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Academic integrity in online language teaching: cultivating honesty, integrity, and ethical standards

(European Conference, 2023-06) Kornytska, Yuliia

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AI in writing instruction: a collaborative approach

(Видавнича група «Наукові перспективи», 2025) Kornytska, Yuliia

Writing skills are essential for effective communication and for the development of critical thinking, argumentation, and logical expression of ideas across academic, professional, and social domains. However, traditional writing instruction is often fragmented and less effective due to limited classroom time, heavy instructor workload, and, as a result, insufficiently detailed and personalized feedback. In this context, artificial intelligence (AI) tools, particularly ChatGPT, open up new opportunities for improving writing skills. They provide automated feedback, error correction, and foster students’ autonomy. At the same time, the effective integration of AI into the educational process requires the development of a strategy that takes into account technological, ethical, and academic considerations. Research objective. To present a strategy for integrating AI into foreign language writing instruction, aimed at overcoming the fragmentation of traditional approaches and ensuring personalized feedback. Methodology. A comprehensive analysis of scientific publications and practical examples of AI use in writing instruction, particularly tools such as ChatGPT, as well as the needs of instructors and students. Results. The proposed strategy involves a phased integration of AI: from analysing AI-generated texts to editing students’ own work. This approach contributes to the improvement of writing skills, the development of learner responsibility, and adherence to ethical standards. The collaborative model (student–instructor–AI) ensures deep reflection, personalized support, and guidance in matters of ethics and cognitive development. The proposed strategy is a potentially effective complement to traditional instruction, maintaining the central role of the instructor in shaping writing practices and providing individualized support. Conclusions. The integration of AI into writing instruction is recognised as a promising direction, but it requires further research regarding long-term effectiveness, adaptation to various proficiency levels, accessibility of technologies, and ethical challenges. Priorities include upholding academic integrity and fostering a responsible attitude toward authorship and the educational process as a whole.

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Asynchronous mode: organizational aspects to succeed

(Igor Sikorsky Kyiv Polytechnic Institute, 2023) Kornytska, Yuliia; Kolisnyk, Maryna

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Building a culture of academic integrity: nurturing ethical behavior and excellence

(International Science Group, 2023-05) Kornytska, Yuliia

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Cloud-based collaboration tools in the ESP class

(International science group, 2022) Kornytska, Yuliia; Kolisnyk, Maryna

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Developing emotional regulation skills in ESP classroom

(Видавничий дім «Гельветика», 2025) Kornytska, Yuliia; Tuliakova, Kateryna

In modern education, especially under conditions of instability and crisis, developing students’ emotional regulation skills is increasingly important for ensuring academic persistence, psychological well-being, and professional readiness. This paper addresses the growing need to integrate emotional regulation development into English for Specific Purposes (ESP) instruction and presents a pedagogical framework designed for this purpose. The relevance of such an approach is particularly evident in crisis-affected environments, such as wartime teaching in Ukraine, where students face heightened anxiety and cognitive fatigue that interfere with learning. The literature review demonstrates that emotional regulation is closely connected with cognitive flexibility, resilience, and goal-oriented behaviour, all essential for academic and professional success. Researchers emphasise that these skills can be effectively developed through both direct and indirect strategies embedded in classroom activities. The proposed framework categorises emotional regulation strategies as direct (mindfulness exercises, reflective writing, critical incident analysis) and indirect (role-play simulations, case studies, peer feedback). Applied within scaffolded ESP instruction, these strategies help students build emotional awareness and practise regulating emotions in realistic communicative contexts. The paper also acknowledges limitations related to classroom dynamics, educators’ competencies, and institutional conditions. Further research should focus on long-term outcomes, cultural adaptability of the framework, and the role of digital resources in supporting emotional regulation in diverse and crisis-affected educational settings.

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Developing reading skills in a flipped class: an algorithm

(Видавничий дім «Гельветика», 2020) Kornytska, Yuliia; Narodovska, Olga

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Emotional resilience in ESP: teaching in the context of war

(International Science Group, 2025) Kornytska, Yuliia

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Emotional scaffolding in ESP teaching during wartime

(Видавнича група «Наукові перспективи», 2025) Kornytska, Yuliia

The ongoing war in Ukraine poses substantial challenges to ESP education, extending beyond curriculum development or language instruction. Students are exposed to disrupted infrastructure, institutional instability, and emotional trauma, all of which undermine their ability to concentrate, engage in learning, and retain information. Chronic stress, displacement, and uncertainty significantly increase the risk of academic failure, emotional disengagement, and long-term psychological difficulties. Recent research reveals that a majority of Ukrainian students experience heightened levels of anxiety, depression, and symptoms consistent with posttraumatic stress disorder (PTSD), which directly affect their academic performance and emotional stability. These issues are particularly pronounced in ESP learning environments, where students must acquire both advanced language skills and the ability to function effectively in high-pressure professional situations. In such contexts, emotional resilience becomes just as vital as linguistic competence. This article explores the potential of emotional scaffolding—an instructional approach that embeds emotional support into pedagogical practice—as a means to enhance learning during wartime. Drawing on existing research and classroom experiences, it proposes methods for adapting tasks to students’ emotional realities, integrating digital tools for stress regulation, and fostering reflective activities to strengthen emotional awareness. Together, these strategies can help build safe and responsive educational environments that support both academic and psychological development. Rather than replacing traditional instruction, emotional scaffolding provides complementary support, fostering a more holistic and human-centered model of ESP education. As such, it has the potential to promote both professional growth and emotional well-being. Future studies should explore its role in enhancing educational resilience in the context of sustained global or regional crises.