Future Bachelors Research Articles

ПРОФЕСІЙНА ПІДГОТОВКА МАЙБУТНІХ БАКАЛАВРІВ З КОМП’ЮТЕРНОЇ ІНЖЕНЕРІЇ В УМОВАХ МУЛЬТИДИСЦИПЛІНАРНОСТІ STEM-ОСВІТИ

The article is devoted to one of the urgent problems of training future bachelors in computer engineering in the conditions of multidisciplinarity of STEM education. In particular, the essence of such concepts as STEM education, the analysis of its functioning in the international educational space is revealed. The purpose of the article is to analyze the essence, content, approaches and features of modern innovative STEM education in the preparation of bachelors in computer engineering in Ukraine, as a new and priority direction, taking into account world and domestic historical experience. The main approaches to the implementation of STEM education programs are highlighted: the expansion of educational experience in individual STEM subjects, using problem-oriented educational activities, during which analytical concepts are applied to real world problems, with the aim of better understanding of complex concepts by students; integrating knowledge of STEM subjects to create a deeper understanding of their content, which will ultimately lead to the expansion of opportunities for students to choose a career path in the future; the use of a multidisciplinary approach, which relies on integrativeness in teaching the necessary disciplines, as it is done in real production conditions. Thus, the student will be able to apply his knowledge to solve poorly structured technological problems, develop technical capabilities and more intensively master the skills of highly organized thinking; the introduction of innovations in the teaching methodology of each of the individual STEM subjects. The importance of teachers’ readiness to introduce STEM education is proven, which is due to the fact that in the education system the emphasis is on theoretical subject knowledge, and the connection between learning and solving pract ical tasks remains weak. Therefore, it is important to popularize STEM technologies, organize practice-oriented courses to improve the qualifications of teachers. It is emphasized that the implementation of STEM education programs in the training of future bachelors in computer engineering allows to satisfy the need of the state and society for highly qualified engineering specialists, to increase the interest of modern youth in engineering professions, to significantly improve the quality of education, and to prepare students for real life. Our analysis allows us to consider STEM education as a complex valuable, socially important, systemic-institutional, personal-developmental, process-active and technological phenomenon.

FORMATION OF BIOLOGY COMPETENCE OF FUTURE BACHELOR OF NATURAL SCIENCES: A SYSTEM OF CONSTRUCTIVE METHODOLOGICAL APPROACHES

The concept of the New Ukrainian School puts forward new requirements for the professional training of a modern teacher, in particular regarding the quality and range of his competencies. After all, it is the ability to quickly respond to changes, to be ready for the introduction of innovative methods of teaching and education, which ultimately determines his personal and professional relevance to the reform of the New Ukrainian School, the full performance of the role of a decisive factor in the success of the implementation of the concept of paradigmatic changes in higher pedagogical education. In view of the above, it is time to determine the methodological guidelines that ensure the success of becoming a teacher of the New Ukrainian School in the conditions of a higher education institution - the main stage of the formation of a teacher, which Ukrainian society and the children's community are waiting for.
 The modern educational practice of constructive implementation of the ideas of integration of the content of school natural science education and its reorientation to the competence model has proven the perspective of just such an approach. In addition, fundamental natural science education is one of the main factors of personality development, and acquired natural and scientific competence is a mandatory component of an individual's general culture and a resource for the development of his creative potential. Thus, the biological component of modern science education is aimed not only at ensuring the integrity of fundamental knowledge, but first of all at the realization of a person's creative and active existence in the surrounding world. In addition, the biological component of natural science training directly affects the formation of a scientific style of thinking as a prerequisite for the socio-cultural self-determination of the subject of knowledge.
 In this context, it becomes obvious the need to increase the level of subject biology competence of future bachelors of natural sciences, because they must be ready to work in the conditions of the New Ukrainian School - a modern education platform.
 Therefore, qualitatively new methodological approaches to the formation of subject-specific competences, particularly in biology, are the core of the professional training of future bachelors of natural sciences. Shifting the emphasis of higher professional education to the development of a competent and competitive specialist is an important criterion for the quality training of a future teacher of natural sciences.

INTERNATIONAL EXPERIENCE IN IMPLEMENTATION OF DUAL EDUCATION

The article explores the relevance of implementing international experience in dual education into the practice of domestic higher education institutions. The study is focused on the importance of training future bachelors in the field of construction and welding within the dual form of education. The purpose of the article is to consider models of dual education in European countries and opportunities for their implementation into the Ukrainian higher education system. The research operates comparative and retrospective analysis, methods of analogy, systematization and conceptualization of best practices in the introduction of dual education. The analysis of the international experience in the functioning of dual education models made it possible to identify the most promising directions of integration of the domestic education system, the labour market and production into the European educational system. It has been established that the implementation of a dual form of higher education contributes to adaptation to international standards and the exchange of advanced methods in the training of qualified personnel, which contributes to the improvement of pedagogical practices. The analysis of the research allowed us to recognize the essential features of the dual education system, which includes simultaneous education in an educational institution and practical experience at work. This is the interaction of theory with practice making it possible for students to acquire not only theoretical knowledge but also practical skills. It has been found out that in the European educational space, various terms are used to denote the concept of dual education, such as “alternation training”, “work-based learning”, “work-integrated learning” and others. All of them indicate a combination of theoretical knowledge and practical skills. Dual learning is defined by the European Center for the Development of Vocational Education as a process of acquiring knowledge and skills through practical tasks and reflection. The European Commission distinguishes three models of dual learning such as apprenticeship, periodic training in the company and integrated training. The UNESCO International Standard Qualification describes the dual system as an organized learning process combining part-time work in production with studies in traditional vocational schools and universities. A conducted comparative analysis of different dual systems in European countries (Austria, Germany, France, Switzerland, and Romania) indicated a variety of configurations covering such substantive aspects as legislation, management, competent authorities, employer representatives, subsidies, intermediate organizations, vocational and higher education, and education costs. Depending on the country, the dual system may have integrated or separate legislation, unified or separate administration, state or economic competent authorities, different share of social partners or professional associations, etc. Different approaches to the financing of the dual system and the presence or absence of intermediate organizations facilitating the interaction between the state and the economy have been revealed. The factors of economic benefit or loss for companies participating in the dual system, which affects gross costs and profitability of companies, have been highlighted. Two leading types of dual systems have been identified. The first one is the system which is united with state participation and coordinated, and the second one is separated, where regulation is mainly carried out by economic representatives. Based on the results of the comparative analysis, the diversity of approaches has been singled out and the factors influencing the success of dual systems in different contexts have been identified. There have been made conclusions regarding the advantages of the dual system of education and the features of the implementation of international experience into the professional education system of Ukraine.

PEDAGOGICAL POTENTIAL OF THE EDUCATIONAL PROCESS IN STIMULATING A POSITIVE AND ACTIVE ATTITUDE TO THE ENRICHMENT OF BIOLOGY COMPETENCE OF FUTURE BACHELORS OF NATURAL SCIENCES

The article is aimed at considering the possibilities of stimulating a positive and active attitude of future bachelors of natural sciences to the formation of competence in biology in the educational process. In the light of the modern educational environment, it is important to focus on pedagogical tools that promote studentsʼ active participation in the study of biological sciences. The effectiveness of this process can be significantly increased by using a system of diversifying methods, techniques and approaches to learning.The active use of such a system provides great pedagogical resources to stimulate the process of forming competence in biology in future bachelors of natural sciences. The study shows that these approaches help to engage future specialists in more effective learning of not only practice-oriented knowledge, but also give the process of professional training an effective focus and subjectively significant positivity.An important component is the integration of modern technologies into the educational process, which helps to maintain students’ interest and provides them with access to relevant information. Pedagogical methods aimed at using interactive platforms, virtual laboratories and multimedia expand studentsʼ opportunities in learning biology.The study of natural sciences, in particular biology, can become attractive to students if pedagogical methods that stimulate active participation and personal development are effectively applied. These approaches not only contribute to the enrichment of knowledge, but also form a positive attitude to the learning process, which is an important factor in the education of future professionals.
 Keywords: competence; positive-active attitude; student-centred educational process; contextual learning; interdisciplinary integration; stimulation; competence in biology; future bachelor of natural sciences.

FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE BACHELOR OF ECONOMY IN HIGHER EDUCATION INSTITUTIONS

Based on the competence approach, such meta-educational constructs as competence and professional competence are revealed in the article. It is stated that the formation of professionally significant competencies of future Bachelor’s of Economics is focused on the humanistic style of interaction between students, lecturers and employers. The purpose of the article is the formation of professional competence of future Bachelor of Economics in higher educational institutions. It is aimed at developing self-and mutual evaluation of the most significant results for future professional activity, creative ‒ is associated with the purpose, content, activity of lecturers and students, developing ‒ focusing on the maximum development of students' reflexive and creative abilities. The factors that determine the professionally significant qualities of future Bachelor of Economics are determined. The necessity of forming professionally significant qualities in future Bachelor of Economics (ability to navigate information flows; learn, filling in the missing knowledge; have competitiveness and mobility, to solve non-standard professional tasks and strive for self-actualization in the chosen professional field) is proved. It is also aimed at developing students’ personal functions (motivation, orientation to the future profession, self-realization). The following prospects for further research have been identified: revealing of relationships between the level of professionally significant competences formation of future bachelor’s of Economics and their career growth; conceptual and methodological foundations of continuous education of bachelor’s of Economy in the context of competence approach; productive interaction between university and employers in improving the efficiency of professional training of future bachelors to work.

ФОРМИРОВАНИЕ ЛИЧНОСТНЫХ И ПРОФЕССИОНАЛЬНЫХ КАЧЕСТВ БУДУЩИХ БАКАЛАВРОВ ДИЗАЙНА В ПРОЦЕССЕ ВУЗОВСКОЙ ПОДГОТОВКИ

The creative activity of a designer is a decisive sign that determines his professional orientation. In this regard, the subjective predisposition of a person to the profession of a designer is considered. The conditions for the development of the personality of future bachelors of design and the manifestation of his creative qualities are formed. The article considers the technologies of teaching with an emphasis on the cycle of artistic disciplines.

PRAXEOLOGICAL APPROACH AS A METHODOLOGICAL GUIDELINE FOR FORMATION OF PROFESSIONAL COMPETENCE OF BACHELORS OF NURSING IN MEDICAL COLLEGES

The article identifies the conceptual foundations of the praxeological approach as the latest methodological guideline in the formation of professional competence of future bachelors of nursing. It is established that under the conditions of introduction of new educational standards in preparation of future bachelors of nursing researches of possibilities of training optimization of students on the basis of the organization of successful activity in the aspect of its productivity, rationality and efficiency acquire special value. The development of the ideas of the praxeological approach develops in two forms: on the one hand – general social knowledge as a theoretical activity of the mind, and on the other – activity as a specific form of active human attitude to the environment. It is specified that in the system of professional education praxeology there is a general methodology that accumulates provisions, categories, laws, which explain the phenomenon of professional activity; general scientific approaches, which are related to the consideration and solution of problems of professional activity of a person and the laws of the structure of his activity; interdisciplinary knowledge, which manifests itself as a combined theoretical and practical experience of rational implementation of professional actions; the results of reflection on the causes, conditions and mechanisms of successful activity.

Мониторинг предметных образовательных результатов в интересах устойчивого развития

The article examines the problem of improving the quality of subject educational results at an economic university in the interests of sustainable development. The authors noted that the modern unstable world requires a professional in any field to be able to solve new problems in changing circumstances. This makes it necessary to develop a strategy for preparing a competent, mobile and creative worker in the field of education. In this regard, the emphasis in the organization of the educational process naturally shifts from the procedural component to the productive component. At the same time, the significance of the student’s subjective position increases: the integration of his motivational attitudes, social and market demand as a future professional. Based on the analysis of the most important international documents, the principles of education for sustainable development are identified, which are grouped according to their functional orientation. The first group determines the development of the individual (continuity of education, professional culture of interaction, the effectiveness of education, transformative intelligence). The second group provides conditions for personal development (fundamentalization, openness of education, advanced learning, active learning, informatization, monitoring of learning outcomes, etc.). The requirements for the results of subject mathematical training at the University of Economics are determined in the context of the principles of education for sustainable development. Based on the results of the study, a pedagogical experiment was conducted, during which the monitoring of educational results within the disciplines of the subject area “Mathematics” was carried out. The influence of experimental learning (use of case-tasks, project-type tasks) in the course of mathematical training on the level of formation of the components of mathematical competence in the context of ESD principles was studied. The results of pedagogical measurements showed a positive dynamics of the components of mathematical competence, in particular, the motivational and value qualities of future bachelors and masters.

Training future psychologists to solve research tasks using regression analysis

Mathematical statistics methods are used in many fields of psychology and pedagogy as a tool necessary for processing research results of various nature.
 The skills of research activity are necessary for future bachelors studying in the specialty 053 Psychology, both when writing coursework and qualification papers, and in the future in professional activities or further studies in master's and postgraduate studies.
 The task of identifying the quantitative dependence between characteristics is most often found in psychological and pedagogical research.
 However, the question of the correctness, correctness of the use of certain methods of mathematical statistics in the processing of experimental data of psychological and pedagogical research, due to the specificity of the data itself, remains relevant, since the wrong choice of methods and criteria will contribute to the application of erroneous statistical procedures and the formulation of incorrect research conclusions. Therefore, a detailed study of methods, analysis and solution of research tasks is a necessary part of the process of training a competent psychologist.
 The training of bachelors in the specialty 053 Psychology at the Kharkiv State Academy of Physical Culture to solve research problems using regression analysis is carried out as part of the study of the discipline «Computer processing of experimental research data».
 The topic «Regression analysis» is studied in lectures and practical classes.
 The concepts of regression, regression model, forecasting are considered at the lecture. General characteristics of regression analysis methods and problems. Estimating the parameters of paired and multiple linear regression using the method of least squares.
 The article provides materials on the application of regression analysis, which can be used in the statistical analysis of a research experiment when performing coursework, qualification works for bachelors and masters, and dissertation works. The development of skills and abilities to solve applied research problems using the methods of mathematical statistics in practical classes is an integral part of the process of training future psychologists.

Орнамент как основа формирования алгоритмических умений будущих бакалавров изобразительного и прикладных видов искусств

Ornamental compositions open up significant opportunities for the formation of algorithmic skills among bachelors of fine and applied arts. Geometric ornament is a good training material for the construction and analysis of digital art models with a flexible level of complexity. Descriptive geometry is considered as an applied tool for analyzing and creating an ornamental composition. The analysis of the ornament allows you to read architectural and artistic forms more professionally. The integration of descriptive geometry and computer graphics disciplines takes the content to a qualitatively new level. Geometric constructions in ornamental compositions are functionally convenient for creating digital models when studying vector graphic editors. The article reveals the problem of the formation of algorithmic skills among future bachelors of art as an important component of algorithmic culture and computational thinking. The descriptive geometry language and digital tools of vector computer graphics were chosen as the language of the algorithm description in solving ornamental compositions. The article presents a generalized algorithm for constructing a digital model of ornamental compositions, consisting of analytical, search, constructive, reproductive, reflexive, evaluative stages, including action and auxiliary questions for finding a solution to a graphical problem. An example of a particular algorithm for constructing the rose of Amiens Cathedral, performed by a student in the framework of studying the discipline "Modern Information Technologies", is given. The search for solutions at each stage is carried out with the help of auxiliary questions of the generalized algorithm. Special attention is paid to such stages of the algorithm as reflection of the finished digital model to investigate the possibility of using it in a given material.

Analysis of factors influencing the academic education of future bachelors in Electronics in Ukraine

The relevance of the chosen topic is determined by its importance in the context of the modern professional education system in Ukraine. This is influenced by contemporary trends: the need for highly qualified specialists, the improvement of the quality of educational services, and the implementation of innovations. Accordingly, the growing role of electronics in the modern world creates the need for highly qualified bachelors in Electronics. Analyzing the factors that affect the quality of academic education in this field will help identify key aspects that will contribute to the training of competent specialists. The purpose of the research is to investigate various factors that influence the quality and effectiveness of academic education for students pursuing a degree in "Electronics" in Ukraine. Considering the multifaceted manifestations, functional ambiguity of factors in the academic education of future bachelors in Electronics, their analysis required the use of a range of methods: search-oriented, analytical, comparative, systematization, documentation analysis, systemic, and synergetic. Within the framework of the research, three reports on the results of accreditation expertise of the bachelor's degree educational program in specialty 171 "Electronics" were selected from the State University of Intellectual Technologies and Communications, the National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute", and the National Aviation University. Based on the obtained results, it is worth noting that one of the key factors that can influence the quality of the academic training aimed at students is the qualification of teachers. The factor of the availability of the possibility of forming an individual educational trajectory for students is a relatively new but quite a relevant one. Another important factor is the quality of the educational program, which is the foundation for the activities at higher education institutions. The state of educational infrastructure, including the availability of modern equipment and laboratories that can help students acquire practical skills in Electronics, is no less important. It is appropriate to note that the listed factors can interact and influence the academic success of future bachelors in Electronics in Ukraine. To ensure students’ success, it is essential that universities properly take these factors into account and create favorable conditions for learning and development.

ONLINE VOCABULARY GAMES IN THE ASSESSMENT OF FUTURE BACHELORS’ IN APPLIED MECHANICS ENGLISH LEXICAL COMPETENCE

Nowadays, more and more digital platforms and services are used in language teaching and assessment. Online vocabulary games may be an effective tool in language learning process. They might be of great interest in particular in teaching English for specific purposes. Future bachelors in applied mechanics in their professional communication have to deal with a large number of terms related to technical and scientific topics. To make sure these terminological lexical units are mastered by the students, formative and summative assessments are applied. Online vocabulary games may be successfully used as a means of formative assessment of students’ lexical competence.

TERMINOLOGICAL DISCOURSE OF THE ISSUE OF PREPARING FUTURE BACHELORS OF GRAPHIC DESIGN FOR CALLIGRAPHY USAGE IN PROFESSIONAL ACTIVITIES

The review article presents the terminological discourse of the issue of training future bachelors of graphic design for calligraphy usage in professional activities, which includes such terms as “art education,” “design-education,” “design,” “graphic design,” “calligraphy,” “font,” “font design,” “national font design,” etc. The essence of design as a form of art aimed at the artistic construction of the subject space by applying the potential of artistic and industrial production, decorative and applied art with the aim of aestheticizing everyday life, the professional environment on the basis of national, ethnic, cultural identity has been clarified. The analysis of the category “graphic design” has made it possible to clarify its definition as a type of design, the purpose of which is to provide visual communication and project visual and meaningful images, and signs through simultaneous artistic, project, technical, design activities and information technologies used for the purpose of visualization and aestheticization of the environment, creation of a high-quality information space at the enterprise, in the community, at the state level, etc. The author’s definition of national font design as a process of creating and reproducing fonts based on cultural traditions and historical features of certain people with the aim of preserving national identity is substantiated.
 It has been found that in modern art education, design education, primarily in the training of designers in institutions of higher art education, the problem of updating the content, forms, and methods of using calligraphy and font design on the basis of national traditions, substantiating the methodological principles of reproduction and creation of Ukrainian typefaces is actualized forms, typography, font using samples of national culture. Today, the national preservation principles of font design require a new understanding, the affirmation of traditions, and the study of historical experience, as well as the use of modern digital technologies, which will enable the strengthening of national identity in the field of design education.

ЗМІСТ І СТРУКТУРА САМООСВІТНЬОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ БАКАЛАВРІВ З ЕКОНОМІКИ: КАТЕГОРІАЛЬНО-ДЕФІНІЦІЙНИЙ АНАЛІЗ

The article carries out a categorical and definitional analysis of the self-educational competence phenomenon of future bachelors in economics, analyses the concepts of «self-education», «self-educational activity», «competence», «self-educational competence». It has been emphasized that, along with indicators of professional mastery, future specialists, for the sake of their self-efficacy and professional success, are called to become proficient in the knowledge, skills and experience of self-education, as well as to develop professionally important personal qualities - cognitive independence, cognitive activity, the ability for professional self-development and self-improvement via specially organized self-study. The purpose of the article is to determine the essence and structure of self-educational activity and self-educational competence and their specific content for future bachelors of economics. To implement the set tasks, in the study, a number of methods are used; among them a categorical and definitional analysis of scientific research enlightened the essence of self-education and self-educational competence, modelling of components of self-educational competence, specification and systematization of existing theoretical works to determine the structure of self-educational competence of future bachelors in economics. Self-education in the context of future bachelors of economics professional training is defined as a type of basic and professional education directed at systematic, purposeful, continuous improvement of knowledge, abilities and skills necessary for successful performance of one’s activities and achievement of certain personal and social significant goals. It has been established that the goal of students’ self-education is the achievement of certain personally significant educational aims, the satisfaction of cognitive interests, general cultural and professional requests, and qualitative changes of personality in the process of independent acquisition of subjectively and objectively new knowledge. It has been found that the crucial characteristics of self-education are self-governance, self-organization, self-efficacy, self-activity, internal freedom, voluntariness, self-regulation, focus on self-improvement and self-realization. It has been substantiated that self-educational competence is a crucial component of the future specialists’ professional competence, a person’s integrative property, which allows them to achieve productivity and success in self-educational activities, receive a quality education, master the profession, and achieve necessary qualifications. The self-educational competence of future bachelors in economics is presented from the point of view of the structure of self-educational activity, which covers the motivational and value aspect (needs, motives, instructions and attitude); knowledge-based aspect (special knowledge); the activity-based aspect (ability, skills, competences), the reflective aspect (that which characterizes the products of self-educational activity in external and internal plans) and the personal aspect (specific features and qualities that enable self-educational activity). Self-educational competence is revealed as a multidimensional personal formation that encompasses a number of other competencies including moral and ethical, general educational, subject, methodological, informational, digital, general cultural ones, and competence in self-development. It has been concluded that the formation of self-educational competence should be a mandatory component of the content of studies in higher education institutions and the system of professional training of future bachelors in economics.

STRATEGIC COMPETENCE AS A GUARANTEE OF PROFESSIONAL ACTIVITY OF A MODERN IT SPECIALIST

The article examines the current problem of professional training of future IT specialists in the context of forming their strategic competence because it is critical for university graduates in the field of IT to be able to strategically plan actions in different ways for effective implementation in their professional activities. Therefore, the strategy of professional activity is carried out by means of separate tactical actions, which collectively make up strategic activity. Thus, s IT specialists’ shaping strategic competence allows understanding of which actions are the most important for the realization of the goal and the achievement of professional tasks. It has been established that strategic competence of an IT specialist is a personal integrative creation. This represents the unity of professionally significant qualities, knowledge and skills, with the help of which specialists formulate the strategic goal of work, show a value-motivational attitude to strategic changes and flexibility in behaviour depending on the factors of the external environment, make a reasonable choice and implement strategies depending on the situation, while achieving the effectiveness of the professional activity. The importance of shaping strategic competence in three main sections is substantiated including: elemental (a set of components, the interaction between which ensures the implementation of the relevant activity); functional (methodology for adopting strategies); and procedural (technology for developing and implementing a strategy in the existing environment). It has been proved that a high level of IT specialists’ strategic competence ensures the following: determination of the leading goal of professional activity, choosing an effective model of professional behaviour following existing conditions, planning and development of measures for adaptation to conditions of professional activity, implementation of planned professional actions and operations (strategies), etc. The article also presents the main aspects of professional training of future IT specialists. The experience of organizing and implementing university training for future IT specialists shows that a high level of strategic competence makes it possible to choose and prepare the right hardware and software, rational methods for solving professional tasks, allows for the modernization of IT infrastructure, optimization of IT efficiency for innovation. This makes it possible to manage the IT sector, in particular, in the context of IT infrastructure management, IT projects, IT costs, to increase the security and stability of the industry. It is important to define long-term goals, taking into account the phased process of optimizing existing IT systems. A strong emphasis is also placed on the following blocks of scientific knowledge: the use of technologies and algorithms of computational intelligence and intelligent data analysis in the tasks of forecasting, analytics, cluster analysis using software tools to support multidimensional data analysis based on DataMining, TextMining, WebMining technologies, mastering system programming languages and methods of developing online programs, performing parallel and distributed calculations, applying numerical methods and algorithms, etc. The article also provides promising directions for research as a study of the real state of shaping strategic competence of future bachelors in the IT field.

ПЕДАГОГІЧНІ УМОВИ ФОРМУВАННЯ ФАХОВОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ БАКАЛАВРІВ З АГРОІНЖЕНЕРІЇ У ПРОФЕСІЙНІЙ ПІДГОТОВЦІ

The article examines the problem of formation of professional competence of future bachelors in agricultural engineering during their professional training. The urgent need for the training of highly qualified, goal-oriented, competitive specialists in the agro-industrial production area has been confirmed, which has been updated in connection with the significant renewal of their professional activities in the conditions of digitalization of the economy of Ukraine, and the introduction of innovative approaches to the organization of modern educational space. The article aims to define and justify the pedagogical conditions that can ensure the effective formation of professional competence of future bachelors in agricultural engineering during their professional training. In the research, a complex of methods was used: a content analysis of the crucial concepts of the research, generalization of advanced pedagogical experience to identify and justify the pedagogical conditions for forming professional competence of future bachelor in agricultural engineering in the professional training process. It has been proven that the practical activity of future specialists of agricultural engineers involves the use of achievements of psychological, pedagogical science and experience, and forming professional competence of future bachelors in agricultural engineering should be aimed at training them as professionals who are competitive, capable of successful professional activity, professional development and mobility, capable of solving the challenges, set tasks and problems in the field of agro-industrial production and to meet the needs of the labour market. Forming professional competence of future bachelors in agricultural engineering in higher education institutions will be effectively carried out under the condition of identifying and taking into account the features of their professional training, which are determined by the specifics of professional activity; orientation on the individual motivation of the professional training of future bachelors in agricultural engineering and compliance with the modern development of education; determination of the main pedagogical conditions for forming professional competence of future bachelors in agricultural engineering in professional training. The following main pedagogical conditions for forming professional competence of future bachelors in agricultural engineering during their professional training process have been determined, including ensuring systematic interest and forming positive motivation for mastering the chosen profession; development of the subject content of the cycle of professional training of future bachelors in agricultural engineering; the use of innovative technologies for the purpose of forming professional competence of future bachelors in agricultural engineering in their professional training; formation of professional and personal qualities of the future agricultural engineer; mastering the practical experience of the future professional activity of an agricultural engineer. It has been concluded that each specified pedagogical condition should positively contribute to the effective formation of professional competence of future bachelors in agricultural engineering in professional training with further identification of the peculiarities of their educational activities. The next step in the research of the considered issue is the construction of a criterion base for forming professional competence of future bachelors in agricultural engineering during their professional training.

Implementation of a transprofessional approach in the professional training of bachelors – future teachers in the system: secondary vocational education – higher education

Introduction. In the conditions of rapid development of technologies, the issue of providing production with middle-level technical workers is acute, but modern highly qualified teachers are needed for their training. The requirements of employers serve as a guideline for advancing the quality of professional training of specialists, but they are poorly taken into account when preparing bachelors as future teachers in the system of secondary vocational education (SVE). The purpose of the research is the scientific substantiation, design and implementation of the technology of professional training of bachelors and future teachers based on a transprofessional approach. Materials and methods. The study involved students of Kuban State University (Russia) in the direction of 44.03.05 Pedagogical education (with two training profiles), profile Technological education, Physics, in the number of 174 people. Methods: source analysis, design, pedagogical experiment, expert assessment, student self-assessment, statistical processing of results according to the U-Mann-Whitney criterion. Results. The technology of professional training of students of higher education (HE) for pedagogical activity in the SVE system has been developed, including motivational-target, organizational-activity and creativedevelopmental stages. The training of students is carried out in the system: SVE – HE on the basis of a transprofessional approach with the selection of the content of training in accordance with the needs of production. Reverse-variable learning technologies with electronic resource support are used: electronic software, video content (theoretical material, laboratory work, master classes, web quests) with the involvement of students themselves in their development. The application of the developed technology contributes to the effective formation of professional and universal competencies of students, the development of their motivation and personal qualities (U = 597; p < 0.01). Conclusion. The proposed technology of advanced transprofessional training of future bachelors of pedagogy makes it possible to expand the employment opportunities of bachelors not only at school, but also in the vocational education system. The developed technology can be applied in the preparation of bachelors of pedagogy of various profiles, retraining and advanced training of teachers, masters of industrial training.

АНАЛІЗ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ ФАХІВЦЯ З РОЗРОБКИ КОРИСТУВАЛЬНИЦЬКИХ ІНТЕРФЕЙСІВ

The article is dedicated to the challenging problem of improving the quality of professional education of future bachelors in the field of software engineering, in particular, defining qualification requirements, updating the goals and content of educational programs for their education by analyzing the professional activities of a user interface development specialist. As technology advances and integrates into our daily lives, the demand for such specialists has grown significantly. At the same time, the field of information technology is constantly evolving, creating a need for more specialized skills that can only be acquired through a professional education. During the analysis of the professional activity of a specialist in the development of user interfaces, the subjects, means, process, technologies, conditions and products at each stage of creating user interfaces of various software are considered. The user interface is defined as the means by which users interact with digital devices or software. The article considers the job responsibilities of a UI designer, UX designer, front-end developer, graphic designer and user experience researcher – specialists who develop user interfaces. The process of developing user interfaces is analyzed at the following stages: determining the needs, desires and behavioral patterns of users; defining the problem to be solved; generating ideas for solving the problem; prototyping; testing (in accordance with the concept of «Design Thinking»); development of the software part of the user interface (writing program code, front-end and back-end development, integration of front-end and back-end components into a single system, testing and quality control, cross-platform support, ensuring accessibility for people with disabilities). The qualification requirements for a specialist at each stage of user interface development are determined to improve the quality of professional training of future bachelors in the field of software engineering, to update the goals and content of educational programs for their training. Key words: professional activity, user interface development, UI design, UX design, design-thinking, qualification requirements.

FORMATION OF SPATIAL IMAGINATION IN THE FUTURE MECHANICAL DESIGNERS

The events of the last year have even more clearly highlighted the problems and priorities in higher education, where during the last few decades the number of students who wanted to study in engineering specialties has decreased, and the attractiveness of engineering education in general has decreased. Modern industrial enterprises, Ukrainian agricultural engineering, medical equipment, modern Ukrainian army urgently require a significant number of engineering specialists, in particular, mechanics who could create, improve and repair modern, as a rule, rather complex equipment. Among the basic knowledge of future mechanical bachelors it is necessary to single out the presence of spatial imagination and spatial thinking, which allow creating new mechanical systems by producing new technical documentation in the form of assembly and working drawings. In the process of creating new objects, the designer solves two main tasks: the first is the formation of an imaginary spatial object based on flat drawings, the second is the production of flat drawings based on an imaginary three-dimensional object. This work is devoted to the consideration and analysis of the process of formation of spatial imagination and spatial thinking in the process of obtaining an engineering education by a student at the university. In particular, the disciplines provided by the curriculum, which help to develop spatial imagination and spatial thinking, are highlighted, and relevant tasks in the process of their complication are considered. It is proposed to stage the process of forming spatial imagination among students, in particular, it is necessary to determine the levels of mastery of spatial imagination and spatial thinking, which, together with the assessment of knowledge, skills and abilities from other general engineering and special subjects, will help form an opinion about the suitability of the future bachelor of mechanics to the creative profession of creating new technical systems.

SOCIAL CONTEXT OF FORMATION HEALTH-SAVING COMPETENCE OF FUTURE BACHELORS OF PHYSICAL THERAPY

The article on the basis of theoretical analysis of the issue under investigation is defined different approaches to the hierarchy goals of professional training of future bachelors of physical therapy in higher education institutions. These include social goals, general and theoretical goals of professional education; goals of studying certain professional or special disciplines; goals of studying additional courses; goals of particular sections and topics; goals of particular training sessions. Considering the social context of the organization professional training of future bachelors of physical therapy in higher education institutions are identified and characterized by five leading conceptual provisions on the formation of health-saving competence to the future bachelors of physical therapy as a pedagogical system. The article highlights and characterizes the requirements for the readiness of the teachers of higher education institutions for the implementation of quality professional training of future bachelors of physical therapy directed at the formation of their health-saving competence: formed professional, general cultural, and humanitarian, civil and social, information and communication competence, creativity, innovation, entrepreneurship, and financial literacy. In the article is established that the function of the health-saving environment in higher education institutions is the formation of the health-saving competence in future bachelors of physical therapy in combination with didactic, educational, stimulating, and psychological functions. The paper establishes that it is the social context for the formation of health-saving competence is a certain indicator of the processes of socialization in future bachelor of physical therapy in higher education institutions.