Proceedings of the International scientific and practical conference “Integrative science, technology and cultural development” (November 10-12, 2025) / Publisher website: www.naukainfo.com. – Barcelona, Spain, 2025. - 141 p.

118 According to Cambridge dictionary, mediation is a process of taking to separate people or groups involved in a disagreement to try to help them to agree or find a solution to their problems [1]. “The CEFR describes mediation as a specific time “when a learner/user acts as a social agent who creates bridges and helps to construct or convey meaning”. It describes the actions of those who help when, for some reason, there is a communication gap which needs to be filled, and the same (or similar) content is conveyed using different language (not necessarily just one different language), in order to bridge that gap.” [2]. Though, it should be highlighted that mediation happens between a learner and language as it is, in simplifying and adapting materials, between students, providing interaction and empathy, in studying language topics when learners navigate different ways of expressing ideas. There are some essential skills and techniques, such as active listening, neutrality, creativity, reframing, building rapport and communication skills are to help in it. “The mediation descriptors are particularly relevant for the classroom in connection with small group, collaborative tasks. The tasks can be organised in such a way that learners have to share different inputs, explaining their information and working together in order to achieve a goal. They are even more relevant when this is undertaken in a CLIL context” [3]. The New Ukrainian School works on the principles of the learner-centered model of education. Under this model, the school takes into account rights of the child, child‟s abilities, needs and interests, thus implementing a principle of child- centrism in practice, to the maximum possible extent. “There is a need to bring, as much as possible, each child‟s education and upbringing in line with that child‟s fundamental nature, individual abilities and future life trajectory. I call this phenomenon child-centrism in education,” says Vasyl Kremen, President of the National Academy of Pedagogical Science of Ukraine [4]. Learners are responsible for their knowledge with enormous amount of information, numerous opportunities to study and highly developed technologies but there should be a mediator who will facilitates the learning process.