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Author(s): Lesia Hrebeniuk, Svitlana Motsak, Valerii Ruzhytskyi, Vira Kalabska & Oksana Tepla

To cite this article: Hrebeniuk, L., Motsak, S., Ruzhytskyi, V., Kalabska, V, & Tepla, O. (2022). Students’ preparation for international cooperation in distance learning with role-playing, Education and Upbringing of Youth in New Realities: Perspectives and Challenges, Youth Voice Journal Vol. IV pp. 17-30. ISBN (ONLINE): 978-1-911634-60-



The standard for provision of competence development in students has been risen, as Ukrainian higher education is still committed to the European values and transitioning to the DL due to pandemic restrictions. Effective tools for developing students’ readiness for international cooperation are multilevel role-playing games that affect the level of foreign language communication, active participation in international projects, workshops, webinars, and conferences. Role-playing in the Erasmus+ program in Ukraine serves as a basis for students to acquire skills of international cooperation, speech comprehension and behavioural patterns in communication with foreign colleagues to achieve mutual understanding, tolerance, and self-actualization. The research has proved that the implementation of role-playing games training among students of non-linguistic specialties has significantly improved the acquisition of such readiness to participate in international projects, workshops, webinars, and conferences.

The main objective of the research was to encourage students to participate in role-playing games to improve their level of foreign language competence and skills contributing to international cooperation. Professors of non-linguistic specialties therefore tried to popularize role-playing games, spoke at student scientific conferences, in conversation clubs, and at training courses. Panel discussions on this issue had
a positive impact on the students’ attitude to this method of teaching, contributed to overcoming the communication barrier, and convinced the majority of the effectiveness of this method, acting as a motivating factor for learning in general. In the course of the research, three stages were identified (organizational, activity, analytical), the results obtained were processed and analyzed using mathematical statistics methods
to verify the implemented methodology. Role-playing games contributed to the students’ preparation for international cooperation through the development of cooperation between Ukrainian universities and EU universities; active exchange of delegations with higher educational institutions of other countries to enhance and expand partnership cooperation in science and education space. The detailed description of international activities of higher education institutions promotes the necessity and importance of international cooperation
of young people as a driving force and development of educational potential in Ukraine. The use of role-playing involves changes in the education content, the students’ position in the educational process of higher institutions, the use of partner subject-subject technologies, active learning methods, transforming students into active applicants for knowledge based on dialogue, and design of self-education.

Keywords: international cooperation, educational environment, role-playing, distance learning, foreign language competence

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