Future Specialists Research Articles

Ways of forming the socio-psychological competence of sociology students in the course of training in higher education institutions

The existing uncertainties in modern social life cause personal and mental stress in the field of communication and joint activities of people. The subject of the research is socio-psychological competence of sociology students. The purpose of the work is to study the existing ways of forming this competence in the process of teaching students at higher education institutions. In turn, in order to achieve the original purpose, the authors formulated the following objectives: to identify the current problems connected to the social competence, to consider the existing psychological culture of sociology students, and to explore the contemporary approaches to the formation of professional competence of sociology students. In order to fulfill the purpose and the corresponding objectives, the authors studied scientific articles written by other Russian researchers as a methodological basis and also considered the information contained on the Internet. Due to its own specifics, the topic is used in the process of teaching students at higher education institutions. This topic has been relevant throughout history, and therefore it seems necessary to continue research in this field. According to the research results, the following conclusions were made. The existence of ways of forming the professional competence of a future specialist allows us to identify options for improving the socio-psychological competencies of sociology students in the process of training at higher education institutions. Due to diverse approaches, it is possible to determine the manifestation of personal psychological culture most accurately. Educational institutions at the same time act as one of the main factors that influence socialisation and formation of the psychological culture of a sociology student during their education.

The Development of Creative Potential as a Condition for the Formation of the Competitiveness of the Future Specialist

Relevance. New requirements for the training of students in higher educational institutions are that acquiring only specialized professional knowledge is no longer sufficient for a future competitive specialist. It is necessary to develop such individual abilities that significantly reveal his individuality and creative potential.Goal of the work. To determine pedagogical conditions that contribute to the development of the creative potential of future specialists as a factor in the formation of their competitiveness.Objectives of the research: Based on the analysis of psychological and pedagogical literature, to find out the essence and content of the basic concepts of the study “personal competitiveness,” creative potential”; to justify the pedagogical conditions for the development of the creative potential of future specialists in the sociocultural space of higher education.Methodology. During the scientific search, the following research methods were used: systemic, analysis, synthesis, induction, deduction, generalization, comparison.Results. Based on the analysis of scientific sources, the concept of individual competitiveness is defined as a necessary set of professional and personal qualities that contribute to the possession of competitive advantages in current sociocultural conditions. The pedagogical conditions for the development of creative potential are determined as conditions for the formation of the competitiveness of a future specialist.Conclusions. Preparation for identifying and developing creative potential is possible provided that a creative learning environment is created that stimulates students' creative activity and students' motivation for creative activity.

Training of Future Specialists in Law in Higher Education Institutions of the PRC for the Protection of Intellectual Property as a Problem of Pedagogical Theory and Practice

Training of Future Specialists in Law in Higher Education Institutions of the PRC for the Protection of Intellectual Property as a Problem of Pedagogical Theory and Practice

USE OF INTELLIGENT FUZZY IMAGE SEGMENTATION SYSTEMS IN THE PROFESSIONAL TRAINING OF FUTURE SPECIALISTS IN ENGINEERING AND PEDAGOGICAL FIELDS

Relevance: The article addresses the critical issue of integrating intelligent image segmentation systems that utilize fuzzy logic into the training processes for future specialists in engineering and pedagogical fields. This integration is a significant aspect of the digitization of higher education. Aim: The goal is to implement intelligent vehicle image segmentation systems using fuzzy logic to train specialists in engineering and pedagogical fields. Methods: The preliminary processing of the images of the studied objects (vehicles) involved digital filtering methods, contour detection, profile analysis, and contrast enhancement. Image segmentation was performed using watershed methods, contour lines, and region growing. After segmentation, the obtained segments were selected based on size. Fuzzy membership functions were then applied to determine the degree of affiliation of the segments to the meaningful parts of the studied objects, ensuring reliable recognition of these parts and stable operation of the intelligent system despite external influences on the acquired images. Results: A computer system has been developed for the segmentation of vehicle images using fuzzy logic, which has been integrated into the training of specialists in engineering and pedagogical fields. The segmentation methods isolate objects within the images, which are then recognized using fuzzy logic. Thanks to the fuzzy membership functions, elements of vehicle images are reliably recognized even when there is some ambiguity in the shapes of the segments. The practical significance of the developed system is demonstrated through the processing of car images. Conclusions: The integration of the developed system into the educational process provides students with both theoretical knowledge and practical skills related to intelligent image processing systems.

PEDAGOGICAL MONITORING OF PROFESSIONAL TRAINING FUTURE SPECIALISTS IN THE SOCIAL SPHERE IN THE PROCESS OF APPLICATION OF ELECTRONIC LEARNING

The article examines the content of pedagogical monitoring of e-learning of future social workers in higher education institutions. The modern level of e-learning in the institution of higher education has been revealed. Special forms and methods of working with students - future specialists in the social sphere are analyzed and substantiated. The list of necessary conditions for the formation of applicants for higher education with a system of theoretical knowledge, practical abilities and skills necessary for the effective realization of oneself as a professional social worker is provided; development and formation of theoretical knowledge that will contribute to the development of the student as a future specialist in the social sphere. The purpose of the article is to identify the problems of professional training and to study the special requirements for the development and implementation of electronic training courses in the process of professional training of social sector specialists capable of solving social problems. Considerable attention is paid to the problems of pedagogical interaction between the teacher and the student, based on the analysis, the strengths of e-learning are highlighted, and the expediency of its use is clarified. The main tasks are defined as follows: to identify and generalize the components of professional self-development as one of the complex forms of transformation of the inner world, which occurs in the process of self-movement of a person along his life path, on which a person knows himself, builds himself, understands the essence of his functioning; to investigate the peculiarities of vocational pre-university education as a focus for personal development on self-building, professional self-determination for the successful growth of professionals in the social sphere. Based on the results of the generalized analysis, it was concluded that the effectiveness and feasibility of e-learning takes into account not only the general principles of learning, but also the specifics of a specific field or subject. These technologies allow students to independently organize their educational process, develop independent work skills and improve their knowledge. The proposed e-learning technologies can be used in universities, faculties and departments where future specialists in social spheres are trained, as well as in advanced training courses with the aim of increasing readiness to interact with clients based on mastering a set of knowledge and skills aimed at transforming informational and reflective, professional-practical and professional-development technologies in the real conditions of the environment of the higher education institution. The conclusions confirmed the substantiation of the necessary pedagogical conditions for improving the quality of extracurricular activities in the environment of institutions of professional pre-higher education regarding future social workers in the conditions of globalization.

APPROVAL OF FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE OPERATORS IN INFORMATION PROCESSING AND SOFTWARE

The article is devoted to the problem of researching the effectiveness of the process of forming the professional competence of future information processing and software operators in the process of professional training. It was found that the system of training future specialists in the process of professional training is aimed at ensuring their readiness for professional activity, taking into account all components of the educational process of the educational institution. It was clarified that the important factors of the problem of the formation of professional competence of future specialists in the process of professional training are inadequate readiness for professional activity and the appropriate level of their professional competence for such activity. It was revealed that the process of formation of professional competence of individuals for professional activity is influenced by the following factors: transformation of the content of training of future operators in information processing and software in professional (vocational and technical) education institutions; the prestige of the profession and its social significance; professional development and development of the personality of future specialists; acquisition of practical experience by students of education regarding the implementation of innovative technologies and project activities; purposeful mastery of professional skill and specialty; the formation of a culture of mastery and the readiness of qualified specialists for professional activity. It is specified that the formation of professional competence of future specialists in the process of professional training is oriented towards: purposeful formation of a complete system of professional competences in the process of professional training; development of motivational potential; enrichment of the development of individual and professional qualities, formation of self-assertion, improvement of personal and professional assets, acquisition of one's own style of work; accumulation of experience in professional skills for effective performance of professional activities, improvement of professional abilities and skills for further self-actualization, self-improvement of professional activities, development of quick adaptation to full-fledged future activities; improvement of assets of creative and scientific research, enabling professional self-development in professional activity. The study of the continuity of the development of future specialists to professional activity requires further development.

CURRENT TRENDS OF TRAINING SPECIALISTS IN THE PHARMACEUTICAL INDUSTRY THROUGH THE PRISM OF ETHICAL AND PROFESSIONAL STANDARDS

The article focuses attention on the need to research modern trends in the training of pharmaceutical industry specialists through the prism of deontological and professional standards. It was established that the modern system of professional training of future specialists in the pharmaceutical industry was influenced by the changes that the industry underwent after Ukraine gained independence: a significant reduction in the range and volume of production of domestic pharmaceutical products, orientation towards European standards of professional training of specialists, compliance with the ethical principles of the work of pharmaceutical specialists. It is noted that the Code of Ethics of Pharmaceutical Workers of Ukraine became the basic regulatory regulator of pharmacist professional ethics in Ukraine, but the further development of international legislation requires adaptation of the domestic pharmaceutical education system to its requirements. The article analyzes the key normative documents that determine the deontological and professional standards for the training of pharmaceutical industry specialists. Modern trends in the training of specialists in the pharmaceutical industry are defined as: the focus on increasing the prestige of the pharmacist profession, raising its status and improving its image in society; compliance with high standards of professional behavior of pharmaceutical industry specialists; strengthening of patient- and client-oriented professional activity in the field of pharmacy, which meets the modern requirements of deontological and professional standards regarding the transfer of emphasis from subject-object interaction in the specialist-client-patient plane to subject-subject interaction; strengthening the professional autonomy of pharmacists among other specialists of the health care system.

FORMATION OF GENDER COMPETENCE IN THE PROCESS OF TRAINING FUTURE SOCIAL WORKERS

The article highlights the need to develop gender competence in future social work professionals and the use of an integrated approach in this field. The study aims to theoretically substantiate the peculiarities of gender competence formation in future social workers. The implementing possibilities for the Strategy of Gender Equality in Education until 2030 have been identified. The availability of gender studies in institutions of higher education has been analyzed. It is stated that domestic training programmes have the gender component included in curricula of various specialities. The studies in the field of gender equality and social work demonstrate that although there are specific disciplines that include aspects of preventing discrimination and violence against women, they need updating and adapting to modern challenges. The article analyses training and scientific programmes in the speciality “231 Social Work” in terms of content and specifics of preparing specialists to perform their duties taking into account the requirements of gender equality. It has been found that most of them are based on the requirements of state standards for the formation of competencies in human rights and anti-discrimination. It is emphasized that Pavlo Tychyna Uman State Pedagogical University has established Gender Centre that is a member of the All-Ukrainian Centre for Gender Education in Ukraine. Training future specialists in the specialty “231 Social Work”, forming their ability to carry out professional activities in compliance with human rights and the principle of gender equality, and developing competencies in preventing and combating gender discrimination are among the Centre’s main tasks. The author substantiates the need to form gender competence in future social workers by including a gender approach in the educational process as specialised disciplines revealing applied aspects of gender equality and participation in non-formal education play an important role there.

PROBLEMS AND PROSPECTS FOR THE DEVELOPMENT OF DUAL EDUCATION FOR THE POST-WAR RECOVERY OF UKRAINE

The relevance of the article is determined by the need to identify the most effective mechanisms for using the experience of introducing the dual form of education to improve the professional training of future specialists and accelerate the post-war recovery of Ukraine. The aim is to summarize the experience of the dual form of education in Ukraine, to identify the reasons for its inhibition and promising directions of its development for the post-war recovery of Ukraine. Methods: study of scientific sources, legislative, regulatory and legal documents, empirical data to determine the state of functioning of the dual form of education in Ukraine; theoretical analysis and synthesis, generalization of scientific views on the problem under study in order to identify the causes of inhibition and promising directions for the development of dual education for the post-war recovery of Ukraine. Results: the experience of pilot projects for the introduction of dual education in educational institutions of different levels is analyzed; scientific publications of domestic researchers are summarized; the reasons for inhibition and promising directions for the development of dual education are identified; the importance of dual education and its compliance with the main goals of the Strategy for Sustainable Development of Society and Post-War Reconstruction of Ukraine are substantiated; dual education is characterized as an element of a new worldview paradigm that is being formed under martial law. Conclusions: the main reasons that hindered its development and reduced the effectiveness of dual education (quarantine restrictions related to the COVID-19 pandemic; military operations; increased migration flows caused by the war; reduction in the number of students, workload for teachers and, accordingly, reduction in staff at the departments; destruction, relocation, closure of many enterprises participating in the training of specialists in the dual form of education; low level of awareness of the benefits of dual education among students, teachers and employers; promising areas of its development are outlined (strengthening career guidance and information campaigns on dual education opportunities; reducing the level of bureaucratization of the educational process in educational institutions; providing state support for those educational institutions that will implement full-fledged dual education to retain teaching staff and encourage them to update and modernize educational programs to meet the needs of dual education; improving the training of heads of educational institutions for the development of public-private partnerships, and future teachers - for pedagogical activities in the context of dual education); the dual form of education is presented as an element of a new worldview paradigm, which in times of military aggression continues to transform in three main vectors (the development vector, which focuses domestic scientists and teachers on studying the European experience of implementing dual education; the security vector, which directs the national education and science system to implement this experience to protect Ukraine's national interests; the responsibility vector, which demonstrates the commitment of the post-war educational paradigm to strengthening employers' responsibility for the quality of training and strengthening their influence on the content of educational programs).

SOCIAL POLICY REGARDING VETERANS, PEOPLE WITH DISABILITIES AND OTHER VULNERABLE POPULATION GROUPS

The article analyzes the issue of migration as a complex social phenomenon. International population migration in the conditions of growing globalization occupies an important place in the development of modern society and, accordingly, affects young people who, for various reasons, decided to study abroad (in Slovakia). The article reflects knowledge at the theoretical and empirical levels. One of the main tasks of modern higher education is the modernization and efficiency of the professional mobility of future specialists. Student migration is considered as educational migration. We point out that the Slovak Republic is one of the most economically successful countries in Central-Eastern Europe. Economic reforms and accession to the EU, combined with significant inflows of foreign direct investment, have led to sustained economic growth and job creation. Economic development and demographic changes have also created an additional need for skilled labor. At the same time, greater integration into the EU, open borders and a common educational space led to the migration of Slovak students to the neighboring Czech Republic and other EU countries. As a result, Slovakia gradually began to ease migration restrictions and allowed an increasing number of third-country nationals to enter the territory of the Slovak Republic. The integration policy of Slovakia is consistent with the migration policy, and among its priorities is the effective integration of foreigners in the labor market. The purpose of the article is to analyze Ukrainian student migration in Slovakia, focusing on the analysis of personal and social benefits. We analyze the issue of academic mobility as an integral component of the European educational space, which also undoubtedly has a positive effect on the national education system and the national economy. We highlight the issue of effective ethnic-national policy formation, development of theory and practice of social work with ethnic groups, find out directions and forms of social service work with migrants. In the empirical part, we present a quantitative study at all stages of the research process. The content of the study is to find out the reasons that motivate future Ukrainian students to migrate to Slovakia, as well as to find out how the initial decision about migration and arrival to Slovakia takes place. Part of the quantitative research is the analysis of the personal and social benefits of the migration of Ukrainian students to Slovakia.

The specific features of the values and meaning domain and motivation of future specialists in the transport industry

Currently, the problem of training highly skilled, competitive specialists equipped with competencies necessary for their future professional activity is of particular relevance. This is key to building a talent pipeline in the transport industry in general and in the railway sector in particular where the activities of the majority of workers involve providing safety and continuity of operations. One of the topical issues is to study their values and meaning domain and motivational attitudes to their future profession as an opportunity to develop techniques of psychological and pedagogical support aimed at forming stable internal motives and optimizing the professional development of future specialists in the transport industry. The purpose of the study is to explore the specific features of the values and meaning domain and motivation of future specialists in the transport industry. In order to study the purpose-in-life orientations, personality traits and motivation of future specialists in the transport industry, a study was conducted with the participation of 50 people aged 20 to 24 years. The following methods were used: the Purpose-in-Life (PIL) Test by D. Crumbaugh and L. Maholick adapted by D. A. Leontiev; the questionnaire for the assessment of personality traits of a professional (LOP) by I.G. Senin and V.E. Oryol; and the Motivation for Success and Fear of Failure (MUN) method by A. A. Rean. The results for interpretation were obtained by mathematical and statistical data processing using correlation analysis (the Pearson correlation criterion). The sense of purpose in the students is associated with the ability to identify significant conditions for achieving goals and everything that happens to them contributes to their personal growth. The more the students perceive their lives as emotionally intense and interesting, the less they tend to perceive their educational and professional activities as a source of stress. Conclusions: Students with clear goals for the prospects of their future professional self-realisation tend to show internal motives for achieving results to a greater extent. The feeling of meaningfulness and productivity of the students’ lives is associated with tension they experience in the learning process, conscious control of their actions and behaviour.

THE PROBLEM OF PROFESSIONAL TRAINING OF FUTURE IT SPECIALISTS IN THE RECEPTION ROOMS OF DOMESTIC SCIENTISTS OF THE LAST DECADE

In the article was analyzed the problem of professional training of future IT specialists in the receptions of domestic scientists of the last decade. It is found that the modern system of training specialists in higher education in Ukraine is focused on global trends in the development of higher education, such as globalization, integration, democratization, continuity, humanization, openness of education, academic freedom, autonomy, digitalization, etc., which leads to the transformation of training of highly qualified specialists, including IT specialists. It is proved that reception as a new methodological technology involves interpretation – one's own interpretation, addition to the previously created. Based on the analysis, it is determined that the professional training of future IT specialists involves the formation of their readiness to work and acquire relevant competencies in information technology, mathematical and computer modeling of processes and systems of various nature, forecasting, optimization, system analysis and decision-making, etc. The article characterizes the research of Ukrainian scientists related to the professional training of IT specialists in its multi-vector dimension over the past decade, such as I. Gerasymenko, A. Stryuk, A, M. Rassovutska, S. Semerikov, I. Tarasov, Y. Sikora, O. Glazunova, A. Kocharyan, S. Nikolayenko, V. Shynkaruk, V. Kovalchuk Y. Vasylenko, L. Dmytritsa, T. Bodnenko, V. Vlasenko, V. Bykov, A. Gurzhiy, M. Shyshkina, T. Voloshyna, T. Vakaliuk, T. Potapchuk, O. Malykhin, T. Yarmolchuk, S. Berezenska, N. Oliynyk, I. Varava, A. Kapiton, A. Schlichta, and others. It has been established that in the last decade, Ukrainian researchers have considered the professional training of future IT specialists in the context of their professional activities in a rather different way and have drawn certain analogies with the concept of competence as a person's ability to perform a certain type of activity

Формування ціннісного аспекта фахової підготовки майбутнього викладача іноземних мов

The article examines the process of forming a value aspect in the professional training of a future foreign languages teacher. Key aspects of the influence of axiological elements on the professional development and personal identity of teachers are investigated. The article highlights practical methods of forming students’ value perceptions, in particular by implementing global and intercultural approaches. The article emphasizes the importance of conscious development of values in future teachers for their successful implementation in the modern educational environment. The role of pedagogical axiology in strengthening the interaction between the teacher and students through the implementation of practical tasks and situations aimed at the development of valuable competencies is analyzed. Special attention is paid to reflection and self-assessment as effective tools for students’ awareness and analysis of their own values. The article suggests that teachers use these methods to actively involve future foreign languages teachers in the process of forming personal and professional values, which will contribute to their successful teaching path in the global educational environment. It is noted that the valuable component of professional training of future foreign languages teacher is of strategic importance in the conditions of globalization and intercultural interaction. Students are invited to actively interact in real situations, which contributes to the formation of their skills in solving ethical problems and making important decisions based on their values. The article is aimed at practical recommendations for teachers of Universities who want to improve the process of forming a value component in future specialists in teaching foreign languages, developing their professional and personal aspects. In addition, the article discusses the importance of reflection and self-evaluation in the formation of the value component in professional training. Reflective sessions, where students analyze their values and discuss them with colleagues, contribute to awareness of their own approach to professional activity.

ПРОБЛЕМА ПОДОЛАННЯ МОВНОГО БАР’ЄРУ В ПРОЦЕСІ ВИВЧЕННЯ ІНОЗЕМНИХ МОВ У ЗАКЛАДАХ ВИЩОЇ ОСВІТИ

The article is devoted to the analysis of the problem of overcoming the language barrier in the process of learning foreign languages in higher education institutions. The object of consideration is the complex aspects of this phenomenon, the complexity of learning a foreign language, the lack of practical application of the acquired skills, the lack of attention to the cultural context during its study, etc. In view of this, there is a need for a systematic approach to overcoming the language barrier, taking into account not only linguistic aspects but also the psychological characteristics of students. The next aspect concerns the lack of practical application of language skills acquired during study. The study points to the relevance of introducing interactive methods of teaching a foreign language aimed at practical use of the language in different situations, which will provide students with the opportunity to improve their language skills in practice. It is noted that the lack of opportunities for practical use of a foreign language outside the classroom complicates the process of forming the foreign language competence of future specialists, makes it impossible to successfully consolidate communication skills in real life situations. This leads to a loss of interest in learning and limits the practical use of language skills. It is concluded that learning foreign languages should include understanding and adaptation of higher education students to cultural realities, which will contribute to a deeper understanding and more effective learning of languages. Particular emphasis is placed on the importance of using innovative pedagogical approaches, including technologies and methods of intercultural communication. The use of modern technologies, such as mobile applications, virtual reality, etc., can greatly facilitate the process of learning foreign languages and help overcome the language barrier, and it is also important to create a favorable learning environment where students have the opportunity to practice the language in different situations, use innovative teaching methods and focus on developing not only grammatical skills but also cultural context. The importance of immersive practice in overcoming the language barrier in foreign language learning is emphasized.

PEDAGOGICAL REGIONAL STUDIES AS INTERDISCIPLINARY SCIENTIFIC KNOWLEDGE

The article reveals the peculiarities and prospects for the development of pedagogical regional studies as interdisciplinary scientific knowledge and a multidimensional phenomenon of education, culture, and science. It was established that in the conditions of modern social changes, the need for the crystallization of national identity as the basis of Ukrainian statehood, the historical and cultural approach plays an important role in the training of future specialists – citizens of Ukraine. Among the modern trends in the development of Ukrainian education and pedagogy is the actualization of regional research, which is manifested in the appeal of scientists to various aspects of pedagogical local history, microhistory, etc. The regional approach is based on highlighting the patterns of development of national education and pedagogical thought on little-known, unique regional materials. One of the aspects of such a regional approach is the subject of research in pedagogical regional studies – interdisciplinary knowledge about the peculiarities of the development of education, science, pedagogical thought, the culture of the region, the study, preservation and creative use of regional pedagogical experience in the theory and practice of modern educational institutions, scientific institutions, institutions of the social sphere . The authors analyzed the experience of the Scientific and Research Center of Pedagogical Local Studies operating at the Pavlo Tychyna Uman State Pedagogical University. In 2022, with the aim of updating regional scientific problems, studying little-known pages of pedagogical local history, scientists of the Pavlo Tychyna Uman State Pedagogical University launched a new research project – «Education, schooling and pedagogical thought of Cherkasy region». The purpose of the project is to present to the public the achievements of Ukrainian and foreign pedagogical science and of education, consolidating biographical and bibliographic information about teachers, educators, teachers in the form of an informational and bibliographic electronic resource «Pedagogical Cherkasy» and a popular science reference book. It has been established that the relevance of regional scientific issues is enhanced by the multidimensionality and interdisciplinary nature of pedagogical regional studies as a pedagogical, historical, and social phenomenon that requires a thorough study in order to present it representatively in the modern interdisciplinary historical and cultural discourse – educational, social-pedagogical, historical-pedagogical, etc.

СТРУКТУРА ТА ПРИНЦИПИ ФУНКЦІОНУВАННЯ ОСВІТНЬОГО СЕРЕДОВИЩА УНІВЕРСИТЕТУ В КОНТЕКСТІ ІНШОМОВНОЇ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ СОЦІАЛЬНОЇ СФЕРИ

The article deals with the structure and principles of functioning of the university educational environment. Based on the analysis of the concept of environment in its educational context, the main types of environment are identified - social, informational and linguistic. Within the framework of the concept of social environment, its main parameters (social and material) are defined. The informational environment of a higher education institution is presented as a set of three main components - the university's educational policy, management standards and electronic management. The interdependence of the informational and educational environment is noted; the generalized concept is defined as a set of information resources and technologies based on the regulatory framework of a particular country and educational standards adopted for a particular area of training. The language, foreign language and professionally oriented foreign language environment of a higher education institution is analyzed as a powerful factor in the formation of foreign language competence of future specialists. The categorical and conceptual relationship of the educational environment, educational system and educational space is clarified. The conclusion is made that the educational environment of a higher education institution is a component of the public educational space, characterized by common spatial and educational features, has its own specificity, determined by the possibilities of autonomy and the specifics of subject-subject relations within the university. The leading components of the university educational environment are substantiated - regulatory, socio-cultural, socio-communicative, informational and technological, material and technical. The basic principles of the functioning of the university educational environment are noted: systematic, holistic, humanistic, autonomous, and social responsibility.

The formation of linguistic competence of future foreign language specialists by improving academic skills

The term academic skills in Western pedagogy combines ancient and traditionally competencies of academic reading, academic writing and general education, which include a wide range of components whose chain is constantly updated due to changing educational conditions. General academic competence includes academic oral presentation

ВИКОРИСТАННЯ ЗАСОБІВ ШТУЧНОГО ІНТЕЛЕКТУ ДЛЯ ПІДТРИМКИ ГРУПОВОЇ ДИНАМІКИ ПРОЄКТНИХ КОМАНД: ВПЛИВ НА САМОЕФЕКТИВНІСТЬ ТА ЗАЛУЧЕНІСТЬ СТУДЕНТІВ

The issue of maintaining group dynamics in flexible remote teams is currently in the focal point of attention not only of commercial companies and government agencies as a response to the changing conditions of work organisation, including those associated with the effects of the COVID-19 pandemic, but also of higher education institutions that train future professionals. Since intragroup dynamics is a key factor affecting team performance, this paper is the result of the study conducted as part of the Group Dynamics and Communications course at National University of Life and Environmental Sciences of Ukraine (NULES) to determine the potential of using AI tools as tools to support the group dynamics of self-organised teams during the implementation of educational projects. Based on the results of the free choice of project and team management tools, we categorised three groups among the 56 participants of the experiment according to the use or non-use of AI tools to enhance group dynamics, followed by self-assessment of the effectiveness of the selected tools in increasing their levels of self-efficacy and social engagement. The survey was based on a Likert scale measurement, and non-parametric methods of analysis and statistical hypothesis testing were used to process the results. The self-assessment confirmed that the incorporation of AI tools in the implementation of a team-based learning project did not influence the improvement of students' social engagement and the dynamics of self-efficacy for both effective and ineffective students. The authors identified the positive impact of using AI tools on its development for students with the average level of self-efficacy. We also presented an example of the use of Notion AI for enhancing group dynamics at each stage of team development according to B. Tuckman. The authors suggest that the impact of using AI tools in the process of implementing a group learning project depends more on personal characteristics of team members than on the choice of a specific AI model. Determination of application specifics of individual AI tools in the process of training future specialists in the implementation of various types of educational activities, particularly ethical considerations is recognised as an area for further research.

TUTORIAL SUPPORT FOR THE DEVELOPMENT OF ENVIRONMENTAL COMPETENCE OF FUTURE SPECIALISTS IN SHIP NAVIGATION

The relevance of the study is determined by the fact that in modern society, one of the main ways to ensure sustainable development of society in the context of signs of environmental crisis is the formation of environmental competence, the inclusion of environmental safety factors in the context of professional training and formation of future specialists. The aim of the study is to identify and substantiate the most important aspects of tutor support for the formation of environmental competence of future specialists in ship navigation. Methods: theoretical methods of systematic analysis of philosophical, psychological and pedagogical literature to reveal the main provisions of the problem under study; analysis of current dissertation research; generalization and systematization to formulate own views on the problem of forming the environmental competence of future specialists in ship navigation. Results: various aspects of the concept of tutor support for the formation of environmental competence of future specialists in navigation are analyzed. The peculiarity of the study is the identification of innovative productive conditions and means of environmental education in higher education. Based on the idea of the need to organize purposeful environmental and vocational education, based on the use of active, practice-oriented teaching tools and technologies, the tutoring support is characterized, which allows the student to act as an initiative subject performing personally meaningful activities aimed at meaningful solution of ecological problems and improvement of the environment. The principles of the tutor form of interaction between teacher and student, the essence of the tutor's position and tutor support in the process of forming the environmental competence of future specialists in ship navigation are determined. Support, accompaniment, and facilitation are considered as effective forms of tutoring. Explaining the importance of openness of the educational and socio-cultural space within which the formation of environmental competence is carried out, the forms and technologies, as well as key aspects of tutoring support for the formation of environmental competence of future maritime transport specialists are listed. Conclusions: the prospects of using tutoring are due to the possibility of implementing a personal education strategy and the variability of using various resources of the socio-cultural environment based on the student's own potential and the content aspects of the main activity. The current ecological situation determines the need for a reasonable and responsible attitude to the environment. At the same time, the success of environmental protection and nature-transforming activities depends on the level of maturity of ecological thinking of specialists providing all spheres of life. The formation of high levels of environmental competence is the basis for the development of citizenship and patriotism, and therefore requires the search for effective approaches, forms and methods. Tutoring support in the framework of the formation of environmental competence of future maritime professionals allows to create optimal conditions for the actualization and development of a responsible and proactive attitude to the problems of preserving and improving the environment through a special emphasis on the manifestation of activity and initiative during professional activities to solve environmental problems and environmental protection, drawing up and implementing a personal trajectory of professional development of the student, development of the socio-cultural, communicative, leadership, and moral potential of the future specialist, which will allow the student to form his or her own environmental behavior model and effectively carry out professional activities based on the experience of solving environmental problems.

Teaching sight translation to Economics and Management majors

Relevance. Teaching professionally oriented translation to students in non-linguistic areas of study is important and relevant, since future specialists will have to use the foreign language as part of their professional activities, which includes the translation of professionally oriented texts. Teaching visual-oral translation (sight translation) as a separate type of professionally oriented translation for economics and management majors is considered to be necessary to prepare future graduates for successful professional activities.Research Methods. The study used methods such as qualitative and quantitative analysis of the most typical difficulties of students (emotional, cognitive and motor difficulties), as well as the errors they make when sight translating.Results and Discussion. The authors provide typological characteristics of sight translation as a separate type of translation activity. We discuss the main obstacles that students of non-linguistic areas of training encounter when mastering the skills of sight translation of texts related to economic and managerial discourse. Among them are the following: translation of terminological vocabulary, recognition of syntactic connections at the level of sentences and phrases, translation of modern realities, stylistically colored vocabulary and idioms, translation of lexical inclusions of other industry discourse. The reasons leading to distortions in translation from the sheet are analyzed, ways of overcoming translation difficulties that have been tested and have shown their effectiveness in the Odintsovo branch of Moscow Institute of International Relations of the Ministry of Foreign Affairs of the Russian Federation are considered.Conclusions. Skills of translating from a foreign language (English) into one’s native language (Russian) contributes not only to the formation of professional translation competence, but also a number of other academic and professional skills. To successfully implement this, a clear and competent course structure is required, taking into account the need to learn to translate modern English-language texts of economic discourse.