Роль адаптивно-цифрового середовища закладу вищої освіти у формуванні професійної компетентності студентів

Abstract

The article highlights the approaches of modern scientists to the construing of the concept of “competence”, “professional competence of students”, “adaptive educational environment”, “digital educational environment”, “adaptive-digital environment”. The conditions of formation and development of professional competence of students are determined: organizational and managerial (curriculum, semester schedules, scheduling, development of criteria for determining the level of competence, material and technical equipment of the educational process); educational and methodical (selection of the content of classes, integration of different courses, selection of core ideas); technological (control and evaluation, organization of active forms of teaching and learning, definition of groups of skills comprising a competence, use of innovative technologies); psychological and pedagogical (diagnosing student development, system of stimulating learning motivation, determination of competence criteria, reflexive and evaluative stage of each lesson, inclusion of students in co-management). The peculiarities of the influence of the adaptivedigital environment on the organization of the educational process and the formation of the professional competence of students are defined. It is noted that the development of digital competencies, understanding of the digital environment, adaptation to digital contexts form new educational strategies for the development of digital competencies of participants in the educational process. The complex of psychological and pedagogical conditions which enable the efficiency of the process of development of student professional competence in digital educational environment of higher education establishments is presented. Investigating the impact of the adaptive-digital environment on the organization of the educational process and the formation of professional competence of students, its features are stressed, which are to combine practical and creative aspects of this process, including cognitive, operational, motivational, ethical, social and other components, as well as the results thereof, the system of value orientations, etc. A model of introducing the adaptivedigital environment for the formation of the professional competence of students of higher education institutions is developed, which meaningfully integrates input, structural, organizational-activity, criterion-evaluation and output blocks.