European International Journal of Pedagogics

Digital Pedagogical Framework for Enhancing Students’ English Communicative Competence

2026-10-01T05:00:31+00:00

The development of English communicative competence requires an educational approach that integrates linguistic knowledge, methodological support, professional orientation, and digitally mediated learning activities. This research develops a conceptual digital pedagogical framework for enhancing students’ English communicative competence by synthesizing the provided literature on communicative competence, professional competence, English-language methodology, and pedagogical development. The study adopts a qualitative conceptual research design based exclusively on the selected literature. Particular attention is given to the relationship between electronic learning support and the methodological organization of communicative activities. The proposed framework combines diagnostic assessment, digital content delivery, interactive communication, professionally oriented tasks, formative feedback, and competency-based evaluation. The analysis indicates that digital resources are most pedagogically effective when they are integrated into a coherent methodological system rather than treated as independent technological instruments. The framework also emphasizes the importance of aligning digital activities with students’ professional communication needs. The study contributes a structured model for connecting electronic pedagogical resources with communicative competence development and identifies limitations associated with digital dependency, uneven student participation, and the need for appropriate methodological guidance.

Pedagogical and Psychological Problems of Primary School Students’ Adaptation to School and Their Solutions

2026-10-20T08:10:45+00:00

The transition from preschool or family life to formal schooling is one of the most important turning points in a child’s development. This article analyzes the pedagogical and psychological problems that first- and second-grade learners face during school adaptation, including separation anxiety, low school readiness, difficulties with discipline, peer relationships and learning motivation. Based on the ideas of Vygotsky, Erikson and Bronfenbrenner and on modern research in school psychology, the article proposes a set of practical solutions for teachers, parents and school psychologists.

A Practical Methodology for Developing Preschool Children’s Digital Literacy Through Activity-Center-Based Learning

2026-10-11T12:58:46+00:00

This article presents a practical methodology for developing foundational digital literacy among preschool children through activity-center-based learning. The study addresses a methodological gap between the general recommendation to integrate technology into early childhood education and the concrete pedagogical procedures required to organize such integration. A practice-oriented framework is proposed that connects six components: learning goal, digital tool, child action, teacher mediation, real-world activity and formative assessment. The methodology is organized around five phases: diagnostic orientation, demonstration and safety briefing, guided practice, independent/creative application, and reflection with documentation. Practical examples are provided for language, mathematics, science, construction, art and role-play centers. A developmental assessment matrix with four performance levels is proposed, alongside observation indicators for operational, informational, creative, communicative and responsible digital behavior. The article emphasizes that the purpose of preschool digital literacy is not early technical specialization but the development of purposeful, safe, creative and socially mediated interaction with digital tools. The methodology can be adapted to settings with limited equipment because it does not require one device per child and combines digital and non-digital materials.

Pedagogical Competence in The Context of Contemporary Educational Transformation

2026-10-27T10:45:42+00:00

This article examines pedagogical competence as an integrative professional quality that determines teachers’ effectiveness in the contemporary educational environment. The study highlights the theoretical foundations of competence, its interpretation in scientific and pedagogical literature, and its significance in the professional development of teachers. Particular attention is given to the relationship between theoretical knowledge, practical skills, professional experience, communication, critical reflection, innovative thinking, and the ability to make independent decisions in pedagogical situations. The article also explores the role of digital technologies, learner-centred approaches, and continuous professional development in enhancing pedagogical competence. Furthermore, the structural components of pedagogical competence and their contribution to the effective organisation of the educational process are considered. The findings emphasise that pedagogical competence extends beyond the acquisition of theoretical knowledge and is manifested in a teacher’s ability to apply professional resources effectively, respond to changing educational demands, and support learners’ intellectual and personal development.

Advancing Inclusive Higher Education Through Artificial Intelligence: Opportunities for Accessibility, Personalization, And Student Support

2026-10-15T05:35:08+00:00

Artificial intelligence (AI) is creating new opportunities to advance inclusive higher education by improving accessibility, personalizing learning experiences, and strengthening student support. Despite progress in inclusive education policies, students with disabilities continue to encounter barriers associated with inaccessible learning materials, inflexible teaching practices, limited assistive technologies, and insufficient institutional support. This article examines the theoretical foundations and research evidence concerning the application of AI in inclusive higher education. It adopts an integrative literature review approach to synthesize published research on AI-powered assistive technologies, adaptive learning systems, intelligent tutoring, and educational support services. Particular attention is given to three dimensions of inclusion: accessibility, personalization, and student support. Findings from existing reviews and a meta-analysis indicate that AI-based interventions have potential to improve learning outcomes and facilitate participation among students with disabilities. However, the available evidence is heterogeneous, and much of the experimental research has been conducted outside mainstream higher education. The article proposes an integrated conceptual framework connecting AI accessibility tools, personalized learning, and coordinated institutional support. It concludes that AI can contribute to more equitable higher education when implemented through human-centred, accessible, and ethically governed practices.