System Of Professional Education Research Articles

Внешние факторы, определяющие изменения в системе подготовки специалистов медицинской службы Вооруженных Сил Российской Федерации.

External factors determining changes in the system of training specialists of the medical service of the Armed Forces of the Russian Federation are characterized by changes in the regulatory and legal system of the state, political decisions and directions, economic factors such as financing of healthcare and defense, social factors such as changes in society, including demographic, lifestyle, public health and technological factors such as the use of modern technologies and innovations in the system of training specialists of the medical service of the Armed Forces of the Russian Federation. The purpose of the study is to identify external factors that affect the system of additional professional education of the medical service of the Armed Forces of the Russian Federation and to make recommendations on reducing the negative impact of these factors. Materials and methods. To analyze the external environment, we used the STEP-analysis method, which determines the factors affecting the system of additional professional education of the medical service of the Armed Forces of the Russian Federation (social – S, technological – T, economic – E and political – P). Results. The following tables present the results of the STEP analysis, the influence of factors on the state of the DPO system is distributed, the significance of each factor is calculated, and key factors affecting the training of specialists of the medical service of the Armed Forces of the Russian Federation are identified. Conclusions. The conducted STEP analysis allowed us to identify external factors that have a significant impact on the system of additional professional education of the medical service of the Armed Forces of the Russian Federation. Recommendations are given to reduce the negative impact of these factors on the DPO system in accordance with the detected trends.

ВДОСКОНАЛЕННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ ПЕДАГОГІВ В ОСВІТНІЙ ОРГАНІЗАЦІЇ

A quality of education for students depends on the quality of teaching and the professionalism of the lecturer. A professional competence is necessary component of the professionalism of the lecturer.Considering the process of improving the professionalism of lecturers, it is impossible to ignore the processes of advanced training of lecturers within the framework of professional educational organizations themselves.Pedagogical science and practice consider professional development inside the educational organization as avery important point in the system of continuous professional education. The purpose of work to improve the professional competence of the lecturer in the educational organization is to solve the problem of continuous, progressive, comprehensive development of the lecturer. the lecturer is providing with various, mobile forms and content of development, taking into account personal needs, experience, creative opportunities, experience, the ability to use advanced pedagogical experience taking into account the individual characteristics of each.

Interprofessional Curriculum Delivery: Experience of a Primary Care Education Program.

Few post-graduate training programs offer a comprehensive curriculum that includes structured clinical experiences to teach interprofessional care. To address this need, the United States Department of Veterans Affairs, Office of Academic Affiliations funded the Centers of Excellence in Primary Care Education (CoEPCE) from 2011-2019 to provide interprofessional curricula for health profession trainees (HPTs), including physician residents, nurse practitioner residents, pharmacy residents, and psychology residents. We examined changes over time in curricular domains, system impacts, and program practices based on HPT survey data and the qualitative evaluation of narrative feedback. An annual survey was administered to participants. Indirect standardized ratios were calculated for interprofessional professional education (IPE) program domains, system impacts, and program practices. Qualitative responses were coded based on curricular domains and key program components. The study cohort included 369 HPTs. Site and profession standardized indirect ratios across all professions indicated improvements in curricular domains, system impacts, and program practices, with significant differences observed for associated health HPTs as compared to other HPTs for performance improvement. Qualitative data indicated that profession was associated with differences in perceptions of the curriculum. Although improvements occurred over time, our findings support the need for the thoughtful consideration of profession-specific identity characteristics when designing interprofessional curricula.

Raising the young teachers’ level of psychological readiness for professional and pedagogical activity in the conditions of supplementary professional education

Introduction. The teacher’s profession is one of the most important in any state. The modern teacher, recognising that the human being is the main subject and beneficiary of development, must possess a broad range of professional competencies and be fully prepared to engage in pedagogical activities in the constantly changing conditions that require non-standard approaches and due psychological training. The purpose of the article is to describe the content and the pedagogical conditions of the young teacher’s psychological training in supplementary professional education. Methods. A total of 213 young teachers (aged 20-30) from Sevastopol and its surrounding administrative region, having work experience from 1 to 3 years, took part in the preliminary testing; 50 young professionals took part in the formative and final stages of the experimental work (25 in the experimental group and 25 in the control group). Research methods: testing, survey, questioning, mathematical statistics methods: Pearson's chi-squared test. Data calculation was made using SPSS software, version 13.0. Results. The incoming testing showed that most young teachers are characterised by insufficient knowledge of the main issues of age-specific and pedagogical psychology, and the inability to apply psychological skills in practical pedagogical activity; novice specialists show unstable interests, an average level of communicative activity, down-toearth aspirations, anxiety, particularity of thinking. A specialised course “Psychological training of a young teacher as a condition for the realisation of new educational standards in training and education of children” was developed on the basis of the obtained data. The practical implementation of this form of learning provided for a sequence of training activities aimed at a change from the minimal reproductive level to an utmostly creative, highly productive level of mastering psychological knowledge, skills and abilities. Positive dynamics were noted in the components of young teachers’ psychological readiness for professional activity: cognitive (p<0.01), operational (p<0.01), motivational (p<0.01), communicative (p<0.01), emotional and volitional (p<0.01). Young teachers extended their knowledge of psychology, mastered new skills and abilities in practical professional activity, as concerns interaction with learners, especially with “troubled” children; developed communicative properties and features of interpersonal interaction with colleagues and students, showed increased positive motivation and alleviated emotional strain. Conclusion. The obtained results confirm the expediency of introducing psychological training for young teachers into the system of supplementary professional education, which involves the use of active forms and methods of training.

Inclusivity in health professional education: how can virtual simulation foster attitudes of inclusion?

Disparities in accessing quality healthcare persist among diverse populations. Health professional education should therefore promote more diversity in the health workforce, by fostering attitudes of inclusion. This paper outlines the potential of virtual simulation (VS), as one method in a system of health professional education, to promote inclusion and diversity. We conceptualise how VS can allow learners to experience an alternative to what HPE currently is by drawing on two social justice theorists, Paulo Freire, and Nancy Fraser and their ideas about ‘voice’ and ‘representation’. We present two principles for VS design and implementation: (1) giving voice to learners has the power to transform; and (2) representation in VS builds inclusion. We provide practical means of building voice and representation into VS learning activities, followed by an example. Purposeful and thoughtful integration of these principles paves the way for a more diverse and inclusive healthcare workforce.

Использование базовых положений школы обучения Ч. Линдблома в интересах развития системы образования с учетом вызовов ХХI века

The relevance of the presented research lies in the fact that, on the one hand, modern scientific and technological trends and geopolitical and economic conditions of development differ significantly from previous stages of development. On the other hand, given that economic development is carried out in a spiral, it is of interest to consider the experience of using management tools used in the previous round of technological development in the crisis phase of the 1970s, similar to the current crisis phase of socio-economic development of the 2020s. The purpose of the presented research is to consider the possibilities of using the provisions of the C. Lindblom school of education in the interests of the modern development of the education system, taking into account the challenges of the 21st century. The main result of the research is the formulation, based on the provisions of Ch. Linblom’s school of education, of proposals for the development of the national education system taking into account the challenges of the 21st century. The practical significance of the results obtained lies in the possibility of their use in training personnel, including managers and specialists in the system of additional professional education.

Content and Structure of Formation of Readiness of Future Physical Training and Sports Instructors for Professional activity

Today's realities require high professional training from servicemen of institutions of the security and defense sector of Ukraine (SDSU). This is achieved by a balanced and step-by-step organization of the training system for representatives of the studied category. The leading link in the training of military personnel of various categories is played by instructors, who are carriers of the necessary theoretical knowledge and practical skills. In addition, the instructors for the types of professional training are carriers of combat experience, which significantly increases the quality of training of military personnel of various categories. In the context of theoretical research, it is appropriate to highlight that in the military units of the NGU, practical classes in physical and special physical training are in the vast majority provided by full-time instructors in physical training and sports (PTS). In view of the above, the importance of individual methodical and practical preparation of the representatives of the studied category in the direction of their organization of forms of physical training is monitored. According to the results of the monitoring of the scientific literature, it is appropriate to state that insufficient number of scientific works are devoted to the urgent issue of organizing the system of professional education of future instructors in PTS for the needs of the institutions of the SDSU.
 Research methods: idealization, formalization, axiomatic, historical and logical, descent from concrete. As a result of the research, we determined the essential characteristics of the formation of the readiness of future instructors in PTS for professional activity.

Professional education and the needs of modern Russian industry

Aim. To identify the correspondence of the level of professional training of graduates of higher and secondary educational institutions to the needs of modern industry on the example of St. Petersburg enterprises, as well as to assess the dynamics of changes in the basic competencies of new employees coming from the educational environment to the labor collectives.Objectives. To determine the quality of interaction between the educational and industrial spheres on the example of St. Petersburg; to assess the level and dynamics of changes in professional knowledge and skills, social qualities and universal competencies of graduates of St. Petersburg higher and secondary vocational educational institutions.Methods. On the basis of employers’ survey the quality of training of graduates of St. Petersburg higher and secondary vocational educational institutions was assessed by such indicators as the level of professional knowledge and skills, social qualities and universal competences. The results of the monitoring were compared and the dynamics of changes in recent years in the quality of training of young specialists according to the main requirements of employers was revealed.Results. The degree of interaction between industrial structures and the system of professional education in the conditions of increasingly complex economic situation and social transformations is determined. The role of the enterprise as an economic unit is shown, modern labor relations in the production team are characterized. The parameters of employers’ assessment of the quality of training of graduates of St. Petersburg higher and secondary vocational educational institutions are proposed. On the basis of employers’ data, the level and dynamics of changes in professional knowledge and skills, social qualities and universal competencies of graduates of St. Petersburg higher and secondary vocational educational institutions who were hired in 2014-2022 in the St. Petersburg production sphere were assessed. Conclusions. The directions of activation of interaction between the education system and industrial production, professional orientation of young people, formation of the creative component both in the educational process and in the production team have been proposed. The efficiency of measures on formation of progressive labor market on the basis of improvement of quality of preparation of graduates of higher and secondary professional educational institutions employed at enterprises, their quick adaptation in the conditions of production process and labor relations is determined.

INFORMATION AND COMMUNICATION TECHNOLOGIES AS A MEANS OF FORMING PROFESSIONAL COMMUNICATIVE COMPETENCE OF STUDENTS OF PEDAGOGICAL PHILOLOGY

This article deals with information and communication technologies (ICT), their classification and characteristics, as the creation and development of information society implies their wide application in education. The article reveals the concepts of forming ICT competence of a teacher in the system of professional and pedagogical education. The material reflecting the forms, methods and techniques of ICT use contributing to the effectiveness of teaching Russian language and culture of speech is given.

Прогнозирование уровня государственного финансирования высших учебных заведений Кыргызстана

The article analyses the state of the higher professional education system in the Kyrgyz Republic. The following problems of the higher professional education system are considered: 1) unsatisfactory financing of vocational education due to socio-economic instability and acute budget deficit; 2) deterioration of the material and technical base of professional educational institutions in advanced and knowledge-intensive sectors; 3) physical deterioration of buildings and structures of the country’s state professional educational institutions; 4) migration of leading scientists and experienced teachers abroad; 5) decrease in the education level of graduates of higher educational institutions; 6) imperfection of the regulatory framework; 7) increase in the technological gap with the economically developed countries and decrease in competitiveness of domestic higher professional education; 8) decrease in a scientist-teacher’s public status; 9) significant differentiation in the education level and quality in metropolitan and peripheral universities, higher schools in the advanced and depressed regions. Brief information about the country’s sources of financing state higher educational institutions is presented. The financial condition (stability) of the country’s universities is characterised. Forecasting forms are considered using extrapolation methods: moving average, exponential smoothing and least squares. The calculation is made using the extrapolation method based on the level of financing for the activities of state higher education institutions in Kyrgyzstan for the medium term. Indicative indicators for types of moving average, exponential smoothing and least squares methods are indicated. The conclusion is drawn about the possibilities of improving the state of funding.

Методологические основы развития педагогической системы профессионального образования в образовательных организациях МВД России

Introduction. The problems associated with the development of the pedagogical system of professional education in educational organisations of the Ministry of Internal Affairs of Russia are actualised by the current state of techniques and methods aimed at solving the tasks of combating anti-social and criminal manifestations, which are fundamental tools in law enforcement activities. Many basic aspects of the pedagogical system of professional education of the Ministry of Internal Affairs of Russia are revised over time and under the influence of modern methodological tools and are given new content in the conceptual apparatus. In the process of professional training of specialists of the Ministry of Internal Affairs of Russia, based on the process of replacement of ineffectiveoutdated methods and techniques, non-traditional pedagogical technologies are formed. In this article the problem of research on the basis of scientific concepts and normative-legal base of target settings for the formation of specialist’s personality is considered. Research vethods. A comparative analysis of scientific works on this issue, scientific and pedagogical analysis of the state of the regulatory and legal framework, the state of practice of the implementation of the educational system of the Ministry of Internal Affairs of Russia, as well as the principle of scientific modelling was used in this article. In addition, different variants of analysis (historical and retrospective, interpretative, content analysis) were implemented. Results. The results of the research are presented in the form of the author’s model of pedagogical system of professional education of educational organisations of the Ministry of Internal Affairs of Russia.

Professional education as a way to discover the multi-dimensional integrity of a human

Introduction. Currently, professional education is not often based on the natural inclinations of a person, their development with subsequent extrapolation into the chosen field of activity, which is not just the main scientific problem in the qualitative preparation of professionals, but also does not allow a comprehensive mapping of the natural multidimensional integrity of a person, its large-scale deployment of its natural essence in one or another sphere of social activities and the inter-sphere space in which a person will have to grow professionally, develop, build themselves and their life prospects. The article presents a theoretical overview of the genesis of professional education in various historical epochs, starting from the earliest civilizations of the world to the present time, in a philosophical and cultural context. According to the authors, this review will serve as a theoretical basis for understanding the peculiarities of the formation of professional education in Russia, ways to reform it at the present time, search for promising areas of these transformations, the emergence of innovative professions, professional goal-setting, the development and implementation of multidimensional manifestations of the natural integrity of human inclinations as a subject of professional activity, improving the quality of their life and satisfaction with the profession. The research purpose of the article is to analyze the philosophical and cultural genesis of the formation of professional education system in the history of human existence. The position is substantiated that professional education should be one of the ways to reveal the multidimensional integrity of human natural inclinations, and the profession should be considered as an independent occupation, determined firstly by the natural origin, and secondly by the social division of labor operations, social challenges and orders. This requires special technologies and through evidence-based pedagogy – to get access to educational practice, in which decisions on the application of educational approaches and methods of professionalization are made based on the available evidence of their effectiveness, and such evidence is searched, compared, generalized. Materials and Methods. The methodological basis of the research is based on philosophical, cultural and systemic approaches. The theoretical and methodological support in the construction of the material was the dialectical method, which contributes to the objective grasp of the concrete historical circumstances of human existence in the context of professional formation. Methods used by the authors include comparative historical, deductive, chronological ones, as well as generalization and analysis. Results. The main results presented in the article are philosophical, cultural and socio-philosophical analyses of the genesis of professional education and revealing its specific socio-cultural features in the comparative context of social development in various historical civilizations. For the first time, the formation of professional education into an independent social phenomenon and its institutionalization, the evolution of professionalism on the example of ancient China, Greece, and Rome are described in a generalized form. The analysis of the origin of the phenomenon of professional education in Europe, professional activities reflecting public concerns and achievements, stating the key aspects of the interaction of education with the socio-cultural code of the era, is of research value. Attention is focused on professional education in the Middle Ages since the advent of manufactories, as well as innovations of the Enlightenment. The conducted philosophical and cultural analysis of the formation of professional education in the world served as a prerequisite for analyzing its development in Russia, starting from the reign of Peter the Great to the present. At the same time, the need for the formation of a fundamentally new concept of professional l education based on the consideration of human natural inclinations, rethinking the concept of professional education from ontological, axiological, praxiological and other positions is emphasized. Conclusions. The analysis of the formation of the professional education system in various epochs, from the ancient world to the present, allowed the authors to substantiate the position that professional education should be based on the natural inclinations of a person, their abilities and capabilities and act as one of the ways to actualize their multidimensional integrity and social self-sufficiency. It is recorded that at different stages of formation, professional education acts as a phenomenon of a specific type of activity, contributing to human self-fulfillment in a dynamically changing world. In this regard, the dominant role belongs to understanding and evidence-based pedagogics and their methodological developments aimed at the formation of professional activity of a person.

Features of Pedagogical Modeling of the Educational Process in the System of Additional Professional Education of Medical Workers

The modern system of additional professional education offers new principles and approaches to organising the pedagogical process. In this regard, the issue of choosing the most appropriate technologies and tools for organising training and building an effective model of the educational process in the system of additional professional education of medical workers is relevant. The purpose of the study is to identify the features of pedagogical modeling of the educational process in the system of additional professional education of medical workers. Research methodology and methods. The article discusses theoretical and conceptual modeling ideas presented in domestic and foreign literature. The study was conducted on the basis of the Federal State Budgetary Educational Institution of Higher Education “Novosibirsk State Medical University” of the Ministry of Health of Russia in the Centre for Distance Educational Technologies of the Department of Postgraduate Education. Research Results. During the study, it was revealed that pedagogical modeling of the educational process in the system of additional professional education of medical specialists has its own characteristics. Conclusion. When modeling the educational process in the system of additional professional education, the current requirements and needs of medical specialists must be taken into account, which makes it possible to adapt the content and methodology of training to specific professional tasks. Besides, it is important to consider the practice-focused nature of medical education: internships, training practical skills on simulators, active use of digital educational technologies, the possibility of individualising training so that all students could develop their professional skills according to their needs. The system is for assessing academic performance and monitoring student satisfaction with training, which allows to adjust the educational process and ensure high quality education is an important part of pedagogical modeling.

Technologies for Designing Professional Educational Training Programs for the Digital Economy

In this article, the authors consider the issues of training qualified personnel for the digital economy at the present stage of higher education development. The article describes the relationship between the emergence of new technologies and high-tech industries and the emergence of new directions and specialties in the field of higher education, requiring students to master new competencies. The concept of "competence" and the problems of implementing the competence approach in the system of higher professional education are investigated. The main definitions and principles of the competence approach to the design of educational outcomes in higher education are outlined. The analysis of published studies and presented software products devoted to the design of curricula is given. An important analytical conclusion is that one of the important points in the development of educational programs is to focus on the needs of production in young professionals with a certain set of competencies, but now most programs of higher and secondary vocational education do not have time to take into account the latest achievements in the technological and industrial spheres. The development of students’ competencies is the goal of educational programs, therefore they should be structured in such a way as to ensure the consistent and systematic development of the necessary skills and knowledge. The authors note that the competence approach in higher professional education is implemented in the form of an approximate basic educational program that forms a model of a specialist whose competencies must meet production standards to perform specific labor functions. The article sets the task to form a set of disciplines that is optimal in terms of labor intensity and levels of competence formation, allowing the most effective implementation of the competencies of a student in the bachelor’s degree direction, taking into account the level of formation and limitations of the curriculum set by the employer. The mathematical model of solving the problem and the technology of designing the optimal competence model of the graduate, taking into account the requirements of the employer, are presented.

PROFESSIONAL AND HIGHER EDUCATION MEMBERSHIP INDICATORS

The article covers the main tasks in ensuring continuity in the professional and higher education system and indicators of ensuring the continuity of professional knowledge, skills and qualifications in the professional and higher education system.

Субъектное обучение — глубинный постулат современной концепции высшего (университетского) образования

The phenomenon of subjective learning, discovered by Russian psychology and pedagogy as a higher educational technology of universities, has not, however, been actively developed and introduced into the system of higher professional education. The instinctive (instrumental) acquisition of types of activity experience is similar to the results of animal training. But a person masters all the wealth of socio-historical experience of the activities of previous generations of people, clothed in a word, thought, image. The appropriation of functional and operational mechanisms of a lifetime kind of socio-historical experience of human activity by an individual can be realized only in subjective learning in the form of individual self-study teaching actions and activities in general and cognitive self-assimilation of the conceptual provisions of science. Subjective learning will not take place in full without the student’s self-study in a scientific discipline and the active participation of the teacher as a mentor and supervisor. In the conducted exclusive pedagogical experiment, the search was carried out for the forms of the fundamentally new initiative type of educational practice being discussed — the subject-activity personalized self-learning of students to the conceptual appropriation of knowledge in dialogue with the teacher.

Preferences and experiences of parents/guardians of youth with epilepsy and intellectual disability on reproductive health counseling

ObjectiveTo explore the experiences and preferences of parents/guardians of adolescents and young adults (AYA) of childbearing potential with co-occurring epilepsy and intellectual disability (ID) regarding counseling by neurologists on sexual and reproductive health (SRH) topics such as pregnancy, contraception, menstruation, and folic acid supplementation. MethodsWe conducted semi-structured interviews with parents/guardians of AYAs (12–28 years old) of childbearing potential with co-occurring epilepsy and ID, recruited from a tertiary-care children’s hospital. We confirmed the diagnoses of epilepsy and ID with the patient’s neurologist and parent/guardian. All degrees of ID (e.g. mild/moderate/severe) were eligible. We audio-recorded and transcribed interviews. Two coders performed qualitative thematic analysis. ResultsTwenty-five parents/guardians completed interviews. Themes included: (1) Parents/guardians believe their child to be immune from sexual abuse due to their supervision, yet desire counseling about abuse recognition and prevention, which they also report not occurring (2) A common opinion was that counseling on menstruation was more relevant to their child's life than counseling about pregnancy-related topics (3) Parents/guardians reported a lack of counseling on pregnancy-related topics such as folic acid supplementation and teratogenesis and generally also reported some degree of interest in hearing about these topics from neurologists (4) Parents/guardians also reported a lack of counseling on drug interactions between contraception and ASMs, and were highly interested in learning more about this topic (5) Parents/guardians want neurologists to initiate annual comprehensive SRH counseling at puberty about most topics, but report that they often initiate SRH discussions themselves. ConclusionParents/guardians of AYAs with epilepsy and ID prefer more frequent, neurologist-initiated, comprehensive conversations surrounding SRH particularly emphasizing menstruation and sexual abuse recognition/prevention. Findings may inform professional and patient education and health systems interventions including development of discussion guides and/or decision aides to improve SRH care for AYAs with epilepsy and ID.

МОНИТОРИНГ КАЧЕСТВА В УПРАВЛЕНИИ ДОПОЛНИТЕЛЬНЫМ ПРОФЕССИОНАЛЬНЫМ ОБРАЗОВАНИЕМ

The authors consider the methodology and criteria, factors for monitoring quality in the management of additional professional education. The concepts of “quality of education” and “assessment of the quality of education” have been clarified. The main trends in the development of the system of additional professional education and the use of digital technologies in training students are analyzed. The organizational and pedagogical conditions for applying the methodology of self-analysis and self-assessment to monitor the quality of additional professional education are presented.

Situational context of environmental university education

The scientific interest in improving the environmental training of university students emphasizes the training technology associated with the disclosure of their personal and professional potential through inclusion in the joint solution of environmental problems not in abstract but in real life situations. The use of situationality for educational purposes creates an internal unity of the learning process and facilitates the professional socialization of graduates. The aim of the study was to develop a model of environmental education for future ecologists based on situational analysis technology. Theoretical and practical methods of system generalization, comparative analogy, questionnaires, pedagogical evaluation, and modelling were used in the development of the model, which provided objectivity and heuristic conclusions. The model created and tested in the system of higher professional education is based on the ideas of ecohumanism, coevolution and sustainable development, cultural-competence orientation of higher education; principles of subjectivity, value-sense saturation, communicativeness, problematization, events, local history orientation. The key concepts of “situation” and “analysis” are defined and disclosed in the context of the work, and their types are identified and justified. The developed model includes target, content, procedural, technological and reflexive-evaluation components. The tasks, activity content and characteristic for each stage of the educational process, environmental cases and types of analysis are considered. The obtained results in the form of basic research bases and the model of environmental education of future ecologists in situational context testify to the promising application of this technology to improve the quality of professional training.

The integrative communicative technologies as a factor in the formation of ecological culture and eco-friendly communication of students

This paper examines the crucial role of integrative technologies in environmental education of students and their impact on the processes of formation of eco-friendly communication. As educational technologies are increasingly integrated into groups, understanding how teachers form an informed attitude to the environment and the society surrounding the student is of paramount importance. Based on relevant research and theories, this study examines various aspects of integrative technologies, including communication aspects and feedback strategies in working with undergraduate students. The article highlights how these aspects can significantly affect eco-friendly communication, environmental education, ecological culture contributing to a deeper understanding and preservation of knowledge, skills and abilities in this area. Changes in the system of higher professional education caused by an increase in the number of problematic environmental issues in society and the world as a whole under the influence of global processes in the surrounding world and society are considered. The study defines ecological communication and attitude, ecological culture in the framework of higher education. The content of the concept of integrative communicative technologies in education in relation to the factor of formation of ecological culture is analyzed.