Abstract Distributed Ledger Technology (DLT) faces increasing environmental scrutiny, particularly concerning the energy consumption of the Proof of Work (PoW) consensus mechanism and broader Environmental, Social, and Governance (ESG) issues. However, existing systematic literature reviews of DLT rely on limited analyses of citations, abstracts, and keywords, failing to fully capture the field’s complexity and ESG concerns. We address these challenges by analyzing the full text of 24,539 publications using Natural Language Processing (NLP) with our manually labeled Named Entity Recognition (NER) data set of 39,427 entities for DLT. This methodology identified 505 key publications at the DLT/ESG intersection, enabling comprehensive domain analysis. Our combined NLP and temporal graph analysis reveals critical trends in DLT evolution and ESG impacts, including cryptography and peer-to-peer networks research’s foundational influence, Bitcoin’s persistent impact on research and environmental concerns (a “Lindy effect”), Ethereum’s catalytic role on Proof of Stake (PoS) and smart contract adoption, and the industry’s progressive shift toward energy-efficient consensus mechanisms. Our contributions include the first DLT-specific NER data set addressing the scarcity of high-quality labeled NLP data in blockchain research, a methodology integrating NLP and temporal graph analysis for large-scale interdisciplinary literature reviews, and the first NLP-driven literature review focusing on DLT’s ESG aspects.
The scientific article is devoted to the administrative and legal principles of ensuring the right to professional preliminary education for persons with disabilities: foreign experience and directions for improvement. The experience of the USA and European countries in ensuring the right to vocational higher education for persons with disabilities is revealed
 Attention is drawn to the fact that higher education in the USA and Great Britain traditionally belongs to the so-called liberal or market model, which is characterized by a high degree of decentralization of management and diversification of higher education systems. In Italy, the state has exclusive legislative powers regarding general matters in the field of education, the minimum standards to be guaranteed throughout the country, and the basic principles. Regions define school networks within their territories, adjust the school calendar, and have exclusive powers in the field of vocational education and training. Schools are autonomous in terms of didactic, organizational and research work. The Italian state is responsible for funding schools for both educational and administrative purposes.
 It was concluded that the high-quality formation and implementation of vocational pre-university education for persons with disabilities is possible through the borrowing of positive foreign experience: a) openness of the formation and implementation of state policy in the given field for persons with disabilities; b) active development, encouragement, stimulation of the implementation of innovative activities by institutions of higher education, including vocational higher education for persons with disabilities; a) a qualitatively new paradigm of the content of education - considering it not as a collection of the given volume of knowledge, abilities and skills selected according to a certain specialty, but the formation of a comprehensively developed personality according to a comprehensive approach. There is a shift in emphasis not so much on how much the acquirer knows, in particular, persons with disabilities, special knowledge in the chosen field of study, but on how such professional qualities as the ability to adapt, practicality and initiative, the ability to apply acquired special knowledge, in necessary cases creatively rethink it for persons with disabilities.
 Therefore, when implementing electronic governance in Ukraine, we need to take into account the experience of foreign countries in order to avoid typical mistakes and acquire the most successful practices for ourselves. The priority for the countries that we studied is the introduction of high-quality professional pre-higher education to vulnerable sections of the population.
The article highlights the models of inclusive education of Italy, Germany, Sweden, Norway, and Great Britain. Inclusion models can be classified into three basic ones, according to the ratio of the number of primary school-aged children at general and specialized schools, namely: full inclusion, partial inclusion with a predominance of pupils at general schools, partial inclusion with a predominance of pupils at specialized schools. Full inclusion is present in Italy and Norway, partial inclusion with a predominance of students at specialized schools is observed in Sweden (88.40%), partial inclusion with a predominance of students at general schools is present in Germany and the UK.Models of inclusion differ on the following aspects: legal regulation, funding and amounts of financing for teachers’ trainings, initial and ongoing teachers’ training, an approach to the organization of inclusive education (partnership, peer-to-peer approach, centralized, decentralized), the practice of exchanging experiences of inclusion’s organization within the country, the ratio of the number of primary school-aged children at general and specialized schools. The factors specified determine the role of teachers in the organization of inclusive education of primary school pupils. In countries, support and assistance of teachers is provided at different institutional levels: in Germany – through the center for psychological and pedagogical support, inclusion support services; in Great Britain – by assistants; in Italy – by consultants, healthcare service professionals; in Sweden – through resource centers; in Norway – through state centers. Support of teachers’ professional development throughout life and teachers’ financial motivation have been introduced in the countries; thus, these measures have a positive effect on the integration of primary school pupils in the society.