Educational Pathways for the Future: FPESE BSU Welcomes First-Year Master’s Students

Modern higher education is not only about acquiring academic knowledge; it is also a space for making informed choices about one’s individual educational pathway, pursuing professional development and research, and building partnerships.

On 10 September 2026, the Department of Social Work and Inclusive Education held its traditional welcome meeting with first-year students pursuing the second (Master’s) level of higher education in both full-time and part-time modes of study under the educational and professional programmes “Post-War Socio-Psychological Reintegration” and “Social Pedagogy”, within speciality I10 Social Work and Counselling. The event brought together students, the Department’s academic staff, programme guarantors, and members of the programme support teams for introductions, open dialogue, and discussion of the key priorities and directions for their studies.

The Master’s students were welcomed by Kateryna Petrovska, Head of the Department, who introduced them to the history of the Department of Social Work and Inclusive Education, its traditions and achievements, as well as its current educational, research, and practice-oriented activities. Particular attention was paid to introducing the Department’s academic staff and the opportunities for interaction within the student community throughout the period of study.

An important part of the meeting was the presentation of the educational opportunities offered by each Master’s programme. Programme guarantors Olha Hurenko and Anastasiia Popova presented the programmes’ aims, distinctive features, content and structure, educational components, professional focus, and opportunities for further professional and academic development.

The educational and professional programme “Post-War Socio-Psychological Reintegration” is designed to train social work professionals capable of working in the areas of psychosocial support, social resilience, and the reintegration of individuals, families, social groups, and communities in the context of war and post-war recovery.

The educational and professional programme “Social Pedagogy” aims to train professionals capable of designing, organising, and delivering socio-pedagogical support, assistance, and socialisation for individuals, families, and social groups; applying contemporary technologies in professional practice; conducting research; and implementing innovations.

A separate part of the meeting focused on the development of students’ individual educational pathways. Master’s students were introduced to opportunities for choosing educational components and certificate programmes, the recognition of learning outcomes acquired through non-formal and informal education, and other mechanisms enabling them to complement their core educational programme in accordance with their individual professional interests. In particular, students may choose the certificate programmes “Social Mediation” and “Management of Social Institutions”, with the choice being made during the first semester.

Considerable attention was also given to the organisation of the educational process and the rules of interaction. Students were introduced to the specifics of distance learning, synchronous and asynchronous communication, the use of Moodle and Zoom, and the rules for online interaction and communication via messaging platforms. The main channels of communication with academic staff and the organisational principles designed to make the learning process systematic, clear, and comfortable for students in both modes of study were outlined.

Equally important was familiarising the Master’s students with the key regulatory documents governing the educational process at BSU, as well as with the rights, opportunities, and responsibilities of higher education students. Particular attention was paid to the principles of academic integrity, the requirements for completing academic assignments and qualification works, and the responsibility of all participants in the educational process to uphold academic standards.

A separate thematic section was devoted to the students’ future qualification works. The Master’s students were introduced to the regulatory and methodological documents governing their preparation, the main stages of the process, and important organisational deadlines.

Students were also introduced to potential research supervisors and the procedure for selecting a supervisor. Particular emphasis was placed on ensuring that the choice of supervisor and research topic takes into account both the student’s own academic and professional interests and the research areas of the academic staff. This approach enables students to develop an individual research direction from the very first semester and to prepare progressively for completing their qualification work.

Another focus of the meeting was the discussion of opportunities for students to participate actively in university life and pursue their professional and personal development. Master’s students learned about opportunities to participate in student self-government, the activities of the Faculty Council of Young Scientists, student research groups, and educational, research, and communication events. Attention was also drawn to opportunities for developing soft skills, expanding professional networks, implementing their own initiatives, and engaging in various forms of extracurricular activity. Students will regularly receive information about current events, initiatives, and opportunities through the designated communication channels.

The meeting also provided a space for feedback and open dialogue: Master’s students had the opportunity to ask questions, clarify organisational aspects of their studies, discuss their educational and research interests, and identify their next steps at the beginning of the academic year.

The welcome meeting marked the first step towards building a shared educational environment in which students not only follow a defined programme but also consciously shape their own educational pathways, choose directions for professional and research development, make use of the opportunities offered by the University, and actively participate in the educational process.

The Master’s students now have a period of learning, professional discussions, research exploration, and new opportunities ahead of them. We wish our first-year students a confident start, inspiration, professional growth, and every success in bringing their educational and research ideas to life!

Based on materials provided by
the Department of Social Work and Inclusive Education