Scientific and methodological activities

Scientific and International Research Activities of Cross-Cultural Communication & Foreign Languages Department (2025-2026)

Department’s Scientific Direction & Research Areas:

  1. Scientific and Methodological Developments in Innovative Learning Technologies
  2. Publications of Research Results
  3. Presentation of Research Results at International Conferences
  4. Development of Innovative E-Courses/ Micro-Courses in LMS
  5. Development of Interactive E-Dictionaries
  6. Academic Reviewing
  7. Horizon Europe: Development of Research Project Application Forms
  8. International Research Projects
  9. International Professional Development/ International Advanced Training
  10. Supervision of Student &PhD Research Activities

   Department’s Scientific Direction:

SYNERGY OF HUMAN AND ARTIFICIAL INTELLIGENCE IN THE UNIVERSITY EDUCATIONAL ECOSYSTEM: CO-INTELLECTUAL INTERATION

І. Scientific and Methodological Developments in Innovative Learning Technologies:

  1. Scientific and Methodological Development: «DigiPlatform Content Development (CtD)» (Methodology & Guidelines for creating digital content & courses. Capacity Building in Higher Education). 2025. 21pp. Ukr-Engl., 7 parts; Reflected in Presentations 1–2 and implemented in the micro-course ТоТ1. Authors: Tetyana Sergeyeva, Oleg Kasilov, Natalya Turlakova..  https://drive.google.com/file/d/1m5u6Bqif5qdTh6bkx24LICEJu-o1fNMW/view?usp=sharing 
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The developed framework includes:

Methodology: Foundation; Next generation digital education; Concept-Model-Structure-Activities-QA; Guidelines: Innovative e-learning courses (ELC); Methodological basics; Eco-Humanistic technology of co-development; Content-structure pattern (metacognitive-practical-regulatory modules); Algorithm for ELC creation; Structural elements (ELC content-structure matrix; Individual profile; Module & Task templates); Types of e-learning activities aimed at developing HOTS (Cognitive-Practical-Communicative-Creative-Regulative); Support & feedback system (support-evaluation-communication).

  1. Scientific and Methodological Development: «Guidelines and Rules for the Use of Digital Platform Content». 2025. 32pp. Ukr-Engl., 6 parts; 6 annexes. Reflected in Presentations 1-2  and implemented in the micro-course ТоТ1. Authors:  Tetyana Sergeyeva, Oleg Kasilov, Natalya Turlakova.
    https://drive.google.com/file/d/128atu8laAkduvNEFQWYMsd1I_bczLK6U/view?usp=sharing

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The developed framework includes:

INNOVATIONS; STATE OF THE ART; CONCEPT; MODEL; ACTIVITIES; STRUCTURES; Appendix A. Structural and Content Model of the E-Course; Appendix B. Structural and Content Matrix of the Course; Appendix C. Multifunctional Profile; Appendix D. Structural and Content Pattern of the Unit (Template); Appendix E. Diary; Appendix F. Micro-Courses on Personal Effectiveness Based on the “Personal Portfolio”.

  1. НScientific and Methodological Development: «Template for an E-Course Aimed at Developing HOTS through the Study of the Target Course» (Capacity Building in Higher Education). 2025. 25pp. Ukr-Engl., 7 parts; Reflected in Presentations 1-2 and implemented in the micro-course ТоТ4. Authors:  Tetyana Sergeyeva, Oleg Kasilov, Natalya Turlakova.  https://edu.digiuni.org/mod/h5pactivity/view.php?id=627

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The developed framework includes:

General Concept, Purpose, and Learning Outcomes of the HOTS E-Course: type – format – environment – duration – target audience – content foundation;Instructional Design (ID) of the HOTS E-Course: concept – model – structure – activities: synergistic interaction between the student and the educational ecosystem as a system-forming factor; the model of eco-humanistic co-development; content-structured patterns of the e-course, units, and tasks; Why Do Tasks Matter?HOTS E-Course Template: course pattern; student profile and graduate profile; interactive syllabus; metacognitive block; entry test; practical block; self-management block; HOTS Unit Template: blocks of Orientation – Cognition – Generalization – Transformation;HOTS Task Template: information field + activity field; tutorial (What? Why? How? Where will it be applicable?); AI as a HOTS enhancer; Certification and Transfer: interactive LMS tasks; reflection tasks; real-life transfer tasks (learning diary); micro-courses for personal development; Timing and Results package.

  1. Scientific and Methodological Development: «Regulations for the Quality Assurance of Digital Content» (Capacity Building in Higher Education). 2026. 45pp. Ukr-Engl., 6 parts; 7annexes; Reflected in Presentation 3 and implemented in the micro-course ТоТ2. Authors:  Tetyana Sergeyeva, Oleg Kasilov, Natalya Turlakova. https://drive.google.com/file/d/17aOJZbwJS2pBHK9Wgfi0eURrSR0WzEyz/view?usp=sharing

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The developed framework includes:

Purpose& Scope: Institutional and DigiUni Applicability; Normative and Conceptual Foundations; QA Conceptual Frameworkfor Digital Content: Definition; ID & QA: Distinct but Complementary Functions; Role of Technology in QA; Complementary Approaches to Quality Assurance; What QA of Digital Content Is Not; QA Model: Criteria, KPIs, Evidence & Expert Judgement: QA Criteria Framework Overview; Quality Criteria for Digital Content; Types of Evaluation within the QA Framework; Key Performance Indicators (KPIs); Evidence and Data Sources; Expert Judgement & Evaluation Process; Distinction & Complementarity with ID, Technical Compliance, & Peer Review; Roles, Accountability & Decision Path: Roles in the QA Process; Accountability and Responsibility (RACI Logic); Decision Path & Evaluation Flow; Expert Judgement & Governance Decisions; Handling Disagreements & Revisions; Arbitration and Governance Reconciliation; Tools & Instruments for QA: Role of Tools within the QA Framework; Categories of QA Tools; Integration of Tools with KPIs & Expert Judgement; Use of Tools for Scalability & Transparency; Three-Level Integration of QA: Rationale for Multi-Level Integration; Governance Level; Educational (Epistemic) Level; Technological Level; Coordinated Interaction of Levels; Implications for Digital Transformation; ANNEX A1. REFERENCES: European QA Frameworks; Erasmus+ Programme and Project-Level Documents; National & Institutional QA References;Educational Research & Digital Learning Literature; Quality, Evaluation, and Methodology; Digital Learning and Technology-Enhanced Education; ANNEX A2. GLOSSARY OF KEY TERMS; ANNEX A3. KPI FRAMEWORK & MAPPING to QA CRITERIA: Purpose of the KPI Framework; Relationship between Criteria, KPIs, Evidence, & Judgement; KPI Categories; KPI Mapping Table; Human-Centred and Adaptive Dimension of KPIs; Integration of Self-, Peer- & Expert-Level Evidence; Flexibility and Non-Prescriptive Use of KPIs; Interpretation of KPIs & Use of Numerical Values; APPENDIX TO ANNEX A3: INDICATIVE KPI REFERENCE RANGES: Alignment & Relevance KPIs; Feasibility & Achievability KPIs; Measurability & Evidence KPIs; Scalability & Sustainability KPIs; Technology-Enhanced Learning KPIs; Developmental Capacity KPIs; ANNEX A4. GUIDANCE FOR COURSE AUTHORS & INSTRUCTORS: Purpose of the Guidance; Relationship between Instructional Design & Quality Assurance; Strategic Orientation Provided by QA Criteria; Learner-Centered & Development-Oriented Design Considerations; Use of Technology in Support of Educational Quality; Assessment, Feedback, and Evidence Generation; Role of Course Authors & Instructors in the QA Process; Continuous Improvement & Revision; Expert Evaluation Questionnaire & Guidance; ANNEX А5. EVALUATION FORMS & QUESTIONNAIRES: Purpose of Evaluation Instruments; Levels of Evaluation within the QA Framework; Self-Assessment Instruments; Peer Assessment Instruments; Expert Evaluation Instruments; Structure of Evaluation Forms; Use of Evaluation Data in QA Decisions; Ethical and Methodological Considerations; ANNEX A6. TECHNICAL CHECKLISTS AND COMPLIANCE INSTRUMENTS: Purpose of Technical Checklists; Position of Technical Checklists within the QA Framework; Scope of Technical Compliance Instruments; Relationship between Technical Compliance and Educational Quality; Use of Checklists in QA Processes; Avoidance of Checklist Substitution Risk; Integration with Other QA Instruments; Included Technical Checklists; APPENDIX TO ANNEX A6. TECHNICAL COMPLIANCE CHECKLISTS: Scope & Status of the Included Checklists; CHECKLIST A6.1 CRITERIA FOR EVALUATING THE QUALITY OF COURSES; CHECKLIST A6.2 COURSE DESCRIPTION, METADATAANNEX A7. INSTITUTIONAL IMPLEMENTATION SCENARIOS: New Cross-University Digital Course Submission; Incoming Student Participation and Feedback Integration; Revision after Evidence–KPI Mismatch.

  1. Scientific and Methodological Development: «Methodology for Micro-Course Development» (Capacity Building in Higher Education).2026. 25pp. Ukr-Engl., 7 parts; Implemented in the micro-course ТоТ3. Authors:  Tetyana Sergeyeva, Oleg Kasilov, Natalya Turlakova.   https://edu.digiuni.org/mod/h5pactivity/view.php?id=626
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The developed framework includes:

General Concept of the Micro-Course: type – format – environment – duration – target audience – content foundation; General Purpose of the Micro-Course: development of practical competence; Learning Outcomes: what the student will be able to do upon completion of the course; New Architecture – Decomposition of Materials: What specific skill or knowledge is being delivered? Micro-Module Template: title – learning outcome – structure – practice – artifact; Micro-Lecture Template: hook – essence – example – transfer; Digital Interactivity Matrix: unit – interactivity – type – implementation in SCORM; SCORM Course Structure (SCO – Sharable Content Objects = micro-modules); SCORM Navigation Logic: linear mode; optional rule; resume behavior; Design Principles: Each Screen: ID, objective, content, UI, interactivity, VO (voice-over), feedback, SCORM logic. One concept per screen; micro-interaction every 1–2 minutes; immediate feedback; action before abstraction; visible personal outcomes; transfer to a real work context; reflection preserved as a student artifact; Tracking Model: completion; success status; suspension data; Assessment Plan: formative assessment; summative assessment; proposed question types; Media Specification: video micro-lectures/ narrated slides; graphical screen representation; visual course map; icons; templates. Accessibility and UX Requirements. Recommended SCORM Package Settings. Results Package: course plan; screen-by-screen storyboard; assessment bank; voice-over scripts; list of media resources; SCORM build specification; student worksheet export template.

 

          ІІ. Publications of Research Results

      1. Monographs: 

  • Sergeyeva, S. Bronin (2026). Standardization without losing diversity and blocking innovations. The the collective monograph ‘Standards-Based AI Innovation for the Learning Ecosystem’, IGI Global Scientific Publishing (USA). 60 pages. ISBN13:9798337322353|ISBN13Softcover: 9798337322360|EISBN13: 9798337322377 DOI: 10.4018/979-8-3373-2235-3.ch002 URL https://doi.org/10.4018/979-8-3373-2235-3.ch002

      2. Articles Published in Journals Indexed in International Scientometric Databases: 

  • Sergeyeva, S. Bronin (2026). AI Integration into Student-Centred E-Learning without Losing Subject Integrity. In Towards a Hybrid, Flexible and Socially Engaged Higher Education, M. E. Auer, U. R. Cukierman, E. Vendrell Vidal, and E. Tovar Caro, Eds., Cham: Springer Nature Switzerland, 2026

     3. Articles Published in Category B Peer-Reviewed Academic Journals:

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  • 2. T. Sergeyeva (co-authored with O. Romanovskyi, T. Solodovnyk, V. Shapolova, N. Movmyga). Business Communication Culture as a Factor of Professional Success of Future Specialists in the “Human–Human” System. Theory and Practice of Social Systems Management, № 4 (2025): p. 109-121. DOI: 20998/2078-7782.2024.4.08 URL https://doi.org/10.20998/2078-7782.2024.4.08
  • Саліонович Л. М., Рубцова В. В., Нетецька Т. М. Еволюція економічної термінології: «Трилогія бажання» Теодора Драйзера vs сучасний дискурс. Вісн науки та освіти. Серія «Філологія». 2025. Вип. 2(32). С. 494-507. https://doi.org/10.52058/2786-6165-2025-2(32)-494-507 фахове видання (Index Copernicus International)
  • Бабкова Надія, Митрофанова Анастасія, Саліонович Людмила, Рубцова Вікторія. Розробка механізму виявлення маніпулятивного потенціалу рекламних повідомлень у соціальних медіа. Наукові записки Бердянського державного педагогічного університету. Філологічні науки : зб. наук. пр. Бердянськ : БДПУ, 2025. Вип. ХХІІІ. С. 9-21 https://doi.org/10.32782/2412-933X/2025-XXIII-1 фахове видання (Index Copernicus International)
  • Саліонович Людмила, Землякова Олена, Рубцова Вікторія. Анатомія художнього тексту: погляд крізь призму цифрової філології (на прикладі роману Т. Драйзера «Фінансист»). Наукові записки Бердянського державного педагогічного університету. Філологічні науки : зб. наук. пр. Бердянськ : БДПУ, 2025. Вип. ХХІV. C. 157-168 https://doi.org/10.32782/2412-933X/2025-XXIV-19 фахове видання (Index Copernicus International)
  • Нетецька Т.М Неустроєва Г.О. .,Казакова Н.А., Громов В.О. “The development of economic relations between Switzerland and Ukraine: long-term recovery strategies.”/співавтори«Наукові перспективи» (економічні науки) Збірник наукових праць.– березень 2025. – №3(57)» (фаховий науковий журнал) с.624-636 http://perspectives.pp.ua/index.php/np/article/view/21903
  • Дубцова О.В., Полякова Т.Л. Несформованість/незбіжність концептуальних структур загальнолюдських онтологічних знань комунікантів як когнінивна причина комунікативних невдач (на матеріалі американського кінодискурсу). Studia methodologica, No. 60. 2025. С. 49-59. DOI https://doi.org/10.32782/2307-1222.2025-60-5 (фахове видання) (Index Copernicus International (Республіка Польща))
  • Горошко О.І., Полякова Т.Л. Використання університетами сервісу Instagram у крос-культурному вимірі. Епістемологічні дослідження в філософії, соціальних і політичних науках, 8(1). 2025. С. 160-177. https://doi.org/10.15421/342520 (фахове видання) (Index Copernicus International (Республіка Польща))
  • Mygushchenko R., Kropachek O., Finohenov O., Poliakova T. Research on signal compensation processes in thermal industrial objects with distributed parameters. Вісник Національного технічного університету «ХПІ». Серія: Технології в машинобудуванні = Bulletin of the National Technical University “KhPI”. Series: Techniques in a machine industry: зб. наук.пр. / Нац. техн. ун-т «Харків. політехн. ін-т». – Харків : НТУ «ХПІ», 2025. № 1(11), 2025. – С. 3–12. ISSN 2079-004Х, ISSN 2786-7587 DOI: 10.20998/2079-004X.2025.1(11).01 (фахове видання)
  • Павлова Л.В., Полякова Т.Л., Самаріна В.В. Академічне письмо та його роль під час навчання іноземним мовам студентів закладів вищої освіти: теоретичний аспект аналізу. Актуальнi питання гуманiтарних наук. Вип. 85, том 2. С. 301-307. DOI https://doi.org/10.24919/2308-4863/85-2-48 (фахове видання) (Index Copernicus International (Республіка Польща))
  • Компанієць І.В.Функціонування висловлень із відношенням номінації в медійних текстах. Вісник науки та освіти. Серія «Філологія». 2025. Вип. 7(37). С. 375-385 https://doi.org/10.52058/2786-6165-2025-7(37)-375-385(фахове видання).
  • Пономаренко Н.В. ,Неустроєва Г.О. « Трансформації фразеологізмів у рекламних текстах » -Науковий вісник міжнародного гуманітарного університету, серія « Філологія » (фаховий науковий журнал) Index Copernicus International, Випуск 71, Одеса, травень 2025р.-с.120-223-295с. http://vestnik-philology.mgu.od.ua/index.php/arkhiv-nomeriv?id=238

      4. Conference Proceedings:  

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  • Sergeyeva, S. Bronin. ”AI Integration into Student-Centred E-Learning without Losing Subject Integrity” – ICL International Conference on Interactive Collaborative Learning (28th International Conference on Interactive Collaborative Learning, 54th IGIP International Conference on Engineering Pedagogy). Innovation via Collaborative Learning in Engineering Education. Budapest University of Technology and Economics, HU 2025, October, 1st – 3rd
  • Tetyana Sergeyeva, Oleg Kasilov, Natalia Turlakova, “Transforming challenges into opportunities“, DIGIUNI- 1st International meeting on methodology of creating digital content, Kyiv, 26-27 March, 2025. URI https://drive.google.com/file/d/1ziYbmTTthoihV-M35E5CZdoGVQKWHTvC/view?usp=sharing
  • Sergeyeva, O. Kasilov. N. Turlakova “DigiPlatform content development (WP4): challenges and prospects”. DIGIUNI – 1st Intermediate Project Management meeting University of Alicante (UoA), 23-25 July 2025 URI https://drive.google.com/file/d/1srt9Z773IovsvSxWZc-bWQhll5Nf3jkA/view?usp=sharing
  • Sergeyeva, O. Kasilov. N. Turlakova “DigiPlatform content development (WP4): what should be done next?”. DIGIUNI – 2nd Intermediate Project Management meeting Friedrich-Alexander University of Erlangen–Nuremberg (FAU), 11-13 February 2026 URI https://drive.google.com/file/d/1_ECWghntDQelUHyRm1bp6jn-M2LX4qXu/view?usp=sharing

 

        ІІІ. Presentation of Research Results at International Conferences

  1. Kyiv, March, 2025. 1st international meeting on methodology of creating digital content. Presentation: «Transforming challenges into opportunities». 26 slides, based on Scientific-Methodological development 1-2 and embodied in ToT Microcourse 3. Authors: Tetyana Sergeyeva, Oleg Kasilov, Natalya Turlakova.
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The presentation includes: Key questions & Ambitions; Strategic aim (Graduate Profile) & Key steps; Comparative analyses: Pros & Cons of existing LMS; Existing E-courses DC (Developmental Capacity); Methodology: Principles & Models; New generation platform; AI integration into LMS: Virtual laboratories & Virtual reality laboratory.

      2. University of Alicante (UoA), 23-25 July, 2025. 1st Intermediate Project Management meeting. Presentation: «DigiPlatform Content Development». 69 slides, based on Scientific-Methodological development 1-2 and embodied in ToT Microcourse 1. Authors:Tetyana Sergeyeva, Oleg Kasilov, Natalya Turlakova. https://drive.google.com/file/d/1srt9Z773IovsvSxWZc-bWQhll5Nf3jkA/view?usp=sharing

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The presentation includes: Part I. System analysis of digital education in UA HEIsUA HEIs variety & confliction vision of UA digital education;Existing LMS & their use in UA HEIs; LMS Pros & Cons; Available digital courses in UA HEIs & their developmental capacity; Developers – Teachers – Students problems & consequences; Part II: Transforming challenges into opportunities; Challenges caused by technologies exponential development; Next generation digital courses features; Scales of modern education; Graduate Profile; HI – AI synergetic interaction. Virtual Laboratory: multi – agent | multi-sector | multidisciplinary cocreation. Virtual Reality Laboratories; Part III: ID of next generation; Concept behind the next generation ID; Model behind the next generation ID: Developmental cycle & mechanisms;  Structures behind the next generation ID (Interactive syllabus synergizing subject-centred & student-centred learning by transforming subject matrix into student profile; Content-structure profile of a student; Content-structure pattern of digital course; Content-structure patterns of metacognitive-practical-self-management digital modules; Components description and intersection; Upgrading existing courses); Activities behind the next generation ID: task matters (Content-structure pattern of the task; Efficiency matrix); Part IV: Digital course template integrating student-centered and subject-centered e-learning powered by AI; Orientation stage: assumption-content-terminology; Cognition stage: scanning-analyses-skimming; Generalization stage: integration-critical review-visualization; Transformation stage: presentation-creativity-planning; Success graph & Personality development profile; Personal development diary; Content-structure matrix of Unit; Micro-course pf personal efficiency; How course is different from the existing ones; Key points of increasing DC of  UA e-learning.

       3. Friedrich-Alexander University of Erlangen–Nuremberg (FAU), 11-13 February, 2026. 2nd Intermediate Project Management meeting. Presentation: «DigiPlatform content development: what should be done next?»Authors:Tetyana Sergeyeva, Oleg Kasilov, Natalya Turlakova.

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The presentation includes:

Part I: State of the art

  1. Tasks-Deliverables-Milestones — Status
  2. Resource analysis & principles of course portfolio formation
  3. Digi-Centre Opening
  4. Intellectual Property
  5. WPs Interactions

Part II: QA Core Logic

  1. Digital content QA system
  2. 7 criteria for digital content quality
  3. Key performance indicators (KPI)
  4. Responsibility Matrix (RACI)
  5. Control tools: Questionnaire and Checklist
  6. QA as a System Control Layer
  7. QA Risk Map: Replacing Expert Evaluation with Majority Decisions; Voting over Expertise; Approval ≠ Quality; Loss of Educational Validity; Diffused Responsibility; Governance ≠ Evaluation; Consensus over Expertise, Inverted QA Logic, Reduction of QA to checklists; Mixing analytical levels (ID vs QA); Invalid Comparisons; Technology Replacing Educational Meaning; Scaling Ineffective Learning; Systemic QA Risks: Institutional, National and European Implications
  8. WP6–WP4 Interaction: Complementary Roles
  9. FAQ block. Concerns: This is too complex; Does QA Limit Academic Freedom? Why Shared Criteria Are Necessary? Why Methodological Guidelines Are Not QA? Voting is democratic; Expert QA is subjective; We can improve after approval; Technology must define the model

Academic Quality Is a Matter of Responsibility

          ІV. Development of Innovative E-Courses/ Micro-Courses in LMS

  1. ТоТ Micro-Course: «Methodology for Creating Digital Content and Courses: From Content to Development Architecture» (Micro-Course Series: Training of Trainers for the Digital Transformation of Higher Education Institutions). 90 minutes, 8 micro-modules, 6 interactive micro-lectures, 30 slides. Based on Scientific and Methodological Developments 1–2, 2026. Authors: Tetyana Sergeyeva, Oleg Kasilov, Natalya Turlakova. https://edu.digiuni.org/mod/h5pactivity/view.php?id=624

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The micro-course includes:

Introduction: Learning outcomes; How to work with lecture activities. BLOCK 1 — WHY CONTENT ≠ COURSE: The paradox of digital content; three strategic methodological questions; reflection task. BLOCK 2 — THE DEVELOPMENT CIRCLE AS THE DNA OF A COURSE: five stages of the development cycle; four development mechanisms; reflection task. BLOCK 3 — FROM THE DEVELOPMENT CIRCLE TO COURSE STRUCTURE: three course modules; structural and content patterns. BLOCK 4 — FROM GRADUATE PROFILE TO DESIGN: Graduate profile; discipline matrix; LMS Task 1. BLOCK 5 — HI–AI SYNERGY: AI-supported instructional design; reflection task. BLOCK 6 — CERTIFICATION AND TRANSFER: mini-test; LMS Task 2; LMS Task 3. Key idea; Final reflection; Conclusion: conclusion + transition to Lecture 2; Timing.

  1. ТоТ Micro-Course: «Quality Assurance of Digital Educational Content: From Procedural Control to Developmental Potential»  (Micro-Course Series: Training of Trainers for the Digital Transformation of Higher Education Institutions). 90 minutes, 7 micro-modules, 5 interactive micro-lectures, 30 slides. Based on Scientific and Methodological Developments 4, 2026. Authors: Tetyana Sergeyeva, Oleg Kasilov, Natalya Turlakova. https://edu.digiuni.org/mod/h5pactivity/view.php?id=625

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The micro-course includes:

Introduction: Learning Outcomes; How to Work with Lecture Activities. BLOCK 1 — WHY PROCEDURAL QA IS NOT ENOUGH: Quality of digital content: control or development? The paradox of digital QA; reflection task. BLOCK 2 — SEVEN CRITERIA AS A TEACHER’S TOOL: seven quality criteria; key conceptual shift; developmental interaction cycle; activity: identify the missing link. BLOCK 3 — WORKSHOP: MODULE REDESIGN: weak module case; redesign task; HOTS-based redesign; debriefing. BLOCK 4 — TOOLS + TRANSFER: developmental quality KPIs; quality review rubrics for course revision; rapid course audit; institutional transfer; institutional barriers; transfer map. BLOCK 5 — ASSESSMENT: mini-test; certification questions; key message; final reflection. Conclusion: resources + access; conclusion + transition to Lecture 3; Timing.

  1. ТоТ Micro-Course: «Micro-Courses: Scaling Depth in a Short Format — From Micro-Content to Micro-Transformation»  (Micro-Course Series: Training of Trainers for the Digital Transformation of Higher Education Institutions). 90 minutes, 7 micro-modules, 5 interactive micro-lectures, 27 slides. Based on Scientific and Methodological Developments 5, 2026. Authors: Tetyana Sergeyeva, Oleg Kasilov, Natalya Turlakova. https://edu.digiuni.org/mod/h5pactivity/view.php?id=626

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The micro-course includes:

Introduction: Learning Outcomes; How to Work with Lecture Activities. BLOCK 1 — WHY MICRO ≠ SMALL THINKING: The paradox of microlearning; what makes microlearning powerful; reflection task. BLOCK 2 — MICRO-LOOP AS THE DNA OF A MODULE: structure of a single SCO; why SCO works; reflection task. BLOCK 3 — CASE STUDY: MICRO-COURSE IN TIME MANAGEMENT: case roadmap; why this logic works; reflection task. BLOCK 4 — DESIGN PRINCIPLES: how to design a micro-course for a university context; five design principles; AI + microlearning; LMS Task 1. BLOCK 5 — CERTIFICATION AND TRANSFER: mini-test; LMS Task 2; LMS Task 3. Key idea; Final reflection; Conclusion: conclusion + transition to Lecture 4; Timing.

  1. ТоТ Micro-Course: ««Design Template of a Digital Course for HOTS Development in Disciplinary Learning: From Subject Content to Higher-Order Thinking Skills»  (Micro-Course Series: Training of Trainers for the Digital Transformation of Higher Education Institutions). 90 minutes, 5 micro-modules, 5 interactive micro-lectures, 30 slides. Based on Scientific and Methodological Developments 3, 2026. Authors: Tetyana Sergeyeva, Oleg Kasilov, Natalya Turlakova. https://edu.digiuni.org/mod/h5pactivity/view.php?id=627

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The micro-course includes:

Introduction: Learning Outcomes; How to Work with Lecture Activities. BLOCK 1 — WHY HOTS CANNOT BE “ADDED SEPARATELY”: the core paradox; why “task matters”; reflection task. BLOCK 2 — HOTS UNIT TEMPLATE: stage 1 — orientation; stage 2 — cognition; stage 3 — generalization; stage 4 — transformation; reflection task. BLOCK 3 — TASK TEMPLATE: task structure; information field + activity field; AI as a HOTS enhancer; LMS Task 1. BLOCK 4 — UNIT → COURSE TEMPLATE: course pattern; student profile; LMS Task 2. BLOCK 5 — CERTIFICATION AND TRANSFER: mini-test; LMS Task 3. Key idea; Final reflection; Conclusion: AI–LMS horizon; final overview of the series; Timing.

  1. ТоТ Micro-Course: «Cognitive Accuracy as the Core Strength of Microlearning»  (Micro-Course Series: Training of Trainers for the Digital Transformation of Higher Education Institutions). 90 minutes, 7 micro-modules, 5 interactive micro-lectures, 27 slides. Based on Scientific and Methodological Developments 5, 2026. Authors: Tetyana Sergeyeva, Oleg Kasilov, Natalya Turlakova. https://edu.digiuni.org/mod/h5pactivity/view.php?id=591

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The micro-course includes:

The micro-course includes: Introduction: Learning Outcomes; How to Work with Lecture Activities. BLOCK 1 — WHY MICRO ≠ SMALL THINKING: the paradox of microlearning; what makes microlearning powerful; reflection task. BLOCK 2 — MICRO-LOOP AS THE DNA OF A MODULE: structure of a single SCO; why SCO works; reflection task. BLOCK 3 — CASE STUDY: MICRO-COURSE IN TIME MANAGEMENT: case roadmap; why this logic works; reflection task. BLOCK 4 — DESIGN PRINCIPLES: how to design a micro-course for a university context; five design principles; AI + microlearning; LMS Task 1. BLOCK 5 — CERTIFICATION AND TRANSFER: mini-test; LMS Task 2; LMS Task 3. Key idea; Final reflection; Conclusion: conclusion + transition to Lecture 4; Timing.

  1. Мicro-Module SCO 0: «Metacognitive Orientation in Time Management» (Time Management Micro-Course Series). Micro-module with an interactive micro-lecture (12 slides), based on Scientific-Methodological Development 5, 2026. Authors: Tetyana Sergeyeva, Oleg Kasilov, Natalya Turlakova. https://edu.digiuni.org/mod/h5pactivity/view.php?id=591

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The micro-course includes:

Micro-lecture:Control Your Time. Focus on What Matters. Busy ≠ productive. How the course is structured. Your learning pathway. Interactive segment: Let’s start with you. Transfer: This course is not about time — it is about choice.

  1. Мicro-Module SCO 1: «Where Is Your Time Going?» (Time Management Micro-Course Series). Micro-module with an interactive micro-lecture (9 slides), based on Scientific-Methodological Development 5, 2026. Authors: Tetyana Sergeyeva, Oleg Kasilov, Natalya Turlakova. https://edu.digiuni.org/mod/h5pactivity/view.php?id=591

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The micro-course includes:

Micro-lecture: Control Your Time. Focus on What Matters Most. Time cannot be saved. Either you manage your time — or it manages you. Doing more does not mean doing the right things.Interactive segment: Who Controls Your Day? Not everything you do truly matters. Transfer: Focus starts with a question.

  1. Micro-Module SCO 2: «KRA Zone: Key Result Areas in Time Management» (Time Management Micro-Course Series). Micro-module with an interactive micro-lecture (9 slides), based on Scientific-Methodological Development 5, 2026. Authors: Tetyana Sergeyeva, Oleg Kasilov, Natalya Turlakova. https://edu.digiuni.org/mod/h5pactivity/view.php?id=591

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The micro-course includes:

Micro-lecture: A Lot of Work — Little Result Not everything you do truly matters. Results are created by key actions. KRA is not about activities — it is about results. Interactive segment: Change the wording — change the focus. Real work begins with the question: “Why?” Define your KRAs. If everything is important, then nothing is important. Transfer: Your focus determines your results. 

  1. Мicro-Module SCO 3: «Time Thieves» (Time Management Micro-Course Series). Micro-module with an interactive micro-lecture (10 slides), based on Scientific-Methodological Development 5, 2026. Authors: Tetyana Sergeyeva, Oleg Kasilov, Natalya Turlakova. https://edu.digiuni.org/mod/h5pactivity/view.php?id=591

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The micro-course includes:

Micro-lecture: You cannot manage what you do not see. Time should be measured, not felt. Interactive segment: Replay Your Day. Time is stolen not by big things — but by small distractions. Everyone has their own “time thieves.” Transfer: This Is What Your Day Looks Like. Insight is where change begins.

  1. Мicro-Module SCO 4: «Time Management Priorities» (Time Management Micro-Course Series). Micro-module with an interactive micro-lecture (12 slides), based on Scientific-Methodological Development 5, 2026. Authors: Tetyana Sergeyeva, Oleg Kasilov, Natalya Turlakova. https://edu.digiuni.org/mod/h5pactivity/view.php?id=591

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The micro-course includes:

Micro-lecture: Not all tasks produce the same results. 20% of actions create the majority of results. Urgent does not mean important. Focus means setting limits. Interactive segment: Find the tasks that truly matter. Organize your tasks by priority. Choices become easier when you compare. Transfer:  Structure your day around your priorities. The real difficulty lies not in choosing — but in refusing.

  1. Мicro-Module SCO 5: «Delegation in Time Management» (Time Management Micro-Course Series). Micro-module with an interactive micro-lecture (11 slides), based on Scientific-Methodological Development 5, 2026. Authors: Tetyana Sergeyeva, Oleg Kasilov, Natalya Turlakova. https://edu.digiuni.org/mod/h5pactivity/view.php?id=591

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The micro-course includes:

Micro-lecture: Why Are You Still Doing It All Yourself? Delegation is not a sign of weakness. Interactive segment: Delegation drives results. What really prevents you from delegating? Not everything has to be done by yourself. Delegation is a process — not just handing over a task. Transfer: Change begins with concrete actions. A decision must become action.  

  1. Мicro-Module SCO 6: «A Real Situation in Time Management» (Time Management Micro-Course Series). Micro-module with an interactive micro-lecture (10 slides), based on Scientific-Methodological Development 5, 2026. Authors: Tetyana Sergeyeva, Oleg Kasilov, Natalya Turlakova. https://edu.digiuni.org/mod/h5pactivity/view.php?id=591

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The micro-course includes:

Micro-lecture: Now — a real situation. You are already thinking differently. Your result is not a certificate. Interactive segment: Now — a real situation. Reflect on yourself. Compare who you are now with who you were at the beginning. Transfer: Keep what you have created; The course is completed. Changes lie ahead.

     13. Textbooks and Scientific-Methodological Teaching Materials:

 

          V. Development of Interactive E-Dictionaries

  1. Glossary of terms for methodology of creating digital content & courses. 30 English–Ukrainian Terms with Definitions, 2025. Document: «DigiPlatform Content Development (CtD)» (Methodology & Guidelines for creating digital content & courses. Capacity Building in Higher Education). https://edu.digiuni.org/mod/glossary/view.php?id=628
  2. Glossary of Digital Content Quality Assurance. 40 English–Ukrainian Terms with Definitions, 2026. Document: «Regulations for the Quality Assurance of Digital Content». https://edu.digiuni.org/mod/glossary/view.php?id=628
  3. Glossary of Microlearning Methodology. 20 English–Ukrainian Terms with Definitions, 2026. Document: «Methodology for Micro-Course Development» (Capacity Building in Higher Education).  https://edu.digiuni.org/mod/glossary/view.php?id=628
  4. Glossary of Methodology and Digital Design. Series: Training of Trainers for Digital Transformation of Higher Education Institutions (HEIs). 20 English–Ukrainian Terms with Definitions, 2026. Document: «Methodology for Micro-Course Development» (Capacity Building in Higher Education). https://edu.digiuni.org/mod/glossary/view.php?id=628
  5. Glossary of Developmental Thinking and Logic. Series: Training of Trainers for Digital Transformation of Higher Education Institutions (HEIs).  20 English–Ukrainian Terms with Definitions, 2026. Document: «Methodology for Micro-Course Development» (Capacity Building in Higher Education). https://edu.digiuni.org/mod/glossary/view.php?id=628
  6. Glossary of Quality Assurance Terms. Series: Training of Trainers for Digital Transformation of Higher Education Institutions (HEIs).  20 English–Ukrainian Terms with Definitions, 2026. Document: «Methodology for Micro-Course Development» (Capacity Building in Higher Education). https://edu.digiuni.org/mod/glossary/view.php?id=628
  7. Glossary of Microlearning. Series: Training of Trainers for Digital Transformation of Higher Education Institutions (HEIs). 20 English–Ukrainian Terms with Definitions, 2026. Document: «Methodology for Micro-Course Development» (Capacity Building in Higher Education). https://edu.digiuni.org/mod/glossary/view.php?id=628
  8. Glossary of Higher-Order Thinking Skills (HOTS) and Artificial Intelligence (AI). Series: Training of Trainers for Digital Transformation of Higher Education Institutions (HEIs).  20 English–Ukrainian Terms with Definitions, 2026. Document: «Methodology for Micro-Course Development» (Capacity Building in Higher Education). https://edu.digiuni.org/mod/glossary/view.php?id=628

           VI. Academic Reviewing

1. Peer Review of Monograph Chapters on the Standardization of Digital Education with Official Certification:

  • Sergeyeva T. Peer review of manuscript “Establishing the Cornerstones of Ethical AI in Education” in Standards-Based AI Innovation for the Learning Ecosystem. Reviewer Certificate 06/13/2025 by Editorial Board IGI Global Scientific Publishing (USA),

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  • Sergeyeva T. Peer review of manuscript “AI Standards for Data-Informed Assessment and Evaluation” in Standards-Based AI Innovation for the Learning Ecosystem. Reviewer Certificate 08/06/2025 by Editorial Board IGI Global Scientific Publishing (USA),
  • Sergeyeva T. Peer review of manuscript “Enhancing Personalized Language Learning Experiences with Generative AI: Tailoring Content, Feedback, and Interaction“, in Standards-Based AI Innovation for the Learning Ecosystem.  Reviewer Certificate 06/06/2025 by Editorial Board IGI Global Scientific Publishing (USA)

2. Analysis and responses to critical remarks: 

  • Sergeyeva T. Analysis and responses to critical comments regarding the«Methodology for Digital Content Development»,2025. Written responses to the comments included in the target document. Presentation slides reflecting on the comments in the relevant sections of the presentation in University of Alicante. Oral responses to critical comments during offline and online meetings.
  • Sergeyeva T. Analysis and responses to critical comments regarding the «QA of Digital Content», 2026. Three formally prepared responses to one open and two anonymous peer reviews; written responses to comments in a targeted document; presentation slides with reflections on feedback in the “Risks” and “FAQ”sections of the presentation within the meeting at Friedrich-Alexander University of Erlangen–Nuremberg; oral responses to critical remarks during the meetings.

          VII. HORIZON Europe: Development of Research Project Application Forms

  1. Project: Sustainable Active Materials & Civic Advancement Centre (SAMAC). Programme: Horizon Europe (HORIZON); Call: [SEP-211285806] — Twinning HORIZON-WIDERA-2026-02-WIDENING-01. Type of action HORIZON-CSA HORIZON Coordination and Support Actions. Type of MGA HORIZON Lump Sum Grant [HORIZON-AG-LS], Participants: NTU “Kharkiv Polytechnic Institute” (KhPI) – UA; Cardiff University (CU) – GB; University of Alicante (UA) – Spain. Part B: 25 pages.
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The project addresses a unique intersection of scientific innovation, institutional transformation and urgent societal needs by combining advanced materials science with locally available bio-based resources to develop sustainable controlled-release systems. It establishes the Sustainable Active Materials & Civic Advancement Centre (SAMAC) at NTU “KhPI” as a focal point for research excellence upgrading, structured knowledge transfer and long-term integration into the European Research Area. SAMAC will function as a multidisciplinary hub linking advanced materials science, innovation capacity and Civic Mission principles, enabling the co-creation of sustainable solutions with scientific, industrial and societal stakeholders.The scientific concept combines advanced matrix design with bio-based resources such as propolis, beeswax and humic substances to develop hydrophilic, hydrophobic and bilayer controlled-release systems with sustained, burst or programmable release profiles. The proof-of-concept research will establish validated relationships between composition, structure, release kinetics and biological performance, including stimulus-responsive variants, creating a methodological basis for future research and innovation pathways in food preservation, antimicrobial coatings and wound-care materials.This is particularly relevant in contexts where supply chains are disrupted and resilient, locally adaptable solutions are required. By leveraging Ukraine’s strong agricultural and beekeeping sectors, the project transforms regional bio-resources into high-value scientific and technological solutions with European and global relevance, fully aligned with the Green Deal, circular bioeconomy and sustainability priorities.The overall objective is to strengthen the research excellence and institutional capacity of NTU “KhPI” through joint research, structured mobility, advanced training, improved research management systems and long-term collaboration with leading European partners, thereby increasing Horizon Europe participation capacity and ensuring sustainable impact beyond the project duration.

SAMAC includes the following content:
1. Excellence: Objectives; Coordination and support measures and methodology; Overall methodological approach; Scientific methodology and joint research; Knowledge transfer and capacity building; Strategic research development and networking; Open science practices; Gender and inclusiveness dimension; Risk awareness and methodological robustness
2. Impact: Project’s pathways towards impact; From results to outcomes; Contribution to wider impacts (Scientific, Economic and innovation, Social, Policy and ERA integration); Target groups and beneficiaries; Barriers and enabling conditions; Sustainability and long-term impact; Measures to maximise impact – Dissemination, exploitation and communication; Target groups and tailored approach; Timing and continuity; Key Element Of The Impact Section: Specific Needs; Expected Results; D & E & C Measures; Target Groups; Outcomes.
3. Quality and efficiency of the implementation: Work plan and resources; Overall structure of the work plan; Interlinkages between Work Packages; Timing and workflow; Resources and allocation;Work Packages (Objectives, Descriptionof work, Tasks, Outputs, Role of partners, Deliverables, Milestones); List of Deliverables (Description, Type, Dissemination level; Deliverable deadlines); List of milestones (Related WPs, Timing, Means of verification); Risks (Description of risk, Level of likelihood and severity, WPs involved, Mitigation).Capacity of participants and consortium as a whole; Consortium composition and complementarity; Role of the coordinator (NTU “KhPI”); Role of advanced partners (University of Alicante; Cardiff University); Engagement with external stakeholders; Access to infrastructure and resources.

Annexes: Security; Ethics

  1. PROJECT: TRANSFORMING NEIGHBOURHOODS INTO ENGINES OF DEVELOPMENT (POLISFORMA). Programme: Horizon Europe (HORIZON); Call: IA: HORIZON-NEB-2026-01-PARTICIPATION-02. Innovative approaches for the SPATIAL DESIGN of neighborhoods. Part B: 30 pages.
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POLISFORMA — Innovative Spatial Design for Neighbourhood Transformation — begins from a structural paradox: while Europe excels in research and innovation, the spatial transformation of everyday neighbourhoods remains fragmented, episodic and weakly connected to knowledge production. The project addresses this gap by advancing a pan-European ecosystem model aligned with the New European Bauhaus, reconceptualising spatial design as a knowledge-driven, transformative and co-creative process, rather than a static design outcome. Architectural and urban design are systematically integrated with social, environmental and cultural dimensions within a coherent and scalable framework, enabling robust implementation and transferability across diverse European contexts. Universities act as system-forming civic knowledge centres, orchestrating municipalities, Neighbourhood Living Labs, design practices, civil society and thematic experts into a durable transformation ecosystem that supports evidence-based decision-making and long-term territorial impact. Within this ecosystem, students and early-career professionals engage in real neighbourhood transformation processes, developing competences, place-based identity and long-term responsibility, and thereby emerging as future agents of change capable of linking design, research and societal transformation. Through its integrated Work Package architecture, POLISFORMA delivers methodological innovation, real-life validation, learning continuity and replication across Europe.

POLISFORMA includes the following content:

  1.  Objectives and ambition: Overall and specific objectives; Ambition and Maturity; Measurability and Feasibility.
  2.  Methodology: Conceptual Framework; Methodological Approach; Developmental Action Cycle; Hybrid Human–Artificial Intelligence for Collective Sense-Making; From Local Demonstration to Scalable Knowledge; Methodological Robustness and Feasibility.
  3.  Key Challenges and Gaps Addressed: Performance Metrics vs. Developmental Capacity; Fragmentation of Sectoral Interventions; Spatial Design as Output, Not Process; Standardisation at the Expense of Diversity; Limited Integration of SSH in Spatial Innovation; Weak Link Between Demonstration and Learning Continuity; Technology as Driver Rather Than Servant of Meaning; Limited Replicability Without Contextual Loss.
  4. Interdisciplinarity and Integration of Expertise: Spatial Design and Architecture; Social Sciences and Humanities (SSH); Ecology and Environmental Sciences; Economics and Innovation Studies; Governance and Policy Expertise; Digital and Data Sciences); Mechanisms and Added Value of Integration; International and European Added Value; Added Value for European Research and Innovation.
  5. Gender Dimension: Gender in Problem Framing and Conceptual Design; Gender in Methodology and Co-Creation; Gender Balance and Capacity Building; Contribution to Gender Equality Objectives.
  6. Open Science Practices: Open and Collaborative Knowledge Production; Data Management and FAIR Principles; Reproducibility and Transparency; Engagement of Knowledge Actors.

 

          VIII. International Research Projects: 

  1. ERASMUS+ KA2. Project DigiUni: WP4 leadership.
    Development of the Methodology for creating digital content; design of a digital course template using AI; development of a Quality assessment architecture for digital content; presentation of the results at international meetings in Alicante (Spain) and Erlangen (Germany) with the participation of 20 European partners (Spain, France, Germany, Czech Republic, Poland).
  2. E2. ERASMUS+ KA1. Students’ mobility programme.
    Organisation of a mobility programme for 2 students of NTU “KhPI” from October, 1, 2025 to February, 15, 2026 at the University of Ljubljana (Slovenia).
  3. International cooperation between NTU “KhPI” and the University of Ljubljana (Slovenia) within the official cooperation agreement (2023–2028):
  • Horizon Europe. URBANOVA project proposal development within the HORIZON-MISS-2024-CIT-01 programme, with a consortium of 21 European partners from France, Spain, Finland, Czech Republic, Slovenia, Croatia, Estonia, Lithuania, and Turkey.
  •  Horizon Europe. POLISFORMA project proposal development (Innovative approaches for the spatial design of neighbourhoods) within the IA: HORIZON-NEB-2026-01-PARTICIPATION-02 call with a consortium of European partners from the United Kingdom, Belgium, Denmark, Italy, Portugal, Finland, Slovenia, Croatia, and Japan.
  • Preparation of a project on sustainable territorial development within the framework of the new European paradigm in cooperation with ECTI (France).
  1. International cooperation with British universities within the UK Initiative supported by the Foreign, Commonwealth & Development Office (FCDO), the Ministry of Education and Science of Ukraine, UKRI, and the Ukrainian Horizon Europe Office, aimed at strengthening UK–Ukraine collaboration and supporting joint proposals under the Horizon Europe programme.
  2. Cooperation with the official representation of Cambridge English Language Assessment for preparation for the FCE (First Certificate in English) examination at B2 level.
  3. С6. International cooperation with the University of London as an affiliated member of SOAS GLOCAL within the project:
    «Multi-actor/sector/disciplinary co-creation aimed at human-existential environment synergetic co-development via language as the basis of thinking within a new innovative AI culture» (2024–2030).

          IX. International Professional Development/ International Advanced Training

  • Tetyana Sergeyeva. International internship on Horizon project preparation in accordance with European Commission activities at the University of Ljubljana (Slovenia) from  July,3, to August, 31, 2025. Document type: Certificate 357/2025. Workload: 6 ECTS credits (180 hours).
  • Tetyana Sergeyeva. International internship on Horizon project preparation in accordance with European Commission activities at the University of Ljubljana (Slovenia) from February, 1, to February, 28, 2026. Document type: Certificate 34/2026. Workload: 3 ECTS credits (90 hours).

        Х. Supervision of Student &PhD Research Activities

Annual International PhD Conference “An Innovative Model of Research Projects Aimed at the Integration of Ukraine into the European Scientific Area”. Research supervision of students and PhDs research works, including preparation of presentations, scientific reports, glossaries of scientific terminology and English-language presentations at the international conferences and scripts:

Materials of the Annual International PhD Conference can be found here:

  1. III Annual International PhD Conference, April, 24, 2025 : https://repository.kpi.kharkov.ua/handle/KhPI-Press/93333
  2. IVAnnual International PhD Conference, April, 30, 2026: (in print)