In October 2026, Vasyl Stefanyk Carpathian National University hosted a series of interactive trainings within the Norwegian-Ukrainian project REFINE — “Rebuilding futures: Empowering educators and students through cross-border collaboration and invention pedagogy,” implemented under EDUC-WIDE SEED PROJECTS – 2024. The project aims to develop invention pedagogy, strengthen international cooperation, and expand opportunities for educators and students.
Participants included students of Preschool and Primary Education, faculty members of the Pedagogical Faculty, primary school teachers, and preschool educators from Ivano-Frankivsk. Among the partners were Lyceum No. 23 named after Roman Huryk, Preschool Education Institution No. 3 “Bdzhilka,” and representatives of Lyceum No. 5, Sofia Rusova Primary School, and preschool institutions No. 34 “Nezabudka,” No. 36 “Vinochok,” No. 29 “Kobzaryk,” and Bohorodchany PEI No. 2 “Sonechko.”
The trainings were conducted by the project team — Professor Olena Budnyk, Associate Professor Marianna Matishak, Professor Lyudmyla Matsuk, and Associate Professor Iryna Skomorovska — who adapted international experience to the needs of future teacher training and school practice. Participants identified current educational problems in the context of the Sustainable Development Goals; generated ideas and worked in teams using invention pedagogy; learned the basics of 3D modeling, 3D printing, and their use in preschool and primary education; tested 3D pens; and moved from problem formulation to creative solutions.
Future teachers mastered 3D modeling and printing, created their own didactic materials, and developed creative design skills. Faculty explored ways to integrate maker education and interactive methods into professional training. Practitioners addressed educational challenges linked to the SDGs and implemented solutions using 3D printers and pens. A key element was the piloting of original didactic games developed by REFINE: “Digital detox game” (Matishak, Skomorovska), “Quest maker” (Budnyk, Matishak), and “EcoEmotions: From Feelings to Good Deed” (Skomorovska, Matsuk). These games combine play, inquiry, and invention to develop creative and critical thinking, communication, and teamwork.
The initiative is valuable because international cooperation results are applied practically in university training and regional education. It demonstrates a consistent model of disseminating innovative pedagogical experience: from university teachers to students and practitioners, and through them to children. This is a strong example of how international project activity helps renew pedagogical education, develop educators’ professional competence, and strengthen partnerships with preschool and general secondary education institutions.