Future Specialists Research Articles

Application of artificial intelligence in higher education institutions for developing soft skills of future specialists in the sphere of information technology

Abstract This paper aims to delineate the significant role of artificial intelligence (AI) in developing the soft skills of future information technology (IT) professionals. To achieve this goal, the authors give some relevant considerations concerning using AI in teaching humanitarian subjects and explore the use of AI to develop soft skills essential for future IT professionals. First, the analysis of the survey results confirms that students are not aware that using AI in education is very helpful. That is why many students (51.8%) do not use them at all. Therefore, we have an intention to give the examples of the use of AI tools for educational purposes to equip students, first of all, with understanding of soft skills value, and, secondly, let them complete the tasks that contribute to the development and improvement of their soft skills. Second, we defined that the soft skills (communication, negotiation, problem-solving, finding a common language with colleagues and clients, public speaking, and intercultural) are essential for conducting professional communication with colleagues in the sphere of IT to satisfy the demands of the IT industry in the modern-day world. Third, the paper contributes scientifically to investigating the integration of AI technologies in the university-level educational landscape. Integrating AI in higher education institutions offers a promising route for developing or boosting the soft skills necessary for future specialists in the field of IT. Drawing on a comprehensive review of literature focusing on the use of AI technologies in the contemporary world and considering the empirical data from the online survey, the study investigates the opportunities of AI tools to foster soft skills required to achieve the active collaboration of IT employees for companies.

Retrospective analysis of the problem of training information security specialists

It is advisable to analyze scientific research in any field in retrospect of the issue under consideration, to correlate modern problems with its historical prerequisites and on the basis of this to trace possible trends in its development. Retrospective analysis is one of the main scientific methods for conducting historiographical analysis. The article examines the chronology of events in the field of training specialists in information protection, which allowed us to identify six stages of the formation and development of this problem in pedagogical science and practice, to determine the features and main directions of training future specialists in the field of information protection in Russia and abroad, identifying correspondences in the development of the national information protection system and the content of modern training of specialists. Based on the conducted retrospective analysis, it was revealed that the change in the requirements for ensuring information security is due to the level of development of information technologies, and the stages of training specialists are related to the real situation of their demand in the process of ensuring information security.

FORMATION OF PROFESSIONAL COMPETENCE OF STUDENTS OF TECHNOLOGICAL EDUCATION

This article explores the processes and pedagogical strategies required to develop the professional competence of students in technological education. It emphasizes the relevance of integrating professional knowledge, skills, and values essential for preparing future specialists in technology-related fields. Using contemporary educational paradigms, the article identifies key components influencing the formation of professional competence, including the role of practical activities, interdisciplinary integration, and digital tools. It also provides recommendations for educators and institutions to effectively nurture competencies that align with the evolving demands of the workforce.

The impact of a comprehensive neuroscience program on prospective teachers' neuroeducational literacy: An exploration of practice

The aim of this study is to investigate how comprehensive neurobiology training influences the neuroeducational literacy of prospective Kazakhstani teachers. This study used mixed methods. The study had 216 participants. The findings indicated that the study participants found it difficult to identify the factors influencing the development of their neuroeducational literacy which indicated a lack of understanding by prospective teachers of the meaning of neuroeducation as well as the essence and features of neuroeducation. The neuroeducational literacy of the participants developed linearly and was integrated into the educational practice of the pedagogical university during the experiment. The use of the author's comprehensive instructions on neurobiology significantly increased neuroeducational literacy and also contributed to the professional development and successful educational practices of prospective teachers. These results make a practical contribution to research on the development of neuroeducational literacy among prospective teachers and can be implemented in pedagogical universities representing a new direction in preparing future specialists for neuroeducational activities.

Influence of cultural factors on the formation of students' social intelligence

The purpose of this article is to identify the nature and degree of influence of cultural factors on the formation of social intelligence of future specialists. The norms and values accepted in the social environment were considered as cultural factors. The content of students' social intelligence, its structural components, as well as the degree of influence of cultural factors on their formation were determined. For this purpose, the article compares the content of social intelligence of students of higher educational institutions with the characteristics related to the qualities of the "messianic personality". This is spiritual and innovative consciousness, personal traits of the original and modern human type, a creative approach to activity, etc. It has been determined that the gender factor also influences students' abilities for logical thinking, the formation of independent decision-making skills and the level of emotional intelligence. Self-assessment of the level of social intelligence in students is quite high.

МОДЕЛЬ ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНІХ ФАХІВЦІВ З ТУРИЗМУ ДО ДІЯЛЬНОСТІ У ПРОФЕСІЙНОМУ ІНФОРМАЦІЙНОМУ ПРОСТОРІ

The presented material of this study is a justification and experimental verification of the effectiveness of the model of training future tourism specialists for activities in the professional information space. The basis of the developed model of training future specialists is their readiness for activities within the information space of tourism. According to the hypothesis and purpose of the research, the readiness of future specialists to work in the professional infospace is a multidimensional phenomenon and includes a number of individual components, including motivational, cognitive, technological, personal, and complex indicators. The results of checking the effectiveness of the developed model of formation of readiness are presented through indicators of the level of formation of the components of the readiness of future tourism specialists for activities in the professional information space and a comprehensive indicator. The distribution of students according to the following levels of formation of readiness components at the ascertainment and control stages of the research was determined: creative, reconstructive, reproductive. The probability of differences in the results of students in the control and experimental groups at both stages of the study was assessed using the Fisher angular transformation criterion. It has been proven that, according to the results of the control section, the indicators of the formation of the components and the comprehensive indicator of the readiness of future specialists of the control and experimental groups at the end of the study have statistically significant differences. This indicates the presence of a close relationship between the implemented measures of the formative experiment (theoretical and practical mastering of the special course, individual content modules and topics from information systems and technologies in tourism) and the improvement of the formation of the components of the readiness of future tourism specialists to work within the professional space of tourism. The average indicators of the formation of readiness components and the corresponding complex indicator were significantly higher among the students of the experimental group. The effectiveness of the hypothesis formulated at the beginning of the research and the effectiveness of the model of training future tourism specialists for activities in the professional information space have been fully confirmed.

FORMING DESIGN THINKING SKILLS DURING THE EDUCATION OF FUTURE SPECIALISTS

The article revealed the meaning of the concepts of «thinking», «design thinking» by theoretically analyzing the scientific works and identifying the psychological and pedagogical features of formation of students' design thinking skills in the educational process. The levels of development of design thinking skills of future specialists, the authors relied on the design thinking criteria, components, and terms cited by scientists in the research. Diagnosing design thinking using a three-level stage, components such as cognitive, analytical, and activity were distinguished by the improvement of the process of forming students' design thinking skills. The experimental part of the research was planned and experimental work was carried out using effective methods. Surveys were conducted to determine design thinking by methods of «critical thinking», J. Barrett's «Critical Analysis» methodology, and Michael Chaifitz's test to assess the ability to find logical errors. The results of the pedagogical experiment showed the low level of design thinking of students. It needs creation and usage for improving the educational process in HEI. A work plan was created, and during its implementation, the solution to the problem of determining the effectiveness of design thinking was demonstrated based on the analysis of the results of each of the conducted methods. Comparing the results, none of the stages of development of design thinking could exclude an insufficient level; showed the highest indicator of students' cognitive stage; the analytical component of design thinking posed the greatest challenge, with only 69% of students indicating they were ready to make logical connections, and 13% saying they had great difficulty making them. It is possible to influence students by encouraging responsibility and independence, realizing awareness, creativity, self-development, learning to monitor, generalize, compare, and increase their attention in order to form design thinking skills, and the formation of design thinking skills is not enough.

Artificial intelligence as a means of developing creativity in future technology teachers.

The article considers and analyzes the possibilities of using artificial intelligence (CatGPT, AI) in the training of future specialists, namely for the development of creativity in future technology teachers. The key aspects that should be taken into account and used for the development of creativity are identified, and possible disadvantages of this innovative technology are noted. The rapid development of artificial intelligence has burst into almost all spheres of life, we focused on the use of some AI tools in the training of future technology teachers and the development of their creativity. We analyzed several approaches to using CatGPT to facilitate the organization of classes. Such as: idea generation, scenario building, storytelling and role-playing, problem-solving exercises, creative writing and documentation, interactive learning modules, individual learning paths, innovative challenges that help future teachers gain practical experience and adapt faster to the modern requirements of pedagogical practice. In the article, we offer several working tools from our own "piggy bank" and the principles of their use. The article highlights the current state of AI use in the educational environment and provides recommendations for practicing teachers on the effective use of artificial intelligence technologies. We are convinced that the use of artificial intelligence in the development of creativity of future technology teachers has an important impact on the personal development of creative potential. By using artificial intelligence, we can ensure the active participation of students in the learning process. AI tools stimulate curiosity, promote active research, experimentation, and problem solving. However, along with the great opportunities for using artificial intelligence, there are also threats such as the loss of the human factor, the dissemination of personal data, and financial losses. Therefore, for a good result in the development of creativity of future technology teachers, it is necessary to take into account all the advantages and disadvantages of using AI using strategies balanced between opportunities and challenges.

Технологии цифровой экономики в обучении переводу

Introduction. Due to the active introduction of digital technologies into human activity, there is a change in the way of work organisation, changes in the content of processes, including the profession of translator. Inclusion of the study of the peculiarities of the use of digital economy technologies in the educational process allows preparing future specialists for their professional activities. The aim of the work is to identify the main features of digital economy technologies, to determine the possibilities and directions of their use in the activity of a translator, as well as to identify the content of digital competences and ways of forming them in linguistics students in the educational process. Materials and methods. The methodology is determined by analytical approaches to identifying the features of digital economy technologies, the comparative method allowed us to form approaches to the content of digital competence in translation activity. The method of point-rating assessment allowed us to identify the level of formed designated knowledge, skills, abilities and competences. The survey method allowed to get feedback from the 4th year students of the direction “Linguistics” participating in the sample. As a theoretical basis we used scientific works devoted to the issues of digital competences of translators, as well as digital technologies in their professional activities. The results of the study and their discussion. The introduction of the issue of the use of technologies of the digital economy into the educational process of training future translators allows us to define the content of the discipline “Information Technologies in Translation”, the components of the translator's digital competence determine the directions of competence formation and the content of the current control. The policy of import substitution and sanctions has imposed requirements on the relevance of the applications and services used, which poses difficulties for the technical organization of the learning process and allows us to formulate new criteria for the selection of software. The results of the interim control showed an increase in the efficiency and quality indicators of the learning process in the discipline. Conclusion. A properly organized digital environment, modern information technologies selected on the basis of scientific criteria, an educational process aimed at motivating professional work and assessing the formation of both digital and translation competence allow to increase the efficiency of learning and its quality in the training of translation specialists.

Нужна ли современным теориям экономики методологическая культура политико-экономического исследования?

In conditions when the main meaningful meaning of the choice of the Russian way forward is formed, the problem of the formation of economic theory, adequate to the modern stage of development of national and world economies, whose economic systems are in a state of deep transformation, is actualized more than ever. Economic science in the “new reality” is faced with such phenomena as the socialization of the economic life of modern society, the economization and financialization of politics and the politicization of the economy in the context of the globalization process, again highlighting the question of the place and directions of the development of political economy in economic science. Therefore, there is a serious question about the paradigm of modern economic theory, which would absorb the reflection of these new processes. For this reason, this material is a kind of attempt to integrate into the ongoing discussion about the place and development of political economy, about expanding the subject of economic theory [1; 2; 3; 4; 5; 6; 7; 8], offering an author’s methodological perspective on the principal issues of discussion. Participation in the discussion is also important from the point of view of the position of research teachers leading disciplines included in one capacity or another in economic theory. And this means - developing the criterion-value socio-economic worldview of future specialists, their methodological culture of research.

Differentiation in the Process of Learning English by Future Ship Engineers

Traditional methods of teaching English do not always allow us to consider the individual characteristics of future ship- engineers, their learning pace, cognitive styles and level of training, which can lead to the loss of motivation to learn and failure to master the material in full. The article substantiates the basic principles of differentiated learning (variability of tasks, frontal work, pair/group, and independent assignments). The research describes multi-level tasks for groups, considering different levels of English language proficiency. It is emphasized that differentiated learning contributes to the development of various skills important for ship's engineers, such as critical thinking, solving professional problems, high-level English for communication in an international crew, teamwork, etc. The author emphasizes the need to plan tasks for each stage of the lesson for groups with different knowledge bases and levels of training. It is important to anticipate possible difficulties that students may encounter in mastering the material and to use differentiated individual tasks in the classroom system. The advantages of differentiated learning are revealed: considering the individual characteristics of students, increasing motivation to learn. The disadvantages are also pointed out, since differentiated learning requires considerable effort and time from the teacher to plan classes, prepare various materials and tasks. Criteria for assessing the knowledge and skills of future specialists are proposed, since students of different groups perform different tasks and study according to different programs when learning maritime English. It is emphasized that the systematic use of different types of exercises for a particular group, taking into account the topic, stage of study and didactic goals, is optimal for improving the assimilation of knowledge of students

THE RESULTS OF THE COURSE ON MASTERING THE ANALYSIS OF INDICATORS OF FUTURE SPECIALISTS IN THE FORMATION OF A HEALTHY LIFESTYLE ((WHOQOL-BREF) KAZ)

It is stated that the relevance of the problem studied in this article depends on the result of the course designed to master the analysis of the indicators of future specialists in the formation of QOL ((WHOQOL-BREF) KAZ). According to the WHO, the countries of the world that followed a healthy lifestyle reached 86.9 years of life, 81.5 years for men, and 84.3 years on average. On the contrary, the death rate in the Republic of Kazakhstan in recent years was 29%, 6.77 per 1000 inhabitants. Mortality from diseases of the circulatory system was -32.7%, from cancer -7.9%, from injuries -5.3%.Due to these conditions, as a result of recent measures taken in the country, by 2025, the share of citizens living a healthy lifestyle will increase to 40%, life expectancy will increase to 75 years, non-infectious diseases will decrease to 7%, and medical rehabilitation services will increase to 75%. coverage is expected.It can be noted that the average life expectancy of people in our country is behind that of many countries in the world, and this situation needs to be studied fundamentally and applied in the economic, social and humanitarian direction in the Republic of Kazakhstan. It is necessary to find a solution to the problems of understanding the tasks of protecting the health, strengthening the body, and increasing the responsibility for improving and strengthening the health of the population. During the analysis of the results of the training program of the course, its goals and objectives are to improve the introduction and use of the KAZZ scale (WHOQOL-BREF) in the field of sports for students of higher educational institutions of the country and to form a model of the education system and the formation of a healthy lifestyle. to increase the competitiveness of teachers; to provide teachers with the necessary knowledge and methodological skills for effective formation of a healthy lifestyle among students; aimed at forming a model of healthy lifestyle formation among teachers and students of higher educational institutions of the country.

Foreign communicative competence and its development on the example of a speech simulator

The article defines the effectiveness of using speech simulators in the development of foreign communicative competence, because of one of the tasks of pedagogical universities in Kazakhstan. The speech simulators are used for the initial level of knowledge of the student and the thematic focus of the topic being studied. This helps to delve deeper into the professional sphere and develop the necessary skills for future specialists who can teach their subject in a foreign language. Foreign communicative competence is developed through the use of speech simulators and the correct approach to them. It forms a model of the student's speech behavior, accumulating language and speech experience. A communicative approach to learning a foreign language is implemented through a speech simulator, where the main focus is on the student’s ability to speak fluently and correctly. A three-stage experiment confirmed that speech simulators contribute to the development of foreign communicative competence with a constant and correct approach to their use. The control test based on the descriptive rubric determined the foreign communicative competence, then the students used speech simulators, and the final test showed the effectiveness of using speech simulators. The table and graph show the students’ results.

STEM education: content integration in English classes (SCILLA project)

STEM education is a progressive trend in modern education. Its aim is to develop students’ critical thinking, research abilities, engineering thinking based on scientific methods, technical applications, mathematical modelling, etc. Implementation of STEM approach will expand the boundaries of students’ thinking, bring Kazakhstani education closer to the international standard, and open new opportunities for students. Statistics on the implementation of STEMeducation in the Kazakhstan education system shows that the transition in the pilot phase began in 2012, in the conditions of updated content in Nazarbayev Intellectual Schools, Haileybury, Quantum School, etc. However, at the level of university education this topic is highly significant. The application of STEMeducation technologies in teaching foreign languages is of particular interest.The article presents an analysis of the results of the international project, which was funded under the grant program of the U.S. Mission in Kazakhstan. The article considers STEM education as a means of teaching a foreign language at the university, which allows to include students in the activities in the natural-scientific field, thus ensuring the success of future specialists in the world of constantlychanging information technologies. All this is possible due to the interdisciplinary applied nature of STEM education. In the course of the study, a meta-analysis was conducted to determine the impact of STEM educational practices on student lear ning outcomes in teaching and learning process. The research makes an overview of universities in Kazakhstan in terms of students’ demographics, language level, etc. Then the context is provided on teacher training, teacher preparation, lesson planning, a model for planning and delivering instruction to university students. This context lays the foundation for the development of an integrated STEM learning module that utilizes STEM + Language learning approach.

FORMATION OF CONCEPTUAL AND TERMINOLOGICAL APPARATUS AS A COMPONENT OF PROFESSIONALLY ORIENTED FUTURE PHARMACIST TRAINING

The article analyzes the process of forming the conceptual and terminological apparatus as a component of professionally oriented training of future pharmacists; based on generalization of theoretical foundations, the features, strategies, and methods, the formation of the conceptual and terminological apparatus that contribute to the efficient training of future pharmacists in the process of studying the discipline «Analytical Chemistry» are revealed. The following criteria for the selection of chemical terms and concepts are proposed: thematic affiliation (exclusion of terms from related fields), focus on the vocabulary, systematicity, completeness of terminology coverage, as well as synchronicity (time factor), usage (frequency), semantic value of the term, term-forming capacity, normativity, and connectivity. The article considers the holistic organization of work on the qualitative mastering of the terminological vocabulary of analytical chemistry, and the development of professionally oriented communicative competence of future specialists majoring in the specialty 226 «Pharmacy, Industrial Pharmacy». It involves the use of proven methods and techniques for the rational selection, semantization and presentation of terminological language units. The exercises are divided into types, and their sequence in working with terms is established: introduction of terminological vocabulary (preparatory exercises) – language exercises – communicative and linguistic exercises, which involve the simultaneous selection and functioning of pre-text, while-text, and post-text exercises in such work. Post-textual tasks and forms of application of exercises have been developed. They are the following: work in pairs, organizing a cluster based on reference material, sentence construction, terminological dictation, and crossword puzzles. microtext construction, formulating definitions of terms, working with mental maps, using multimedia, trainings, video presentations, and the game «Guess the term!». It has been concluded that the usage of various communicative and speech exercises aimed at mastering terminological vocabulary in the process of teaching analytical chemistry contributes to professional communication skills improvement in the discipline and, by forming terminological experience, increases the level of professional language competence of future pharmacy specialists.

METHODOLOGICAL ANALYSIS OF THE ANTHROPOLOGICAL PROBLEMS OF H. SKOVORODA’S PHILOSOPHY IN THE MODERN CONTEXT

The hostilities that have been taking place in Ukraine since 2014 have made socio-political transformations related to the fateful issues of the future of the Ukrainian people and nation and their state-building processes particularly acute. In such circumstances, classical socio-philosophical issues come to the fore, as they allow us to comprehensively understand human social activity, its potential, and internal and external forces, and to assess the importance of the individual as a cultural and creative being. This issue is closely related to the anthropological one in the training of philosophers since future specialists must realize that man is the center of social and socio-political processes, that he is a microcosm in which the entire macrocosm is concentrated, as H. Skovoroda argued. The philosophical symbolism of the thinker’s work is directly related to wisdom, akin to work, seeing the great in the small, revealing the mystery through the symbolic world. This is the way to a happy life. To be a human being is to be a philosopher, says Hryhorii Savych and the fate of each person is inseparable from the fate of the nation, and this unity lies in the world of freedom, which many do not understand, because it requires fighting the whole world on the principles of love, not hatred. This is the classical Ukrainian philosophy founded by H. Skovoroda. Its task is to awaken the main slogans of the Enlightenment (honor and dignity, freedom, justice, solidarity, morality) and to practically direct them to achieve both one’s freedom and the freedom of an open society. The development of such a society in Ukraine is the goal of the modern national state-building process, and the realization of the value principles is the goal of philosophical education. Future philosophers, studying H. Skovoroda’s creative heritage, can trace the evolution of the human spirit: internally devastated, without certain life guidelines, a person gradually adapts to life in society; overcomes contradictions between the individual and the general, finds a compromise in relations with the environment. Of course, not everyone will be able to successfully go through the path of their spiritual formation, since this process requires a significant strain of internal and external forces, unity and struggle of mind and feelings, worldly wisdom, and a desire to join in finding out the causes of human cruelty and arbitrariness, identifying the sources of humanity in man and society.

Сombat operations model of a single self-propelled artillery system for the computer game ARMA 3

Military computer games are an important segment of the world media culture and media business. In addition to the entertainment aspect, military simulators play an important role in the training of future military specialists. However, quite often the scenario component of military gaming lags behind the rapid development of real military equipment. World experience of military conflicts of the 21st century shows that the most intensively developing segment of ground forces weapons is its artillery component. In this paper, a model of combat use of a new generation artillery system is developed. The model is intended for modification of the military game ARMA 3. The new generation artillery system is a large-caliber gun with a high level of automation. It has a high rate of fire, maneuverability, and shooting accuracy. Due to these qualities, the new generation artillery system is comparable in combat power to a unit of traditional guns and can carry out combat operations in single mode. A technique has been developed for dynamically assessing the current combat capability of an artillery system, taking into account the resource costs during fire activity, including indirect hits by the enemy. It is shown that in addition to traditional tactical counter-battery tasks, an artillery system can be used to destroy a suddenly emerging high-risk target. A high-risk target is a non-artillery system capable of causing very large damage in a short period of time. Based on the method of dynamically assessing the current combat capability, a tree of artillery system states is constructed. It includes the most probable states of the artillery system and the corresponding design parameters. A ratio is obtained that allows, for a known state of the artillery system, to estimate the number of shots needed to hit the target with the required guaranteed probability. Calculated examples show that a new-generation artillery system is capable of destroying a high-risk target, sometimes even at the cost of its own loss. The developed model is implemented and is being tested as a mod for the war game ARMA 3.

Diagnosing the Level of Forming the Practical Component of Future Physical Education and Sports Specialists’ Readiness for Educational Activities to achieve Sustainable Development

Background. Ukraine’s support for sustainable development strategies and European integration processes requires the training of specialists engaged in sustainable development educational activities. Objectives. The study aimed to show the impact of the experimental methodological system on the forming the practical component of physical education for future physical education and sports specialists’ readiness for educational activities contributing to sustainable development. Materials and methods. The study involved 390 students from the faculties of physical education of the T. H. Shevchenko National University “Chernihiv Colehium”, the National University of Life and Environmental Sciences of Ukraine, Sumy State University, and Sumy State Pedagogical University named after A. S. Makarenko, future specialists in physical culture and sports. The students were informed about the features of the study and voluntarily participated in the pedagogical experiment. The participants of the study are represented by both sexes of different courses, from which the control and experimental groups were formed. The research methods used include the study and analysis of scientific and scientific-methodical literature, pedagogical experiments, surveys, testing, analyses, synthesis and generalisation of information, as well as methods of mathematical statistics. Results. At the beginning of the study, 93.33 % of students in the control group and 94.44 % of students in the experimental group had a low level of the practical component of readiness for educational activities contributing to sustainable development. The final stage of the study revealed a significant improvement in the studied indicator within the experimental group: 43.33 % of students demonstrated a low level of the practical component of the studied readiness, 16.67 % had a satisfactory level, 31.11 % showed an average level, and 8.89 % had a high level. The corresponding changes were observed in all defined indicators: activities for sustainable development in physical education classes or sectional sports lessons; activities for sustainable development during extracurricular work of a physical education teacher or outside the sectional work of a sports coach with a population of different age groups; and activities for sustainable development in managerial positions. In the control group, at the end of the experiment, no significant changes were found in the the practical component levels of future physical education and sports specialists’ readiness to participate in educational activities for sustainable development. Conclusions. The findings of the pedagogical experiment confirmed the positive impact of the developed methodological system on the forming the practical component of future physical culture and sports specialists’ readiness to participate in educational activities for sustainable development.

THEORETICAL ANALYSIS OF THE CONCEPT OF «KEY COMPETENCIES OF FUTURE SPECIALISTS»

The study conducts a systematic theoretical analysis of the concept of «key competencies of future specialists» in line with the ideas and provisions of modern foreign and domestic regulatory documents, scientific positions of leading scientists in the subject area, and methodological materials of practicing teachers. The purpose of the article is to identify the theoretical foundations of the interpretation of the concept of «key competencies of future specialists» in the educational and professional contexts of training in institutions of pre-university and higher education by means of generalization, comparison and synthesis of leading scientific positions. The article analyzes the interrelationships and dependencies of the concepts of «competence approach», «competence», «key competence»; the scientific approaches of domestic and foreign scientists to the systematic classification of groups of personal competencies (key – over subject, inter-subject; subject – acquired in the course of studying a particular discipline). The conclusions are drawn that competencies are a dynamic combination of knowledge, understanding, skills, abilities and abilities. The development of competencies is the goal of educational programs. Competencies are formed in different academic disciplines and assessed at different stages. Scientists argue that the competency-based approach, along with specific knowledge and skills, includes abilities, readiness to learn, readiness for professional activity, social skills, etc.; all these qualities are formed in the process of professional training. Modern employers are increasingly prioritizing the requirements for graduates of higher and higher education institutions to have systemic, intellectual, and communication skills, the ability to self-organize and organize the activities of employees, and the ability to reflect on their own activities, so society's requirements for the educational activities of vocational schools are constantly growing. The main features of the key competencies of future specialists are: multifunctionality (allowing to solve various problems of everyday professional or social life); supersubjectivity and interdisciplinarity (can be applied not only in the process of education, but also at work, in the family, in the political sphere); multidimensionality (including thought processes, intellectual skills, creative discoveries); determining the need for intellectual development of the individual (abstract thinking, critical thinking, self-reflection, recognition of one's own position).

SYSTEM CHARACTERISTICS OF THE PROFESSIONAL TRAINING OF FUTURE SPECIALISTS OF THE ENGINEERING TROOPS

The specifics of the educational process of military educational institutions (combination of military and civilian specialties in one educational program; the need to acquire a volume of knowledge that enables a graduate to solve military-professional tasks without experience of performing official duties) necessitates changes to the military-professional training of cadets, in particular, future specialists of engineering troops. The main purpose of article is to outline the basic system characteristics of the professional training of future engineering troops. During the work on the article, the following methods were used: theoretical analysis of scientific literature on the research problem for the selection and understanding of didactic material; critical analysis of concepts, theories and methods in order to determine ways to solve the problem under study. The generated changes should be implemented systematically and cover the entire process of military professional training of military engineers; to take into account the key requirements for the training of future specialists of the engineering troops (correspondence of the content of the engineering training to the nature of the service and combat activities of the troops and the tasks being performed, to the features of the areas of future actions; the study of scientific achievements, the experience of engineering support for the operations of the troops during martial law in various conditions and their introduction into the practice of engineering training; effective use and development of educational material base). The system characteristics of the training of future specialists of engineering troops are, in particular, compliance by military educational institutions and special training centers with a set of requirements of educational and professional standards. These standards reflect the vision of the state, society and the Ministry of Defense of the integral personality of future specialists of engineering troops. The system levers of improving the military professional training of military engineers include the improvement of the quality of military training of mobilized and servicemen, as a certain balanced compliance with the needs of the state, the Armed Forces of Ukraine (AFU), the higher military school. Realization of the potential of information technologies is an important factor in the innovation of training of military engineers. The use of information technologies usually involves a change in the actual logic of the educational (training) process, the vector of which is already directed not from theory to practice, but from gaining new experience to its theoretical awareness. At the same time, increasing the efficiency of training military specialists is made possible by intensifying the process of understanding, assimilation, and creative application of knowledge when solving practical tasks. Intensification of the process of professional training of future specialists of the engineering forces in the conditions of an electronic informational educational environment is implemented by: ensuring the necessary access to sources of information that expands the boundaries of the worldview of listeners and cadets; creation of conditions and opportunities for quick and effective search, processing, analysis, and saving of the necessary information.