, ex e nal aspec s such as
language, i uals, and adi ions, and he hidden dimensions o cul u e, which include alues, no ms,
and li e a i udes. In e cul u al communica ion, hey a gue, in ol es he exchange o messages
guided by bo h isible and in isible cul u al elemen s [13].
O. Topchiy discusses he linguis ic code as a c ucial componen o cul u e, no ing i s ole
in shaping a pe son’s wo ld iew and men ali y. O. Topchiy also highligh s he impo ance o

8
PROFESSIONAL EDUCATION AND PERSONNEL TRAINING
CHAPTER 1
unde s anding cul u al ypologies o p e en misunde s andings du ing communica ion. Fo in-
s ance, low-con ex communica ion, common in English-speaking na ions, ocuses on he explic-
i ness o language, while high-con ex communica ion, p e alen in Eas e n Eu ope, Asia, and he
Eas , places a g ea e emphasis on emo ionali y and collec i e awa eness [14].
O. Topchiy also iden i ies i e models o in e cul u al communica ion in he p ocess o cul u al
incul u a ion: in eg a ion, assimila ion, sepa a ism, and ma ginaliza ion. These models de-
sc ibe he ways in which indi iduals o g oups in e ac wi h and adap o di e en cul u es, anging
om ull assimila ion o he ejec ion o cul u al exchange [14].
T. B ani ska a gues ha in e cul u al compe ence is c ucial o enhancing p o essional com-
pe i i eness, ha monizing ela ionships be ween di e en cul u al g oups, and os e ing social co-
hesion in mul icul u al en i onmen s. She iden i ies h ee key componen s o in e cul u al compe-
ence: alue-cogni i e, mo i a ional, and ac ion componen s [15]. This pe spec i e aligns wi h
he b oade iew ha in e cul u al compe ence is a complex p ocess in ol ing knowledge, skills,
and a i udes.
Acco ding o O.-A. Illie (2019), in e cul u al compe ence is buil h ough knowledge o cul u al
alues and no ms, as well as skills in obse ing, analyzing, and in e p e ing beha io s and a i udes
in in e cul u al con ex s. A i udes such as espec , openness, and cu iosi y a e essen ial o na i-
ga ing in e cul u al in e ac ions e ec i ely [16]. This holis ic app oach o compe ence emphasizes
he need o indi iduals o no only unde s and di e en cul u es bu also o engage wi h hem
empa he ically and cons uc i ely.
M. By am’s app oach o o eign language lea ning ein o ces his idea, a guing ha lea ning
a language is no jus abou mas e ing g amma and ocabula y bu also abou unde s anding and
in eg a ing cul u al knowledge. He sugges s ha s uden s mus lea n o li e and wo k in wo
cul u es, ac ing as media o s be ween hem and u ilizing he in e cul u al skills hey de elop [12].
In he con ex o p o essional aining o u u e specialis s in ields like IT and compu e sci-
ence, in e cul u al communica i e compe ence is essen ial o success in he global wo k o ce. I is
a quali y o med h ough educa ion, socializa ion, and di ec communica ion wi h people om o he
cul u es. Compe ence in in e cul u al communica ion enables indi iduals o ecognize and adap
o cul u al di e ences, a oid misunde s andings, and build e ec i e communica ion s a egies in
di e se p o essional en i onmen s.
Finally, in he domain o “English o Speci ic Pu poses” (ESP), he impo ance o in e cul u al
communica i e compe ence is inc easingly ecognized. ESP cou ses, pa icula ly hose ela ed o IT
and compu e science, ocus on equipping s uden s wi h he language skills necessa y o p o es-
sional success in hei espec i e ields. T. Hu chinson e al. de ine ESP as an app oach o language
eaching ha is di ec ly ied o he lea ne s’ speci ic goals, emphasizing p ac ical language skills
o e gene al language p o iciency [17].
Howe e , as T. Dudley-E ans poin s ou , ESP also equi es a nuanced unde s anding o he
cul u al and communica i e con ex s in which he language will be used [18]. This ecogni ion has
led o he in eg a ion o in e cul u al communica i e compe ence in o ESP cu icula, pa icula ly
9
chap e 1. Ad ancing In e cul u al Communica i e Compe ence in Fu u e Specialis s
in IT and Compu e Science: De elopmen and Implemen a ion o
he "Na iga ing Cul u al Di e si y" Cou se P ojec
CHAPTER 1
in cou ses like “Na iga ing Cul u al Di e si y”, which aim o p epa e s uden s o he mul icul u al
demands o he global job ma ke .
In conclusion, we asse ha in e cul u al communica i e compe ence is an essen ial and
mul i ace ed skill se , i al no only o p o essionals ac oss a ious ields bu especially o hose
specializing in IT and compu e science. In my iew, i in ol es mo e han jus an unde s anding o
cul u al di e ences – i equi es he abili y o communica e e ec i ely ac oss cul u al bounda ies.
This skill is indispensable o u u e specialis s who aim o succeed in he globalized, mul icul u al
p o essional landscape ha cha ac e izes oday’s in e connec ed wo ld.
As pa o his esea ch, he s udy d aws on he wo k o O. Nagache ska, and B. Kushka, i led
“In e cul u al Communica ion and In e cul u al Communica i e Compe ence o Unde g adua es
Lea ning Business English” [19]. Thei indings we e ins umen al in shaping he cu iculum o he
cou se “Na iga ing Cul u al Di e si y”, ensu ing ha i no only add esses language p o iciency in
a p o essional en i onmen bu also os e s he de elopmen o in e cul u al communica i e com-
pe ence among s uden s. This inclusion o in e cul u al communica ion elemen s is key o equipping
s uden s wi h he necessa y compe encies o na iga e cul u al di e ences in hei u u e p o es-
sional ca ee s.
The de elopmen o in e cul u al communica i e compe ence o s uden s in IT and compu e
science is, in my opinion, a c i ical aspec o hei p epa a ion o he global wo k o ce. Schola s
like M. By am, T. Hall, and M. Benne ha e consis en ly highligh ed ha in e cul u al compe ence
includes no only he knowledge and skills needed o na iga e cul u al di e ences bu also he
a i udes and beha io s ha acili a e e ec i e c oss-cul u al communica ion. I is he abili y o
unde s and, adap o, and engage wi h cul u al nuances ha makes his compe ence pa icula ly
impo an o IT and compu e science p o essionals. The e o e, we belie e ha os e ing such
skills is essen ial o s uden s in hese ields o h i e in in e na ional se ings, whe e espec o
di e se pe spec i es and e ec i e communica ion s a egies a e pa amoun .
The cou se “Na iga ing Cul u al Di e si y: E ec i e Business Communica ion in he Eu opean
Economic Landscape” di ec ly add esses his need by equipping s uden s wi h he necessa y skills
and knowledge o communica e compe en ly in mul icul u al Eu opean business en i onmen s. In
my pe spec i e, he cou se’s dual ocus on bo h heo e ical unde s anding and p ac ical applica ion
wi hin he con ex o IT and compu e science c ea es a comp ehensi e amewo k o de eloping
s uden s’ in e cul u al compe ence. This aligns wi h b oade educa ional objec i es, pa icula ly
he aim o os e ing esponsible, e hical global ci izens who can e ec i ely na iga e he cul u al
complexi ies o he Eu opean Union and beyond.
We belie e ha his cou se goes beyond he adi ional scope o English o Speci ic Pu poses
(ESP) cou ses, which ypically ocus on language p o iciency. By in eg a ing essen ial elemen s o
in e cul u al communica ion, he cou se o e s a mo e holis ic app oach o p epa ing s uden s o
he demands o oday’s global economy. I helps s uden s unde s and Eu opean alues, communi-
ca ion s yles, and cul u al di e ences, which in u n shapes hei business p ac ices. Fo u u e
IT and compu e science p o essionals, his p epa a ion is indispensable. As hese p o essionals
10
PROFESSIONAL EDUCATION AND PERSONNEL TRAINING
CHAPTER 1
inc easingly wo k in in e na ional eams, collabo a e wi h colleagues om di e se cul u al back-
g ounds, and engage wi h clien s and pa ne s om a ious cul u al con ex s, he abili y o com-
munica e ac oss cul u es becomes c ucial o hei success.
Th ough his p ojec , we aim o b idge he gap be ween echnical expe ise and cul u al com-
pe ence. My goal is o ensu e ha u u e specialis s in IT and compu e science a e no only
p o icien in hei echnical ields bu a e also equipped wi h he in e cul u al communica ion skills
necessa y o success in he mul icul u al and in e connec ed Eu opean economic landscape. This
cou se is designed o enhance s uden s’ c i ical hinking, empa hy, and adap abili y – key quali ies
ha will empowe hem o na iga e he challenges o c oss-cul u al communica ion and con ibu e
meaning ully o he global digi al economy.
1.3 Objec i es and ocus o he esea ch
The p ima y goal o his esea ch is o explo e he c i ical ole o ad ancing in e cul u al com-
munica i e compe ence (ICC) in u u e specialis s in IT and compu e science. Speci ically, he
esea ch in es iga es he p ocess by which unde g adua es acqui e in e cul u al communica i e
compe ence and he cons i uen skills equi ed o e ec i e p o essional ac i i y in globalized en-
i onmen s. A cen al ocus is placed on he de elopmen and implemen a ion o he cou se “Na i-
ga ing Cul u al Di e si y: E ec i e Business Communica ion in he Eu opean Economic Landscape”,
designed o mee he g owing demand o in e cul u al communica ion skills in he Eu opean
job ma ke .
The subjec ma e o his s udy is he in eg a ion o in e cul u al communica ion in o he
cu iculum o IT and compu e science s uden s, pa icula ly h ough ESP (English o Speci ic
Pu poses) cou ses. These cou ses a e in ended o equip s uden s wi h he skills necessa y o
communica e e ec i ely in di e se Eu opean business en i onmen s, emphasizing he impo ance
o in e cul u al sensi i i y and unde s anding.
The esea ch in ol es bo h heo e ical and me hodological componen s o designing and imple-
men ing a cou se ha inco po a es in e cul u al communica ion in o he con ex o IT and compu -
e science educa ion.
The objec i es o he “Na iga ing Cul u al Di e si y: E ec i e Business Communica ion in he
Eu opean Economic Landscape” cou se a e as ollows:
1. Gene al objec i es:
– o empowe s uden s o b idge cul u al di ides and communica e e ec i ely in di e se Eu o-
pean business se ings;
– o cul i a e a p o ound unde s anding o co e Eu opean alues, emphasizing espec o
cul u al nuances, ole ance, and e hical conduc ;
– o p epa e s uden s o h i ing ca ee s in he globalized Eu opean economy, whe e in e cul-
u al communica ion is a pi o al skill.
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he "Na iga ing Cul u al Di e si y" Cou se P ojec
CHAPTER 1
2. Speci ic objec i es:
– o expand LPNU s uden s’ awa eness o cul u al dis inc ions ele an o Eu opean business
communica ion;
– o nu u e s uden s’ c i ical hinking abili ies by analyzing di e se pe spec i es and commu-
nica ion s yles;
– o ele a e s uden s’ unde s anding o how cul u al alues shape business p ac ices and
e hical conside a ions;
– o os e s uden s’ in e cul u al sensi i i y and cul i a e empa hy o a ious cul u al back-
g ounds;
– o p omo e ole ance and espec o cul u al di e si y wi hin he p o essional en i onmen ;
– o inspi e s uden s o become esponsible and e hical global ci izens;
– o e ine s uden s’ abili y o adap hei communica ion s yle o di e en audiences and
si ua ions;
– o equip s uden s wi h impac ul e bal and non e bal communica ion skills o c oss-cul u al
in e ac ions.
3. Assessmen objec i es:
– o e alua e s uden s’ g asp o key concep s in in e cul u al communica ion and Eu opean
alues;
– o analyze s uden s’ abili y o disce n and in e p e cul u al nuances in communica ion;
– o measu e s uden s’ p og ess in de eloping e ec i e c oss-cul u al communica ion skills;
– o assess he cou se’s impac on s uden s’ a i udes owa ds cul u al di e si y and e hical
business p ac ices.
4. Dissemina ion objec i es:
– o dissemina e he knowledge and bes p ac ices acqui ed in he cou se o he b oade
academic communi y and business p o essionals;
– o heigh en awa eness o he c i ical ole o in e cul u al communica ion in he Eu opean
economic landscape;
– o showcase he E asmus+ p og am’s impac on in e na ional educa ion and unde s anding.
The p ojec o he cou se “Na iga ing Cul u al Di e si y: E ec i e Business Communica ion in
he Eu opean Economic Landscape” is designed as a comp ehensi e ini ia i e o os e mul icul u al
business communica ion skills among Uk ainian s uden s and g adua es, pa icula ly hose pu suing
echnical, compu e science, and enginee ing special ies a L i Poly echnic Na ional Uni e si y. This
p ojec ex ends i s scope beyond academia, a ge ing high school s uden s, eache s, and p o es-
sionals om a ious sec o s, including en e p ises, o ganiza ions, ci il socie y, and he gene al public.
Spanning one yea , he cou se o e s 180 hou s o ins uc ion o e h ee yea s, wi h s uden s
om di e se academic backg ounds, including IT, compu e science, and enginee ing, pa icipa ing
in specialized modules. The lagship cou se p o ides pa icipan s wi h essen ial skills o na iga e he
cul u al in icacies o he Eu opean Union, emphasizing he impo ance o in e cul u al communica-
ion o success ul business in e ac ions in he Eu opean economic landscape.
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PROFESSIONAL EDUCATION AND PERSONNEL TRAINING
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– in e ac i e modules: co e ing Eu opean cul u al alues, business e ique e, and s a egies
o e ec i e communica ion in mul icul u al se ings;
– p ac ical lea ning ac i i ies: simula ions, ole-playing exe cises, and case s udies ha
e lec eal-wo ld scena ios;
– comp ehensi e deli e y: a blended o ma combining online lec u es, wo kshops, and
in-pe son semina s o an engaging lea ning expe ience;
– engagemen beyond academia: open lec u es, wo kshops, and con e ences in ol ing ep-
esen a i es om public o ganiza ions and businesses.
An icipa ed ou comes:
– imp o ed con idence in c oss-cul u al communica ion, wi h a 25% inc ease measu ed
h ough p e- and pos -cou se assessmen s;
– enhanced knowledge o Eu opean cul u al no ms, a ge ing a 30% imp o emen based on
quiz sco es;
– g ea e applica ion o Eu opean business communica ion s anda ds, wi h a 20% inc ease in
simula ed scena io pe o mance;
– inc eased c i ical hinking capabili ies in mul icul u al business con ex s, e lec ed in a 15%
imp o emen in assessmen sco es.
As demons a ed by he needs analysis, his cou se is speci ically designed o add ess iden-
i ied gaps in in e cul u al communica ion skills, equipping LPNU s uden s wi h he compe encies
needed o gain a compe i i e ad an age in he in e na ional job ma ke . By emphasizing c i ical
hinking, empa hy, and cul u al awa eness, he cou se no only p epa es s uden s o p o essional
success bu also enhances hei capaci y o collabo a e e ec i ely in mul icul u al en i onmen s.
1.4.3 Concep and me hodology o e iew
The “Na iga ing Cul u al Di e si y: E ec i e Business Communica ion in he Eu opean Economic
Landscape” cou se is buil on a ca e ully designed concep and me hodology aimed a add essing
he c i ical need o in e cul u al communica ion skills wi hin he amewo k o sus ainable Eu o-
pean business p ac ices. The cou se adop s a lea ne -cen ic app oach ha ca e s o he di e se
academic and p o essional backg ounds o i s pa icipan s. By in e wea ing e ec i e communi-
ca ion, cul u al unde s anding, and sus ainabili y, i c ea es an inclusi e and adap able lea ning
en i onmen , empowe ing s uden s o succeed in mul icul u al p o essional se ings.
Lea ning hou s and ou comes.
The p og am spans h ee yea s, o e ing a o al o 300 eaching hou s annually. This includes:
– 100 hou s pe yea dedica ed o lec u es and p ac ical classes o planned s uden g oups
om L i Poly echnic Na ional Uni e si y (LPNU);
– open lec u es and semina s designed o pa icipan s om o he educa ional ins i u ions,
businesses, and public o ganiza ions, p omo ing b oade engagemen and inclusi i y.

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chap e 1. Ad ancing In e cul u al Communica i e Compe ence in Fu u e Specialis s
in IT and Compu e Science: De elopmen and Implemen a ion o
he "Na iga ing Cul u al Di e si y" Cou se P ojec
CHAPTER 1
The cou se s uc u e encompasses 120 hou s o ins uc ion annually:
– 20 hou s o lec u es;
– 22 hou s o p ac ical classes;
– 78 hou s o independen wo k, including esea ch, assignmen s, and collabo a i e p ojec s
o os e a well- ounded educa ional expe ience.
Lec u es, semina s, wo kshops, and aining sessions a e conduc ed by expe ienced associa e
p o esso s om he Depa men o Fo eign Languages a LPNU, including O. Nagache ska, M. Vo-
loshyn, G. Kolesnyk, L. Myklash, O. Fuchyla, and V. Dmy uk. To enhance accessibili y and lexibili y,
he cou se is o e ed h ough a “Vi ual Educa ional En i onmen ” (VEE) i led “Na iga ing Eu opean
Cul u al Di e si y: E ec i e Business Communica ion in he Eu opean Economic Landscape”.
Guiding p inciples o he me hodology:
1. Lea ne -cen ic app oach: ecognizing he unique needs o s uden s om non-linguis ic
acul ies, he cou se ailo s i s cu iculum o align wi h hei speci ic academic and p o essional
aspi a ions. G ounded in a comp ehensi e needs analysis, he cu iculum b idges he gap be ween
echnical expe ise and e ec i e communica ion in mul icul u al business con ex s.
2. Adap i e cu iculum design: he dynamic na u e o business communica ion is e lec ed
in he cou se’s design. Regula eedback loops and i e a i e e alua ions ensu e ha he cu iculum
e ol es in line wi h eme ging ends and he needs o i s pa icipan s, main aining i s ele ance and
educa ional impac .
3. In eg a ion o mode n communica ion ools: acknowledging he impo ance o digi al
p o iciency, he cou se inco po a es cu ing-edge communica ion ools and pla o ms. This equips
s uden s wi h he skills o na iga e bo h adi ional and digi al communica ion channels e ec i ely,
p epa ing hem o he eali ies o mode n p o essional en i onmen s.
4. Mul idisciplina y collabo a ion: he cou se mi o s he collabo a i e na u e o con empo-
a y wo kplaces by os e ing eamwo k among s uden s om di e se academic disciplines. G oup
p ojec s and in e disciplina y asks simula e eal-wo ld p o essional scena ios, enhancing adap abil-
i y and c oss-disciplina y unde s anding.
5. Sus ainabili y in eg a ion: sus ainabili y is embedded as a co e p inciple o he cu iculum.
By wea ing e hical and sus ainable p ac ices in o communica ion aining, he cou se p epa es
s uden s o na iga e he global business landscape esponsibly while con ibu ing o a sus ainable
u u e.
Alignmen wi h cou se objec i es.
The me hodology aligns closely wi h he o e a ching objec i es o he cou se:
– os e ing mul idisciplina y and sus ainable skills: e hical and sus ainable p inciples a e
seamlessly in eg a ed wi h communica ion aining, ensu ing ha g adua es a e p epa ed o excel
in he demanding Eu opean business en i onmen ;
– enhancing unde s anding o Eu opean business p ac ices: h ough case s udies, gues
lec u es, and simula ions, he cou se p o ides p ac ical insigh s in o cul u al nuances and commu-
nica ion s a egies ele an o he Eu opean con ex ;
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PROFESSIONAL EDUCATION AND PERSONNEL TRAINING
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– boos ing sus ainable employabili y: by equipping g adua es wi h bo h echnical and in e -
cul u al communica ion skills, he cou se enhances hei ca ee p ospec s wi hin he sus ainable
Eu opean business landscape.
Flexibili y and eal-wo ld applica ion.
The me hodology’s inhe en lexibili y ensu es i s con inued ele ance in an e e -changing p o-
essional landscape. Regula upda es o cou se con en , combined wi h in e ac i e wo kshops,
indus y alks, and ne wo king oppo uni ies, b idge he gap be ween heo e ical knowledge and
p ac ical applica ion. This dynamic app oach enables s uden s o acqui e he skills and expe ience
needed o h i e in eal-wo ld mul icul u al p o essional en i onmen s.
1.4.4 P ojec managemen , quali y assu ance, and moni o ing and e alua ion
s a egy
The “Na iga ing Cul u al Di e si y: E ec i e Business Communica ion in he Eu opean Economic
Landscape” cou se is buil upon a obus and adap able amewo k designed o ensu e imely im-
plemen a ion, adhe ence o high-quali y s anda ds, and comp ehensi e moni o ing and e alua ion.
This app oach gua an ees he cou se’s ele ance, e ec i eness, and alignmen wi h i s o e a ching
objec i es.
P ojec managemen :
1. Timely comple ion:
– a me iculously de ailed p ojec imeline has been de eloped, speci ying clea deadlines and
miles ones o each phase o he cou se’s implemen a ion. This ensu es ha all ac i i ies emain
on schedule;
– egula p ojec managemen mee ings a e conduc ed o e alua e p og ess, an icipa e po-
en ial challenges, and implemen imely co ec i e measu es, ensu ing unin e up ed momen um
h oughou he p ojec li ecycle.
2. E ec i e communica ion:
– clea and s uc u ed communica ion p o ocols ha e been es ablished wi hin he p ojec eam
o acili a e seamless in o ma ion exchange and alignmen wi h p ojec objec i es;
– i ual mee ings and collabo a i e pla o ms a e le e aged as p ima y communica ion chan-
nels, os e ing e icien collabo a ion and eal- ime knowledge sha ing among eam membe s.
Quali y assu ance:
1. Pee e iew mechanism:
– a igo ous pee e iew sys em is in place o e alua e all deli e ables, including cu iculum
design, ma e ial de elopmen , and e en o ganiza ion. This ensu es ha high-quali y s anda ds a e
main ained ac oss all aspec s o he cou se;
– eam membe s, d awing om hei di e se a eas o expe ise, conduc sys ema ic e alua-
ions o uphold academic and p o essional igo in he p ojec ’s ou comes.
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chap e 1. Ad ancing In e cul u al Communica i e Compe ence in Fu u e Specialis s
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CHAPTER 1
2. Con inuous eedback loop:
– a eedback loop is in eg a ed in o he p ojec , ac i ely seeking inpu om s akeholde s such
as s uden s, p o esso s, and ex e nal collabo a o s;
– his i e a i e p ocess ensu es ha s akeholde pe spec i es a e inco po a ed in o he
cou se’s ongoing de elopmen , enhancing i s ele ance and impac .
Moni o ing and e alua ion:
1. Quan i a i e indica o s. Key me ics o measu e ou each and pa icipa ion include:
– numbe o pa icipan s in wo kshops, semina s, and aining sessions;
– engagemen on digi al pla o ms, including websi e isi s and social media in e ac ions;
– pa icipa ion a es in ne wo king e en s and indus y alks.
2. Quali a i e indica o s. Nuanced insigh s in o he p ojec ’s impac a e cap u ed using qual-
i a i e measu es, such as:
– pa icipan eedback on he ele ance and applicabili y o cou se con en ;
– es imonials and success s o ies ha highligh he eal-wo ld applica ion o acqui ed skills;
– expe e alua ions o he inno a ion and e ec i eness o he cou se’s app oach.
3. Uni s o measu emen , baselines, and a ge alues. Each indica o is pai ed wi h spe-
ci ic uni s o measu emen , baseline alues es ablished a p ojec ini ia ion, and a ge alues o
ack p og ess.
Example:
– uni o measu emen : numbe o pa icipan s in wo kshops;
– baseline alue: 0 pa icipan s a p ojec s a ;
– a ge alue: 60 pa icipan s by he end o yea 1.
4. Regula e alua ion cycles:
– comp ehensi e e alua ion cycles a e embedded in he p ojec imeline, conduc ed a he end
o each academic yea ;
– hese e alua ions assess he e ec i eness o eaching modules, he success o e en s, and
hei impac on pa icipan s’ skills and employabili y. The indings di ec ly in o m imp o emen s o
he cou se.
5. Adap abili y and con inuous imp o emen :
– he moni o ing and e alua ion s a egy is designed o be lexible, enabling esponsi eness o
e ol ing needs while main aining consis en quali y;
– insigh s de i ed om e alua ions guide con inuous imp o emen e o s, ensu ing ha he
cou se e ol es o mee he demands o s uden s and s akeholde s e ec i ely.
Risk managemen .
To ensu e he success ul implemen a ion and long- e m sus ainabili y o he “Na iga ing Cul-
u al Di e si y: E ec i e Business Communica ion in he Eu opean Economic Landscape” cou se, i
is essen ial o iden i y and add ess po en ial isks ha may a ise du ing he p ojec li ecycle. Risk
managemen se es as a p oac i e app oach o an icipa ing challenges and de ising s a egies o
mi iga e hei impac , he eby sa egua ding he quali y and e ec i eness o he cou se.
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The Table 1.3 p o ides a comp ehensi e o e iew o he possible isks associa ed wi h he
cou se, ca ego izing hem by wo k packages and assessing hei impac and likelihood. In addi-
ion, he p oposed mi iga ion measu es demons a e a lexible and adap i e s a egy designed o
main ain he p ojec ’s momen um and ele ance, ensu ing i mee s he expec a ions o s uden s,
acul y, and s akeholde s alike.
 Table 1.3 O e iew o he possible isks associa ed wi h he cou se
Risk
No. Desc ip ion Wo k package
No. Impac Likeli-
hood
P oposed isk-mi iga ion
measu es
1 Un o eseen ex e nal e en s
(e.g., pandemics, geopoli ical
issues)
All wo k
packages
High Medium Regula ly moni o global
and egional si ua ions o
ea ly de ec ion
2 Technical challenges in digi al
in eg a ion, such as so wa e
compa ibili y issues o pla o m
accessibili y
Wo k package
#2 and #3
High Medium Conduc egula echnology
checks and in es in eliable
pla o ms
3 Delays in esea ch ac i i ies
ha could impac he imeline
and p ojec miles ones
Wo k package
#4
High Medium De elop a de ailed esea ch
plan wi h clea miles ones
and deadlines
4 Budge cons ain s ha may
a ec he execu ion o planned
ac i i ies
Wo k package
#5
High Medium Regula ly moni o he
budge and expenses
5 Limi ed pa icipa ion om
non-linguis ic acul ies, such
as IT and compu e science
s uden s
Wo k package
#3 and #4
Medium Low Launch a ge ed awa eness
campaigns o emphasize
he ele ance o he cou se
o non-linguis ic acul ies
6 Limi ed pa icipa ion in public
e en s o ne wo king ac i i ies
Wo k package
#4
Low Medium Implemen p omo ional
campaigns o gene a e
in e es
7 Deli e ables no mee ing quali y
expec a ions (e.g., cu iculum
design, ma e ials, assessmen s)
All wo k
package
High Low Implemen a igo ous pee
e iew p ocess o all
p ojec ou pu s
8 Di icul y in main aining cou se
ele ance as p o essional and
cul u al landscapes e ol e
Wo k package
#3 and #4
Medium Medium Regula ly upda e cou se
con en o e lec changing
ends
9 Nega i e eedback om s u-
den s o s akeholde s, impac -
ing he cou se’s epu a ion
Wo k package
#4
Medium Low Ac i ely collec pa icipan
eedback h ough su eys
and e alua ions
10 Limi ed digi al li e acy among
some pa icipan s, a ec ing
hei abili y o engage wi h
online esou ces
Wo k package
#2 and #3
Medium Medium P o ide p e-cou se aining
sessions on using digi al
ools
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chap e 1. Ad ancing In e cul u al Communica i e Compe ence in Fu u e Specialis s
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he "Na iga ing Cul u al Di e si y" Cou se P ojec
CHAPTER 1
E ec i e isk managemen is a co ne s one o he “Na iga ing Cul u al Di e si y: E ec i e
Business Communica ion in he Eu opean Economic Landscape” cou se. By adop ing a s a egic and
s uc u ed app oach, he p ojec eam aims o an icipa e challenges, add ess hem p oac i ely,
and ensu e he smoo h p og ession o all ac i i ies. Below a e he key ea u es o he uni ied isk
managemen s a egy, designed o uphold he cou se’s quali y, adap abili y, and impac :
1. P oac i e isk iden i ica ion: ea ly iden i ica ion o po en ial isks allows he p ojec eam o
implemen imely mi iga ion measu es, minimizing dis up ions and ensu ing he p ojec s ays on ack.
2. In eg a ed moni o ing and e alua ion: egula assessmen s du ing p ojec e iews help o
ack isks and hei mi iga ion p og ess, os e ing a esponsi e and adap able managemen ap-
p oach ha sus ains momen um.
3. S akeholde -cen e ed solu ions: ac i ely engaging s uden s, acul y, and ex e nal collabo-
a o s ensu es ha isk mi iga ion s a egies a e inclusi e and add ess he di e se needs o all
s akeholde s in ol ed in he p ojec .
4. Adap abili y and lexibili y: mi iga ion measu es a e designed o be dynamic, allowing he p oj-
ec o espond e ec i ely o e ol ing ci cums ances and main ain i s ele ance and success o e ime.
This s a egy no only minimizes po en ial se backs bu also enhances he p ojec ’s esilience,
ensu ing i s objec i es a e me e icien ly and e ec i ely.
1.4.5 Wo k packages, ac i i ies, esou ces and iming
The “Na iga ing Cul u al Di e si y: E ec i e Business Communica ion in he Eu opean Economic
Landscape” adhe es o a me iculously s uc u ed six-phased wo k plan. Each phase comp ises
in e linked ac i i ies designed o sys ema ically achie e p ojec objec i es wi hin he 36-mon h
ime ame. This s uc u ed app oach ensu es smoo h p og ession, con inuous eedback loops, and
ongoing e inemen .
Wo k packages:
WP1. P ojec ini ia ion and coo dina ion (mon hs 1–2):
– es ablishes he p ojec eam, delinea es oles and esponsibili ies, and os e s cohesion;
– implemen s obus communica ion channels and coo dina ion mechanisms, including egula
eam mee ings and online pla o ms;
– de elops a de ailed p ojec imeline wi h clea ly de ined miles ones o e icien moni o ing
and p og ess acking.
WP2. Cu iculum de elopmen and eaching modules (mon hs 3–6):
– designs a dynamic cu iculum amewo k e lec ing mul icul u al and in e disciplina y pe -
spec i es, ailo ed o iden i ied needs h ough needs analysis and s akeholde engagemen ;
– de elops engaging and comp ehensi e cou se ma e ials, including lec u es, in e ac i e sem-
ina s, case s udies, and supplemen a y esou ces, aligned wi h he la es ends in business com-
munica ion and EU s udies;

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PROFESSIONAL EDUCATION AND PERSONNEL TRAINING
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– ensu es accessibili y and adap abili y o ma e ials o u u e implemen a ion.
WP3. S akeholde engagemen and collabo a ion (mon hs 1–36):
– acili a es ongoing collabo a ion wi h s akeholde s h ough egula mee ings, wo kshops,
and join ac i i ies;
– o ganizes e en s and ac i i ies o s akeholde engagemen , including:
– ound- able discussions on cul u al di e si y in business communica ion;
– educa ional ques s explo ing Eu opean cul u al di e ences;
– p omo ional e en s showcasing he p ojec ’s bene i s;
– Eu oBizCommunica ion Club mee ings os e ing ne wo king and knowledge sha ing;
– in e na ional con e ences and open lec u es dissemina ing p ojec indings;
– ga he s eedback om s uden s, acul y, and indus y pa ne s h oughou he p ojec o
con inuous imp o emen .
WP4. Pilo implemen a ion and assessmen (mon hs 7–18):
– implemen s a pilo cou se wi h a di e se g oup o s uden s, ep esen ing a ious academic
backg ounds and egions;
– assesses he e ec i eness o eaching me hodologies and ma e ials h ough s uden eed-
back, acul y obse a ions, and p e- and pos -cou se assessmen s;
– analyzes and inco po a es eedback in o he cu iculum and eaching app oach o e inemen
be o e ull-scale implemen a ion.
WP5. Full-scale implemen a ion and dissemina ion (mon hs 19–36):
– b oadly olls ou he Jean Monne Module o a wide a ge audience ac oss di e se aca-
demic ins i u ions and disciplines;
– con inuously moni o s cou se deli e y, s uden engagemen , and lea ning ou comes h ough
es ablished e alua ion mechanisms;
– acili a es addi ional ac i i ies, such as wo kshops and gues lec u es, o complemen he
co e module and os e knowledge exchange.
Quan i y and demons a e he alue: quan i ies he p ojec ’s impac on a ge ed s akeholde s
and he b oade Eu opean economic landscape h ough measu able KPIs aligned (Table 1.4).
 Table 1.4 To al c edi s and hou s o wo k
Name o indica o s Hou s
1 2
Numbe o c edi s/hou s 4/120
To al hou s o class oom wo k, including: 42
– lec u e classes, hou s 20
– semina classes, hou s 10
– p ac ical classes, hou s 12
25
chap e 1. Ad ancing In e cul u al Communica i e Compe ence in Fu u e Specialis s
in IT and Compu e Science: De elopmen and Implemen a ion o
he "Na iga ing Cul u al Di e si y" Cou se P ojec
CHAPTER 1
 Con inua ion o Table 1.4
1 2
To al hou s o independen wo k and o a c edi passing including: 78
– calcula ion (calcula ion and g aphic) wo ks, uni s/hou 24
– indi idual esea ch ask, uni s/hou 24
– p epa a ion o aining classes and con ol ac i i ies, hou s 28
C edi 2
1.4.6 Lea ning ou comes, eaching and lea ning me hods, and assessmen
s a egies
The “Na iga ing Cul u al Di e si y: E ec i e Business Communica ion in he Eu opean Economic
Landscape” cou se is designed o achie e speci ic lea ning ou comes (LOs) ha align wi h he de-
elopmen o in e cul u al communica i e compe ence among s uden s in IT and compu e science
special ies. These ou comes a e achie ed h ough hough ully in eg a ed eaching and lea ning
me hods and e alua ed using di e se assessmen s a egies.
The cou se aims o c ea e a comp ehensi e lea ning ecosys em whe e s uden s engage in
p ojec -based ac i i ies, academic ins uc ion, s uden -led esea ch, and public discou se. This ap-
p oach acili a es he explo a ion o mul icul u al linguis ic and communica i e con ex s wi hin he
Eu opean Union, wi h a pa icula ocus on hei ele ance o he e ol ing Eu opean economic land-
scape and implica ions o Uk aine. Addi ionally, he cou se ac i ely in ol es a ious s akeholde s,
including s uden s, esea che s, ci il socie y ep esen a i es, and p i a e sec o p o essionals,
os e ing a collabo a i e and inclusi e en i onmen .
The Table 1.5 summa izes he key lea ning ou comes, he co esponding eaching and lea ning
me hods, and he me hods used o assess hei achie emen .
 Table 1.5 Lea ning ou comes, eaching me hods, and assessmen s a egies
Lea ning ou comes Teaching and lea ning me hods Assessmen me hods
LO1: Abili y o adap o new
condi ions, make decisions inde-
penden ly, and ini ia e o iginal
esea ch and inno a i e complex
p ojec s (AB1)
1. Lec u es and p ac ical classes using
in o ma ion- ecep i e, ep oduc i e,
heu is ic, and esea ch me hods.
2. Independen wo k u ilizing he ep o-
duc i e and esea ch me hods
Cu en con ol: execu ion
and de ense o p ac ical
wo ks, o al esponses, and
on al polling
LO2: Abili y o ealize he need
o li elong lea ning o deepen
acqui ed knowledge and gain new
p o essional expe ise (AB2)
1. Lec u es and p ac ical classes employing
in o ma ion- ecep i e, ep oduc i e, heu-
is ic, and p oblem-s a emen me hods.
2. Independen wo k using he ep oduc-
i e me hod
Cu en con ol: selec i e
o al su eys, es s, and
assessmen o ac i i y.
C edi : o al su eys and es
con ol
26
PROFESSIONAL EDUCATION AND PERSONNEL TRAINING
CHAPTER 1
The s uc u ed in eg a ion o lea ning ou comes, eaching me hods, and assessmen s a e-
gies ensu es a dynamic and esponsi e educa ional expe ience o s uden s. By emphasizing adap -
abili y, li elong lea ning, and inno a ion, he cou se p epa es pa icipan s o na iga e he complexi-
ies o mul icul u al p o essional en i onmen s.
This holis ic app oach equips s uden s wi h he knowledge and skills necessa y o h i e in he
global digi al economy while os e ing collabo a ion and inclusi i y. Fu he mo e, he engagemen o
di e se s akeholde s s eng hens he cou se’s ele ance and impac , ensu ing i s alignmen wi h
b oade socie al and p o essional goals.
1.4.7 E en s o e iew
The e en s planned wi hin he amewo k o he “Na iga ing Cul u al Di e si y: E ec i e
Business Communica ion in he Eu opean Economic Landscape” cou se a e pi o al o achie ing
i s objec i es. These e en s ha e been hough ully designed o p o ide pa icipan s wi h hands-
on expe ience, ac ionable insigh s, and oppo uni ies o engage wi h pee s, acul y, and indus y
p o essionals in meaning ul ways.
By combining in e ac i e wo kshops, hough -p o oking semina s, and dynamic ques s, he
p og am c ea es a comp ehensi e lea ning ecosys em ha no only enhances pa icipan s’ in-
e cul u al communica i e compe ence bu also p epa es hem o h i e in mul icul u al business
en i onmen s. Each e en is ailo ed o add ess he speci ic needs o IT and compu e science
s uden s, o e ing p ac ical knowledge and ools o succeed in hei u u e ca ee s.
The Table 1.6 p o ides a s uc u ed o e iew o he e en s, including hei ypes, desc ip ions,
and expec ed ou comes.
 Table 1.6 E en s
E en
No.
Name o he
e en Type Desc ip ion Loca ion Du a ion
(days)
Numbe o
pa icipan s
1 2 3 4 5 6 7
E1.1 S a ing-up
mee ing
P ojec kicko
mee ing
Concep de elopmen ,
p ojec planning, eam
building, and esou ce
alloca ion
L i ,
Uk aine
1 45
E1.2 P esen a ion
o he p ojec
P omo ional
e en
Topics include an in oduc-
ion o Eu opean cul u al
di e si y, communica ion
s a egies, case s udies,
and skills de elopmen
(e.g., adap abili y, eam-
wo k, and c i ical hinking)
L i ,
Uk aine
2 50
27
chap e 1. Ad ancing In e cul u al Communica i e Compe ence in Fu u e Specialis s
in IT and Compu e Science: De elopmen and Implemen a ion o
he "Na iga ing Cul u al Di e si y" Cou se P ojec
CHAPTER 1
 Con inua ion o Table 1.6
1 2 3 4 5 6 7
E2.1 Business
communica-
ion s a egy
wo kshop
Wo kshop Ac ionable ac ics o
e ec i e communica ion in
co po a e se ings
L i ,
Uk aine
1 35
E2.2 Disco e ing
Eu opean busi-
ness cul u es
Educa ional
ques
An in e ac i e ques
in oducing pa icipan s o
key componen s o
Eu opean business
cul u es
L i ,
Uk aine
1 35
E3.1 Building you
p o essional
image
Wo kshop Focus on pe sonal
b anding, ésumé building,
and p o essional
ne wo king o enhance
awa eness o p o essional
communica ion in a Eu o-
pean con ex
L i ,
Uk aine
1 30
E3.2 Founda ions o
mul icul u al
business com-
munica ion
Open lec u e
se ies
P o ides ounda ional
knowledge on e ec i e
communica ion in
mul icul u al co po a e
se ings
L i ,
Uk aine
5 70
E4.1 Challenges and
oppo uni ies
in Eu opean
ma ke s
Round-yable
discussion
Facili a es con e sa ions
on po en ial oppo uni ies
and challenges in Eu opean
ma ke s
L i ,
Uk aine
1 45
E4.2 Di e si y in
ac ion
Eu oBizCom-
munica ion club
mee ing
Explo es how di e si y
enhances communica ion
and collabo a ion in he
co po a e wo ld
L i ,
Uk aine
1 25
E4.3 Cul u al
in elligence
wo kshop
Eu oBizCom-
munica ion club
mee ing
Focuses on de eloping
cul u al in elligence o
na iga e Eu opean
ma ke s e ec i ely
L i ,
Uk aine
1 20
E5.1 Tech ends
in Eu opean
business
In e ne
con e ence
Vi ual sessions wi h
gues speake s o discuss
he in luence o echnology
on co po a e
communica ion in Eu ope
L i ,
Uk aine
1 65
E5.2 Sus ainable
business
communica ion
p ac ices in
Eu ope
Round- able
discussion
Explo es he connec ion
be ween e ec i e commu-
nica ion and en i onmen al
esponsibili y in co po a e
se ings
L i ,
Uk aine
1 21
34
PROFESSIONAL EDUCATION AND PERSONNEL TRAINING
CHAPTER 1
8. A oshchenko, T., Ko ei, D. (2023). The impo ance o in e cul u al compe ence in he
p o essional ac i i ies o p eschool eache s. You h and Ma ke , 5 (213), 59–63. h ps://
doi.o g/10.24919/2308-4634.2023.282824
9. Bakum, Z., Palchyko a, O., Kos iuk, S. (2019). Na channia inozemnykh mo : k os-kul u nyi
pidkhid. Te nopil: FOP ‘Osad sa Yu’.
10. Maksymchuk, L. (2017). In e cul u al Communica i e Compe ency o he Fu u e Fo eign
Economic Ac i i y P o essionals is De e mined Collec ion o Scien i ic Wo ks o he Na ion-
al Academy o he S a e Bo de Gua d Se ice o Uk aine. Se ies: Pedagogical Sciences,
4 (11), 252–266.
11. Nezhi a, O. (2017). Mizhkul u na komunika siia yak odyn iz k oki uspishnoi p o esiinoi diial-
nos i. S a ehii mizhkul u noi komunika sii mo nii os i i suchasnoho. Kyi : KNEU, 173-175
12. By am, M., Wagne , M. (2018). Making a di e ence: Language eaching o in e cul u al and
in e na ional dialogue. Fo eign Language Annals, 51 (1), 140–151. Po ico. h ps://doi.o g/
10.1111/ lan.12319
13. McSweeney, B. (2015). Hall, Ho s ede, Hun ing on, T ompenaa s, GLOBE: Common Founda-
ions, Common Flaws. T anscul u alism and Business in he BRIC S a es. Rou ledge, 39–84.
h ps://doi.o g/10.4324/9781315550213-12
14. Topchiy, O. V. (2011). Teo e ychni osno y o mu annya p o esiynoyi komunika y noyi kom-
pe en nos i maybu nikh nas upnykh o hanakh nu ishnikh sp a . A ailable a : www.nbu .
go .ua/po al/socgum/n knu s/2011_2/kopchii.h ps
15. B ani ska, T. (2019). In e cul u al compe ence as an impo an ac o o p o essional ac i -
i y o social sphe e specialis s. Scien i ic Bulle in o Uzhho od Uni e si y. Se ies: «Pedagogy.
Social Wo k», 1 (44), 18–22. h ps://doi.o g/10.24144/2524-0609.2019.44.18-22
16. Ilie, O.-A. (2019). The In e cul u al Compe ence. De eloping E ec i e In e cul u al Commu-
nica ion Skills. In e na ional Con e ence Knowledge-Based O ganiza ion, 25 (2), 264–268.
h ps://doi.o g/10.2478/kbo-2019-0092
17. Hu chinson, T., Wa e s, A. (1987). English o Speci ic Pu poses: A Lea ne -Cen e ed Ap-
p oach. Camb idge Uni e si y P ess, 183.
18. Dudley-E ans, T., Maggie-Jo, S . J. (1998). De elopmen s in English o Speci ic Pu poses:
A Mul i-Disciplina y App oach. Camb idge Uni e si y P ess, 301.
19. Nagache ska, O. O., Kushka, B. G. (2023). In e cul u al communica ion and in e cul u al
communica i e compe ence o unde g adua es lea ning business English. Bulle in o Science
and Educa ion, 7 (13), 30–44. h ps://doi.o g/10.52058/2786-6165-2023-7(13)-30-42
20. P o yshchu os i u (2014). Zakon Uk ainy No. 1556-VII. 01.07.2014. A ailable a : h p://
zakon2. ada.go .ua/laws/show/1556-18
21. P o os i u (2017). Zakon Uk ainy No. 2145-VIII. 05.09.2017. A ailable a : h ps://zakon.
ada.go .ua/laws/show/2145-19

35
CHAPTER 2
CHAPTER 2
DOI: 10.15587/978-617-8360-16-0.CH2
Te yana Nikolaychuk, Alona Bila, Maksim Ko zel
© The Au ho (s) o chap e , 2025. This is an Open Access chap e dis ibu ed unde he e ms o he CC BY license
HARMONIZATION OF FORENSIC EXPERT TRAINING WITH
CURRENT DEVELOPMENT TRENDS IN UKRAINE AND ABROAD:
DETAILED ANALYSIS AND IMPLEMENTATION PROSPECTS
Abs ac
Mode n o ensic science lies a he in e sec ion o science, echnology, and law, equi ing a
comp ehensi e app oach o he aining o o ensic expe s. The globaliza ion o c ime, digi aliza-
ion, and he de elopmen o inno a i e esea ch me hods necessi a e a undamen al e o m o he
expe aining sys em in acco dance wi h in e na ional s anda ds.
This chap e o he monog aph p esen s a de ailed analysis o o ensic expe aining in leading
coun ies, including he USA, Ge many, he Uni ed Kingdom, F ance, Canada, Swi ze land, Aus a-
lia, and Poland. The au ho s examine exis ing e ec i e aining models ha can be adap ed o he
Uk ainian sys em. A compa a i e analysis o unde g adua e o ensic science p og ams a he Uni-
e si y o Lausanne (Swi ze land) and he Educa ional and Scien i ic Ins i u e No. 2 o he Na ional
Academy o In e nal A ai s o Uk aine is p esen ed.
The s udy highligh s key a eas o mode niza ion, pa icula ly he uni ica ion o educa ional
p og ams. The emphasis is placed on he u gen need o adap cu icula o mode n demands,
including ha moniza ion wi h in e na ional s anda ds, in eg a ion o ad anced knowledge on he
applica ion o inno a i e me hods in p ac ice (a i icial in elligence, digi al o ensics, blockchain),
and s eng hening p ac ical aining based on eal case s udies. Fu he mo e, he impo ance o an
in e disciplina y app oach and expanding coope a ion be ween uni e si ies, expe ins i u ions, and
law en o cemen agencies is unde lined.
KEYWORDS
Fo ensic science, c iminalis ics, expe aining, in e na ional s anda ds o expe educa ion,
a i icial in elligence, blockchain, legal e hics, coope a ion wi h law en o cemen agencies, big da a
analysis, inno a i e me hods, in e disciplina y app oach.
In mode n condi ions, o ensic science is a c ucial elemen o he jus ice sys em, ensu ing
he objec i i y and scien i ic alidi y o e idence in c iminal, ci il, and adminis a i e p oceedings.
36
PROFESSIONAL EDUCATION AND PERSONNEL TRAINING
CHAPTER 2
Gi en he inc easing complexi y o c imes amid scien i ic and echnological p og ess, pa icula ly
cybe c ime, inancial aud, e o ism, and en i onmen al o enses, he e is a g owing demand o a
new gene a ion o expe s capable o applying, analyzing, and syn hesizing inno a i e echnologies,
wo king wi h in e disciplina y da a, and mee ing in e na ional s anda ds.
A he p esen s age o socie al de elopmen , globaliza ion, digi aliza ion, and he inc easing
demands o he e iciency o jus ice necessi a e he ha moniza ion o o ensic expe aining
wi h he bes global p ac ices in he con ex o cons an change and imp o emen , along wi h
he adap a ion o Uk ainian legisla ion o he acquis communau ai e o he Eu opean Union. In his
con ex , he expe ience o leading coun ies se es as a benchma k o e o ming Uk aine’s sys em
o o ensic expe aining.
The mode n sys em o o ensic expe aining is in a s a e o con inuous e olu ion, d i en
by he g owing complexi y o o ensic asks, echnological de elopmen , and globaliza ion. An
impo an ask is he adap a ion o educa ional p og ams o cu en needs, including ha moni-
za ion wi h in e na ional s anda ds, in eg a ion o inno a i e echnologies, and he o ma ion o
p ac ical skills. The chap e examines he expe ience o Uk aine and eigh leading coun ies in
o ensic expe aining: he USA, Ge many, he Uni ed Kingdom, F ance, Canada, Swi ze land,
Aus alia, and Poland.
Despi e ce ain achie emen s, he Uk ainian sys em o o ensic expe aining aces nume -
ous challenges limi ing i s e ec i eness and compe i i eness a he in e na ional le el. One o he
majo p oblems is he insu icien in eg a ion o educa ional p og ams wi h in e na ional s anda ds,
leading o gaps in he p o essional knowledge and skills o expe s. Mode n challenges, such as he
globaliza ion o o ensic esea ch and he de elopmen o new echnologies, pa icula ly in he ield
o digi al o ensics, equi e o ensic expe s o possess no only solid heo e ical knowledge bu
also he abili y o adap quickly and apply inno a i e me hods in p ac ice.
Ano he signi ican p oblem is he lack o p ac ical o ien a ion wi hin aining p og ams, esul -
ing in many g adua es lacking su icien expe ience in dealing wi h eal-li e o ensic cases and using
ad anced echnologies, applied in o ensic examina ions. This limi s hei abili y o wo k e ec i ely
in con empo a y c iminal in es iga ions, which o en equi e he use o complex analy ical ools and
echnologies.
Addi ionally, he insu icien coope a ion be ween educa ional ins i u ions, law en o cemen
agencies, and in e na ional expe cen e s is a no able conce n. In ci cums ances whe e in e -
na ional coope a ion is a key ac o in comba ing ansna ional c ime, he lack o knowledge and
expe ience exchange be ween coun ies in he ield o o ensic science leads o a gap be ween
educa ional s anda ds and p ac ical equi emen s.
The e o e, he need o ha monize o ensic expe aining, conside ing he la es de elop-
men ends, is an u gen issue o Uk aine. Sol ing his p oblem equi es a comp ehensi e ap-
p oach, including he e o m o educa ional p og ams, imp o emen o p ac ical aining, imple-
men a ion o inno a i e echnologies, and de elopmen o in e na ional coope a ion in he ield o
o ensic science.
37
chap e 2. HARMONIZATION OF FORENSIC EXPERT TRAINING WITH CURRENT DEVELOPMENT TRENDS
IN UKRAINE AND ABROAD: DETAILED ANALYSIS AND IMPLEMENTATION PROSPECTS
CHAPTER 2
2.1 Cu en s a e and global expe ience in o ensic expe aining: heo e ical
and me hodological analysis
The issue o o ensic expe aining has been he subjec o esea ch and publica ions by
nume ous domes ic and o eign schola s.
The wo k o M. Mo ela o, L. Cadola, M. Bè ubè, O. Ribaux, and S. Baechle p esen s a s a -
egy o eaching and lea ning in o ensic science, de eloped a he Uni e si y o Lausanne (Swi ze -
land) and adap ed a he Uni e si y o Technology Sydney (Aus alia) and he Uni e si è du Quèbec
à T ois-Ri iè es (Canada) [1].
The goal o he s a egy is o analyze and elabo a e on eal-li e si ua ions using a p og essi e
app oach o eaching and lea ning, which is based on heo y and p ac ical exe cises, placing s u-
den s in au hen ic scena ios.
The case-based lea ning app oach enables s uden s o de elop o modi y hei exis ing knowl-
edge h ough eal-li e expe iences, e lec i e obse a ion, ac i e expe imen a ion, and communi-
ca ion. This app oach has p o en mo e e ec i e o achie ing long- e m lea ning ou comes and
os e ing a deep lea ning app oach. I challenges s uden s’ abili y o sol e complex p oblems hey
a e likely o encoun e in he wo kplace.
Case s udies p o ide s uc u ed and ans e sal lea ning ma e ial, which has been success ully
adap ed in a ious coun ies and con ex s. This app oach also shi s he educa ional ocus om
me hods o easoning p ocesses and o ms o a gumen a ion necessa y a all s ages o o ensic
ac i i y.
Th ough his inno a i e lea ning p ocess, s uden s mo e away om pe cei ing he Cou ( ial)
as he sole ul ima e goal o o ensic science s udies. They lea n o pe o m di e se oles, adop p o-
ac i e a i udes, and wo k bo h indi idually and collabo a i ely. Such a eaching and lea ning s a -
egy b eaks exis ing isola ion in o ensic science by ocusing on p ocesses and c i ical hinking [1].
J. González-Rod íguez p o ided a p o essional e iew o o ensic science educa ion p og ams
in Eu ope, excluding he Uni ed Kingdom and I eland [2]. The esul s o his wo k a e p esen ed in
he Table 2.1.
 Table 2.1 Fo ensic science uni e si y cou ses in Eu ope (excluding UK & I eland)
Ins i u e/p og am’s housing uni /
loca ion/websi e Deg ee & cou se i le Cou se
language
1 2 3
Aus ia
Medical Uni e si y o Vienna
Depa men o Fo ensic Medicine
Fo ensic Molecula Biology
Vienna
(In de elopmen ) Ge man
h ps://www.meduniwien.ac.a /hp/ ileadmin/ge ich smedizin/DGM_O g_neu_2016/2016_05_17_O g_eng.pd
38
PROFESSIONAL EDUCATION AND PERSONNEL TRAINING
CHAPTER 2
 Con inua ion o Table 2.1
1 2 3
Bulga ia
Va na F ee Uni e si y
Depa men o Secu i y and Sa e y
Law Facul y
Va na
Mas e : Fo ensic Science Expe ise Bulga ian
h p:// u.bg/en/ec s_guide/ i les/u /mag/se/ske.h ml
Ge many
S einbeis College
Be lin
MA: C iminology
h p://www. achhochschule.de/FH/S udium/Mas e _o _A s_C iminal_In es iga ion_17738.h ml
Uni e si y Humbol
Be lin
(A his o ical well known p og am was closed
in 1994, ollowing he all o he Be lin Wall.
Cu en ly, p og ams a e o e ed in pa ne -
ship wi h King’s College London)
h p://www.kcl.ac.uk/s udy/pos g adua e/ augh -cou ses/ o ensic-science-msc-m es-pg-dip-pg-ce .aspx
Bonn-Rhein-Sieg Uni e si y o Applied
Sciences
Depa men o Na u al Sciences
Sank Augus in
BSc: Fo ensic Sciences Ge man (50%)
English (50%)
h ps://www.h-b s.de/en/anna/ o ensic-sciences-bsc
B andenbu g Uni e si y o Technology
Co bus-Sen enbu g
Facul y o En i onmen and Na u al
Sciences
Co bus
MSc: Fo ensic Sciences & Enginee ing Ge man
h ps://www.b- u.de/en/s udy/s udy-p og ammes/de ail/123- o ensic-sciences-and-enginee ing
I aly
Sapienza Uni e si y o Roma
Facul y o Physical and Na u al Sciences
Rome
MSc: Fo ensic Analy ical Me hod I alian
h p://www.uni oma1.i /dida ica/mas e /2015/me odologie-anali iche- o ensi-0
Uni e si y o Bologna
P o essional Mas e ’s P og ammes
Bologna
MSe: Fo ensic Chemical & Chemical-Toxico-
logical Analyses
I alian
h p://www.unibo.i /en/ eaching/p o essional-mas e /2015-2016/ o ensic-chemical-and-chemical- oxicolog-
ical-analyses-8638
The Ne he lands
The Uni e si y o Ams e dam
Ins i u e o In e disciplina y S udies
G adua e Schools o Sciences
Ams e dam
MSe: Fo ensic Science English
h p://gss.u a.nl/ u u e-msc-s uden s/con en / o ensic-science.h ml
39
chap e 2. HARMONIZATION OF FORENSIC EXPERT TRAINING WITH CURRENT DEVELOPMENT TRENDS
IN UKRAINE AND ABROAD: DETAILED ANALYSIS AND IMPLEMENTATION PROSPECTS
CHAPTER 2
 Con inua ion o Table 2.1
1 2 3
A ans Uni e si y o Applied Sciences
B eda
Bachelo o Chemis y
Bachelo o Biology
English &
Du ch
h p://www.a ans.nl/in e na ional/p og ams/p og am i nde /in e na ional- o ensic-science-sho -p o-
g amme-b eda- ol ijdsho -cou se/in oduc ion
Po ugal
The Uni e si y o Coimb a
Facul y o Medicine
Rua La ga, Coimb a
Mas e : Legal Medicine & Fo ensic Science Po uguese
h ps://apps.uc.p /cou ses/en/cou se/1392
Ins i u o Supe io de Ciências da
Saúde Egas Moniz
Highe Heal h Sciences Egas Moniz
Ins i u e
Lisbon
BA: Fo ensic & C iminal Sciences Po uguese
h p://www.egasmoniz.com.p /p -p /ensina/iscsem/cu sas/licencia u as/licencia u a-em-ciências- o ens-
es-e-c iminais.aspx
Spain
The Au onomous Uni e si y o Ba celona
G adua e School
Ce danyola del Vallès, Ba celona
Mas e : C iminology – Fo ensic Sciencea
G adua e Diploma: C iminalis csb
Fo ensic Science & C iminal In elligencec
Fo ensic Handw i ing Analysisd
Spanish
ah p://www.uab.ca /web/pos g adua e/mas e -in-c iminology/gene al-in o ma ion-1217916968009.h ml/
pa am1-1487_en/pa am2-2014/
bh p://www.uab.ca /web/pos g adua e/g adua e-diploma-in-c iminalis ics-analysis-o -in o ma ion-and-ad-
anced echniques-in- o ensic-sciences/gene al-in o ma ion-1217916968009.h ml/pa am1-1471_en/
pa am2-2014/
ch p://www.uab.ca /web/pos g adua e/g adua e-diploma-in- o ensic-science-and-c iminal-in elligence/gene -
alin o ma ion-1217916968009.h ml/pa am1-3002_en/pa am2-2014/
dh p://www.uab.ca /web/pos g adua e/g adua e-diploma-in- o ensic-handw i ing-analysis/gene alin o ma-
ion-1217916968009.h ml/pa am1-3058_en/pa am2-2013/
The Uni e si y o Alcalá
Spanish
Uni e si y Resea ch Ins i u e o Police
Sciences
Facul y o Law
Alcalá de Hena es, Mad id
Mas e : Police Sciencea
PhD: Fo ensic Scienceb
Spanish
ah ps://www.uah.es/es/es udios/es udios-o iciales/mas e es-uni e si a ios/Ciencias-Policiales/
bh ps://www.uah.es/es/es udios/es udios-o iciales/doc o ados/Ciencias-Fo enses-D412/
Uni e si y o Mu cia
Facul y o Biology
Espina do Campus
Mu cia
Mas e : Fo ensic Sciences Spanish
h p://www.um.es/web/biologia/con enido/es udios/mas e es/ciencias- o enses

40
PROFESSIONAL EDUCATION AND PERSONNEL TRAINING
CHAPTER 2
 Con inua ion o Table 2.1
1 2 3
Uni e si y o he Basque Coun y
Mas e and Doc o al School
Mas e : Fo ensic Analysis Spanish/Basque
h p://www.ehu.eus/en/web/mas e analisis o ense/au kezpena
Uni e si y o Valencia
Depa men o P e en i e Medicine
Valencia
Mas e : Fo ensic Science Spanish
h p:// o macion.adei u .es/ciencias- o enses/#
Pablo de Ola ide Uni e si y
Social and Legal Sciences
Se ille
Mas e : C iminology & Fo ensic Science Spanish
h ps://www.upo.es/pos g ado/Mas e -O i cial-C iminologia-y-Ciencias-Fo enses
Sweden
The Uni e si y o Uppsala
Facul y o Medicine
Uppsala
MSe: Fo ensic Science Swedish
h p://www.uu.se/en/admissions/mas e /selma/p og am/?pKod=MFV2M&lasa =16/17
Swi ze land
The Uni e si y o Lausanne
Ba imen BCH
Lausanne
BSe: Fo ensie Seiencea
MSe: Physical Iden i ica ionb
Chemical C iminalis icsc
T aceology & C ime Analysisd*
Digi al In es iga ion &Iden i ica ione
PhD: Fo ensic Science
Ce i ica e: Essen ials o Fo ensic In e p e a iong
Essen ials o DNA In e p e a ioni
Ce i ica e o Ad anced S udies: S a is ics in
he In e p e a ion o E idenceh
F ench
F ench
F ench
F ench
F ench
F ench & o he s
English
English
English
www.unil.ch/esc
ah p://www.unil.ch/esc/bachelo
bh p://www.unil.ch/esc/mas e -id
ch p://www.unil.ch/esc/mas e -cc
dh p://www.unil.ch/esc/mas e - acologie
eh p://www.unil.ch/esc/msc-in es iga ion-nume ique
h p://www.unil.ch/esc/home/menuins /doc o a s-e - eche ches/doc o a -en-science- o ensiq.h ml
gh p://www. o ma ion-con inue-unil-ep l.ch/essen ials- o ensic-in e p e a ion
hh p://www. o ma ion-con inue-unil-ep l.ch/s a is ics-e alua ion- o ensic-e idence-cas
ih p://www. o ma ion-con inue-unil-ep l .ch/essen ials-dna-in e p e a ion
*Wi h he Uni e si y o Mon éal, Depa men o C iminology
Tu key
Is anbul Uni e si y
Ins i u e o Fo ensic Sciences
Ce ahpasa Kampusu
Is anbul
MS: Fo ensic Sciencea
PhD: Fo ensic Scienceb
Tu kish
Tu kish
ah p://adli ip.is anbul.edu. /en/ms-in- o ensic-sciences/
bh p://adli ip.is anbul.edu. /en/phd-in- o ensic-sciences/
Sou ce: [2]
41
chap e 2. HARMONIZATION OF FORENSIC EXPERT TRAINING WITH CURRENT DEVELOPMENT TRENDS
IN UKRAINE AND ABROAD: DETAILED ANALYSIS AND IMPLEMENTATION PROSPECTS
CHAPTER 2
The au ho desc ibes o ensic science educa ion in Eu ope as a “pa chwo k” ha is di icul o
un a el. In many coun ies, he e a e no s udies, dedica ed o o ensic science educa ion, leading
o deg ees being open o non-go e nmen al p o essionals.
In hese coun ies, he e a e connec ions be ween o icial, go e nmen al, o police labo a o-
ies and academic ins i u ions, as well as oppo uni ies o in e nal educa ion leading o academic
s a us. In many Eu opean coun ies, o ensic ac i i ies and esea ch may be conduc ed a depa -
men s o o ensic medicine wi hou con e ing a scien i ic deg ee, excep o medical specializa ion.
Many coun ies also o e o ensic science cou ses o law s uden s o as pa o c iminology
p og ams. Finally, he e is a ne wo k o uni e si ies claiming o o e o ensic science deg ees,
which a e mos ly deli e ed emo ely [2].
In he wo k, dedica ed o o ensic expe aining [3], au ho s S. G ey and B. Swans on made
key conclusions ha o ensic science educa ion can p epa e s uden s o a ious ca ee s in he
ield, including wo k as o ensic an h opologis s, c iminal in es iga o s, o ensic scien is s, and
o ensic oxicologis s. I is no ed ha many posi ions in his ield equi e ce i ica ion by one o
he nume ous specialized o ganiza ions esponsible o he acc edi a ion o o ensic expe s [3].
The issue o an op imal model and mechanism o o ensic expe aining o enhance hei
p o essional le el and ad ance he ield o a quali a i ely new s age has been add essed by schola s
V. Alekseichuk and I. S a odubo [4]. In hei iew, in mos cases, ob aining he quali ica ion o
a o ensic expe equi es comp ehensi e highe educa ion. Fo example, o he specializa ion
“Economic Resea ch in he Field o In ellec ual P ope y”, in addi ion o majo ing in 076 “En e-
p eneu ship, T ade, and S ock Exchange Ac i i y” o 081 “Law”, specialis s should p e e ably ha e
highe educa ion in one o he ollowing ields wi hin he knowledge a ea 0305 “Economics and
En e p ise”: 051 “Economics”, 056 “In e na ional Economic Rela ions”, 072 “Finance, Banking,
and Insu ance”, o 071 “Accoun ing and Taxa ion”. A he same ime, o conduc , o ins ance, an
objec i e examina ion o an in en ion, he expe mus ha e a echnical educa ion; o he analysis
o compu e p og ams – educa ion in compu e science; and o conduc ing economic esea ch –
an economic backg ound, and so o h [4].
2.2 Theo e ical and me hodological ounda ions and cu en ends in o ensic
expe aining in global p ac ice
Any o ensic examina ion is an applied scien i ic s udy o objec s, conduc ed in acco dance wi h
ules, de e mined by he speci ics o i s subjec and he scope o in o ma ion necessa y o i s
pe o mance, d awn om ele an ields o science and echnology.
The objec s o o ensic examina ions, in a b oad sense, may include subs ances, ma e ials, in-
dus ial and o he p oduc s, echnologies, wo ks o a , plan s, animals, human beings, documen s,
and mo e. The goals and asks o o ensic examina ions a e de e mined by he a ea o human
ac i i y, wi hin which hey a e conduc ed.
42
PROFESSIONAL EDUCATION AND PERSONNEL TRAINING
CHAPTER 2
Fo ensic examina ion is a speci ic ype o expe ac i i y wi h a special legal s a us.
The essence o o ensic examina ion lies in he analysis, upon he assignmen o an indi idual
o au ho i y conduc ing legal p oceedings, o ma e ial objec s (physical e idence) and a ious doc-
umen s by a quali ied pe son (expe ) wi h he pu pose o es ablishing ac ual da a ele an o he
co ec esolu ion o he case.
Upon he comple ion o he examina ion, he expe issues an expe opinion, which, acco ding
o law, is one o he sou ces o e idence, and he ac ual da a con ained he ein cons i u e p oo .
Acco ding o he cu en legisla ion o Uk aine, he key bea e o specialized knowledge is
he o ensic expe , who applies such knowledge bo h in p ocedu al o m – when i s esul s ha e
e iden ia y alue – and in non-p ocedu al o m.
The only o mal equi emen o an indi idual o ac as a o ensic expe unde Uk ainian law is
he possession o specialized knowledge.
The concep o “specialized knowledge” is no legally de ined. In academic li e a u e, i is a-
di ionally unde s ood as a sys em o heo e ical knowledge and p ac ical skills in a pa icula ield
o science, echnology, a , o c a , acqui ed h ough special aining o p o essional expe ience,
necessa y o sol ing ques ions a ising in he cou se o c iminal o ci il p oceedings. Commonly
known and legal knowledge is no conside ed specialized.
Howe e , in oday’s condi ions, new achie emen s o apidly de eloping science, echnology,
and eme ging disciplines a e con inuously in eg a ed in o o ensic p ac ice.
In ou iew, hese de elopmen s ine i ably cause a ans o ma ion o he concep o “special-
ized knowledge”. The bounda ies o he expe ’s and specialis ’s compe ence, as well as he e y
necessi y o hei in ol emen in a case, di ec ly depend on he meaning a ibu ed o his e m.
The e o e, his issue is no me ely academic bu has se ious p ac ical signi icance.
The ela ionship be ween specialized and commonly known knowledge is inhe en ly a iable and
depends on he le el o socie al de elopmen and he ex en , o which scien i ic knowledge is in e-
g a ed in o e e yday li e. As knowledge o a pa icula phenomenon, p ocess, o objec expands and
deepens, i becomes inc easingly di e en ia ed, sys ema ic, and accessible o a wide audience. As
a esul , he sphe e o e e yday knowledge is en iched.
Re u ning o he ques ion o who may ac as o ensic expe s unde Uk ainian law, such in-
di iduals a e hose who possess he necessa y knowledge o p o ide opinions on speci ic issues
unde in es iga ion.
The p o essional and quali ica ion equi emen s o o ensic expe s, employed in s a e spe-
cialized ins i u ions o wo king independen ly, a e ou lined in A icle 10 o he Law o Uk aine “On
Fo ensic Examina ion” da ed 25.02.1994, No. 4038-XII [5]. The law s ipula es ha posi ions o
expe s in s a e o ensic ins i u ions may be held by p o essionals wi h ele an highe educa ion,
a quali ica ion le el o a leas “specialis ”, who ha e comple ed app op ia e aining and ob ained
he quali ica ion o o ensic expe in a speci ic special y.
In Uk aine, academic aining o o ensic expe s is p ima ily conduc ed on he basis o legal and
echnical uni e si ies, among which he leading ins i u ions a e:
43
chap e 2. HARMONIZATION OF FORENSIC EXPERT TRAINING WITH CURRENT DEVELOPMENT TRENDS
IN UKRAINE AND ABROAD: DETAILED ANALYSIS AND IMPLEMENTATION PROSPECTS
CHAPTER 2
– The Na ional Academy o In e nal A ai s – Educa ional and Scien i ic Ins i u e No. 2 is cu -
en ly he only ins i u ion ha o e s aining o applican s wi h an expe -c iminalis ic ocus.
I p o ides aining o mas e ’s deg ee seeke s in he special y “Law” wi h a specializa ion in
“Fo ensic Examina ion”;
– Ta as She chenko Na ional Uni e si y o Kyi – o e s specialized cou ses in c iminalis ics and
o ensic examina ion, including DNA analysis and ace e idence examina ion;
– Kha ki Na ional Uni e si y o In e nal A ai s – p o ides cou ses in digi al o ensics and ballis ics;
– Odesa S a e Uni e si y o In e nal A ai s – specializes in handw i ing examina ion and o-
ensic an h opology.
Le us b ie ly examine he s a e o o ensic expe aining in some o eign coun ies.
Uni ed S a es
The U.S. sys em o o ensic expe aining is one o he mos ad anced globally. I is based on
coope a ion be ween uni e si ies and law en o cemen agencies. The FBI Academy o e s p og ams
in c iminalis ics, o ensic medicine, and digi al o ensics.
A s ong emphasis is placed on p ac ical aining. S uden s unde go in e nships in labo a o ies
and pa icipa e in eal c iminal in es iga ions.
In e ms o inno a ion, he U.S. ac i ely u ilizes au oma ed sys ems o e idence analysis, such
as he CODIS DNA da abase and he IAFIS inge p in da abase.
Howe e , o ensic scien is s a e o en con used wi h c ime scene in es iga o s, al hough
hese wo p o essions di e signi ican ly (Table 2.2) [6–8]. They equi e di e en quali ica ions,
ha e dis inc wo k cha ac e is ics, and employ di e en echnologies [9, 10].
 Table 2.2 Main di e ences be ween o ensic expe s and c ime scene in es iga o s
Fo ensic science C ime scene in es iga o (CSI)
A signi ican po ion o he wo k is done in
labo a o ies, whe e o ensic da a is collec ed
and analyzed based on e idence collec ed
du ing c ime scene examina ions
A la ge pa o he job in ol es isi ing and analyzing c ime
scenes
To wo k in his ield, o ensic scien is s ypical-
ly mus ha e a leas a bachelo ’s deg ee
While a deg ee in o ensics o o he science is desi able,
o ensic in es iga o s can also s a hei ca ee s as
police o ice s and hen mo e up o he posi ion o o ensic
in es iga o
The e a e many oppo uni ies o expe s o
specialize in a wide a ie y o ields
C ime scene wo k does no allow o many specializa ions,
al hough he skills lea ned can be applied o o he posi-
ions, such as wo king in go e nmen o ganiza ions
Sou ce: [6]
Fo ensic expe s a e well-paid p o essionals wi h signi ican ca ee oppo uni ies. In ac ,
employmen in o ensic science is p ojec ed o g ow by 13% by 2032, much as e han he
na ional a e age.
50
PROFESSIONAL EDUCATION AND PERSONNEL TRAINING
CHAPTER 2
Fo u he compa ison o expe aining sys ems, he speci ied hou s will be con e ed in o
he numbe o c edi s, equi ed o ob ain an educa ional quali ica ion o a ce ain deg ee in he el-
e an special y. ECTS, o he Eu opean C edi T ans e and Accumula ion Sys em, is a pan-Eu opean
sys em o c edi ans e and accumula ion.
Thus, he aining p og am o o ensic expe s specializing in 1.1 “Handw i ing and Signa u e
Analysis” amoun s o 11 ECTS c edi s, excluding p io highe academic educa ion.
The aining p og am o o ensic expe s specializing in 4.1 «Human and Animal T ace Analysis»
amoun s o 13 ECTS c edi s, excluding p io highe academic educa ion.
Undoub edly, he quali y o o ensic expe aining h ough indi idual and g oup in e nships
and sho - e m cou ses canno compa e o sys ema ic educa ion in highe educa ion ins i u ions.
Fo ensic expe ise allows o specializa ion. This aises he ques ion o wha educa ional and
knowledge equi emen s should be imposed on u u e o ensic expe s in he cu en s age o
scien i ic de elopmen , gi en he complexi y o he asks, assigned o hem.
In Uk aine, he issue o he necessi y o specialized o ensic expe aining emains un esol ed.
One app oach o o ensic expe aining in ol es a s anda dized app oach o gene al p o essional
disciplines while de ining specialized disciplines based on ypes o o ensic expe ise. P oponen s o
his app oach p opose aining o ensic expe s in highe educa ion ins i u ions unde he Minis y
o In e nal A ai s o Uk aine h ough a six-yea educa ional p og am. G adua es ecei e a diploma
in «Fo ensic Expe ise» and a e au ho ized o conduc adi ional o ensic examina ions, including
ace analysis, inge p in analysis, ballis ics, cold weapons analysis, po ai expe ise, handw i ing
analysis, and o ensic echnical documen examina ion. The aining o expe s in o ensic enginee -
ing and echnical expe ise could be conduc ed in echnical uni e si ies wi h app op ia e equipmen ,
as well as in law acul ies in he o ma o a second legal educa ion.
Despi e signi ican ad ancemen s in he de elopmen o educa ional p og ams, he key issue
emains he insu icien in eg a ion o p ac ice in o he educa ional p ocess. Fo ins ance, only a
limi ed numbe o s uden s ha e access o mode n labo a o y equipmen , and in e nships in o en-
sic ins i u ions a e no always manda o y and, unde ma ial law condi ions, no always easible.
The main easons o he lack o p ac ical aining in o ensic educa ion include:
– o e emphasis on heo y: educa ional p og ams o en ocus on heo e ical aspec s while
neglec ing p ac ical applica ion;
– lack o in e ac ion wi h employe s: weak connec ions be ween educa ional ins i u ions and
s akeholde s lead o educa ional p og ams ha do no align wi h eal labo ma ke needs;
– cul u al and in ellec ual ba ie s: in Uk aine, he s e eo ype ha a diploma is he main c i-
e ion o success emains widesp ead, complica ing he implemen a ion o al e na i e lea ning and
assessmen o ma s.
Howe e , in ecen yea s, he e has been a posi i e end, including he in oduc ion o digi al
o ensics cou ses o comba cybe h ea s, he use o 3D modeling o c ime scene econs uc ion,
and he aining o o ensic genomics expe s o wo k wi h biological e idence.
In ou iew, o ensic expe aining should be based on a combina ion o se e al key app oaches.

51
chap e 2. HARMONIZATION OF FORENSIC EXPERT TRAINING WITH CURRENT DEVELOPMENT TRENDS
IN UKRAINE AND ABROAD: DETAILED ANALYSIS AND IMPLEMENTATION PROSPECTS
CHAPTER 2
Fi s ly, an in e disciplina y app oach. Fo ensic expe ise equi es he in eg a ion o knowledge
om a ious ields, including law, c iminalis ics, na u al sciences, compu e echnology, and psy-
chology. Fo example, a digi al o ensics expe mus unde s and he legal ounda ions o e idence
collec ion, me hods o e ie ing and analyzing digi al da a, and he e hical aspec s o he wo k.
The educa ional p og am should p epa e g adua es o pe o m asks in a ious ields, includ-
ing legal, o ensic, echnical-c iminalis ic, and consul ing a eas. Implemen a ion o his app oach
can include:
– de elopmen o join p ojec s, whe e s uden s pa icipa e in eal in es iga ions unde he
guidance o specialis s om di e en disciplines;
– c ea ion o in e disciplina y s udy g oups, in which s uden s om di e en special ies (law-
ye s, IT specialis s, biologis s, e c.) collabo a e on o ensic cases, simula ing eal expe g oup wo k;
– use o digi al pla o ms o access da abases, simula e o ensic p ocesses, and enable in e -
disciplina y s uden in e ac ion.
Secondly, a compe ency-based app oach. Educa ional p og ams should ocus on de eloping
p o essional compe encies, including:
– analy ical hinking;
– p oblem-sol ing skills;
– eamwo k abili ies;
– o al and w i en communica ion skills.
Thi d, an inno a i e app oach. In oday’s en i onmen , o ensic aining is impossible wi hou
he use o cu ing-edge echnologies, such as a i icial in elligence, blockchain o ensu e he in eg-
i y o e idence, as well as mode n labo a o y ools o DNA analysis, oxicology and digi al da a.
In addi ion, i is impo an o unde go app op ia e aining-in e nship wi h an expe ienced men-
o o gain access o he accumula ed expe ience in he ield o o ensic examina ion.
We also emphasize ha ac i e pa icipa ion in p o essional o ganiza ions on pla o ms o sha -
ing esea ch esul s, collabo a ing on complex cases and sol ing p oblems and e hical issues in he
o ensic examina ion communi y, and ob aining aining oppo uni ies a e impo an o o ensic
expe s o s ay ab eas o he la es de elopmen s, me hods and bes p ac ices in hei ield.
The mos sui able o he expe sys em o Uk aine, acco ding o many expe s, is he Eu o-
pean model o educa ion. I should be no ed ha in Eu opean coun ies e o ms we e ca ied ou
simul aneously in all sphe es o li e, including educa ion. Only success ul e o ms by a coun y be-
came he basis o becoming a candida e o accession o he Eu opean Communi y. Fo he aining
o expe s, bo h gene al and special c i e ia we e de eloped, which we e e lec ed in documen s
on educa ion [22–28].
The de eloped c i e ia embodied all he bes aken om he ac i i ies o a ious Eu opean
e o me coun ies in he ield o o ensic expe ise. Educa ional e o ms in Eu opean coun ies,
in u n, began long be o e he adop ion o he Bologna Ag eemen , a i ied on June 19, 1999
in he ci y o Bologna (I aly), and signed by 29 minis e s o educa ion. The documen was la e
called he “Bologna Decla a ion”. Wi h his ac , he pa icipa ing coun ies ag eed on he gene al
52
PROFESSIONAL EDUCATION AND PERSONNEL TRAINING
CHAPTER 2
equi emen s, c i e ia and s anda ds o he na ional highe educa ion sys em, c ea ing he Eu ope-
an Educa ional and Scien i ic Space since 2010.
Wi hin he amewo k o his s udy, o cla i y, we will examine he o ensic expe aining
p og am using he example o he Swiss Uni e si y L’Uni e si é de Lausanne (Fig. 2.1–2.3) [28].
The i s deg ee – Bachelo o C iminology/Fo ensic Science, is he i s s ep in basic scien i ic
aining, which allows you o acqui e a me hodological, scien i ic and o ensic way o hinking.
The bachelo ’s deg ee is alued a 180 ECTS c edi s and usually las s 6 semes e s. The o en-
sic science educa ion p og am is a comp ehensi e, in e disciplina y scien i ic aining p og am ha ,
in addi ion o o ensic science i sel , includes subjec s om he na u al sciences, such as physics,
biology, ma hema ics and especially chemis y, as well as a signi ican componen om he human-
i ies (c iminal law, c iminology), medicine ( o ensic medicine) and enginee ing (compu e science,
isualiza ion). The p opo ion o labo a o y wo k is e y high in ela ion o cou ses and semina s.
To ob ain he deg ee o Bachelo o Fo ensic Science and Bachelo o Science (BSc) in Fo ensic
Science, i is necessa y o be admi ed o he Uni e si y o Lausanne on he basis o hei quali ica-
ions, in acco dance wi h a . 81 o he RLUL; on he basis o a dossie , in acco dance wi h a . 82b
and 82c o he ZZNU and Di ec i e 3.16 o he Execu i e Boa d; a e a p elimina y examina ion in
acco dance wi h a . 82 and 82a o he ZZRP, as well as he Regula ion go e ning he p elimina y
examina ion o admission o wo k in he ESCB, and Di ec i e 3.16 o he Execu i e Boa d.
The p og am consis s o sepa a e modules (pa s).
Module 1.1
Sciences de base
46 ECTS
Module 1.2
Sciences c iminelles
14 ECTS
La êussi e de la p emiê e pa e (P opêdeu ique)
condi ionne ’acces à la seconde pa io
Seconde pa ie (120 ECTS)
Module 2.1
Enseignemen s ans e saux
41 ECTS
Module 2.3
Jus ice e police
25 ECTS
Module 2.2
Enseignemen s spécialisés
40 ECTS
Module 2.4
Enseignemen s
complémen ai es en sciences
14 ECTS
 Fig. 2.1 The o ensic expe aining p og am using he example o
he Swiss Uni e si y L’Uni e si é de Lausanne
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The uni e si y bachelo ’s deg ee cu iculum es ablishes a lis o subjec s ha mus be passed
in he 1s se ies o examina ions o ob ain 60 ECTS c edi s (module 1). S uden s mus pass he
1s se ies o examina ions o he bachelo ’s deg ee du ing he summe and/o au umn session
immedia ely ollowing he ele an academic yea . Failu e o mee his equi emen will be consid-
e ed an unsa is ac o y g ade, excep in cases o au ho ized academic lea e o o ce majeu e. The
1s yea o s udy aims o lay he heo e ical ounda ions in chemis y, basic sciences and o ensics.
Cu iculum
MODULE 1 (60 ECTS) Bachelo ’s plan
Module 1.1: Fundamen al Sciences
(46 ECTS)
Ma hema ics I
Ma hema ics II
Algo i hms and Compu a ional
Thinking
Py hon P og amming
Compu a ion and Ne wo ks
Expe imen al Physics I
Expe imen al Physics II
Ad anced Gene al Chemis y
O ganic Chemis y
Chemis y TP
Module 1.2: Fo ensic Science
(14 ECTS)
Gene al Fo ensic Science: Typology
o T aces
Gene al Fo ensic Science: Me h-
odology
In oduc ion o Law/Me hodology
In oduc ion o C iminology
 Fig. 2.2 Module 1 o he o ensic expe aining p og am using
he example o he Swiss Uni e si y L’Uni e si é de Lausanne
In he second module, he p og am becomes mo e specialized and ocuses mo e on o ensics.
The cu iculum lis s he subjec s, included in module 3. The exams o he hi d se ies o he
Bachelo o Laws lead o 63 ECTS c edi s.
Each discipline is conside ed comple ed i he g ade ecei ed is a leas 4 o i he assessmen
is ma ked as “pass”. Upon mee ing his equi emen , he co esponding ECTS c edi s o ha
discipline a e awa ded.
The cu iculum also equi es s uden s o engage in independen esea ch on a gi en opic.
To ob ain a Bachelo ’s deg ee in o ensic science/c iminalis ics, s uden s mus comple e all
modules wi hin he maximum du a ion o s udy. In cases o unsa is ac o y academic pe o mance,
ECTS c edi s a e g an ed only o comple ed modules. A s uden who ails o comple e he uni-
e si y’s unde g adua e p og am in o ensic science is expelled om he p og am and is no longe
eligible o e-en ollmen in his cou se.
Upon mee ing all academic equi emen s, he s uden is awa ded a deg ee i led: Baccalau éa
uni e si ai e ès Sciences en science o ensique/Bachelo o Science (BSc) in Fo ensic Science/
Bachelo o Science (BSc) in C iminalis ics.
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PROFESSIONAL EDUCATION AND PERSONNEL TRAINING
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The Mas e o Science in Fo ensic Science is a g adua e p og am comp ising 120 ECTS c edi s
wi h an expec ed du a ion o ou semes e s. The p ima y objec i e o his mas e ’s p og am is o
enable s uden s o de elop, deepen, and expand he knowledge, acqui ed du ing hei unde g adu-
a e s udies in o ensic science.
MODULE 2 (120 ECTS c edi s)
Module 2.1: In e disciplina y
Teaching (41 ECTS c edi s)
Mic oscopy
Fo ensic Tac ics
In oduc ion o Digi al Fo ensics
In oduc ion o In e p e a ion o
Scien i ic E idence
C ime Scene In es iga ion Techniques
Fo ensic P ac ice
Independen Wo k
Module 2.2: Specialized
Teaching (40 ECTS c edi s)
Papi al T aces
Biological T aces
Objec T aces
De ec ion o T aces o People and
Objec s
P ac ical Digi al Fo ensics
Exploi a ion o Digi al T aces
Ino ganic Mic o aces
Fi e In es iga ion Me hods
D ugs
Fi ea ms
Technical Documen Examina ion
Module 2.3: Jus ice and Police
(25 ECTS c edi s)
Fo ensic In es iga ion
C iminal Law
Special C iminal Law
Cou O ganiza ion and P ocedu e
Fo ensic Medicine
In oduc ion o C iminological
Me hods
Module 2.4: Addi ional Science
Cou ses (14 ECTS c edi s)
P obabili y and S a is ics
Biochemis y I
S uc u al Analysis
Analy ical Sepa a ion Me hods
 Fig. 2.3 Module 2 o he o ensic expe aining p og am using
he example o he Swiss Uni e si y L’Uni e si é de Lausanne
This mas e ’s p og am o e s h ee dis inc specializa ions:
– iden i ica ion: a ansdisciplina y cu iculum co e ing key a eas o o ensic iden i ica ion,
including inge p in analysis, DNA analysis, biome ics, oolma k examina ion, i ea m exam-
ina ion, and handw i ing/signa u e analysis, wi h a pa icula ocus on p obabilis ic me hods o
in e p e a ion.
– o ensic chemis y: his specializa ion aims o s udy analy ical chemis y me hods. The p o-
g am consis s o a heo e ical componen , complemen ed by p ac ical labo a o y wo k u ilizing
analy ical chemis y echniques and hei o ensic applica ions.
– digi al in es iga ion and iden i ica ion.
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chap e 2. HARMONIZATION OF FORENSIC EXPERT TRAINING WITH CURRENT DEVELOPMENT TRENDS
IN UKRAINE AND ABROAD: DETAILED ANALYSIS AND IMPLEMENTATION PROSPECTS
CHAPTER 2
S uden s mus choose hei specializa ion upon en ollmen in he p og am.
Thus, he o al numbe o ea ned c edi s amoun s o 300 ECTS. Fo compa ison, in Uk aine,
he equi alen igu es a e 13 ECTS and 11 ECTS.
In ou opinion, he e a e signi ican p ospec s o Uk aine in his ield. To align he Uk ainian
sys em wi h in e na ional s anda ds, he ollowing measu es should be implemen ed:
– inc ease p ac ical aining: es ablish o ensic aining cen e s and p o ide access o mode n
equipmen ;
– enhance in e na ional coope a ion: conclude ag eemen s wi h o eign uni e si ies o acili-
a e knowledge exchange;
– implemen inno a ions: de elop cou ses in eg a ing a i icial in elligence and digi al echnologies;
– imp o e e hical aining: emphasize accoun abili y o o ensic examina ion esul s.
By emb acing inno a ion while main aining a commi men o scien i ic igo and e hical p in-
ciples, o ensic expe s can ha ness he powe o mode n echnologies o enhance he accu acy,
e iciency, and eliabili y o hei wo k, ul ima ely ein o cing he c edibili y o o ensic science.
Conclusion
The ha moniza ion o o ensic expe aining wi h mode n de elopmen ends is a s a egically
impo an ask o ensu ing he e iciency o he jus ice sys em. An analysis o he expe iences
o Uk aine and eigh leading coun ies ( he USA, Ge many, he Uni ed Kingdom, F ance, Canada,
Swi ze land, Aus alia, and Poland) highligh s se e al key aspec s equi ing special a en ion. Glo-
baliza ion, echnological p og ess, and he in ensi ica ion o in eg a ion p ocesses necessi a e a
e ision o adi ional app oaches o expe aining, p omp ing he de elopmen o new educa ional
models, adap ed o con empo a y challenges.
An analysis o in e na ional expe ience shows ha he mos e ec i e o ensic expe aining
sys ems a e based on an in e disciplina y app oach ha combines heo e ical knowledge, p ac ical
aining, and he use o inno a i e echnologies.
In eg a ing p ac ical expe ience in o he educa ional p ocess h ough he c ea ion o aining
labo a o ies, an inc eased numbe o in e nships in eal o ensic ins i u ions, and s uden in ol e-
men in eal casewo k-will con ibu e o he de elopmen o p o essional skills and enhance g adu-
a es’ compe i i eness in he labo ma ke .
Addi ionally, he implemen a ion o inno a i e echnologies, including a i icial in elligence, ma-
chine lea ning, blockchain, 3D modeling, and mode n labo a o y me hods, will ensu e high accu acy
and objec i i y in o ensic examina ions.
In e na ional coope a ion mus unc ion on an ongoing basis. The conclusion o ag eemen s
be ween Uk ainian and o eign uni e si ies, he o ganiza ion o academic exchange p og ams, and
join esea ch ini ia i es will acili a e he in eg a ion o Uk aine’s o ensic expe aining sys em
in o he global communi y.

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PROFESSIONAL EDUCATION AND PERSONNEL TRAINING
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A signi ican aspec is he adap a ion o educa ional p og ams o in e na ional s anda ds,
which in ol es he in oduc ion o manda o y modules on o ensic in o ma ics, cybe secu i y, and
o ensic genomics in o he cu iculum. This ha moniza ion will enhance he compe i i eness o
Uk ainian expe s on a global scale, opening new oppo uni ies o p o essional g ow h and in e -
na ional collabo a ion.
Fo ensic expe aining should encompass no only knowledge o specialized me hodologies
and p ocedu es bu also he de elopmen o c i ical hinking, analy ical skills, and he abili y o
wo k wi h la ge olumes o in o ma ion. Mode n o ensic esea ch inc easingly elies on big da a
analysis, equi ing expe s o e ec i ely use analy ical ools, assess he eliabili y o in o ma ion,
and o mula e well- easoned conclusions.
A pa icula ly impo an issue is p o essional e hics and he independence o o ensic expe s.
The de elopmen o an e hical cul u e, high s anda ds o p o essional e hics, and esponsibili y o
o ensic conclusions a e c ucial o s eng hening public us in he jus ice sys em.
Mo eo e , in e disciplina i y plays a key ole. Expanding educa ional p og ams by in eg a ing
knowledge om ela ed ields (such as psychology, in o ma ion echnology, and na u al sciences)
will enable specialis s o wo k e ec i ely in esponse o mode n challenges.
Uk aine has al eady made some p og ess in his a ea, pa icula ly in de eloping educa ional
p og ams in digi al o ensics, o ensic genomics, and he applica ion o ad anced echnologies in
e idence analysis. Howe e , u he mode niza ion is needed, which includes inco po a ing in e -
na ional expe ience, expanding unding, and c ea ing condi ions o g adua es o in eg a e in o he
global labo ma ke .
Addi ionally, he possibili y o implemen ing a dual-deg ee sys em o o ensic expe s should
be conside ed, allowing hem o ecei e educa ion simul aneously a Uk ainian and Eu opean ins i-
u ions. This app oach will enhance expe quali ica ions and suppo hei p o essional de elopmen
in an in e na ional con ex .
Thus, he ha moniza ion o o ensic expe aining wi h mode n de elopmen ends is a
mul i ace ed p ocess ha equi es he syne gy o e o s om he s a e, academic ins i u ions,
educa ional es ablishmen s, and in e na ional pa ne s. Only h ough a sys ema ic app oach can
Uk aine p epa e specialis s who mee he highes s anda ds and e ec i ely con ibu e o he
jus ice sys em.
Re e ences
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na ional, 344, 111575. h ps://doi.o g/10.1016/j. o sciin .2023.111575
2. González-Rod íguez, J. (2017). Uni e si y o Lincoln Fo ensic Science Educa ional P o-
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IN UKRAINE AND ABROAD: DETAILED ANALYSIS AND IMPLEMENTATION PROSPECTS
CHAPTER 2
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ice-ni.go .uk/a icles/ca ee s- o ensic-science
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sic-scien is
10. How o become a o ensic scien is (2023). Indeed UK. A ailable a : h ps://uk.indeed.com/
ca ee -ad ice/ inding-a-job/how- o-become- o ensic-scien is
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ncchomelea ning.co.uk/how- o-become-a- o ensic-scien is
12. Blo e, J. (2023). How o become a o ensic scien is . Fo ensics Colleges. A ailable a :
h ps://www. o ensicscolleges.com/blog/h b/how- o-become- o ensic-scien is
13. How o become a o ensic scien is . CPD Online College. A ailable a : h ps://cpdonline.co.uk/
ca ee -guides/how- o-become-a- o ensic-scien is /
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how obecome.o g/ca ee - esou ce-cen e / o ensic-science-ca ee s/
15. How o become a o ensic scien is (2022). Uni e si y o S a hclyde. A ailable a : h ps://
isc.s a h.ac.uk/blog/how- o-become-a- o ensic-scien is
16. Fo ensic science (2024). P ospec s. A ailable a : h ps://www.p ospec s.ac.uk/ca ee s-ad-
ice/wha -can-i-do-wi h-my-deg ee/ o ensic-science
17. Nikolaichuk, T., Solomakha, Y. (2024). Rega ding he ques ion o using he oppo uni ies o
a i icial in elligence in o ensic examina ion. In e depa men al scien i ic-p ac ical collec-
ion «C iminalis ics and Fo ensics», 69, 356–364. A ailable a : h ps://diges .kndise.go .ua/
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18. Fab is, C. P., Ra hne , J. A., Fong, A. Y., Se igny, C. P. (2019). Vi ual Reali y in Highe
Educa ion. In e na ional Jou nal o Inno a ion in Science and Ma hema ics Educa ion, 27 (8).
h ps://doi.o g/10.30722/ijisme.27.08.006
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19. Sa hyap akasan, R., Go indan, P., Al i, S., Sada h, L., Philip, S., Singh, N. (2021). An Im-
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al Con e ence on Compu a ional In elligence and Knowledge Economy (ICCIKE), 208–212.
h ps://doi.o g/10.1109/iccike51210.2021.9410791
20. Mus a a, M. M., Kisho e, T. C., K i hika, N., Bha a hi, L. M. (2024). Fo ensic E idence
Managemen Using Blockchain Technology. In e na ional Jou nal o Inno a i e Science and
Resea ch Technology (IJISRT), 268–273. h ps://doi.o g/10.38124/ijis /ijis 24ap 354
21. Concannon, D. M. (2024). Is Fo ensic Science a Good Ca ee ? Explo ing he P os and Cons.
A ailable a : h ps://www.allian .edu/blog/is- o ensic-science-a-good-ca ee
22. P oh amy pidho o ky (s azhu annia) sudo ykh ekspe i . A ailable a : h ps://minjus .go .ua/
legal_expe ise/p og am_sudexpe
23. Enseignemen . L’Uni e si é de Lausanne A ailable a : h ps://www.unil.ch/esc/ /home/menu-
ins /enseignemen .h ml
24. Max Planck Ins i u es and Expe s. A ailable a : h ps://www.mpg.de/ins i u es
25. C an ield Uni e si y. A ailable a : h ps://www.c an ield.ac.uk/
26. Uni e si y o To on o. A ailable a : h ps://www.u o on o.ca/
27. Uni e si é de Lyon. A ailable a : h ps://www.uni e si e-lyon. / e sion-anglaise/uni e si-
e-de-lyon-en-6709.kjsp
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29. Polish Police Fo ensic Labo a o y (CLKP). A ailable a : h ps://clkp.policja.pl/
59
CHAPTER 3
CHAPTER 3
DOI: 10.15587/978-617-8360-16-0.CH3
Bohdan Mali skyi, Oleksand Che epo , Vasyl Rizak, Mykhailo Rizak
© The Au ho (s) o chap e , 2025. This is an Open Access chap e dis ibu ed unde he e ms o he CC BY license
CYBER POLYGON AS A TOOL FOR TRAINING CYBERSECURITY
PROFESSIONALS
Abs ac
The con inuous escala ion o cybe h ea s and he e olu ion o a ack me hods on in o ma ion
sys ems necessi a e he aining o highly skilled cybe secu i y p o essionals who can e ec i ely
espond o eal-wo ld h ea s. The e is a need o aining p og ams ha p o ide s uden s no only
wi h heo e ical knowledge bu also wi h p ac ical expe ience in coun e ing cybe a acks. Cybe
polygons se e as a c i ical ool in p epa ing p o essionals, enabling s uden s o de elop ulne abili-
y assessmen skills and implemen de ense s a egies in an en i onmen ha simula es eal-wo ld
a ack and de ense scena ios.
This s udy is based on he cybe polygon o he Depa men o Solid-S a e Elec onics and
In o ma ion Secu i y, which includes a comp ehensi e sui e o aining scena ios co e ing a ious
aspec s o cybe secu i y. Th ee key scena ios a e ou lined in his wo k. The i s in ol es web ap-
plica ion ulne abili y scanning using Qualys, allowing s uden s o lea n isk assessmen and de elop
ecommenda ions o enhancing secu i y. The second scena io u ilizes Me asploi able 2 as a simu-
la ion pla o m o p ac icing ne wo k a ack and de ense echniques. The hi d scena io, de eloped
in collabo a ion wi h Unde De ense, in ol es asks ela ed o Gi Lab and Ac i e Di ec o y, whe e
s uden s engage in e hical hacking wi hin a co po a e in as uc u e.
Th ough he use o he cybe polygon, s uden s gain p ac ical skills in ulne abili y de ec ion,
isk assessmen , and he applica ion o comp ehensi e p o ec ion me hods. They also acqui e expe-
ience in managing Ac i e Di ec o y in as uc u e, using LDAP o emo e access, analyzing Gi Lab
secu i y, and pe o ming a acks in ealis ic ne wo k en i onmen s. Team compe i ions and wo k
on a ious scena ios enable s uden s o mas e bo h o ensi e and de ensi e echniques, including
b u e o cing, emo e code execu ion (RCE), Se e Message Block (SMB), and local p i ilege
escala ion (LPE), s eng hening hei p epa edness o ca ee s in cybe secu i y.
The aining scena ios de eloped on he basis o he depa men ’s cybe polygon p o ide s u-
den s wi h he necessa y expe ience o wo k in he ield o cybe secu i y, deepening hei unde -
s anding o isks and p o ec ion me hods. The skills acqui ed enhance hei compe i i eness in he
job ma ke , equipping hem o add ess in o ma ion sys em secu i y challenges in con empo a y
en i onmen s. The cybe polygon no only builds p o essional compe encies bu also os e s eam-
wo k and s a egic hinking, which a e c i ically impo an o a success ul ca ee in cybe secu i y.
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PROFESSIONAL EDUCATION AND PERSONNEL TRAINING
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Be o e beginning he asks in his scena io, use s need o selec a a ge web applica ion o be
es ed using Qualys’ au oma ed ools. One op ion is he specialized websi e o he SSEIS depa -
men , designed o help s uden s p ac ice skills in bo h a acking and de ending, making i an ideal
pla o m o scanning. Addi ionally, s uden s a e encou aged o c ea e hei own web applica ions
as scanning a ge s. This app oach allows s uden s o de elop hei own p ojec s – anging om
a simple landing page o a mo e complex web applica ion wi h au hen ica ion and a da abase. Once
de eloped, he web applica ion is hos ed on he depa men ’s cloud se e s, ensu ing accessibili y
o subsequen scanning wi h he Qualys sys em.
To s a using Qualys, each use mus c ea e an accoun wi h hei ins i u ional email. Qualys
p o ides a ee ial ha allows o limi ed es ing o applica ions wi hin a se ime ame, enabling
s uden s o scan hei own web applica ions wi hou he need o paid se ices.
A e accoun c ea ion, use s p oceed o he Web Applica ion Scanning sec ion, whe e hey
ca y ou all p ima y s eps o he ask. The main s ages o his p ocess include:
1. C ea ing a web applica ion eco d in he Qualys sys em.
2. Con igu ing scan pa ame e s (“Op ion P o ile”).
3. Pe o ming “Disco e y” and “Vulne abili y” scans o iden i y elemen s o he web applica ion
and assess exis ing ulne abili ies.
4. Gene a ing a comp ehensi e epo based on he ulne abili y scan o u he analysis.
5. Analyzing he epo and o mula ing ecommenda ions o imp o e he web applica ion’s
secu i y.
This app oach enables s uden s o expe ience he ull cycle o wo king wi h a web applica ion
om a cybe secu i y pe spec i e: om de eloping hei own p oduc o scanning and analyzing i s
secu i y using he p o essional ool Qualys.
Qualys p o ides a de ailed app oach o c ea ing a web applica ion eco d, allowing lexible
cus omiza ion o he scanning p ocess. In he i s s ep, use s choose whe he o c ea e a new
eco d “ om sc a ch” o in eg a e elemen s om p e iously es ed web applica ions. Wi hin his
scena io, s uden s use he “clean” eco d op ion o amilia ize hemsel es wi h all he cus omiza-
ion ea u es Qualys o e s o c ea ing a web applica ion eco d.
Main Reco d Con igu a ion S ages:
1. Asse De ails: in his sec ion, use s en e he web applica ion’s name, URL, and a ibu es
o acili a e easy iden i ica ion o his eco d among o he s in he Qualys sys em.
2. Applica ion De ails: his sec ion allows con igu a ion o he web applica ion’s scan s uc u e.
He e, use s can selec speci ic URLs o scan, de ine he API ype (o lea e i unse i no applica-
ble), which is con enien o simple web applica ions like landing pages. Fo complex applica ions,
co ec ly con igu ing his sec ion helps ocus on c i ical componen s, op imizing scanning ime.
3. Scan Se ings: Scan se ings can be con igu ed la e i needed, bu he e, use s can: add an
Op ion P o ile o u u e scanning; selec he ype o scanne – ex e nal ( ecommended), in e nal ( o
ne wo ks), o a scanne appliance; assign a scanne o he eco d o p e en changes by o he use s;
se a ime limi o he scan; add obo s. x and si emap.xml iles; and con igu e heade injec ions.

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4. C awl Se ings: de ines c awling op ions o es ing scena ios. In eg a ing Selenium sc ip s
o au oma ed es ing ac ions wi hin he web applica ion allows o pe sonalized scanning scena ios.
5. Redundan Links: excludes unnecessa y links om he scan p ocess, which can educe scan
ime and ocus a en ion on he c i ical pa s o he applica ion.
6. Au hen ica ion: se s au hen ica ion pa ame e s such as login c eden ials. Fo simple web-
si es, his sec ion may o en be op ional.
7. Exclusions: selec s scan exclusions, allowing use s o skip ce ain ulne abili ies and con-
cen a e on c i ical a eas.
8. Ad anced op ions: addi ional pa ame e s such as DNS O e ide and scan o ms, which allow
o mo e de ailed scan con igu a ion.
9. Malwa e moni o ing: enables malwa e moni o ing, a aluable ool o ongoing secu i y mon-
i o ing, especially du ing he de elopmen s age and when es ing new upda es.
These se ings allow s uden s o con igu e he web applica ion eco d in Qualys o ocus he
scanne on ele an aspec s, a oid edundan ac ions, and ensu e a high le el o de ail in he
scanning p ocess.
The nex s ep is o c ea e an Op ion P o ile, which is a se o ins uc ions de ining he scanning
con igu a ion o he web applica ion in Qualys (Fig. 3.2). The Op ion P o ile includes all he neces-
sa y pa ame e s o speci y which aspec s should be scanned and wi h wha le el o in ensi y. This
se up allows he scan p ocess o be ailo ed o he unique needs o he web applica ion, imp o ing
he accu acy o ulne abili y de ec ion.
 Fig. 3.2 C ea ing a web applica ion eco d in he Qualys sys em
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Main con igu a ion elemen s o Op ion P o ile co e he sec ions scan pa ame e s and sea ch
c i e ia:
1. Scan Pa ame e s – he main con igu a ion block o se ing he scan’s in ensi y and speci ic
cha ac e is ics (Fig. 3.3). I includes se e al sec ions:
– gene al se ings: in his sec ion, he use selec s he ypes o eques s o be sen o he
websi e (GET, POST, GET & POST, o None) and can se he numbe o unique o ms o p ocess,
op imizing scan ime. Addi ional se ings include he maximum numbe o links o scan, agen s o
simula ing use access, pa ame e empla es, and he op ion o igno e common bina y iles;
– c awling op ions: allows he choice be ween ull o “sma ” page scanning. Full scanning
co e s all page componen s, whe eas “sma ” scanning ocuses on co e elemen s o op imize ime,
igno ing less c i ical pa s. Fo his scena io, ull scanning is ecommended;
– beha io se ings: se s a limi on he numbe o e o s a e which he scan will au oma ically
s op. Fo ins ance, imeou s can be con igu ed o wo king wi h slowe si es, as well as handling
unexpec ed e o s;
– pe o mance se ings: enables selec ion o de ailed o simpli ied scanning le els and cus om-
iza ion o in ensi y – om minimal o high – based on he p ecision and du a ion equi emen s o
he scan;
– b u e o ce se ings: he e, he use speci ies whe he a b u e o ce a ack should be conduc -
ed on he web applica ion.
 Fig. 3.3 C ea ing an op ion p o ile
2. Sea ch C i e ia – a sec ion o selec ing addi ional c i e ia o enhance scan quali y:
– de ec ion scope: allows selec ion o he de ec ion ype and speci ies i addi ional XSS pay-
loads will be used o check o c oss-si e sc ip ing ulne abili ies;
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– sensi i e con en : speci ies he ypes o sensi i e in o ma ion o which he scanne should
pay a en ion, such as c edi ca d numbe s o social secu i y da a;
– keywo ds URL sea ch: enables he speci ica ion o keywo ds o URL sea ches, which can
na ow he scan ocus and speed up he iden i ica ion o c i ical elemen s.
This de ailed Op ion P o ile con igu a ion allows s uden s o ailo he scan o he equi emen s
o a speci ic web applica ion and ocus on iden i ying he mos c i ical ulne abili ies essen ial o
ensu ing in o ma ion secu i y.
The nex s age is pe o ming Disco e y and Vulne abili y scans based on he c ea ed Op ion
P o ile. The Disco e y scan is aimed a ga he ing in o ma ion abou he web applica ion, which can
be use ul o iden i ying ulne abili ies (Fig. 3.4). This p elimina y scan collec s da a on he web-
si e’s s uc u e, con igu a ions, and cha ac e is ics, enhancing he e iciency o he main Vulne a-
bili y scan. The Vulne abili y scan, in u n, conduc s a ho ough examina ion o he web applica ion
o unco e po en ial secu i y isks (Fig. 3.5).
 Fig. 3.4 Disco e y scan se ings
Qualys p o ides de ailed scan cus omiza ion op ions o enhance e iciency, allowing a ocus on
speci ic componen s o a web applica ion o ypes o ulne abili ies. These se ings include:
1. Scan de ails: his sec ion allows use s o de ine he main scan de ails, including i s name,
c i e ia o selec ing web applica ions (by name o ags), and he speci ic web applica ion o scan
om he lis o a ailable applica ions.
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2. Scan se ings: his pa includes all c i ical pa ame e s o he upcoming scan, such as: se-
lec ing a p e iously c ea ed Op ion P o ile; se ing au hen ica ion pa ame e s (i needed); choosing
he ype o scanne (ex e nal, in e nal, o a scanne appliance); ac i a ing DNS O e ide, se ing
a ime limi o he scan o lea ing he op ion “Do no s op”; and deciding whe he o send email
no i ica ions upon scan comple ion.
A e comple ing he Disco e y scan, a ull Vulne abili y scan should be un wi h he same
se ings as o he Disco e y. The esul s can be iewed in he Qualys web in e ace o downloaded
in a con enien o ma .
 Fig. 3.5 O e iew o ulne abili ies ound in he epo
The analysis o esul s is a key s age in his scena io since he scanning p ocess i sel is au o-
ma ed. The abili y o in e p e a de ailed epo , highligh main issues, and p opose solu ions is an
essen ial skill o cybe secu i y p o essionals. This enables hem o p esen scan esul s o clien s
in a clea o ma , poin ing ou necessa y ixes and explaining me hods o add ess ulne abili ies.
The epo p o ided by Qualys is echnically comp ehensi e and includes he ollowing ele-
men s (Fig. 3.6):
1. The o al numbe o iden i ied ulne abili ies.
2. A b eakdown o ulne abili ies by se e i y.
3. In o ma ion on ope a ing sys ems and ac i e se ices.
4. De ailed desc ip ions o each ulne abili y, along wi h emedia ion ecommenda ions.
Based on his echnical epo , s uden s a e asked wi h c ea ing a concise summa y high-
ligh ing key ulne abili ies and p oposing emedia ion measu es. This scena io no only amilia izes
hem wi h he au oma ed scanning p ocess bu also de elops hei skills in p io i izing isks, linking
ulne abili ies o po en ial business impac s, and dis illing essen ial in o ma ion.
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The exe cise eaches s uden s o p esen co e insigh s in a way ha is accessible o clien s,
e en hose wi hou echnical expe ise in cybe secu i y. This app oach helps clien s assess he
secu i y le el o hei web applica ion and iden i y necessa y ac ions o enhance i s p o ec ion.
 Fig. 3.6 Example epo o a speci ic ulne abili y
3.3 Red and blue eam compe i ions on he cybe polygon
Red and blue eam compe i ions a e a c ucial componen o cybe secu i y aining, as hey
simula e eal cybe con lic s. In his aining o ma , he ed eam ac s as a acke s, emula ing he

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PROFESSIONAL EDUCATION AND PERSONNEL TRAINING
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ac ions o malicious ac o s, while he blue eam is esponsible o de ense, esponding o a acks,
and ensu ing sys em s abili y. This app oach allows s uden s o no only de elop bo h o ensi e and
de ensi e skills bu also gain hands-on expe ience managing cybe inciden s, which is in aluable o
hei p o essional g ow h.
The educa ional goal o his o ma is o s uden s o lea n how o analyze a ack ac ics and
me hods, de ise hei own de ense s a egies, and espond o h ea s swi ly. This os e s s a e-
gic hinking, enabling s uden s o an icipa e po en ial ad e sa y scena ios and p epa e acco dingly.
Mas e ing bo h a ack and de ense skills p o ides s uden s wi h a comp ehensi e unde s anding o
cybe secu i y, helping hem assess sys em weaknesses om bo h pe spec i es.
Beyond echnical skills, ed and blue eam compe i ions os e “so ” skills such as eamwo k,
e ec i e communica ion, decision-making unde p essu e, and adap abili y o unp edic able si u-
a ions. S uden s lea n o coo dina e hei ac ions o achie e a common objec i e, which is a i al
aspec o wo king in cybe secu i y.
The ed and blue eam compe i ion scena io on he cybe polygon is one o he i s de eloped
and in ol es a di ec con es be ween he a acking ( ed) and de ending (blue) eams. The ed
eam’s ask is o gain access o he blue eam’s ne wo k in as uc u e using any a ailable ools,
while he blue eam lea ns o analyze a ic, block malicious ne wo k ac ions, and ensu e he
con inuous ope a ion o i s sys ems.
This scena io’s en i onmen encompasses all majo ea u es o he cybe polygon. The ed
and blue eams a e s a ioned in sepa a e ooms wi hou di ec con ac wi h each o he . Each
eam has access o a speci ied se o ha dwa e and so wa e. The ed eam is equipped wi h en
lap ops and a swi ch connec ing all de ices in o a local ne wo k. Thei so wa e includes ools
like nmap and Me asploi . The blue eam has en compu e s, wo se e s, a swi ch o ne wo k
connec i i y, and a ou e ha links hem o he ed eam’s ne wo k. Addi ionally, he de ense
eam has access o o he cybe polygon esou ces, such as i ewalls, se e s, and in usion de-
ec ion/p e en ion sys ems (IPS/IDS). Al hough hese addi ional ools a e no equi ed in he ba-
sic scena io, s uden s can con igu e hem o inc ease secu i y and complica e he ask o he
opposing eam.
All ope a ions wi hin he cybe polygon o his scena io a e conduc ed on i ual machines.
This ensu es isola ion om he cybe polygon’s co e de ices, p e en ing po en ial ulne abili y is-
sues and acili a ing he deploymen and ese o sys ems o hei ini ial s a e a e he compe i ion
ends. Vi ual machines a e deployed using Vi ualBox, a popula i ualiza ion so wa e known o
i s use - iendliness, ela i e simplici y, and suppo o majo ope a ing sys ems. Kali Linux is he
ope a ing sys em used o he i ual machines.
Kali Linux is a Debian-based Linux dis ibu ion specialized in secu i y es ing. Fo ease o use,
Kali Linux includes a “Top 10 Secu i y Tools” ca ego y, ea u ing widely-used secu i y ools such as
ai c ack-ng, bu p-sui e, hyd a, john, mal ego, me asploi , nmap, sqlmap, wi esha k, and zap oxy.
This se up p o ides quick access o essen ial ools o a ious cybe secu i y asks, allowing he ed
eam o e icien ly simula e eal-wo ld a ack scena ios.
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Kali Linux also p o ides a comp ehensi e sui e o ools o specialized asks, including:
1. Re e se Enginee ing: Tools o debugging p og ams o analyzing execu able iles.
2. S ess Tes ing: Tools o endu ance es ing o ne wo ks, web en i onmen s, and VOIP
sys ems.
3. Ha dwa e Hacking: U ili ies o wo king wi h And oid and A duino de ices.
4. Fo ensics: Digi al o ensics ools such as Vola ili y, Au opsy, and Guymage , used o disk
imaging, memo y analysis, and ile examina ion.
The main a ge o he compe i ion is a se e compu e , which se es as he co e objec i e
in he scena io. The ed eam’s goal is o gain access o his se e , while he blue eam mus
p o ec i , p e en unau ho ized access, and block any a acks. The se e uns Me asploi able 2 –
a Linux dis ibu ion in en ionally designed o be ulne able o es ing and demons a ion o common
secu i y weaknesses.
Me asploi able 2 is designed o wo k wi h secu i y ools and o p o ide a p ac ical lea ning en-
i onmen o common ulne abili ies (Fig. 3.7). This i ual machine is suppo ed on pla o ms such
as Vi ualBox, VMwa e, and o he popula i ualiza ion en i onmen s. By de aul , he ne wo k
in e aces o Me asploi able 2 a e con igu ed o NAT and Hos -only, es ic ing access o ex e nal
ne wo ks. While i is echnically possible o ins all Me asploi able 2 as a p ima y o auxilia y ope a -
ing sys em, his is s ongly discou aged due o he nume ous in en ionally embedded ulne abili ies.
The op imal app oach is o deploy Me asploi able 2 as a i ual machine in Vi ualBox, connec ed o
he p ima y se e o he blue eam.
All sys ems in his scena io a e designed o unc ion wi hou In e ne access, meaning he
cybe polygon en i onmen is ully isola ed om he depa men ’s main ne wo k. This app oach
allows s uden s o wo k in a secu e se ing wi hou conce ns o e po en ial consequences om
in e ac ing wi h eal ne wo ks. The isola ion ensu es bo h a sa e and con enien wo k en i onmen
as well as he secu i y o he en i e in as uc u e.
The a ack eam ollows se e al c ucial s eps o gain access o he a ge se e and analyze
i s ulne abili ies o po en ial in usion:
1. Scanning he Blue Team’s Ne wo k: he i s ask o he ed eam is o scan he de ense
eam’s ne wo k o iden i y he endpoin s, ope a ing sys ems ins alled on hem, open po s, and
se ices unning on each po . A med wi h his in o ma ion, he a ack eam can de e mine po en-
ial a ge s and en y poin s. This ask is pe o med using he nmap u ili y included in Kali Linux.
Nmap (Ne wo k Mappe ) is a popula and e sa ile ne wo k scanning ool used by cybe secu-
i y p o essionals o quickly iden i y ac i e de ices, open po s, se ices, ope a ing sys ems, and
ulne abili ies wi hin a ne wo k in as uc u e. Wi h Nmap Sc ip ing Engine (NSE) capabili ies, i
enables no only basic scans bu also specialized a acks. Using NSE, he a ack eam can disco e
ulne abili ies, exploi se ices, ead se ice banne s, and pe o m basic secu i y audi s.
Th ough hese s eps, he ed eam can sys ema ically unco e weaknesses, analyze he de-
ense eam’s ne wo k, and simula e po en ial a ack pa hs, enhancing hei unde s anding o pen-
e a ion es ing and cybe secu i y ac ics in a con olled, isola ed en i onmen .
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2. Vulne abili y iden i ica ion in disco e ed se ices. A e iden i ying he se e unning
Me asploi able 2 and ga he ing in o ma ion abou open po s, se ice names, and e sions, he
a ack eam p oceeds o sea ch o ulne abili ies in one o mo e o he disco e ed se ices. Each
eam membe ypically ocuses on a di e en se ice, wi h each ask di ec ed a explo ing speci ic
ulne abili ies wi hin ha se ice. This app oach allows he eam o le e age he ull po en ial o
Me asploi able 2 and gain comp ehensi e hands-on expe ience.
By di iding asks among membe s, he ed eam can sys ema ically in es iga e a wide ange o
se ices, analyzing each o known ulne abili ies ha could be exploi ed. This a ge ed explo a ion
p o ides a holis ic iew o ulne abili y managemen and pene a ion es ing, enhancing he eam’s
abili y o iden i y, assess, and exploi po en ial weaknesses in a eal-wo ld simula ion en i onmen .
 Fig. 3.7 Example o nmap scan esul s o Me asploi able 2
Me asploi able 2 con ains an ex ensi e lis o ulne able se ices ac oss a ious po s. Fo
each se ice, de ailed in o ma ion is a ailable, helping he a ack eam unde s and which ulne a-
bili ies can be exploi ed o gain access o he se e . This in o ma ion se es as a c i ical guide o
a ge ing speci ic se ices and planning e ec i e exploi a ion s a egies (Table 3.1).
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 Table 3.1 In o ma ion on En y Poin s in Me asploi able 2
Po No. Se ice Ve sion Exploi e
21 FTP ( s pd) 2.3.4 s pd 2.3.4 Backdoo
22 SSH OpenSSH 4.7p1 Debian Debian OpenSSL P edic able RNG
23 Telne Linux elne d No di ec exploi
25 SMTP (Pos ix) Pos ix 2.9.6 No di ec exploi
53 DNS (Bind) 9.4.2 BIND TSIG Remo e DoS
80 HTTP (Apache) 2.2.8 Apache Tomca Manage Exploi
111 RPCbind 2.0 RPC DCOM Remo e O e low
139 Ne BIOS/SMB Samba 3.0.20 Samba T ans2open O e low
445 SMB Samba 3.0.20 Samba T ans2open O e low
512 exec BSD exec Remo e Command Execu ion
512 login Linux login se ice No di ec exploi
513 login BSD login Remo e Command Execu ion
514 shell BSD sh Remo e Command Execu ion
1099 RMI Regis y Ja a RMI Ja a RMI Se e Insecu e
1524 Ing eslock Ing es Da abase Ing eslock Backdoo
2049 NFS Ne wo k File Sys em No di ec exploi
2121 FTP (P oFTPD) 1.3.1 P oFTPD 1.3.1 Mod_copy Command Execu ion
3306 MySQL 5.0.51a MySQL Remo e Roo Exploi
5432 Pos g eSQL 8.3.0 Pos g eSQL Pwnage
5900 VNC VNC VNC Au hen ica ion Bypass
6000 X11 X11 Se e Open X11 Se e Exploi a ion
6667 IRC (Un ealIRCd) Un ealIRCd 3.2.8.1 Un ealIRCd Backdoo Command Execu ion
8180 HTTP (Tomca ) Apache Tomca 5.5 Tomca Manage Applica ion Exploi
3. Exploi a ion and Pe sis ence o Access. Using he ga he ed in o ma ion on ulne abili ies,
he a ack eam deploys app op ia e exploi s o gain access o Me asploi able 2 (Fig. 3.8). This
ask ypically in ol es c ea ing a “ ace” – a ile ha logs de ails such as he po numbe , se ice
name, e sion, he exploi used, and he imes amp o he in usion. I access is gained h ough a
da abase (such as MySQL o Pos g eSQL), he ask migh include adding an en y o a able ha
has been p e-c ea ed by ins uc o s.
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2. Ac i e LLMNR (Link-Local Mul icas Name Resolu ion), which can be used o in e cep
hos name eques s and cap u e accoun hashes.
Using hese ulne abili ies, s uden s lea n o gain ini ial access o hos s, which is an essen ial
s ep o u he escala ion.
A e iden i ying ulne abili ies, he a ack eam conduc s an SMB p o ocol a ack by exploi ing
he lack o signing o cap u e use 1 accoun hashes. This phase eaches s uden s Pass- he-Hash
echniques, allowing hem o au hen ica e using cap u ed hashes wi hou knowing he passwo d.
The ob ained hashes can hen be c acked wi h passwo d eco e y ools, p o iding comp omised
c eden ials ha g an access o AD.
The nex s ep in ol es execu ing a Ke be oas ing a ack, which allows a acke s o eques
Ke be os icke s o p i ileged accoun s (speci ically o use 2, who is a local adminis a o on
machine1). A Ke be os icke may con ain he accoun ’s hash, which is used o sys em au hen i-
ca ion. This phase helps s uden s lea n how o le e age Ke be os o access ulne able accoun s,
especially in ne wo ks whe e local adminis a o s a e p esen on di e en hos s.
A e ob aining use 2’s hash, s uden s use ools o c ack he Ke be os hash o e ie e he
passwo d o use 2, who has adminis a o igh s on machine1. Adminis a o access allows he
a ack eam o examine he hos con igu a ion, modi y secu i y se ings, and u he pene a e he
AD in e nal ne wo k. This s age demons a es he c i ical impo ance o p ope ly con igu ing and
secu ing adminis a o accoun s.
A his poin , he a ack eam uses he sec e sdump ool o ex ac sensi i e da a om ma-
chine1, whe e use 2 has adminis a o igh s. Wi h sec e sdump, s uden s e ie e accoun da a,
including hashes o use 3, which can hen be used o access machine2 ia RDP. This expands he
a acke s’ con ol o e addi ional ne wo k hos s, p o iding access o impo an esou ces.
The inal phase in ol es using LDAPExplo e 2.exe o access he LDAP se e while in e cep ing
a ic. Once connec ed, he a ack eam can que y da a h ough he LDAP p o ocol and se up
hei own LDAP lis ene o collec accoun in o ma ion. A e his, he a acke s can log in o he
Domain Con olle (DC) and download he NTDS.DIT ile, which con ains c i ical domain accoun
da a, including passwo d hashes o all use s.
This scena io equi es a ious so wa e and ools o c ea e a ealis ic aining en i onmen
ha mi o s co po a e ne wo k in as uc u e. All componen s a e con igu ed o ensu e access
con ol, secu i y moni o ing, and en i onmen al isola ion, allowing s uden s o sa ely p ac ice cy-
be secu i y asks:
1. Windows Se e ( e sions 2016, 2019, o 2022): Windows se e s a e essen ial o build-
ing an Ac i e Di ec o y (AD) in as uc u e, widely used in co po a e se ings. The choice o e -
sion (2016, 2019, o 2022) depends on he aining equi emen s and allows s uden s o become
amilia wi h di e en AD ea u es and adminis a i e me hods, as well as con igu ing Domain
Con olle s (DC), managing G oup Policies, and se ing secu i y pa ame e s.
2. Windows 10 P o: Windows 10 P o se es as he ope a ing sys em o wo ks a ions in he
in e nal ne wo k. This OS is widely used in co po a e en i onmen s and p o ides he necessa y

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unc ionali y o model ypical wo ks a ions. Windows 10 P o suppo s SMB and RDP p o ocols,
and allows o secu i y policy con igu a ion, making i ideal o s udying ulne abili ies like SMB
and LLMNR.
3. Ubun u 20.04: an ou da ed e sion o Ubun u 20.04 is used in he scena io, which is ulne -
able o p i ilege escala ion exploi s (e.g., pwnki ). This OS is ins alled on he Gi Lab se e and ac s
as he a ack en y poin . Ubun u 20.04 allows s uden s o explo e open-sou ce sys ems, analyze
Linux ulne abili ies, and wo k wi h se ices such as SSH and Gi Lab.
4. LDAPExplo e 2.exe: a ool o wo king wi h LDAP que ies, LDAPExplo e 2.exe enables s u-
den s o que y Ac i e Di ec o y, analyze AD s uc u e, e ie e accoun da a, and ga he sensi i e
in o ma ion. This ool helps s uden s unde s and LDAP au hen ica ion mechanisms and clien -se -
e in e ac ions.
5. Wazuh: a secu i y moni o ing and inciden managemen sys em, Wazuh enables log analysis
and ne wo k ac i i y moni o ing (Fig. 3.10). I p o ides de ailed ne wo k e en in o ma ion, helping
s uden s in es iga e secu i y logs, de ec anomalies, and espond o inciden s.
 Fig. 3.10 Example o Wazuh In e ace
To suppo a ealis ic and secu e lea ning en i onmen , an isola ed ne wo k has been
c ea ed, ully sepa a ed om he uni e si y o co po a e in as uc u e. This ne wo k isola-
ion ensu es sa e y and allows s uden s o p ac ice complex cybe ope a ions wi hou isking
o he ne wo ks.
LLMNR and SMB: he LLMNR (Link-Local Mul icas Name Resolu ion) and SMB p o ocols
a e con igu ed o ease o use in aining, speci ically o demons a ing ulne abili ies associa ed
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PROFESSIONAL EDUCATION AND PERSONNEL TRAINING
CHAPTER 3
wi h hese p o ocols. LLMNR se ings in he ne wo k allow o modeling in e cep ion a acks,
while he absence o SMB signing simula es eal co po a e ne wo ks, which can be ulne able o
SMB a acks.
Access con ol: a ious access con ol se ings a e applied o es ic access and p e en
unau ho ized ac ions. These se ings help s uden s lea n o con igu e secu i y policies o ex e nal
h ea p o ec ion and manage use igh s wi hin he ne wo k.
These so wa e componen s and ne wo k con igu a ions p o ide a ealis ic co po a e en i-
onmen simula ion, enabling s uden s o p ac ically mas e key aspec s o cybe secu i y, om
moni o ing and log analysis o access con igu a ion and i ual esou ce managemen .
Skills acqui ed du ing he scena io:
1. Vulne abili y de ec ion, isk assessmen , and de ense me hod de elopmen : s uden s lea n
o iden i y c i ical in as uc u e ulne abili ies and assess he isks associa ed wi h hese weak-
nesses. De eloping de ense me hods includes p ac icing a ack scena ios and p e en i e ac ions,
p o iding pa icipan s wi h an in-dep h unde s anding o cybe secu i y. This skill is essen ial o se-
cu i y p o essionals who need o assess h ea s and p opose solu ions o p o ec sys ems agains
po en ial a acks.
2. Expe ience in AD managemen , Gi Lab p o ec ion, and LDAP o emo e access: he scena io
p o ides hands-on expe ience wi h Ac i e Di ec o y managemen , a key componen o co po a e
ne wo ks. S uden s lea n me hods o con igu ing and secu ing Gi Lab, including unde s anding
isks ela ed o eposi o y managemen . Skills in using LDAP o emo e access and conduc ing
LDAP que ies gi e s uden s impo an knowledge abou AD s uc u e and secu i y, helping hem
secu e da a in AD en i onmen s in he u u e.
3. A ack and de ense skills de elopmen , including b u e- o cing, RCE, SMB, and LPE p ac ice:
pa icipa ion in he scena io allows s uden s o p ac ice a ack skills such as b u e- o cing subdo-
mains and i ual hos s, RCE a acks ( emo e code execu ion), and a acks on he SMB p o ocol,
which a e o en le open in co po a e en i onmen s. Addi ionally, s uden s gain p ac ical expe i-
ence in local p i ilege escala ion (LPE) h ough Linux sys em ulne abili ies. This comp ehensi e skill
se enables u u e cybe secu i y p o essionals o unde s and a ack me hods and p o ec sys ems
om such h ea s.
This aining scena io is as close as possible o eal si ua ions ha cybe secu i y p o essionals
may encoun e in hei jobs. Thanks o he scena io s uc u e, s uden s expe ience he ull cycle
o a acks and de ense – om iden i ying ulne abili ies o de eloping a comp ehensi e de ense
sys em. T aining in en i onmen s ha simula e eal h ea s allows hem o gain con idence in hei
echnical skills and apply acqui ed knowledge o p o ec agains cu en cybe h ea s.
The hands-on expe ience in e hical hacking and cybe de ense gained h ough his scena io
p o ides s uden s wi h a deepe unde s anding o in e nal p ocesses in co po a e ne wo ks, helps
hem a oid c i ical con igu a ion e o s, and e ec i ely p o ec s in o ma ion ha may be a ge ed
in a acks. As a esul , hey en e he job ma ke wi h aluable p ac ical skills and he eadiness o
ake on complex cybe secu i y asks.
85
chap e 3. CYBER POLYGON AS A TOOL FOR TRAINING CYBERSECURITY PROFESSIONALS
CHAPTER 3
3.5 Resul s o Cybe polygon U iliza ion in Educa ion
The cybe polygon a he Depa men o Solid-S a e Elec onics and In o ma ion Secu i y is
ac i ely used o hands-on aining o s uden s a all le els, om eshmen o mas e ’s s uden s.
O e i s pe iod o use, he ange has demons a ed excellen esul s: s uden s ha e shown high
in e es in new ypes o asks in ol ing eal-wo ld cybe h ea modeling and p o ec i e measu es.
Many s uden s p o ided aluable eedback, which has se ed as he ounda ion o u he e ine-
men o scena ios and expanded unc ionali y o he cybe polygon, making he lea ning p ocess
mo e dynamic and aligned wi h p o essional challenges.
In addi ion o educa ional p ac ice, he cybe polygon se es as a pla o m o p epa ing s u-
den eams o a ious compe i ions and p o essional e en s in cybe secu i y. This en i onmen
helps s uden s de elop eamwo k skills, hone echnical abili ies, and p epa e o e hical hacking
compe i ions, Cap u e he Flag (CTF) e en s, and o he con es s whe e quick h ea esponse and
e ec i e collabo a ion a e essen ial.
Conclusion
The cybe polygon a he Depa men o Solid-S a e Elec onics and In o ma ion Secu i y o -
e s a unique aining en i onmen ha allows s uden s o p ac ice de ensi e and o ensi e skills
in condi ions closely mi o ing eal co po a e ne wo ks. Wo king wi h he cybe polygon p o ides
s uden s wi h access o a ious scena ios and ools, enabling hem o de elop a well- ounded se
o p ac ical skills essen ial o a mode n cybe secu i y p o essional.
The i s scena io, using Qualys, ocuses on de eloping skills in au oma ed ulne abili y scanning
o web applica ions. S uden s gain expe ience wi h one o he leading ools o secu i y assess-
men , which enables hem o iden i y ulne abili ies, analyze isks, and plan mi iga ion s a egies.
Th ough his scena io, pa icipan s enhance hei abili y o sys ema ically analyze ulne abili ies and
c ea e epo s wi h ecommenda ions o secu i y imp o emen .
The second scena io, in ol ing Me asploi able 2, allows s uden s o unde ake e hical hack-
ing asks in a con olled en i onmen . Due o i s nume ous ulne abili ies, his se ing p o ides
s uden s wi h he oppo uni y o s udy a ack me hods such as po scanning, exploi sea ches,
and se e pene a ion h ough known ulne abili ies. P ac icing hese echniques gi es s uden s
insigh in o eal a ack ec o s and e ec i e de ensi e measu es.
The hi d scena io, de eloped in collabo a ion wi h Unde De ense, includes wo k wi h Gi Lab,
Ac i e Di ec o y, and Ubun u. S uden s s a wi h he ex e nal pe ime e , conduc ing a acks on
an Ubun u se e wi h Gi Lab, and p og ess o a complex in e nal ne wo k wi h Ac i e Di ec o y,
whe e hey encoun e ealis ic asks aimed a b eaching AD h ough ulne abili ies such as he ab-
sence o SMB signing and Ke be oas ing a acks. This scena io o e s in-dep h aining in ne wo k
managemen and p o ec ion o c i ical co po a e in as uc u e componen s.
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PROFESSIONAL EDUCATION AND PERSONNEL TRAINING
CHAPTER 3
Th ough hese h ee scena ios, he cybe polygon p o ides pa icipan s wi h comp ehensi e
aining in cybe secu i y, co e ing bo h o ensi e and de ensi e aspec s. S uden s lea n o iden i y
ulne abili ies, de elop e ec i e measu es o cybe h ea p o ec ion, and wo k wi h mode n
cybe secu i y ools. The expe ience gained p epa es hem o begin hei p o essional ca ee s wi h
con idence and con ibu es o an o e all inc ease in cybe secu i y s anda ds in socie y.
Acknowledgmen s
The au ho s ex end hei since e g a i ude o Unde De ense o hei subs an ial suppo and
p oduc i e collabo a ion in de eloping aining scena ios o he cybe polygon a he Depa men
o Solid-S a e Elec onics and In o ma ion Secu i y, Uzhho od Na ional Uni e si y. Thanks o hei
p o essionalism, expe knowledge, and ac i e in ol emen , we we e able o c ea e inno a i e
p ac ical asks ha g ea ly enhance he quali y o cybe secu i y educa ion o s uden s. We look
o wa d o con inued collabo a ion, which will u he con ibu e o he de elopmen o s uden s’
p ac ical skills and p epa e hem o wo k in he mode n cybe space.
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CHAPTER 4
CHAPTER 4
DOI: 10.15587/978-617-8360-16-0.CH4
Na aliia Sas, F ancisco de Assis Gaspa Ne o, Ka e yna Yu ye a
S i lana Gaza ian, Lesia Pe enko, Ka e yna Slinkol
© The Au ho (s) o chap e , 2025. This is an Open Access chap e dis ibu ed unde he e ms o he CC BY license
COMBINATION OF THE METHOD OF THEORETICAL
GENERALIZATION, BIOGRAPHICAL METHOD AND SURVEY
METHOD IN RESEARCHING SUSCEPTIBILITY TO THE NEW
Abs ac
The s udy g adually e eals he me hodology o s udying he phenomenon o suscep ibili y o
he new, which is an impo an componen o a pe son’s cogni i e-emo ional and pe sonal de el-
opmen . Wi hin he amewo k o he h ee-yea esea ch cycle, an in e disciplina y app oach was
applied, which combines he me hods o heo e ical gene aliza ion, he biog aphical me hod and he
su ey me hod.
A he i s s age, he classi ica ion ea u es o suscep ibili y o he new we e ou lined using
heo e ical gene aliza ion, which allowed he au ho o o mula e he concep o he phenomenon.
The second s age in ol ed he use o he biog aphical me hod o he empi ical analysis o
he li e s o ies o p ominen pe sonali ies, such as A. Fleming, V. Roen gen, I. Duncan, F. Habe ,
H. Fo d, S. Jobs. These examples illus a e di e en ypes o suscep ibili y o he new: om in ol-
un a y o olun a y, om senso y o cogni i e-emo ional.
The biog aphical me hod has p o en i s alidi y and e ec i eness in s udying deep pe sonali y
cha ac e is ics, such as sensi i i y o change, abili y o inno a i e hinking, in ui ion, emo ional
in ol emen in he c ea i e p ocess. Pa icula a en ion is paid o he accumula ion o ex e nal and
in e nal impulses, which a e ans o med in o ac i e deeds and new ideas.
A he hi d s age, a su ey was conduc ed, he esul s o which supplemen ed and expanded
heo e ical gene aliza ions. The de eloped ques ionnai e con ained i e ques ions, o med in acco -
dance wi h he au ho ’s concep , and was combined wi h a o malized in e iew. As a esul , he
key ea u es o indi iduals suscep ible o he new we e iden i ied: openness o expe ience, insigh ,
cu iosi y, eadiness o in e ac ion, sensi i i y o change, emo ional lexibili y, abili y o global
coope a ion, c i ical hinking, empa hy.
The su ey esul s allowed us o ca y ou a con en analysis o de ini ions ela ed o he
phenomenon o suscep ibili y o he new, o iden i y ypical combina ions o ai s and classi ica ion
ea u es, which allows us o speak abou he uniqueness o each indi idual. The s udy ou lines
he p ospec s o u he scien i ic esea ch, in pa icula , he s udy o co ela ions be ween key
ac o s, he de elopmen o diagnos ic ools and he compila ion o a classi ica ion index. The da a
ob ained con ibu e no only o a deepe heo e ical unde s anding o he phenomenon unde s udy,
89
chap e 4. COMBINATION OF THE METHOD OF THEORETICAL GENERALIZATION, BIOGRAPHICAL METHOD AND
SURVEY METHOD IN RESEARCHING SUSCEPTIBILITY TO THE NEW
CHAPTER 4
bu also open up new oppo uni ies o i s p ac ical applica ion in he ield o educa ion, psychology,
inno a ion managemen and pe sonal de elopmen .
KEYWORDS
Suscep ibili y o he new, inno a i e hinking, in e disciplina y app oach, heo e ical gene aliza-
ion, biog aphical me hod, su ey me hod, classi ica ion, c ea i i y, cogni i e-emo ional p ocesses,
pe sonal de elopmen .
Educa ion, which is aimed a ul illing he s a egic asks o economic de elopmen , is de e -
mined, on he one hand, by he achie emen s o undamen al sciences, on he o he hand, by he
de elopmen o p oduc ion. In he con ex o he chosen opic, in ou opinion, such documen s as
he “Na ional Doc ine o he De elopmen o Educa ion o Uk aine in he 21s Cen u y”, he policy
b ie “Indus y 5.0: A T ans o ma i e Vision o Eu ope” a e impo an .
“Na ional Doc ine o he De elopmen o Educa ion o Uk aine in he 21s Cen u y”, o mu-
la ing he goal (c ea ing condi ions o he de elopmen , sel -a i ma ion and sel - ealiza ion o
he indi idual h oughou li e), speci ies i in he ask – es ablishing a s a egy o accele a ed,
an icipa o y, inno a i e de elopmen o educa ion and science [1].
Among he main ea u es o Indus y 5.0, a human-cen ic app oach and indi idually ailo ed
egula o y changes ega ding achie ing he le el o compliance a e highligh ed [2]. The slogan used
is “ he e can be no Indus y 5.0 wi hou a 5.0 go e nmen !” (sec ion “Go e nance 5.0”) ega ding
he speci ied opic can be as ollows “Indus y 5.0 mus co espond o educa ion 5.0.” (bo h a he
le el o educa ional p ocess managemen , and he ac ual managemen and echnologies o eaching
and lea ning). A he same ime, acco ding o he S a e Employmen Cen e , he labo ma ke in
Uk aine is aced wi h an acu e sho age o labo , wo ke s in a ious indus ies and di e en le els
o educa ion [3]. In a speech by he Depu y Minis e o Economy o Uk aine Te yana Be ezhna a
he Kyi In e na ional Economic Fo um 2024, i was no ed ha acco ding o he In e na ional Labo
O ganiza ion, Uk aine needs o a ac 8.6 million addi ional wo ke s, and acco ding o a s udy by
he Minis y o Economy, 4.5 million people a e needed. Among he ways o o e come his a e he
c ea ion o an inclusi e labo ma ke (which will e u n people who ha e le ), in es ing in labo
p oduc i i y (including he c ea ion o mo e p og ams ha will help Uk ainians be mo e compe i i e
in he labo ma ke ) [4].
The abo e ou lines new equi emen s o subjec s o p o essional and inno a i e ac i i y (a
he same ime, o p o essional aining): he abili y o p omp ly upda e speci ic knowledge, skills
and abili ies o ensu e he mul i unc ionali y o exis ing pe sonnel; he abili y o o m new models
o social beha io , cons uc a pe sonal sys em o alues and iden i ica ion s uc u es. The mech-
anism o c ea ing a new iden i y (collec i e and indi idual) is suscep ibili y o he new. I s explica-
ion h ough he in e p e a ion o he adi ional and upda ed, cons an and changing, social and
90
PROFESSIONAL EDUCATION AND PERSONNEL TRAINING
CHAPTER 4
pe sonal componen s o social p og ess, p o essional adap a ion and ac i i y in a compe i i e en-
i onmen in ol es new aspec s in gene al philosophical and psychological and pedagogical dimen-
sions. Educa ional ins i u ions, me hods, echnologies should become a ac o in success ully sol -
ing he p oblem o p omo ing he iden i ica ion and s imula ion o he de elopmen o suscep ibili y
o he new. In his ega d, he idea o p o essional educa ion as a con inuous p ocess o p omo ing
he iden i ica ion and s imula ion o he de elopmen o suscep ibili y o he new, he abili y o
men al, beha io al, emo ional new o ma ions is adically changing.
The abo e-men ioned upda es he gene aliza ion and p esen a ion o he au ho ’s expe ience
in using he po en ial o an in e disciplina y app oach and combining a ious me hods in he s udy o
suscep ibili y o he new ( heo e ical gene aliza ion me hod, biog aphical me hod and su ey me hod).
4.1 Cha ac e is ics o esea ch me hods
Since he s udy las s se e al yea s, mos in ensi ely in 2022–2025, we can no e he se-
quence and phased applica ion o he heo e ical gene aliza ion me hod (2022–2023, i s s age),
he biog aphical me hod (2023–2024, second s age), he su ey me hod (2024–2025, hi d
s age). A he i s s age, we used he unde s anding and oppo uni ies, p o ided by he in e dis-
ciplina y app oach, disclosed by A. Kolo [5]. The gene alized esul s o he i s s age o he s udy
a e p esen ed in he o iginal publica ion by N. Sas [6]. Du ing he second s age, he au ho used
he unde s anding o he biog aphical me hod o N. Denzin [7]. The main esul s and gene aliza ions
a e p esen ed in he au ho ’s wo k [8]. A his s age, a hema ic analysis o he su ey esul s is
ca ied ou . [9] a e publica ions, in which his is p esen ed
Suscep ibili y o he new is a a he complex, mul i ace ed and mul i- ec o phenomenon,
he s udy o which allows using he po en ial o an in e disciplina y app oach and complemen a y
me hods: he me hod o heo e ical gene aliza ion, he biog aphical me hod and he su ey me hod.
Scien i ic and heo e ical gene aliza ions a he i s s age o he s udy (2022–2023) we e
ca ied ou on he basis o an in e disciplina y app oach. The au ho suppo s he unde s anding
o in e disciplina i y as a scien i ic and pedagogical inno a ion ha gene a es he abili y o see,
ecognize, pe cei e wha is inaccessible wi hin he amewo k o a sepa a e science (discipline)
wi h i s speci ic, na owly ocused objec , subjec and esea ch me hods [5]. The in e disciplina y
app oach helps o o e come he na owness o he pedagogical iew and en ich pedagogical sci-
ence wi h he achie emen s o mode n economic, sociological, philosophical, psychological sciences
ega ding a speci ic opic. By applying he achie emen s o o he sciences ela ed o a speci ic
opic, he in eg a ion o he la e is achie ed a he le el o cons uc ing in e disciplina y objec s,
subjec s, he p ocessing o which allows ob aining new scien i ic knowledge (in ou case, ega ding
suscep ibili y o he new).
In he p ocess o scien i ic esea ch, he scien i ic achie emen s in philosophy, sociology,
economics, psychology, pedagogy we e analyzed ega ding he ele ance, objec i e necessi y and
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possibili y o a ge ed in luence on he de elopmen o suscep ibili y o he new o an indi idual,
g oup, o ganiza ion (ins i u ion, es ablishmen ).
A ela i ely small numbe o wo ks on suscep ibili y o he new mo i a ed he expediency o a
comp ehensi e unde s anding o he ma e ials, de o ed o his p oblem. In pa icula , he sou ces,
used du ing he scien i ic esea ch and o which he e a e e e ences in gene alizing publica ions
(all ypes o publica ions: monog aphs, a icles, abs ac s o scien i ic wo ks, con e ence ma e i-
als, esul s o examina ions, in e iews wi h p ac i ione s), we e s udied [6].
The use o he biog aphical me hod a he second s age (2023–2024) o he s udy is due,
i s ly, o he lack o expe imen al and es me hods o s udying such a deep p ocess as sus-
cep ibili y o he new; secondly, he suscep ibili y o he new o ou s anding pe sonali ies ( he
peculia i ies o i s mani es a ion in a ious o ms) has a clea ly exp essed cha ac e , does no
cause doub , and ensu es he ep esen a i eness o he da a ob ained; as hose ha mee he
speci ied equi emen s and objec i es o he s udy, he ollowing we e selec ed: au obiog aphies
by I. Duncan “My Li e” and H. Fo d “My Li e, My Achie emen s”, biog aphical wo ks by A. Mau ois
“The Li e o Alexande Fleming”, D. S olzenbe g “F i z Habe : Chemis , Nobel P ize Winne , Ge man,
Jew: Biog aphy”, K. Benek “William Con ad Roen gen”, V. Isaacson “S e e Jobs.
We used he de ini ion o he biog aphical me hod as he me hod o “li e s o ies”, “ i a” (ac-
co ding o N. Denzin) [7]. All a ailable in o ma ion was aken in o accoun ( eco ds o hei au obi-
og aphical wo ks, speeches, in e iews, e c.). In pa icula , he au obiog aphies o Isado a Duncan
“My Li e” and Hen y Fo d “My Li e, My Achie emen s” do no simply desc ibe he li e pa h o
I. Duncan and H. Fo d. Each au ho ocuses on he unique aspec s o his o he li e, on a subjec i e,
pe sonal app oach o desc ibing he his o y o his/he li e’s wo k (“ ee” dance o Isado a Duncan
and “sel -mo ing ca ” o Hen y Fo d).The analysis o he subjec i e anamnesis o he own li e by
I. Duncan and H. Fo d con inces ha he au ho s ha e a a he complex s uc u e o subjec i e ex-
pe ience and a e able o sepa a e hei own “image o he Sel ” om he image o he su ounding
wo ld, a e able o “pe cei e hemsel es as an ac i e subjec o hei own li e his o y, di e en om
he social wo ld.” All oge he gi es eason o he app op ia e conclusions on he esea ch opic.
Biog aphical wo ks by A. Mau ois “The Li e o Alexande Fleming”, D. S olzenbe g “F i z Habe :
Chemis , Nobel P ize Winne , Ge man, Jew: Biog aphy”, K. Benek “William Con ad Roen gen”,
V. Isaacson “S e e Jobs. The biog aphy o he Founde o Apple” a e w i en on he basis o memoi s
and in e iews o amily membe s, con empo a ies abou A. Fleming, F. Habe , V. Roen gen, S. Jobs.
They ec ea e a his o ical, ime-expanded pe spec i e o e en s.
The speci ied sou ces a e used o analysis in he s udy o a speci ic issue as hose ha mee
he speci ied equi emen s and objec i es o he s udy.
In he hi d phase (2024–2025), he s udy uses me hods o collec non-nume ical da a, such
as pe sonal expe iences, a i udes, and beha io s. The s udy is lexible and open-ended and does
no ha e a p ede e mined hypo hesis, which allows he esea che o collec quali a i e and quan-
i a i e da a, explo e di e en pe spec i es, and iden i y po en ial pa e ns o hemes ha can
guide u he esea ch.
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design (which was inexpensi e and easy o use). This ision la e became a co e equi emen o
Apple p oduc s. This was embodied in he i s Macin osh and la e , in he iPod.
The e y a ea whe e he Jobs amily li ed was sa u a ed wi h he spi i o in en ion and en e-
p eneu ship, “...di e ed om housands o o he s ac oss Ame ica in ha e en he lose s we e, as
a ule, enginee s.” In a o o c ea ing an en i onmen ha would con ibu e o he de elopmen o
he alen o S. Jobs and o he young people, he idea o F ede ick Te man, dean o he enginee ing
depa men o S an o d Uni e si y, was implemen ed – he c ea ion o an indus ial pa k wi h an
a ea o 280 hec a es on he e i o y o he uni e si y, so ha p i a e companies could comme -
cialize he ideas o his s uden s. The i s enan was he company Va ian Associa es, whe e Cla a
Jobs wo ked. Acco ding o S. Jobs himsel , he implemen a ion o Te man’s idea did mo e han
any hing else o he de elopmen o he echno-indus y he e.
V. Isaacson, adhe ing o he p inciple o objec i i y, ci es he memo ies o S. Jobs’s iends
and acquain ances (and Jobs abou hem), who d aw a en ion o he in luence o pee s on S e e.
The mos imp essi e hing was mee ing S e e Wozniak: “Woz was he i s pe son in my li e who
knew mo e abou elec onics han I did. I liked him igh away. I looked a li le olde han my age,
and he looked he opposi e, so we we e like pee s.” Tha pa ne ship led hem o ano he , mo e
success ul join ad en u e. Wozniak came o he same conclusion: “I ga e us he oppo uni y o
eel wha we we e capable o wi h my enginee ing skills and his pe spec i e.” Wozniak would be
a quie wiza d who would be happy o sha e his nex b illian in en ion, and Jobs would igu e ou
how o make i as con enien as possible, pack e e y hing nicely, ind buye s and ea n a ew bucks
on i . In addi ion o Wozniak, acco ding o S e e Jobs, his iends inspi ed him o engage in spi i ual
p ac ices and de elop success ul beha io skills. F. Habe , H. Fo d, S. Jobs in luenced he o ma ion
o he wo ld, in which we li e oday.
Acco ding o he en i onmen o he selec ed in o ma ion, we dis inguish suscep ibili y o
ex e nal and in e nal in o ma ion.
In pa icula , o a closed model o he inno a ion p ocess, suscep ibili y o in e nal in o ma ion
is impo an , capable o sol ing all p oblems ela ed o he inno a ion p ocess wi hin he en e p ise,
o ganiza ion, ins i u ion. Fo example, 25 esea ch cen e s belong o Med onic (USA), whe e
45,000 employees p oduce inno a ions [18].
I we ex apola e ce ain p o isions o nano echnology o he indica ed issue (“nano” means
one billion h (10-9) o some hing) and ake in o accoun ha he e a e mo e han eigh billion people
on he globe, we can conclude ha each pe son is a po en ial ca ie o a p oposal ha will change
he wo k being pe o med, he echnological p ocess, e c. o he be e . The combina ion o such
nano-p oposals can cause a cumula i e e ec and lead o signi ican changes. In he con ex o he
heo y o open inno a ion, suscep ibili y o ex e nal in o ma ion, ecei ing aluable p oposals om
pa ne s, end consume s, cons uc i e coope a ion wi h compe i o s becomes impo an . Acco d-
ing o H. Chesb ough, open inno a ions a e “ aluable ideas ha can come om bo h he company
i sel and om ou side and can be p o ided on he ma ke as a esul o bo h he ac ions o he
company i sel and o he s uc u es” [19].

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By he numbe o people in ol ed, we dis inguish indi idual, g oup (inno a ion, p ojec g oup),
collec i e (en e p ise, o ganiza ion, ins i u ion) suscep ibili y o he new.
Sepa a e a en ion is paid o he suscep ibili y o he new o managemen en i ies, which,
acco dingly, makes i possible o dis inguish by hie a chical le el he managemen en i y (head o
he s uc u al componen o he en e p ise, o ganiza ion, ins i u ion; head o he en e p ise, o ga-
niza ion, ins i u ion; go e nmen body o he coun y; egion; indus y) ha exe s one o ano he
in luence on he economic policy o he managemen objec s.
4.3 Thema ic analysis o expe s’ pe cep ions o indi idual componen s o
suscep ibili y o he new, cha ac e is ics o indi iduals suscep ible o
he new, hei le el di e en ia ion
The pu pose o he su ey is o iden i y in o ma ion and pe cep ions o esponden s ega ding
indi idual componen s o suscep ibili y o he new, cha ac e is ics o indi iduals suscep ible o he
new, hei le el di e en ia ion, and o de e mine he mos s able ones o u he in-dep h de el-
opmen . Fi e ques ions we e o med:
1. Read he ex , answe he ques ion:
“Nano” means one billion h (10-9) o some hing. Nano echnologies p edic ha a change a he
le el o indi idual pa icles will lead o a change in he whole ( o example, he quali ies o ma e ials,
subs ances). Gi en he numbe o people li ing on he globe (mo e han eigh billion), each pe son
can con ibu e an idea ha will change any g oup, o ganiza ion, o ins i u ion o he be e .
O he hings being equal, wha ea u e dis inguishes hose who a e able o do his?
The ques ion is aimed a iden i ying he esponden s’ opinions ega ding he componen s o
suscep ibili y o he new. The analysis o he answe s shows ha he esponden s named he
ollowing componen s o suscep ibili y o he new: openness (3 indi iduals), insigh , cu iosi y, ead-
iness ( o example, o communica e), sensi i i y one pe son each. The emaining answe s, al hough
no close o unde s anding suscep ibili y o he new, ne e heless conce ned he condi ions and
ways o de eloping suscep ibili y o he new; pe sonali y ai s ha a e impo an o pu ing o -
wa d an idea and du ing i s implemen a ion; s ages o implemen ing an idea.
The esul s ob ained we e c i ically e alua ed and compa ed wi h p e iously ob ained da a
based on he biog aphical me hod [8], al e na i e explana ions and in e p e a ions we e consid-
e ed. A con en analysis o he de ini ions o suscep ibili y o he new, openness, insigh , cu iosi y,
eadiness, sensi i i y was ca ied ou .
In pa icula , suscep ibili y o he new is de ined as he abili y o a pe son o pe cei e signs o
he new ( u u e) and be guided by he o med idea (consciously o unconsciously) in hei p ac ical
ac i i ies. Suscep ibili y o he new is he deg ee o ela i e ad ance o an indi idual o e o he
membe s o his/he social sys em in he pe cep ion o new ideas, phenomena, disco e ies ha will
de e mine he u u e [6].
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In he con ex o ou s udy, he de ini ion o openness is unde s ood as he abili y o selec
in o ma ion, ideas, impulses o he new (e en unconscious ones). The openness ac o e lec s he
mo i a ion o explo e he wo ld a ound us in a ious ways, he complexi y and lexibili y o p ocess-
ing in o ma ion o di e en ypes [20].
Wi hin he openness ac o , scien is s dis inguish six subscales [21], namely: openness o
aes he ics; openness o ac i i y; openness o an asy; openness o eelings; openness o ideas;
openness o alues. In ou opinion, hese can be di ec ions o in o ma ion selec ion wi hin he
amewo k o suscep ibili y o he new. In pa icula , his is con i med by he esul s o he au ho ’s
scien i ic esea ch using he biog aphical me hod in he s udy o suscep ibili y o he new [8].
Insigh is in e p e ed h ough he abili y o a pe son o no ice, unde s and and p edic he de-
elopmen o e en s, si ua ions, p ocesses and phenomena in eal li e condi ions. In u n, he abili y
o no ice means o eel, pe cei e, pay a en ion, see he insigni ican , any i le, hidden. On he one
hand, insigh is associa ed wi h o esigh , in ui ion, compe ence and li e wisdom, on he o he hand,
he e is also childish insigh – he acquisi ion o a pu e soul and mind, an impa ial a i ude owa ds
some hing and he abili y o conside a p oblem om di e en poin s o iew.
Cu iosi y, in e es – is a quali y, associa ed wi h inquisi i e hinking, such as esea ch and
lea ning, mo i a ed by a desi e o ob ain in o ma ion [22], which comes om a passion o hi s
o knowledge, in o ma ion and unde s anding.
The de ini ion o eadiness o accep change is used along wi h he concep s o men al lexibili y
and neu oplas ici y, meaning eedom o hough om biased assump ions and s e eo yped ways o
sol ing, he abili y o ind new solu ions when changing he en i onmen and ask condi ions. Readi-
ness o accep change (men al lexibili y, neu oplas ici y) can ela e o cogni i e skills, memo y,
hinking, muscle memo y, associa ed wi h mo o skills.
Sensi i i y – one o he main unc ions o he ne ous sys em, which consis s in he abili y o
he body o pe cei e wi h ecep o s and be awa e o i i a ion om he en i onmen and in e nal
o gans. Tha is, he concep o sensi i i y is a componen o he b oade concep o ecep ion,
which, in addi ion o conscious in o ma ion, also includes in o ma ion om he au onomic ne ous
sys em. Each ype o sensi i i y is esponsible o a sepa a e analyze , which consis s o ecep-
o s, pa hways and he co esponding a ea o he ce eb al co ex. Ex e nal analyze s (ex e ocep-
i e) include: isual analyze , audi o y analyze , ol ac o y analyze , as e analyze , ac ile analyze ;
in e nal (in e ocep i e): mo o analyze . The abo e de ini ions o he ca ego ies o suscep ibili y o
new hings, openness, insigh , cu iosi y, eadiness, sensi i i y allow us o conclude ha sensi i i y
canno be a cha ac e is ic o suscep ibili y o new hings. I is likely ha sensi i i y is he biological
basis o openness, insigh , cu iosi y, eadiness.
2. Read he ex , answe he ques ions:
Huawei (China) esea ch cen e s a e loca ed in Russia, China, India, he USA, F ance, Ge many
and o he coun ies. Huawei has mo e han 65,000 employees, engaged in inno a ion, esea ch
and de elopmen . They a e in ol ed in di e en coun ies, in di e en ac o ies and labo a o ies.
Wha ai can be conside ed cha ac e is ic o all hese people?
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The second o he i e ques ions (acco ding o he indica ed opic) is aimed a e ealing he
esponden s’ opinion ega ding he ai s o a pe son suscep ible o new hings?
We g ouped he esponden s’ answe s by simila i y and complemen a i y:
– sel -wo h, mo i a ion, esponsibili y;
– empa hy, esilience, en husiasm, cou age o mind, abili y o gene a e c ea i e ideas, lexibil-
i y in sol ing p oblems;
– educa ion (i s le el, e sa ili y o knowledge, openness o mas e ing di e en knowledge,
using i o de elop one’s own ideas);
– no belie ing in limi a ions, looking o answe s;
– he abili y o global coope a ion (cul u al adap abili y; abili y o adap and wo k e ec i ely in
di e se cul u al en i onmen s; e ec i e communica ion; abili y o wo k oge he in geog aphically
dis ibu ed eams).
The me hods o heo e ical gene aliza ion, he su ey me hod, and he biog aphical me hod
we e used as complemen a y me hods.
In pa icula , based on heo e ical gene aliza ions (wo ks by N. Taleb, V. Peka , I. P igozhin,
H. Hacken, e c.), he au ho iden i ied he ollowing ea u es o a pe sonali y suscep ible o he new:
– an ac i e a i ude owa ds he u u e, in ol ing he “ u u e ac o ”;
– a c i ical a i ude owa ds he pas , which “ akes” wi h i e e y hing ha con ibu es o
o e coming he c isis and u he de elopmen ;
– lexibili y and mobili y, willingness o ake isks;
– he abili y o sel -o ganize;
– he abili y o change in esponse o ex e nal challenges [6].
The iden i ied g oups o cha ac e is ics we e con i med o some ex en by examples o bi-
og aphical in o ma ion abou S. Jobs (acco ding o V. Isaacson “S e e Jobs. Biog aphy o he
ounde o Apple”) and H. Fo d (acco ding o H. Fo d “My li e, my achie emen s”).
In pa icula , he esponden s’ opinions on he impo ance o sel -wo h, mo i a ion, and e-
sponsibili y (no only owa ds colleagues, bu also owa ds u u e gene a ions) a e illus a ed by
he ollowing examples. “S e e’s mos impo an goal was ... o c ea e a company ha would be
so sa u a ed wi h inno a i e c ea i i y ha i would ou li e i s ounde .” Acco ding o H. Fo d, he
goal o business is o ans o m he wo ld in o a sou ce o joy. Ano he impo an goal, e en he
du y o e e y pe son, is o ake ca e o he well-being o he coun y.
Con i ma ion o he impo ance o he ollowing g oup o dis inguished cha ac e is ics o people
suscep ible o he new (empa hy, esilience, en husiasm, cou age o mind, abili y o gene a e c e-
a i e ideas, lexibili y in sol ing p oblems) is ound in nume ous es imonies o S. Jobs’s employees.
Fo example, Debbie Coleman ecalls ha S e e Jobs always s ood up o wha he belie ed in and
espec ed colleagues who held such a posi ion.
Acco ding o H. Fo d, he e is no such idea ha would be good only because i is old, o bad
because i is new. Ideas hemsel es a e aluable, bu each o hem, in he end, is jus an idea. I is
impo an o be able o implemen i p ac ically.
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One o he g oups o ai s cha ac e is ic o people who a e suscep ible o he new includes
educa ion (high le el o educa ion/ aining; di e en ( e sa ile) knowledge; openness o lea ning
knowledge, ob ained in o he coun ies, and using i o de elop hei own ideas). The analysis o
he biog aphy o S. Jobs shows ha he s udied a a highe educa ion ins i u ion o wo yea s
and hen s opped s udying. Ins ead, he gained knowledge non- o mally and in o mally. He a ended
indi idual cou ses ha in e es ed him as a ee isi o ( o example, he s udied on s), isi ed a
club o like-minded people, communica ed wi h people wi h common in e es s ( o example, wi h
S e e Wozniak, e c.). The biog aphy no es ha S e e Jobs was a hippie-an i-ma e ialis ; he was an
adhe en o Zen philosophy and made a pilg image o India, and la e decided ha his calling was o
c ea e a business. Howe e , hese con adic o y concep s we e in e wined a he han c ea ing
an in e nal con lic . S e e himsel ecalled: As a child, I conside ed mysel a humani a ian, bu I liked
wo king wi h elec onics. Then I ead ha one o my he oes, Edwin Land om Pola oid, spoke abou
he impo ance o people who could s and wi h one oo in he humani ies and he o he in he exac
sciences. So I decided ha his is wha I wan ed o do.
As S. Jobs’ biog aphy shows, he did no ecei e highe specialized educa ion ( o example, in
he ield o compu e science and modeling o pe sonal compu e s). Ins ead, his suscep ibili y o
he new (in pa icula , in he ield o elec onics) ound i s con i ma ion in he ci cle o hose like
him; he de elopmen o knowledge, skills and abili ies occu ed h ough “mu ual in ec ion”. S. Jobs
is cha ac e ized by ob aining impo an skills and abili ies o him (leade ship, he abili y o p es-
en onesel , in luence people, en ep eneu ship, e c.) by imi a ing people, known o him ( a he ,
iends, e c.). La e , he a ac ed he bes , in his opinion, enginee s, designe s, ma ke e s, e c.
o his wo k.
The conclusion o V. Isaacson (au ho o biog aphies o S. Jobs, B. F anklin and A. Eins ein)
who was pa icula ly in e es ed in he c ea i i y ha a ises when inclina ions o he humani ies
and exac sciences a e combined in one s ong pe sonali y is wo h a en ion. He belie ed ha his
( he combina ion o inclina ions o he humani ies and exac sciences) would be he key o c ea ing
an inno a i e economy in he wen y- i s cen u y.
In sea ch o answe s o ques ions ela ed o he unc ionali y and appea ance o u u e pe -
sonal compu e s, S. Jobs, oge he wi h his colleagues, isi ed a ious exhibi ions ( o example, he
Louis Ti any glass exhibi ion a he Me opoli an Museum o A in Manha an), con e ences ( o
example, he in e na ional design con e ence in Aspen in 1981), which we e sou ces o inspi a ion.
In ou opinion, i is in e es ing o single ou such a ea u e as “no belie ing in limi a ions,
looking o answe s”.
S e e Jobs’ in e es in Eas e n spi i uali y, Hinduism, Zen Buddhism and his sea ch o en-
ligh enmen led him o belie e ha he ue unde s anding o hings is in ui i e. He inspi ed o he s
wi h his own in ui i e ision o hings (desi ed cha ac e is ics o u u e PCs), hus achie ing he
impossible. A kinson (one o S. Jobs’ colleagues) said, “I belie ed in he powe o nai e y. Since
I didn’ know exac ly how o do i , I was able o do i . I was like sel -p og amming,” said Debbie
Coleman. “You do he impossible because you don’ ealize i ’s impossible.”
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In con as o S. Jobs, H. Fo d used logical conclusions and p inciples in his wo k. One o he
p inciples was: “Do no be a aid o he u u e and do no bow o he pas … Failu es a e only an
excuse o s a all o e again and ac mo e wisely. The pas is use ul only when i shows us he
ways and means o de elopmen .”
The esponden s iden i ied such an impo an cha ac e is ic o in e na ional eams ( o exam-
ple, Huawei (China)) as he abili y o global coope a ion (cul u al adap abili y, he abili y o adap
and wo k e ec i ely in a ious cul u al en i onmen s; e ec i e communica ion; he abili y o wo k
oge he in geog aphically dis ibu ed eams). This ea u e is also becoming impo an o Uk ainians.
3. Read he ex , answe he ques ion:
In ma ke ing, he ollowing g oups o cus ome s a e dis inguished by hei suscep ibili y o
new ypes o goods and se ices: inno a o s – isk-a e se, hey y ou new p oduc s, aking a
li le isk; ea ly ollowe s – opinion leade s in hei en i onmen , hey accep new ideas qui e ea ly,
al hough wi h cau ion; ea ly majo i y – people a e cau ious, hey accep inno a ions ea lie han he
a e age pe son, bu hey a e a ely leade s; la e majo i y – people who a e skep ical: hey accep
a no el y only a e he majo i y has al eady ied i ; lagga ds – people, bound by adi ions, hey
a e suspicious o changes, communica e wi h o he suppo e s o adi ions and accep a no el y
only because i has al eady become a adi ion o some ex en .
Wha o he cha ac e is ics can dis inguish suscep ibili y o he new?
The hi d o i e ques ions (acco ding o he indica ed opic) is aimed a iden i ying he
esponden s’ opinions ega ding he signs o le el di e en ia ion o people suscep ible o he new?
The mos ob ious ac o s o di e en ia ion o people suscep ible o he new (which was con-
i med by he esul s o he analysis o he esponses o he su ey pa icipan s) a e he ollowing:
age, educa ional le el, inancial capaci y, social g oup, eligious and spi i ual belie s. Since he di -
e en ia ion o socie y (in sociology – s a i ica ion, in ma ke ing – segmen a ion) occu s acco ding
o he indica ed ac o s, i is logical o p edic a simila di e en ia ion among people suscep ible
o he new. Along wi h he ob iousness, each o he abo e ac o s equi es a sepa a e s udy e-
ga ding in e nal di e en ia ion, con i ma ion by examples, e c. And, hus, is a p ospec o u he
scien i ic explo a ions.
While s udying he biog aphies o p ominen pe sonali ies whose suscep ibili y o he new is
beyond doub , I no iced ways o accumula ing ex e nal/in e nal sensa ions, impulses, in o ma ion
and ans e ing hem in o an ac i e (consciously o unconsciously) s a e (“me hod o eleasing
c ea i e ene gy”, “con inuous concen a ion”, “in ui ion, sea ch o inspi a ion and examples”,
“sys emic imp o emen ”).
Rahul Jandial, a amous neu osu geon, au ho o he book “Neu o i ness. Recommenda ions o
a neu osu geon o imp o ing b ain unc ion”, desc ibes his “me hod o eleasing c ea i e ene gy”
as ollows. My me hod o gene a ing ideas g ew ou o an old habi o su gical planning. I he nex
day I ha e a pa icula ly di icul ope a ion, in he e ening I me iculously s udy he pa ien ’s b ain
scans and he umo ha has se led in hem, and when I all asleep, I sc oll h ough all his again
in my head, men ally o a e he neoplasm in all p ojec ions, isualize he dange ous zones adjacen

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o i . In he mo ning, I de ini ely ake a ew minu es o look a he scans, cla i y he shape and
posi ion o he umo con ou s.
In he cou se o and o de elop his app oach, I ead a icles wo e enings a week be o e going
o bed ha a e di ec ly o indi ec ly ela ed o he expe imen I am wo king on. Thus, sc olling
h ough he da a and conclusions, ob ained by o he s, in my head, while my b ain con inues o
sea ch o answe s o i s own scien i ic and p ac ical ques ions, I disco e new connec ions be-
ween wha has al eady been es ablished and he in e es ing, and some imes oo bold, conclusions
ha we ha e eached in he labo a o y.
Inciden ally, such men al wande ings in he bo de land be ween sleep and wake ulness ha e
p o en ui ul. I is qui e possible ha a he momen o alling asleep (in neu obiology his in e me-
dia e s a e is called hypnagogic) and du ing he slow ansi ion back o wake ulness (hypnopompic
s a e) po als o he subconscious open o a momen in ou consciousness o sna ch a c ea i e
insigh [23].
Bill Ga es (co- ounde o Mic oso , who played a decisi e ole in he popula iza ion o compu -
e s and he In e ne ), has epea edly emphasized h oughou his ca ee ha he habi o eading
and sel -isola ion became he d i ing o ce behind his achie emen s. B. Ga es called his me hod
“con inuous concen a ion”. In he 1990s, he spen e e y yea “Week o Re lec ion” – he secluded
himsel in an isola ed hu in he dese wi h a pile o books and echnical documen a ion. Du ing his
ime, he did no check his e-mail and ocused on eading, hinking and w i ing down he ideas ha
a ose. Acco ding o Ga es, i was hese pe iods o deep concen a ion ha allowed him o c ea e
la ge-scale ideas, including he de elopmen o he In e ne Explo e b owse [24].
S e e Jobs’ in e es in Eas e n spi i uali y, Hinduism, Zen Buddhism and his sea ch o en-
ligh enmen led him o belie e ha he ue unde s anding o hings is in ui i e. “In ui ion is a
e y powe ul hing, i is, in my opinion, s onge han in elligence. Unde s anding his had a g ea
in luence on my app oach o wo k,” S. Jobs es i ied. He inspi ed o he s wi h his own in ui i e
ision o hings (desi ed cha ac e is ics o u u e PCs), hus achie ing he impossible. I was like
sel -p og amming, – ecalled Debbie Coleman – You do he impossible because you do no ealize
ha i is impossible [17].
H. Fo d’s me hod is called “sys emic imp o emen ”. This is how H. Fo d desc ibes his me hod
in he book “My Li e, My Achie emen s”.
We mus s a om he p oduc i sel . Fi s , you need o unde s and whe he i is eally as
good as i should be, ha is, whe he he p oduc ully mee s i s pu pose. Then – whe he he bes
ma e ials o he mos expensi e a e used o i s p oduc ion. Can i s design be simpli ied and i s
weigh educed? And hus b ing he p oduc o pe ec ion. P oduc ion mus s a om he p oduc
i sel – echnology, managemen , sales and inancing a e adap ed o i . This is how he company
hones i s capabili ies and ul ima ely wins o e ime. Fo ced elease o a p oduc wi hou p ope
con idence in i is he hidden cause o many, many disas e s.
I ook wel e yea s be o e he Model T, which is popula oday, began o sui me in e e y way.
Un il we had inally comple ed i s de elopmen , we did no e en y o s a i s p oduc ion. Bu la e
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his model did no unde go any signi ican changes. I do no miss a single good idea, bu I y no o
decide igh away whe he i is good o no . I he idea is eally wo h i o opens up new possibil-
i ies, I am o es ing i . Bu om es ing o change is a long way. When mos manu ac u e s a e
willing o change he p oduc , we change he p oduc ion me hods [16].
As o le el di e en ia ion, he mos common in pedagogical esea ch is a h ee-le el one,
acco ding o he le el o quali y (low le el, medium le el, high le el).
In ma ke ing, a i e-le el di e en ia ion o cus ome s is used acco ding o hei suscep ibili y o
new ypes o goods and se ices: inno a o s; ea ly ollowe s; ea ly majo i y; la e majo i y; lagga ds.
By he numbe o people who we e co e ed by he p oposed inno a ion: om pe sonal, unique,
un epea able, ( o example, a is ic pe o mance o dance, pain ing, e c.) o mass applica ion ( o
example, a pe sonal compu e ).
By he le el o ecogni ion: geniuses o he i s kind a e hose who a e ecognized du ing li e;
geniuses o he second kind a e hose who a e ecognized a e dea h; geniuses o he hi d kind
a e hose who can be ecognized in a mo e o less dis an u u e.
The use o heo e ical gene aliza ion, su ey and biog aphical me hods as complemen a y
me hods has en iched he au ho ’s idea o he di e en ia ion o indi iduals suscep ible o he new.
We conside esea ch on he in e nal di e en ia ion o each ac o , he de elopmen o diagnos ic
ools, o be p omising.
4. Read he ex , answe he ques ions:
A. Fleming disco e ed penicillin (which sa ed and s ill sa es he li es and heal h o a la ge
numbe o people); V. Roen gen disco e ed X- ays o X-Rays; I. Duncan is known o his inno-
a i e “ ee” dance, which is based on own sensa ions, caused by music; F. Habe is known o
his con ibu ion o he syn hesis o ammonia, necessa y o he p oduc ion o e ilize s and ex-
plosi es; Hen y Fo d in en ed he “sel -p opelled ca ” and hen endlessly imp o ed i (au ho o
161 US pa en s), de eloped a p oduc ion line (con eyo ), and, inally, es ablished he p oduc ion
o a “ca o e e yone”.
Wha is he di e ence in he suscep ibili y o he new o he people, men ioned in
he ex ?
In he ou h o i e ques ions (acco ding o he indica ed opic), he answe s o he ques-
ion a e analyzed: Wha is he di e ence in he suscep ibili y o he new o A. Fleming, V. Roen gen,
I. Duncan, F. Habe , H. Fo d? The su ey answe ed ha he suscep ibili y o he new o he speci-
ied pe sons di e s in he a eas o hei ac i i y, s a ing oppo uni ies, he en i onmen , in which
he esea che was aised and li ed; mo i a ion o achie emen s.
Using he me hod o heo e ical gene aliza ion, he au ho singled ou classi ica ion ea u es,
by which suscep ibili y o he new can be dis inguished. I is di icul o calcula e he numbe
o possible combina ions o he iden i ied ea u es. The au ho is awa e o he possibili y o he
mani es a ion o new, p e iously unde ec ed classi ica ion ea u es and he p esence o such clas-
si ica ion ea u es ha a e no cu en ly ecognized. The au ho assumes he p esence o pe sonal
uniqueness (up o absolu e).
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5. Gi e examples o hose who a e suscep ible o he new ha you know.
The las ques ion (acco ding o he indica ed opic) asked o gi e known examples o hose
who a e suscep ible o he new. The answe s indica ed: he use o new elec onic gadge s, house-
hold appliances, echnologies; p oblems ha equi e sol ing and p omo ing p og essi e social and
poli ical changes; signs o suscep ibili y o new hings (changing jobs, coun ies o esidence,
endency o a el); names o speci ic B azilian igu es, such as Elke Ma a illa, Helena Cama go,
Sil io San os, Pele, Ta cila do Ama al, Nise da Sil ei a.
Conclusions
Thus, he sequence and phasing o he s udy o suscep ibili y o he new a e e ealed: he
applica ion o he heo e ical gene aliza ion me hod (2022–2023, i s s age), he biog aphical
me hod (2023–2024, second s age), he su ey me hod (2024–2025, hi d s age). The au ho ’s
expe ience in applying he po en ial o an in e disciplina y app oach and combining a ious me hods
in he s udy o suscep ibili y o he new ( heo e ical gene aliza ion me hod, biog aphical me hod
and su ey me hod) is summa ized. The use o he biog aphical me hod has p o en i s alidi y and
pe suasi eness in he s udy o such a deep p ocess as suscep ibili y o he new, in pa icula , o
gene alizing in o ma ion ega ding he iden i ica ion o di e en ypes o suscep ibili y o he new
acco ding o p e iously iden i ied classi ica ion ea u es.
In pa icula , he beha io al cha ac e is ics o in olun a y (unin en ional) suscep ibili y o he
new on he example o A. Fleming (based on he book by A. Mau ois “The Li e o Alexande Fleming”)
could seem eckless, i olous and, in he absence o ad ance planning, such as indica e comple e
indi e ence o e e y hing.
The beha io o V. Roen gen (based on K. Benek, “William Con ad Roen gen”) is an example
o a bi a y, pu pose ul suscep ibili y o he new. V. Roen gen was in e es ed in he p oblem o a
long ime, ollowed he cu en scien i ic sea ches o o he esea che s wi h g ea in e es . Du ing
his own esea ch, he demons a ed a high deg ee o pu pose ul concen a ion, posed new and new
ques ions o himsel , de e mining he pe spec i e.
Biog aphical in o ma ion abou I. Duncan (acco ding o I. Duncan, “My Li e”) illus a es he
suscep ibili y o he new, he basis o which is a mix o isual, audi o y and muscula sensi i i y.
The o ma ion o he o iginal manne o I. Duncan’s pe o ming s yle, he “new” cho eog aphy, was
in luenced by he pe cep ion o he hy hm o ocean wa es, he immediacy, he inspi a ion o he
dance, which was an exp ession o eedom.
Cogni i e-emo ional p ocesses, in ou opinion, s imula ed he mani es a ion o F. Habe ’s sus-
cep ibili y o he new (acco ding o D. S olzenbe g “F i z Habe : chemis , Nobel P ize winne ,
Ge man, Jew: biog aphy”). In pa icula , he example o signi ican indi iduals, wo ld iew belie s
(se ice o he Fa he land, Ge many) s imula ed he mani es a ion and o ma ion o suscep ibili y
o he new in e e yday li e and in p o essional ac i i ies.
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H. Fo d’s suscep ibili y o he new (acco ding o H. Fo d “My Li e, My Achie emen s”) was
s imula ed by a passion o in en ion, which was aimed a o ming a new expe ience o a m wo k
( o build a ligh ca wi h a s eam engine ha could eplace ho ses as a ac o o ex emely hea y
plowing) and li e.
S. Jobs’s suscep ibili y o he new (acco ding o V. Isaacson “S e e Jobs. Biog aphy o he
ounde o Apple”) was in he na u e o o ecas ing, an icipa ing a new p ac ical expe ience (mas-
si e use o pe sonal elec onic de ices). The cha ac e is ic ea u es o he design o u u e elec-
onic gadge s o Apple we e o med on he basis o ans e ing S. Jobs’ imp essions, ecei ed in
his a he ’s au o epai shop and om his admi a ion o Eichle ’s houses (i is simple and unc ional
o use).
The esponden s’ answe s o he i e ques ions, which we e o med in acco dance wi h he
au ho ’s concep o suscep ibili y o he new, we e analyzed. The ques ionnai e o he su ey was
combined wi h a o malized in e iew.
A e analyzing he da a, he esul s ob ained we e in e p e ed in he con ex o he esea ch
p oblem. In pa icula , he ollowing componen s o suscep ibili y o he new we e iden i ied: open-
ness, insigh , cu iosi y, eadiness ( o example, o communica ion), sensi i i y. A con en analysis
o he de ini ions o suscep ibili y o he new, openness, insigh , cu iosi y, eadiness, sensi i i y
was ca ied ou .
The ollowing ea u es o indi iduals suscep ible o he new we e iden i ied. The esponden s’
answe s we e g ouped by simila i y and complemen a i y:
– sel -wo h, mo i a ion, esponsibili y;
– empa hy, esilience, en husiasm, cou age o mind, abili y o gene a e c ea i e ideas, lexibil-
i y in sol ing p oblems;
– educa ion (i s le el, e sa ili y o knowledge, openness o he acquisi ion o di e en knowl-
edge, i s use o he de elopmen o one’s own ideas);
– no o belie e in limi a ions, o look o answe s;
– he abili y o global coope a ion (cul u al adap abili y; abili y o adap and wo k e ec i ely in
a ious cul u al en i onmen s; e ec i e communica ion; abili y o wo k oge he in geog aphically
dis ibu ed eams). The ob ained esul s we e c i ically e alua ed. The biog aphical me hod was
used as a complemen a y one.
The su ey esul s en iched he au ho ’s idea ega ding he di e en ia ion o indi iduals sus-
cep ible o he new. While s udying he biog aphies o ou s anding pe sonali ies, whose suscep ibil-
i y o he new is beyond doub , a en ion was d awn o he ways o accumula ing ex e nal/in e nal
sensa ions, impulses, in o ma ion and ans e ing hem o an ac i e (consciously o unconsciously)
s a e (“me hod o eleasing c ea i e ene gy”, “con inuous concen a ion”, “in ui ion, sea ch o
inspi a ion and examples”, “sys emic imp o emen ”).
Using he me hod o heo e ical gene aliza ion, he au ho has iden i ied classi ica ion ea u es,
by which suscep ibili y o he new can be dis inguished. I is di icul o calcula e he numbe
o possible combina ions o he iden i ied ea u es. The au ho is awa e o he possibili y o he
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In addi ion, issues o digi al equi y a e c i ically impo an . S udies conduc ed wi hin ou p ojec
con i m ha no all lea ne s ha e equal access o mode n digi al ools and high-speed in e ne ,
pa icula ly unde wa condi ions o in socioeconomically disad an aged egions.
Leading o ganiza ions such as UNESCO, IEEE, and he Eu opean Commission – ecommend
adhe ing o he ollowing p inciples in AI in eg a ion:
– anspa ency (AI sys ems should be in e p e able o use s);
– ai ness (a oiding disc imina ion o exclusion);
– accoun abili y (clea assignmen o esponsibili y o AI ac ions);
– secu i y (p o ec ion o educa ional da a);
– human-cen e edness (AI should se e as a suppo ool, no a con ol mechanism) [7, 8].
5.1.4 Theo y o socially gene a i e sys ems
A no el di ec ion in AI and educa ion esea ch is he concep o socially gene a i e sys ems,
which iews AI no as a s a ic ool bu as a co-pa icipan in he social lea ning p ocess.
M. Sha ples p oposes in e p e ing gene a i e models (such as Cha GPT, Claude AI, and Copilo )
as communica ion pa icipan s capable o suppo ing, ans o ming, o e en simula ing pedagogical
in e ac ions. Lea ning, in his con ex , becomes a iadic p ocess: eache – s uden – Ai [9].
Social gene a i i y is e lec ed in:
– AI pa icipa ion in dialogues, whe e i no only answe s bu also asks cla i ying ques ions
o p o ides coun e a gumen s;
– co-cons uc ion o knowledge, whe e s uden s “discuss” ideas wi h AI, e ine a gumen s,
and ain logical hinking;
– shaping lea ning beha io h ough AI-gene a ed ecommenda ions ha in luence ime plan-
ning o lea ning s a egies.
This heo y helps explain why pe cei ed bene i s o AI among eache s and s uden s a e in e -
ela ed. In ou esea ch, a ne wo k s uc u e o pe cei ed bene i s was iden i ied, whe e e ec s
such as pe sonaliza ion, mo i a ion, and inno a ion a e in e connec ed. This is a mani es a ion o
social gene a i i y.
Thus, ea ing AI as a social agen allows us o expand adi ional educa ional models and
align hem wi h 21s -cen u y lea ning concep s – co-c ea ion, pa ne ship, and mul idi ec ional
in e ac ion [10, 11].
5.1.5 Digi aliza ion as a d i e o p o essional compe ence de elopmen
Digi al ans o ma ion a ec s no only educa ional ools bu also he s uc u e o p o essional
compe encies o med in s uden s o echnical disciplines. The ocus is shi ing om adi ional

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knowledge and skills o in eg a ed digi al abili ies, he capaci y o adap o eme ging echnologies,
and he abili y o collabo a e e ec i ely wi hin digi al en i onmen s.
A ecen amewo k o oca ional and echnical educa ion a gues ha de eloping digi al com-
pe encies e ec i ely equi es a whole-ins i u ion app oach – engaging ins i u ional leade s, each-
e s, and lea ne s oge he in co-c ea ing he digi al lea ning en i onmen .
Sys ema ic e iews in highe educa ion poin ou ha digi al ans o ma ion demands no
only echnical luency bu also pedagogical skillse s: c i ical media li e acy, e hical awa eness, and
me hodological inno a ion a e highligh ed as essen ial capabili ies o bo h s uden s and educa o s.
A s udy on g adua es’ employabili y e eals signi ican skills gaps: employe s inc easingly e-
qui e da a li e acy, online esea ch compe ence, digi al communica ion, and basic cybe secu i y.
Acco ding o esea ch conduc ed wi hin ou p ojec (Sec ion 5.3), bo h s uden s and ins uc-
o s acknowledge ha he use o AI se ices con ibu es signi ican ly o he de elopmen o key
p o essional compe encies (Fig.5.1), including:
– analy ical hinking, de eloped h ough wo king wi h la ge da ase s, que ying AI, and in e -
p e ing esul s;
– digi al li e acy, enhanced h ough hands-on in e ac ion wi h mode n ools such as Gi Hub
Copilo , No ion AI, and simila pla o ms [6, 11];
– adap abili y and lexibili y, os e ed by na iga ing he unp edic abili y o gene a i e AI e-
sponses;
– p ojec -o ien ed hinking, suppo ed by new o ma s such as lea ning case s udies, hack-
a hons, and collabo a i e wo k en i onmen s [12, 13].
 Fig. 5.1 S uc u e o he ela ionship be ween digi al skills and componen s o p o essional
compe ence
P o essional
compe ency
Digi al
li e acy
Adap abili y o
echnological
change
Technical
knowledge
C i ical
hinking
C ea i i yTeamwo k
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In he con ex o echnical and oca ional educa ion, hese compe encies a e especially impo -
an . Fu u e p o essionals a e expec ed no only o ope a e AI ools, bu also o unde s and hei
a chi ec u e, e hical limi a ions, and p ac ical ele ance o hei ield o expe ise [14, 15].
5.1.6 The li elong lea ning pa adigm in he digi al socie y
In he 21s cen u y, he concep o li elong lea ning has e ol ed om an abs ac ideal in o
a p ac ical necessi y. The apid ad ancemen o digi al echnologies, pa icula ly a i icial in elli-
gence, is eshaping he labo ma ke , al e ing he quali ica ions expec ed om p o essionals, and
sho ening he li e cycle o knowledge. In his con ex , highe educa ion ins i u ions a e no longe
limi ed o deli e ing ounda ional knowledge bu a e inc easingly esponsible o de eloping skills in
sel -di ec ed lea ning, e-skilling, and c i ical adap a ion (Fig.5.2).
 Fig. 5.2 C oss-s uc u e o o mal, non- o mal, and in o mal lea ning in he digi al socie y
Fo mal
lea ning
Non- o mal
lea ning
In o mal
lea ning
• Lec u es
• P ac icals
• Labo a o ies
• Webina s
• Open online
cou ses
S uden as
an a chi ec o
hei own educa ional
ajec o y
AI
Pe sonaliza ion
New expec a ions o g adua es o echnical uni e si ies include:
– he abili y o quickly upda e p o essional knowledge;
– eadiness o mas e new digi al ools independen ly, wi hou ex e nal assis ance;
– sel -assessmen skills o acking one’s educa ional p og ess;
– in insic mo i a ion o con inuous lea ning, especially in online en i onmen s [16, 17].
A i icial in elligence plays a key ole in suppo ing li elong lea ning h ough:
– adap i e lea ning sys ems, which adjus con en and pace based on lea ne pe o mance;
– pe sonalized lea ning pa hways, aligned wi h lea ne goals and cu en compe encies;
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– AI-based assis an s ha p o ide sugges ions, gene a e explana ions, o adminis e diagnos-
ic es s (e.g., Copilo , ecommende sys ems used by pla o ms like Cou se a);
– knowledge e i ica ion ools based on in elligen es ing algo i hms [18].
This shi equi es a e hinking o bo h educa ional con en and me hodologies. Educa o s a e
now expec ed o cul i a e lea ning- o-lea n s a egies, enabling s uden s o unc ion e ec i ely in
dynamic, digi al knowledge en i onmen s.
5.1.7 T ans o ma ion o he educa ional en i onmen in he con ex o
digi al ansi ion
As digi al echnologies con inue o expand, he educa ional en i onmen o echnical uni e si-
ies is ans o ming in o a mul i-dimensional ecosys em ha combines physical, i ual, blended,
and simula ed lea ning spaces. Wi hin his e ol ing con ex , a i icial in elligence unc ions as a
modula o o educa ional lows, enabling he cus omiza ion o lea ning p ocesses o mee he indi-
idual needs o each pa icipan .
Key cha ac e is ics o he mode n educa ional en i onmen include:
– hyb id lea ning o ma s, combining o line ins uc ion, online lea ning, asynch onous modules,
and simula ion-based expe iences;
– digi al mobili y, whe e s uden s access con en ia mobile apps, cloud pla o ms, and i ual
labo a o ies;
– in eg a ion o in elligen sys ems, such as AI-powe ed scheduling ools, p og ess acking
dashboa ds, and pe sonalized ecommenda ion engines;
– con inuous eedback loops, suppo ed by lea ning managemen sys ems (LMS), cha bo s,
and educa ional analy ics pla o ms [4, 5].
Examples o in eg a ed solu ions:
– Moodle wi h AI modules – o pa icipa ion analy ics and au oma ic gene a ion o pe sonal-
ized assignmen s;
– MS Teams wi h Copilo – assis ing ins uc o s in c ea ing quizzes, answe ing s uden ques-
ions, and managing cou se ma e ials;
– Open edX wi h adap i e pa hways – deli e ing di e en ia ed ins uc ion based on lea ne
pe o mance and p e e ences.
This ans o ma ion ede ines he educa ional space om a s a ic loca ion in o a dy-namic
lea ning ecosys em, esponsi e o changes in lea ne beha io and echnological ad an-cemen s.
The Fig. 5.3 illus a es how co e elemen s o he digi al en i onmen – adminis a i e pla -
o ms, lea ning pla o ms, cloud se ices, simula o s, and AI modules – in e ac h ough a cen al
educa ional analy ics hub.
This hub collec s da a on use ac i i y, pe o mance, and lea ning dynamics o gene a e indi-
idualized educa ional scena ios.
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 Fig. 5.3 Digi al lea ning en i onmen o a echnical uni e si y: componen s, in e ac ions, and unc ions
ACTIVITY
AI moduls
Adminis a i a e
pla o m
Educa ional and
lea ning pla o ms
Cloud
se ices
LEARNING
ANALYTICS
RESULTS
RECOMMENDATIONS
Digi al Lea ning En i onmen in HEI:
Componen s, In e ac ion, Func ions
INDIVIDUALIZED
LEARNING
SCENARIOS
PROGRESS
DYNAMICS
5.1.8 Adap ing he egula o y amewo k o AI in eg a ion in educa ion
The g owing in eg a ion o a i icial in elligence in o educa ional p ocesses equi es no only
echnical mode niza ion bu also he upda ing o egula o y amewo ks go e ning he ope a ion o
echnical highe educa ion ins i u ions. A bo h na ional and ins i u ional le els, he lack o clea ly
de ined policies ega ding he use o gene a i e AI, s uden da a analysis, and au oma ed assess-
men sys ems c ea es legal unce ain y and aises conce ns o e academic in eg i y.
The model (Fig. 5.4) ou lines egula o y alignmen a h ee in e connec ed le els: na ional policy
(mac o), ins i u ional go e nance (meso), and class oom p ac ices (mic o). I e lec s how op-down
and bo om-up egula o y dynamics shape e hical, anspa en , and e ec i e use o AI in educa ion.
Key a eas o egula o y adap a ion include:
– ins i u ional AI policies: o malizing guidelines o he pe mi ed use o AI ools in s uden
p ojec s, heses, labo a o y epo s, and o he academic wo k;
– e ised assessmen p ocedu es: inco po a ing open o ma s, elemen s o o al e i ica ion,
and hyb id assessmen models o ensu e au hen ici y o lea ning ou comes;
– e hical code o AI usage: equi ing p ope a ibu ion o AI-assis ed con en (simila o
academic ci a ions), and p ohibi ing he use o AI o chea ing, manipula ion, o da a ab ica ion.
S uden da a p o ec ion: aligning ins i u ional p ac ices wi h GDPR p inciples, e en o in e nal
da a pla o ms used o educa ional analy ics [19, 20].
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 Fig. 5.4 Th ee- ie model o egula o y adap a ion o AI in eg a ion in o educa ional p ocesses
Global le el
Na ionalional le el
Ins i u ioninal le el
• Recommenda ions UNESCO
• Recommenda ions
Eu opean Commission
• Highe educa ion s anda s
• Minis y documen s
• In e nal egula ions
• Ins uc ions
• E hics
• Codes o e hics
Upda ing egula o y ins umen s is essen ial o ensu ing e hical, anspa en , and esponsible in-
eg a ion o AI in highe educa ion and main aining us among s uden s, educa o s, and ins i u ions.
5.1.9 De eloping a digi al eaching cul u e in he age o a i icial in elligence
The digi al ans o ma ion o educa ion is apidly eshaping he ole o educa o s. In he age
o a i icial in elligence (AI), eache s a e no longe he sole p o ide s o knowledge; hey now
ac as media o s be ween lea ne s and complex digi al ecosys ems, including AI-d i en ools and
pla o ms. This ansi ion equi es no only mas e y o new echnologies bu also a p o ound shi
in he p o essional iden i y o he eache .
Key elemen s o his e ol ing iden i y include:
– c i ical e lec ion on AI capabili ies: unde s anding he limi a ions and isks o au oma ed
assessmen , as well as he impac o AI on lea ne au onomy and decision-making;
– eE hical awa eness: ecognizing he eache ’s esponsibili y in shaping s uden a i udes
owa d esponsible AI use and da a e hics;
– eadiness o co-c ea ion: using AI as a ool o gene a ing ideas, analyzing sou ces, and
encou aging in e disciplina y hinking and collabo a ion.
Ma ke s o a ma u e digi al eaching cul u e include:
– he abili y o blend AI ools wi h adi ional pedagogical p ac ices e ec i ely;
– open dialogue wi h s uden s abou accep able and e hical AI use in academic con ex s;
– he de elopmen o o iginal, AI-in eg a ed cou se con en ailo ed o discipline-speci ic needs;

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– p omo ion o digi al inclusi i y, ensu ing ha AI-enhanced lea ning accommoda es di e se
lea ne needs.
In his con ex , os e ing a digi al eaching cul u e is no me ely abou acqui ing echnical skills;
i is abou eshaping educa ional alues, empowe ing li elong lea ning, and posi ioning educa o s as
e hical leade s in a echnology- ich academic en i onmen .
The Fig. 5.5 illus a es i e p og essi e le els o digi al ma u i y, om he mos basic (“Digi al
Resis ance”) o he mos ad anced (“AI-Inno a ion Leade ship”). I emphasizes ha ull in eg a ion
o AI in educa ion is only possible when ins i u ions shi om me e echnical adap a ion o deep
pedagogical e hinking.
 Fig. 5.5 S ages o digi al ma u i y among uni e si y ins uc o s in he con ex o AI in eg a ion
AI-Inno a i e Leade ship
Technical Adap a ion
Pedagogical Re hink
Digi al Reginne
Digi al Resis ance
5.1.10 Communi ies o p ac ice and collec i e lea ning among ins uc o s
in he ield o AI
The success ul in eg a ion o a i icial in elligence in o educa ion elies no only on indi idual
digi al compe encies bu also on he p esence o collabo a i e p o essional ecosys ems. These
ecosys ems enable ins uc o s o acqui e new knowledge, exchange expe iences, c i ically e lec
on pedagogical s a egies, and co-de elop inno a i e solu ions. In his ega d, communi ies o
p ac ice (CoPs) play a main ole.
The Fig. 5.6 p esen s a ne wo ked s uc u e o collabo a ion among ins uc o s, men o hubs
(mo-de a o s), ex e nal expe s (indus y ep esen a i es), and digi al pla o ms. This con igu a-
ion suppo s con inuous collec i e lea ning and sha ed p o essional de elopmen in he ield o
AI in educa ion.
Key cha ac e is ics o communi ies o p ac ice and collec i e lea ning among ins uc o s in he
ield o AI include:
– olun a y pa icipa ion and ho izon al collabo a ion a he han op-down manda es;
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– a sha ed ocus on he p ac ical applica ion o AI ools in eaching, esea ch, and cu iculum design;
– a sa e en i onmen o expe imen a ion, dialogue, and lea ning om mis akes;
– de elopmen o a me a-pe spec i e, whe e echnologies a e examined in b oade educa ion-
al, e hical, and social con ex s.
 Fig. 5.6 Communi y o p ac ice: in e ac ion a chi ec u e o ins uc o s in an AI-enhanced
educa ional en i onmen
Facul y
Facul y
Facul y
Facul y Indus y
Digi al pla o ms
Facul y
Men o hub
(mode a o )
Facul y a echnical uni e si ies who engage in CoPs end o adop new ools mo e apidly,
adap eaching ma e ials, and gene a e AI-d i en inno a ions in ins uc ion [21].
Examples om L i Poly echnic Na ional Uni e si y include:
– c oss-depa men al wo kshops on Cha GPT, Gi Hub Copilo , and Midjou ney;
– opic-speci ic g oups in Mic oso Teams and Slack o exchanging AI eaching scena ios;
– summe schools on digi al pedagogy, including mic o-p ojec s using gene a i e AI;
– collabo a i e de elopmen o open educa ional esou ces (OERs) ha inco po a e AI componen s.
These ini ia i es os e a cul u e o con inuous imp o emen and inno a ion, helping ins uc o s
ansi ion om AI use s o AI co-c ea o s in hei educa ional p ac ice.
Conclusions o Sec ion 5.1
In mode n echnical uni e si ies, he in eg a ion o a i icial in elligence (AI) equi es no
only digi al mode niza ion bu a sys emic ans o ma ion o he en i e educa ional ecosys em.
As shown in his chap e , he e ec i e use o AI in highe educa ion depends on se e al in e con-
nec ed ac o s:
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– mul i-le el suppo o he digi al compe ence o ins uc o s, encompassing bo h o mal
(p o essional de elopmen cou ses) and in o mal (communi ies o p ac ice) lea ning;
– implemen a ion o pe sonalized p o essional de elopmen pa hways, ailo ed o each educa-
o ’s le el o digi al li e acy, subjec specializa ion, and eaching expe ience;
– c ea ion o pedagogical au onomy spaces, whe e ins uc o s a e encou aged o expe imen ,
sha e p ac ices, and collabo a i ely adap AI ools o di e se educa ional con ex s;
– adminis a i e suppo and local in as uc u e, enabling apid es ing and scaling o educa-
ional inno a ions;
– in eg a ion o AI ac oss all domains o academic ac i i y, including con en de elopmen ,
assessmen , s uden guidance, and scien i ic esea ch.
Ul ima ely, he educa o is he key d i e o ans o ma ion. Thei expe ience, adap abili y,
and capaci y o in e disciplina y collabo a ion a e he ounda ion o sus ainable digi al e olu ion in
echnical highe educa ion ins i u ions.
5.2 A i icial in elligence as a componen o mode n p o essional
aining
In oday’s educa ional en i onmen , AI is iewed no only as a subjec o academic s udy bu
also as a ool ha ans o ms p o essional aining in highe educa ion. This is pa icula ly impo -
an o echnical uni e si ies, whe e he in eg a ion o cu ing-edge digi al echnologies is essen ial
o main aining he quali y o academic p og ams.
P epa ing p o essionals who can bo h apply and c i ically assess AI echnologies equi es embed-
ding a i icial in elligence in o cu icula, de eloping new cou ses, and using AI-based ools o op imize
he educa ional p ocess.
Acco ding o many esea che s, one o he co e compe encies o he 21s cen u y is AI li e -
acy – a basic unde s anding o how AI sys ems unc ion, hei applica ion a eas, e hical conce ns,
and hei abili y o au oma e enginee ing, managemen , analy ical, and c ea i e asks.
Common applica ions o AI in echnical uni e si ies include:
– adap i e lea ning: pla o ms like Cou se a and Khan Academy ha inco po a e AI-suppo ed
adap i e modules can ailo con en deli e y o each s uden ’s knowledge le el [22];
– au oma ed assessmen : AI ools can au oma ically e i y solu ions in p og amming code,
enginee ing p oblem-sol ing, and e en open-ended ques ions [23];
– gene a i e AI ools: Cha GPT, Gi Hub Copilo , and Claude AI a e now widely used by s uden s
o gene a ing examples, es ing ideas, and checking hypo heses [24];
– i ual labo a o ies: he in eg a ion o AI and digi al wins allows simula ion o p ocesses,
especially in ields like Mecha onics, Au oma ion, and Ci il Enginee ing [25];
– in elligen u o s: AI agen s assis s uden s 24/7 by answe ing ques ions, p o iding eed-
back, and adjus ing lea ning pa hs [26].
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Howe e , success ul AI in eg a ion depends no only on echnical in as uc u e bu also on
eache s’ willingness o e hink pedagogy and ede ine hei ole in an au oma ed educa ional
se ing. The eache mus ac as a acili a o o human compe encies such as c i ical hinking,
e hical easoning, and c ea i i y, which complemen he unc ions o Ai [27].
The e o e, a i icial in elligence does no eplace p o essional educa ion bu enhances i wi h
new o ms, g ea e lexibili y, and e ec i e ools. I s in eg a ion in o he educa ional p ocess en-
ables echnical educa ion no only o espond o con empo a y challenges bu o se new s anda ds
o quali y and p ac ice-o ien ed lea ning [28].
Acco ding o he su ey esul s, he mos impo an digi al compe ency iden i ied by esponden s
as essen ial o an e ec i e educa ional p ocess is p o iciency in using digi al ools ( ank – 4.56).
The nex p io i ies include pe sonal da a p o ec ion (4.25) and cybe secu i y (4.10). Lowe sco es
we e assigned o compe encies such as digi al con en c ea ion (3.76) and p o iding online con-
sul a ions (3.47), which indica es he need o g ea e a en ion o hese a eas in educa ional
p og ams (Fig. 5.7).
 Fig. 5.7 A e age anks o digi al compe encies o p o essional educa ion
P o iciency in digi al ools
Rank - 4.56
Cybe secu i y
Rank - 3.94
Digi al con en c ea ion
Rank - 3.76
De elopmen o in o ma ion
li e acy
Rank - 3.76
Pe sonal da a p o ec ion
Rank - 4.25
The highes sel -assessmen among s uden s was obse ed in he use o gene a i e AI ools
(such as Cha GPT and Copilo ), wi h an a e age sco e o 4.8, e lec ing s ong p ac ical in e es
and easy access o hese echnologies. In con as , he lowes sco e was gi en o he unde -
s anding o AI e hics – only 3.2 poin s – indica ing limi ed awa eness o he no ma i e and e hical
aspec s o AI use in educa ion. This highligh s he need o s eng hen in e disciplina y cou ses on
digi al e hics and p omo e c i ical hinking in he applica ion o in elligen sys ems (Fig. 5.8).
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AI- ela ed cou ses, he use o in elligen digi al lea ning en i onmen s, and ac i e engagemen in
in e na ional p ojec s, he uni e si y has es ablished i sel as a leade in os e ing AI compe encies
among bo h s uden s and acul y.
Impo an ly, hese ini ia i es go beyond echnology adop ion – hey eshape he pedagogical
cul u e, s imula e in e disciplina y collabo a ion, and align educa ional ou comes wi h he demands
o he digi al economy. The ongoing ins i u ional commi men o AI-d i en ans o ma ion e lec s
no only cu en global ends bu also a p oac i e ision o he u u e o echnical educa ion.
5.4 Challenges and e hical aspec s o using AI in he educa ional p ocess
Despi e he nume ous bene i s ha a i icial in elligence echnologies b ing o p o essional
highe educa ion, hei implemen a ion is accompanied by a ange o challenges: echnical, pedagog-
ical, and e hical. In echnical uni e si ies, whe e AI is used no only as a lea ning ool bu also as a
componen o p o essional p ac ice, he issue o esponsible AI use becomes pa icula ly impo an .
5.4.1 Academic in eg i y in he age o gene a i e AI
One o he mos deba ed challenges is he use o gene a i e AI models (such as Cha GPT,
Claude, and Gi Hub Copilo ) by s uden s o p oduce ex s, answe s, code, o epo s. In he ab-
sence o clea ly de ined policies on AI usage in highe educa ion, se e al isks a ise:
– academic plagia ism;
– loss o independen c i ical hinking skills;
– au oma ion o asks wi hou eal unde s anding o he con en .
In esponse o hese isks, ins uc o s a L i Poly echnic a e de eloping new assessmen o ma s:
analy ical asks wi h pe sonalized elemen s, open-ended discussions, and mini-p ojec s ha equi e
s uden s o jus i y hei hough p ocesses. The e is also ongoing deba e a ound accep able AI usage,
aiming o dis inguish be ween esponsible assis ance and inapp op ia e subs i u ion o human wo k.
5.4.2 Su ey esul s on ba ie s o AI adop ion
To iden i y ba ie s o he e ec i e in eg a ion o AI in o p o essional educa ion, a su ey was
conduc ed among s uden s and acul y o echnical disciplines. The esul s a e p esen ed in Fig. 5.12.
The mos signi ican ba ie , acco ding o esponden s, is he lack o app op ia e use
skills (65%), highligh ing he u gen need o sys ema ic aining o bo h s uden s and ins uc o s.
A conside able pe cen age also emphasized e hical isks (53%) and echnical in as uc u e lim-
i a ions (49%).

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O he ba ie s, such as lack o unding (45%) and legal cons ain s (18%), poin o he impo ance
o ex e nal suppo and egula o y amewo ks o he in eg a ion o digi al inno a ions in educa ion.
 Fig. 5.12 Su ey esul s on ba ie s o he use o a i icial in elligence in he educa ional p ocess
Lack o
ele an
skills
Technical
limi a ions
70
60
50
40
30
20
10
10
0
65 %
53 % 49 % 45 %
18 %
Insu icien
unding
Legisla i e
ba ie s
E hical
issues
Pe cen age o esponden s
5.4.3 Pe cep ion o p oblem complexi y: How many ba ie s do esponden s iden i y?
The Fig. 5.13 illus a es how many ba ie s each esponden ma ked as signi ican . This allows
us o assess whe he he p oblem o AI in eg a ion in educa ion is pe cei ed na owly o b oadly
by s akeholde s.
 Fig. 5.13 Dis ibu ion o he numbe o AI- ela ed ba ie s iden i ied by esponden s
Numbe o esponden s, %
Numbe o obs acles selec ed
5
4
3
2
1
60
50
40
30
20
10
0
0
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The da a sugges a nea -no mal dis ibu ion: mos esponden s selec ed h ee key ba ie s,
indica ing a balanced and comp ehensi e pe cep ion o he issue. A small po ion iden i ied only one
o as many as i e ba ie s, e lec ing a ying le els o awa eness o pe sonal expe ience wi h AI
in eg a ion in educa ion. This dis ibu ion unde sco es he need o a di e en ia ed app oach o
add essing hese challenges – om basic aining o ins i u ion-wide suppo policies.
5.4.4 Digi al access inequali y
No all lea ne s ha e equal access o mode n digi al ools o s able in e ne connec ions –
pa icula ly unde wa ime condi ions o in blended/ emo e lea ning se ings. This aises conce ns
ha he in eg a ion o AI echnologies may deepen educa ional inequali y.
In his con ex , i is c ucial o uni e si ies o p o ide:
– open-access esou ces and local se e s wi h AI capabili ies (wi hin in e nal in as uc u e);
– baseline digi al li e acy aining o all s uden s ega dless o majo ;
– onboa ding sessions on using AI ools (e.g., No ion AI, Copilo , OpenCV, RapidMine ) a he
beginning o he academic yea .
5.4.5 Ins uc o aining and suppo
The success ul in eg a ion o AI equi es no only echnical upg ades bu also a shi in he ole
o ins uc o s. No all educa o s possess su icien expe ience wi h digi al ools, which can lead o:
– anxie y abou new echnologies;
– challenges in managing he lea ning p ocess;
– esis ance o change due o lack o suppo o inc eased wo kload.
L i Poly echnic g adually implemen s p o essional de elopmen p og ams in EdTech, digi al
pedagogy, and AI ools. These include aining wo kshops, summe schools, and in ol emen o
acul y in c oss-depa men al digi aliza ion p ojec s.
5.4.6 E hical use o AI in educa ion
The e is g owing global a en ion o AI e hics. Key p inciples ha educa ional ins i u ions
should adhe e o include:
– algo i hmic anspa ency (unde s anding how AI sys ems make decisions);
– non-disc imina ion (elimina ing bias in da a o models);
– da a p o ec ion (especially when analyzing s uden pe o mance o handling pe sonal da a);
– espec o human au onomy (AI as an assis i e ool, no a eplacemen o human inpu ).
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Uni e si ies adop ing AI should de elop hei own e hical guidelines o digi al ools, clea ly
de ining bounda ies, accoun abili y, con iden iali y, and openness.
Conclusion o Sec ion 5.4
The in eg a ion o a i icial in elligence in o he educa ional p ocess o echnical uni e si ies
b ings bo h ans o ma i e oppo uni ies and c i ical challenges. While AI can signi ican ly enhance
lea ning pe sonaliza ion, con en gene a ion, and da a-d i en decision-making, i s implemen a ion
mus be app oached wi h cau ion and esponsibili y. The indings indica e ha insu icien use
skills, e hical conce ns, and in as uc u e limi a ions emain key ba ie s o e ec i e AI adop-
ion. Mo eo e , unequal digi al access, lack o ins uc o p epa edness, and he po en ial e osion
o academic in eg i y due o misuse o gene a i e AI ools highligh he need o ins i u ional s a -
egies ha combine echnical, pedagogical, and e hical sa egua ds. Uni e si ies mus he e o e no
only in es in digi al in as uc u e and p o essional de elopmen bu also es ablish anspa en
and inclusi e policies o guide he esponsible use o AI. By add essing hese challenges h ough a
holis ic and equi y- ocused app oach, highe educa ion ins i u ions can ensu e ha he in eg a ion
o AI s eng hens a he han unde mines he quali y and in eg i y o academic p ocesses.
5.5 A model o implemen ing AI in p o essional educa ion a a echnical uni e si y
Success ul digi al ans o ma ion o he educa ional p ocess a echnical highe educa ion
ins i u ions equi es no a agmen ed adop ion o indi idual digi al ools, bu a sys ema ic model
o in eg a ing a i icial in elligence (AI) in o all s ages o p o essional aining. Such a model should
be based on an in e disciplina y app oach, p ac ical o ien a ion, adhe ence o e hical p inciples, and
he de elopmen o bo h s uden and acul y digi al compe encies.
5.5.1 Implemen a ion le els
The model can be ep esen ed as a h ee-le el s uc u e:
a) Le el 1 – AI li e acy: de elopmen o basic knowledge abou he p inciples o AI, machine
lea ning, algo i hms, and hei socie al impac . This le el should be accessible o all s uden s,
ega dless o hei ield o s udy.
Implemen a ion me hods: in eg a ed lec u es, online cou ses, and semina s;
b) Le el 2 – p o essional applica ion o AI: using AI as a ool wi hin he amewo k o a speci ic
discipline: o example, o ecas ing in economics, digi al wins in mechanical enginee ing, da a
analysis in he ene gy sec o , code gene a ion and e i ica ion in IT.
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Implemen a ion: h ough specialized cou ses, labo a o y wo k, and p ac ical aining;
c) Le el 3 – esea ch and inno a ion Le el: engaging s uden s in in e disciplina y esea ch
p ojec s, hacka hons, and hesis p ojec s using AI echnologies. Ac i e collabo a ion wi h IT com-
panies, pa ici pa ion in in e na ional educa ional ini ia i es, and submi ing s a up ideas o inno-
a ion compe i ions.
5.5.2 Key componen s o he model
Ins i u ional Policy:
– de ining a clea s a egy o digi al ans o ma ion;
– de eloping an e hical code o he use o AI in educa ion;
– suppo ing educa ional ini ia i es a he ec o a e le el.
Educa ional P og ams and S anda ds:
– upda ing academic p og ams o include AI-o ien ed componen s;
– designing in e disciplina y cou ses;
– implemen ing mic o-quali ica ions and ce i ica ion modules (e.g., AI o Enginee s, AI o Teache s).
Facul y De elopmen :
– o e ing p o essional de elopmen cou ses in AI/EdTech;
– acili a ing expe ience exchange among depa men s and acul ies;
– p o iding men o ship o junio acul y in wo king wi h digi al ools.
In as uc u e:
– access o open esou ces (Google Colab, Hugging Face, Kaggle);
– a ailabili y o AI labo a o ies and GPU-suppo ed se e s;
– equipping class ooms o hyb id and simula ion-based lea ning.
In eg a ion wi h he Labo Ma ke :
– collabo a ion wi h IT companies in p og am de elopmen ;
– s uden in e nships in AI- ocused eams;
– o ganiza ion o wo kshops, gues lec u es, and ce i ica ions in ol ing indus y p o essionals.
5.5.3 Visualiza ion o he bene i s o AI in eg a ion
The mul iple in e connec ions be ween he bene i s o AI use in educa ion a e shown in Fig. 5.14.
The nodes wi h he highes numbe o associa i e connec ions a e pe sonalized lea ning, ac-
cess o esou ces, and p epa a ion o he digi al labo ma ke . This indica es ha hese compo-
nen s o m he co e pe cep ion o AI e ec i eness in p o essional educa ion. The O he node is
linked by only a single edge, e lec ing i s limi ed signi icance. The hickness o he connec ing lines
ep esen s he equency wi h which esponden s selec ed he connec ed bene i s simul aneously.
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These cen al nodes no only e lec use pe cep ions bu also align wi h cu en academic and
policy esea ch. Fo ins ance, esea ch in co po a e echnical aining shows ha digi al ans o -
ma ion inc easingly equi es ins uc ional designe s o in eg a e digi al ools wi hin pedagogical
design emphasizing adap abili y, con inuous imp o emen , and agile me hodologies. Fu he mo e,
he Eu opean VET agenda ecognizes oca ional educa ion’s leading ole in b idging educa ion and
indus y h ough he de elopmen o wo kplace- eady digi al compe ences.
The 3D model clea ly e eals clus e ing among he iden i ied bene i s (Fig. 5.15). Fo example,
pe sonaliza ion, mo i a ion, and eache ime op imiza ion o m a logical segmen ela ed o pedagogical
impac . In con as , access o esou ces and p epa a ion o he labo ma ke lean mo e owa d
unc ional and ca ee - ela ed ad an ages. The spa ial s uc u e highligh s cen al nodes o in luence and
po en ial le e age poin s o ampli y he e ec s o AI implemen a ion h ough in e connec ed ac o s.
 Fig. 5.14 Visualiza ion o mul iple in e connec ions be ween he bene i s o AI use in educa ion (2D)
O he
Pe sonalized
lea ning
Ins uc o
ime
op imiza ion
G ea e
esou ce
a ailabili y
P epa a ion
o digi al
labo ma ke
 Fig. 5.15 Spa ial isualiza ion o associa ions be ween he bene i s o AI use in educa ion (3D g aph)

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5.5.4 Expec ed ou comes o he model
The ollowing esul s a e expec ed om he p oposed model:
– inc eased compe i i eness o g adua es in he global labo ma ke ;
– educed gap be ween heo e ical knowledge and p ac ical applica ion;
– de elopmen o a cul u e o e hical and esponsible AI use;
– s eng hening he uni e si y’s ole as a cen e o digi al inno a ion;
– es ablishmen o sus ainable in as uc u e o suppo AI-enhanced lea ning.
Conclusions o Sec ion 5.5
The p oposed model o in eg a ing a i icial in elligence in o p o essional educa ion a a ech-
nical uni e si y highligh s he need o a comp ehensi e, mul i-le el app oach o digi al ans o ma-
ion. I encompasses ounda ional AI li e acy o all s uden s, specialized p o essional applica ions,
and inno a i e esea ch ac i i ies. By add essing key componen s – ins i u ional policy, cu iculum
mode niza ion, acul y aining, echnical in as uc u e, and in eg a ion wi h he labo ma ke –
he model suppo s he de elopmen o a esilien educa ional ecosys em. The isualiza ion o
AI- ela ed bene i s con i ms ha he mos alued aspec s include pe sonalized lea ning, access o
esou ces, and enhanced eadiness o he digi al labo ma ke . The expec ed ou comes demon-
s a e he model’s po en ial as a s a egic ool o ad ancing he ole o he echnical uni e si y as
a cen e o digi al inno a ion.
CONCLUSIONS
The in eg a ion o a i icial in elligence echnologies in o he p o essional aining o s uden s
in highe echnical educa ion is no only a demand o he imes bu also a s a egic necessi y o
ensu ing quali y, lexibili y, and inno a ion in he educa ional p ocess. Mode n echnical uni e -si-
ies – in pa icula , L i Poly echnic Na ional Uni e si y – demons a e hei eadiness o ac as
d i e s o digi al ans o ma ion by combining academic adi ion wi h echnological ad ancemen .
Unde he leade ship o Rec o Na aliia Shakho ska, L i Poly echnic Na ional Uni e si y has
been implemen- ing a consis en policy o digi aliza ion. This policy is g ounded in he expansion o
digi al compe encies among s uden s and acul y, he inclusion o AI componen s in educa ional p o-
g ams, he de elopmen o an open digi al in as uc u e, and pa icipa ion in in e na ional p ojec s
and pa ne ships wi h he business sec o . This chap e has p oposed a model o implemen ing
a i icial in elligence in echnical highe educa ion, which akes in o accoun mul ile el aining, e h-
ical challenges, ins i u ional ame-wo ks, and in as uc u al condi ions. The app oach, based on a
combina ion o AI li e acy, p ac ical applica ion, and esea ch engagemen , enables he o ma ion
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o no only compe i i e p o essionals bu also esponsible ci izens capable o in e ac ing e ec i ely
and e hically wi h eme ging digi al eali ies.
Fu u e de elopmen p ospec s lie in enhancing eache aining sys ems o AI in eg a ion,
adap ing academic in eg i y policies o he new condi ions, and designing in e disciplina y lea ning
acks ha me ge echnical expe ise, social compe encies, and digi al e hics.
APPENDIX A.
Su ey Ques ionnai e: A i icial In elligence in Highe Educa ion
This appendix con ains he su ey o m de eloped speci ically o s uden s and academic s a
o L i Poly echnic Na ional Uni e si y, aimed a s udying hei expe ience and pe spec i es on he
in eg a ion o a i icial in elligence (AI) in o he educa ional p ocess. While he ques ionnai e was
ini ially ailo ed o he ins i u ional con ex o L i Poly echnic, i is also applicable o use in o he
echnical highe educa ion ins i u ions ac oss Uk aine.
The ques ionnai e was designed o:
– iden i y he cu en le el o AI adop ion in academic ac i i ies;
– explo e s uden s’ and lec u e s’ usage o AI ools in lea ning and eaching;
– assess pe cei ed ad an ages and conce ns ega ding AI implemen a ion;
– and de e mine he need o addi ional aining o suppo ela ed o AI echnologies.
The s uc u e o he su ey includes bo h closed-ended ques ions o s a is ical analysis and
open-ended esponses o collec ing indi idual insigh s and e lec ions. The esul s we e used o
in o m he analysis and a gumen a ion in Sec ions 5.3.1, 5.3.2, and 5.3.5 o he monog aph, con-
ibu ing o a deepe unde s anding o he human dimension o digi al ans o ma ion in echnical
educa ion.
Su ey on he Use o A i icial In elligence in Voca ional and Highe Educa ion
1. Gende
• ☐ Female
• ☐ Male
• ☐ O he
• ☐ P e e no o say
2. Age
• ☐ Unde 18
• ☐ 18–24
• ☐ 25–34
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• ☐ 35–44
• ☐ 45 and olde
3. S a us
• ☐ Voca ional educa ion s uden
• ☐ Uni e si y s uden
• ☐ Teache
• ☐ Adminis a o
• ☐ O he : _________________________________________________________
4. Ha e you e e used a i icial in elligence (AI) ools in you lea ning o eaching
p ocess?
• ☐ Yes
• ☐ No
• ☐ No su e
5. I yes, which AI ools ha e you used? (mul iple choices allowed)
• ☐ Cha GPT
• ☐ G amma ly
• ☐ Duolingo
• ☐ Khan Academy (AI u o )
• ☐ AI-based lea ning pla o ms (e.g., Cou se a, EdApp)
• ☐ AI-in eg a ed LMS (e.g., Moodle wi h AI plug-ins)
• ☐ O he (please speci y): _____________________________________________
6. Wha bene i s o AI in educa ion do you ind mos impo an ? (selec up o 7)
• ☐ Pe sonalized lea ning
• ☐ Inc eased lea ning ou comes
• ☐ De elopmen o cou ses and ma e ials
• ☐ Access o high-quali y esou ces
• ☐ Adap i e lea ning pa hs
• ☐ Au oma ic g ading and eedback
• ☐ Assis ance wi h disabili ies
• ☐ Mo i a ion and gami ica ion ea u es
• ☐ Suppo o sel -paced lea ning
• ☐ Imp o emen o digi al skills
• ☐ O he (please speci y): _____________________________________________
7. How many AI- ela ed bene i s do you pe sonally conside ele an in you expe ience?
• ☐ 1
• ☐ 2
• ☐ 3
• ☐ 4
• ☐ 5
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chap e 5. INTEGRATION OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES INTO THE DIGITAL TRANSFORMATION
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• ☐ 6
• ☐ 7
8. Wha obs acles do you hink hinde he implemen a ion o AI in he educa ional
p ocess? (mul iple choices allowed)
• ☐ Lack o ele an digi al skills
• ☐ E hical issues (e.g., plagia ism, ai ness)
• ☐ Technical in as uc u e limi a ions
• ☐ Insu icien unding
• ☐ Legal o egula o y ba ie s
• ☐ Lack o in e es om acul y o adminis a ion
• ☐ Resis ance o change
• ☐ O he (please speci y): _____________________________________________
9. How many obs acles do you pe sonally see in he implemen a ion o AI in he educa-
ional p ocess?
• ☐ 0
• ☐ 1
• ☐ 2
• ☐ 3
• ☐ 4
• ☐ 5 o mo e
Commen s (op ional)
__________________________________________________________________
I you ha e you own hough s, sugges ions, o ideas abou he implemen a ion o AI in
highe educa ion, please sha e hem below:
__________________________________________________________________
REFERENCES
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In e na ional Jou nal o A i icial In elligence in Educa ion, 26 (2), 582–599. h ps://doi.
o g/10.1007/s40593-016-0110-3
2. VanLehn, K. (2011). The Rela i e E ec i eness o Human Tu o ing, In elligen Tu o ing Sys-
ems, and O he Tu o ing Sys ems. Educa ional Psychologis , 46 (4), 197–221. h ps://doi.
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