Publishing activities

The total number of scientific and scientific-methodological publications for the 2025–2026 academic year amounted to 103, representing a 34.4% decrease compared to the 2024–2025 academic year, when 157 publications were produced.

However, compared with the previous academic year, when 7 articles were published, the number of articles published in journals recommended by the Committee for Quality Assurance in Science and Higher Education (CQASHE) increased by 2, reaching a total of 9 articles during the reporting year.

The number of conference papers and abstracts in the 2025–2026 academic year amounted to 78, including 22 presented at international conferences abroad, 39 at international scientific and practical conferences (ISPCs), and 17 at national scientific and practical conferences (NSPCs). In comparison, during the 2024–2025 academic year, 91 conference papers and abstracts were published, including 10 presented abroad, 28 at ISPCs, and 53 at NSPCs.

These figures indicate an overall decrease in conference publications, accompanied by a shift in emphasis toward greater participation in international conferences and conferences held abroad.

In the 2025–2026 academic year, the department’s academic staff, in collaboration with undergraduate and master’s students, published a total of 64 publications. This represents a 41.8% decrease compared with the 2024–2025 academic year.

During the 2024–2025 academic year, the department’s academic staff published 110 articles jointly with undergraduate and master’s students, including 50 publications co-authored with university students and 60 articles co-authored with master’s students. This decline can be attributed to both quantitative and qualitative changes in the department’s staffing, including an increase in the number of early-career lecturers and the departure of a faculty member whose work primarily involved master’s students.

Thus, the total number of publications decreased during the reporting period of the 2025–2026 academic year compared with the previous academic year. This decline was largely associated with the arrival of early-career faculty members at the department, their adaptation to the teaching process, and the overall quantitative and qualitative renewal of the department’s academic staff.