Professional Mobility Research Articles

Migration and professional mobility: Rural attraction and retention of South African educated physicians

Rural communities in Alberta, Canada have faced physician shortages for decades. Attracting internationally educated physicians, including many South African physicians, is one way to address this problem. While much of the research on international medical graduates (IMGs) focuses on the push and pull of attraction and retention, I situate the decision to stay as a matter of geographic and professional mobility, all within a life course perspective. More specifically, I explore physicians' decisions to migrate from South Africa to rural Alberta and the impact of professional mobility on their migrations. To understand the processes, I collected data via semi-structured virtual interviews with 29 South African educated generalist/family physicians with experience in rural Alberta. Research was guided by abductive grounded theory and data was analysed using open thematic coding. I found that South African educated physicians made the decision to leave South Africa and to come to Canada to pursue prestige and opportunity they perceived to be inaccessible in South Africa. However, physicians were limited to perceived low prestige work as rural generalists, while they understood that more prestigious work was reserved for Canadian educated physicians. Physicians who remained in rural communities brought their aspirations to life, or achieved upward professional mobility in rural communities, through focused clinical and administrative opportunities. The decision to leave rural communities was often a matter of lifestyle and burnout over prestige.

Artificial Intelligence and Immersive Technologies in Higher Pedagogical Education

The purpose of the study. The problem of using the capabilities of artificial intelligence and immersive technologies in educational programs is being updated. The article is devoted to the analysis of the role, functions and significance of artificial intelligence and immersive learning technologies in the development of an open educational environment and its personal segments formed by subjects of educational relations in the process of preparing graduates of pedagogical universities to change the conditions of modern society. The possibilities of Generative Pretrained Transformers (GPT) and virtual reality in its various manifestations (AR, VR, AVR) are discussed. Their influence on the formation of the personal educational environment of graduates of pedagogical universities is shown.Materials and methods. The method of comparative analysis of scientific publications in the field of artificial intelligence development, immersive learning technologies, and the formation of a personal educational environment is used. The capabilities of a number of GPT services have been experimentally tested. The ideas about the role and functions of new resources in improving the educational process are summarized. The forecast of the integration of artificial intelligence and immersive technologies in pedagogical education is given.The results of the study. It is shown that Generative Pretrained Transformers are able to implement reference and encyclopedic, constructive and creative, analytical, control and training functions in the educational process while observing the ethics of their application. The connection between the development of artificial intelligence and the appearance in the global information network of virtual characters imitating human appearance and behavior in various contexts, and anthropomorphic robots capable of communicating with humans for educational purposes is indicated. Attention is drawn to the inclusion of new means of communication with artificial intelligence in the personal educational environment of the lecturer, which provides him/her with a combination of the functions of a supplier and at the same time a consumer of knowledge. The prospects of the emergence of virtual and anthropomorphic pedagogical agents with artificial intelligence in the education system and in informal communications are assessed. The educational possibilities of augmented reality, virtual reality and augmented virtual reality as means of immersive learning technologies are defined. The pedagogical and technological conditions for the safe use of immersive learning technologies are given. It is noted that the creation of personal educational environments with components of artificial intelligence and immersive technologies makes it possible to organize the processes of teaching and self-education of a lecturer, ensuring the subjective nature of his/her personal and professional growth and mobility in a complicated world.Conclusion. The conclusion is made that the creativity of innovative lecturers, which is visible in their open educational environments, is a resource for overcoming the reproductive nature of the functioning of pre-trained neural networks. The authors believe that positive feedback in the joint evolution of artificial intelligence (AI) tools and personal segments of the open educational space will contribute to the transformation of the existing information society into a learning society. This makes it possible to form a system of open meta-education according to the needs of each individual.

JOB SATISFACTION AND LABOR MOBILITY OF IT-SPECIALISTS

The article discusses the issue of correlations between labour (territorial) and professional migrations of IT-specialists. This group of professionals is represented by highly qualified specialists who have justifiably high incomes and constantly enhance their professional qualification. This leads to their justifiable claims to better labour conditions, consequently, to labour mobility and changing job. Such labour mobility can be the cause of staff problems for IT companies. Transformation of professional mobility into labour mobility is explained by the level of job satisfaction. Job satisfaction is seen as conformity between workers’ claims and suggested labour conditions. The aim of this work is to identify factors of IT-professionals’ job satisfaction. The research is based on the methods of online survey and questionnaires and semi-structured interviews. As a result of the research, the factors for job satisfaction have been identified: the level of wages, opportunities for professional improvement, favorable relations in the team. The relationship between these factors and the level of professionalism (grade) of employees has been established. Managerial measures to increase satisfaction with the work of IT-specialists have been revealed: to provide constant training and individualization of professional strategies, to form a motivating intra-organizational environment of professional interaction.

Scientific Culture Organisational and Professional Identity: A Systemic Game of Contexts and Subjects

In theory, a scientific stratification (branches and disciplines) is frequently associated with the effectiveness of research groups but not professional mobility and other psychosocial factors. The study analyses the relationship among the organisational cultures specific to each field of speciality (human-social sciences versus exact-natural sciences), the satisfaction of researchers and the homogenisation of psychosocial behaviours with the mediation of the professional mobility variable; that is to say, the construction of organisational/disciplinary identities within the scientific system. Quantitative and qualitative techniques were used. Among the first, two questionnaires were used; among the latter, we used non-obstructive observation and interviews. This research concluded that Scientists' psychosocial responses and achievement levels vary according to their speciality areas, highlighting distinct disciplinary and organisational cultures within the scientific community. Dissatisfaction with team leadership is widespread across scientific disciplines, driven by factors such as effort, expectations, and societal influences, necessitating the development of transformative competencies, particularly leadership skills, to address these issues and promote well-being among scientists.

Формування професійної компетентності майбутніх фахівців з професійної освіти засобами цифрових технологій

The relevance of the study is due to the current state of education as a social institution that determines the professional success and competitiveness of young people in the labor market. The competency-based approach to education is one of the key areas for improving higher education in Ukraine. This approach contributes to the realization of the concept of humanistic education, provides for the training of qualified specialists who have not only in-depth knowledge of their profession, but also are able to navigate in related fields, are ready for continuous professional development and social and professional mobility.
 The article considers the content of professional competence of future specialists in vocational education and highlights the principles and approaches aimed at its formation by means of digital technologies. It has been determined that the professional competence of future vocational education specialists is an integrative and dynamic characteristic of a person based on a set of special knowledge, practical skills, abilities and personal qualities. The analysis of the practice of using digital technologies in education has confirmed their significant potential in reforming the content, forms and methods of teaching students. It is noted that the construction of educational interaction on the principles of systematicity, integrity, professional orientation, interactivity, reflection, individualization of learning and social responsibility, as well as the application of the provisions of competence-based, activity-based and personality-oriented approaches will contribute to the training of highly qualified specialists who have a wide range of knowledge and professional skills, show the ability to improve the work process with the help of the latest technologies and have the ability to self-development.
 The prospects of the study are to develop a model of professional training of future vocational education specialists using digital technologies and to organize a pedagogical experiment to determine its effectiveness.

Improvement polyprofessional education at the technical university

The article discusses the process of student’s polyprofessionalism in technical universities. The analysis of scientific and pedagogical research of this problem and educational practice revealed various approaches to the training of specialists of a wide profi le. Mass multiprofessional education is carried out through organizational structures for managing network interaction, convergence and integration of educational institutions.Individualization of polyprofessional training is associated with the ability to independently master new areas of scientific and technical knowledge. Didactic prerequisites for the formation of polyprofessionalism in the course of self-educational activity consist in the gradual expansion of the educational array, horizontal and vertical polyprofessional ties, Profiling of educational and cognitive activity of students and professional mobility of university graduates. The stages of acquiring multiqualifications include modernization changes and updating the system of previously acquired knowledge, accumulation of factual material and search for system-forming connections, integration of related objects and types of professional activity, expansive going beyond the limits of the studied specialty into the field of the chosen profession, familiarization with professional values and a multiplicity of communications for solving technical problems by methods and means of different professions. The implementation of polyprofessional ties is possible both within the boundaries of one level and at different skill levels in ascending and descending directions. Profiling of educational and cognitive activity of students includes the introduction of examples of solving really scientific and technical problems of varying complexity into the educational documentation, and professional mobility is directly related to the formation of educational mobility, meaning the ability to independently choose an educational trajectory.When improving polyprofessional education at a technical university in any form and at every stage, it is necessary to rely on and develop its value, orientation, content and methodological components.

SUBJECTIVE POSITION OF STUDENT YOUTH: CONCEPT AND CONNECTION WITH ECONOMIC SOCIALIZATION

The article presents a comprehensive understanding of the subjective position of student youth, its role in professional education, and its significance for economic socialization, which opens up new perspectives for further development of theoretical and practical approaches in the fields of education and social psychology. Theoretical aspects of the scientific discourse aimed at identifying and systematizing conceptual approaches to studying the socio-psychological factors influencing the formation of the subjective position are analyzed. Particular attention is given to the role of professional education, which, according to the research, should be oriented towards creating conditions that foster the development of such crucial traits of the subjective position as activity, purposefulness, responsibility, initiative, independence, creativity, and the aspiration to realize one's potential, which are determining factors for economic socialization. It is established that the subjective position of a future specialist is a system of personally significant attitudes a student holds toward themselves as a professional, toward their chosen profession, and toward their future professional activity. This system determines the actively developmental character of professional and personal formation within the educational space, which, in turn, significantly influences the process of students' economic socialization. A key aspect of the study is the determination of the relationship between the subjective position and the economic socialization of student youth. The subjective position is considered an integrative expression of all personality substructures, encompassing motivational-value, personal-activity, and reflexive-evaluative components. The article highlights that the subjective position promotes awareness of personal responsibility for economic life, the development of financial literacy, personal financial management skills, and adaptation to the economic conditions of modern society. In the process of economic socialization, students who adopt an active subjective position are better integrated into the economic environment, facilitating their successful professional development and social mobility. The article offers a comprehensive understanding of the subjective position of student youth and its critical impact on the process of economic socialization, which is significant for advancing theoretical and practical approaches in professional education.

The Role of English Speaking- Skills in Career Progression: A Case Study among Sudanese Undergraduate EFL Students

The present study is to shed light on the nature and extent of the impact of English language proficiency on career advancement across a range of professional contexts by compiling and critically analyzing scientific research on the subject. The research shows on the connections between language proficiency, professional mobility, and socioeconomic circumstances by drawing on the ideas of linguistic capital, socio-linguistic adaptation, and globalized labour markets. Moreover, the English language has a significant influence on our workplaces and businesses. Regardless of differences in geography, society, politics, or religion, English has emerged as the dominant language in the global business community. Fieldwork was carried out at Vignan's Foundation for Science, Technology & Research, Andhra Pradesh. For this, Sudanese graduating EFL students were chosen from various courses of the institute.The findings show a significant relationship between job success and English language competency, particularly in fields where English is the predominant language of exchange. The extent of this advantage, however, it varies depending on the industry, the cultural setting, and the specific organizational policies. The findings highlight the importance of English education and training in workforce development plans, particularly in locations with a low native English-speaking population. Businesses may benefit from investing in language training as a means of retaining and developing talent. Policymakers may take these findings into account when creating educational curriculum and social interventions to address linguistic gaps on a larger scale. The investigation reveals a favorable correlation between professional advancement and proficiency in the English language.

Професійна мобільність педагога як вимога сьогодення

The article thoroughly investigates the phenomenon of professional mobility among educators, explaining its essence, importance, and impact on personal development, self-actualization, and professional success. It presents the results of a theoretical study on the professional mobility of teachers as a scientific problem. Based on an analysis of scientific sources, the dynamic nature of professional mobility is highlighted, which includes changing professions, advancing qualifications, and changing positions and workplaces. These changes can be both intra-professional and external, driven by educators’ own desires for self-improvement and external factors related to the development of the education system, labour market dynamics, demographic changes, etc. Different types of professional mobility are discussed, including horizontal and vertical, ascending and descending ones. The article also examines the criteria for differentiating professional-pedagogical mobility of individuals. The importance of personal qualities in shaping professional mobility is highlighted, particularly openness to new experiences, readiness to learn, and the ability to work with information. Communication and presentation skills, stress resistance, and leadership qualities are also identified. Based on pedagogical research, the essence of the concept of professional mobility as a crucial characteristic of the modern educator, which promotes their professional development and success at work, is revealed. The qualities of an educator that contribute to successful professional mobility are specified. The necessity for educators to continually update their knowledge and skills to remain competitive in the modern world’s job market, where information is becoming increasingly accessible and technologies are developing rapidly, is highlighted. The results of the survey of teachers in the Lviv region are presented. Factors affecting professional mobility are identified. Ways to overcome the low level of professional mobility of teachers are proposed. Keywords: mobility, professional mobility, teacher, education, personal qualities of a teacher.

Сучасні детермінанти інтеграції українських мігрантів у ринок праці ЄС

The aim of the publication is to substantiate the modern determinants of the integration of migrants into the labor market of the recipient countries. Based on the study of literary sources, the consequences of migration for the donor country and the recipient country are determined. The contentual characteristics of the concept of «integration» are substantiated and it is proved that integration is not a one-sided process, since it involves the interaction of different parties. The key spheres of integration of migrants are identified, on the basis of which economic, professional, educational, social, cultural, political, and civic kinds of integration are allocated. Indicators of economic integration are defined, which include: status (employed, unoccupied); form of legal regulation of employment; type of employment (employee, independent professional activity, entrepreneurial activity); social status (worker, technical employee, professional/specialist, manager); form of organization of working time (full-time, part-time employment); stability of employment (permanent, temporary, seasonal); form of organization of workplaces (standard, non-standard); salary level; correspondence of work (profession) to the level of qualification (education) and professional mobility (changes in professional career). Based on the comparison of studies conducted by different organizations in different periods of time on the share of employed Ukrainian migrants in the EU countries, it is concluded that there has been progress in economic integration. At the same time, the share of employed people is small in most countries. Among the main problems hindering effective economic integration is the discrepancy between the professions in which Ukrainian migrants work and the level of their qualifications. The prerequisites for the economic integration of Ukrainian migrants into the EU labor market are defined as follows: creation of an appropriate legal framework; improvement of the EU policies and programs; bringing the professional and educational qualifications of Ukrainian citizens in line with the EU qualifications; development of language competencies; creation of conditions for doing business, remote employment.

КАДРОВЫЕ РЕЗЕРВЫ В СИСТЕМЕ ГОСУДАРСТВЕННОГО УПРАВЛЕНИЯ: ОПЫТ И НОВЫЕ СМЫСЛЫ

A scientific article is devoted to the formation of personnel reserves in the system of public power, understanding the conceptual foundations, parameters, and criteria that determine the effectiveness of their formation and use. Based on the analysis of managerial practices at both the federal and regional levels, key problem areas, factors and conditions that affect the processes of the institutionalization of personnel reserves are identified. The article presents the results of sociological research, an analysis of the practice of forming personnel reserves in the context of sociocultural dynamics, and transformation processes in the public administration system, and defines the features of reservist motivation, the level of readiness for self-development, personal and professional mobility, and career expectations. The authors disclose the issues of conceptual, methodological and technological support for personnel reserve management through the prism of the maturity of personnel technologies, and justify that the management of personnel reserves in the public sphere goes beyond the exclusively organizational context and integrates into a macro-social context. Based on the analysis, the authors propose a vision of new conceptual approaches and principles for developing personnel reserves in the public sphere in the framework of implementing national priorities and strategic goals of the country's sustainable development.

Методична робота як шлях розвитку професійної мобільності фахівців спеціальної освіти

The article is devoted to the problem of formation of professional mobility of special education specialists through methodical work. The essential characteristic of professional mobility as a significant integrative quality of a modern specialist is determined. Variants of mobility in the professional activity of special education specialists are described. It is substantiated that methodical work is a way of forming mobility in professional activity. The main tasks of methodical work in the direction of formation of professional mobility of special education specialists have been defined. The developed and tested forms of methodical work on the formation of mobility of specialists in the education of children with special needs are presented (training program, scientific and methodical seminar, training classes, practical seminar, self-education). The need for the development of personal qualities of a specialist for mobility in professional activity, in particular «soft skills», which is the basis for mobility, is determined. The need to increase the competence of specialists in the use of ICT in working with children with special educational needs for the development of mobility in the process of methodical work is substantiated. Self-education is defined as one of the ways to develop mobility, provided that it is implemented informally. The organizational and pedagogical conditions for the effectiveness of the formation of professional mobility of special education specialists in methodical work have been determined. It is concluded that methodological work as a way of forming the mobility of specialists involves the improvement of professional knowledge and skills, the development of personal qualities, «soft skills» of specialists for the quality education of children with special educational needs.

НОВЫЕ ПОДХОДЫ К ОЦЕНКЕ СФОРМИРОВАННОСТИ ПРОФЕССИОНАЛЬНЫХ КОМПЕТЕНЦИЙ, ВОСТРЕБОВАННЫХ РАБОТОДАТЕЛЯМИ

The object and subject of the study are groups of related professions in demand by employers, and key professional competencies corresponding to the group of related professions. The purpose of the paper is to substantiate the approach to assessing the development of professional competencies in professions that are in demand by employers. The research methods are system analysis, synthesis, generalization, comparison, and systematization. The novelty of the research lies in the development and substantiation of approaches to identifying groups of related professions in demand among employers and the key professional competencies corresponding to them, as well as evaluating their maturity using specialized test tasks; in substantiating the idea that adapting one's professional activities based on the established key competencies within a group of related professions is a way of implementing changes in labor practices in a market economy. The results of the study can be used in employment centers to promote successful employment and the development of professional mobility of youth and other categories of citizens entering the labor market; in professional educational organizations and higher education organizations when providing career guidance to students.

Исчезновение традиционных профессий и появление новых специальностей

The article examines the impact of the development of the digital economy on the labor market and the dynamics of professional transformations. The factors contributing to the disappearance of traditional professions and the emergence of new specialties that are in demand in the digital reality are analyzed. Particular attention is paid to the challenges associated with the need to constantly update the skills and competencies of workers. Ways to overcome these challenges are proposed through the joint efforts of the state, business, the education system and the workers themselves. The importance of continuous learning, development of soft skills and readiness for professional mobility is emphasized.

Проблема професійної мобільності як одна з характеристик функціонування майбутнього педагога

The article reveals the essence of professional mobility as one of the characteristics of the successful functioning of the future teacher in professional activity. A description of the concepts «mobility», «professional mobility» is provided. The need to organize such a system of professional training of future teachers is emphasized, which can ensure a purposeful process of forming their readiness for continuing professional self-development, desire and ability to constantly raise the level of professional skills, which would ensure their efficiency and competitiveness in future professional activities. It has been found that the professional mobility of future teachers testifies to their internal readiness for qualitative changes, is manifested in the ability to quickly acquire and generalize new professional competencies; willingness to make decisions and the ability to adapt in the event of a change in the tasks of professional activity, which will ensure their efficiency and competitiveness in future professional activity. It has been determined that a significant amount of theoretical research on the problem of the formation of professional mobility of teachers has been accumulated in the pedagogical literature. The results of the research aimed at identifying the needs and opportunities of modern teachers for continuing professional improvement and changes in professional activity are appropriate. It has been revealed that the future specialist should be open to innovation, be included in teamwork, which will characterize him as a socially competent specialist capable of displaying creativity in professional activity. It has been emphasized that professional mobility is a value-meaningful, dynamic, integrative and integral quality of an individual, which is manifested in his or her specific activity through readiness, reaction and ability to innovate, improve, develop and realize himself in professional activity, ensuring the effectiveness of specific tasks solution within the limits of his or her profession, mastering new techniques and technologies, determining social activity and effective adaptability to transformation processes.

Vocational and Pedagogical Training of Future Bachelors in the Field of Transport at the Pedagogical Institutions of Higher Education under Modern Social and Economic Conditions

Intensive changes in social and economic conditions related to the development of labor markets and labor force require changes in the quality of training of specialists who possess not only special knowledge, but also certain qualities that ensure their competitiveness and professional mobility. This actualized the issue of modernizing the modern vocational and pedagogical education as a system of training teachers of vocational training, in particular, bachelors in the field of transport. The purpose of article is to analyse the theoretical and practical aspects of vocational and pedagogical training of future bachelors in the field of transport at the pedagogical institutions of higher education. Methods of research are analysis, systematization, observation and generalization. Results. It has been established that the vocational and pedagogical education of future bachelors in the field of transport is a special type of higher education, which is significantly different from the sectoral (engineering and technical, agricultural, economic) and actually pedagogical and is carried out in the system of vocational and pedagogical education. The specificity of vocational and pedagogical education consists in the training of staff for the implementation of educational programs of a professional orientation in the vocational education institutions of the I – II levels of accreditation. Conclusions. The key idea of integration and psychological and pedagogical training for the vocational and pedagogical education gives a possibility to prepare a professionally mobile specialist with the necessary qualifications. It is extremely important not to allow the priority of sectoral or pedagogical components in the content of vocational and pedagogical education, since both components are equivalents. In the near perspective of key tasks of vocational and pedagogical training are the implementation of integrated training of future bachelors in the field of transport; additional psychological and pedagogical training of graduates of specialized institutions of higher education or additional specialized training of graduates who have completed their studies in pedagogical institutions of higher education. We see further scientific studies in forecasting and projecting the development of the system of vocational and pedagogical education.

Specifics of employment in rural areas of Kazakhstan

The employment of rural population in rural regions is the object of close attention from the state. The goal is to identify trends in the structure of the sphere of labor relations in the context of the transition to a post-industrial society and technological modernization of the economy. To conduct the research, general scientific and special methods were used: abstraction, analysis, synthesis and logical cognition. The results—employment and unemployment—are closely related socio-economic categories that characterize labor market policy. Its comparative assessment of urban and rural residents for 2022 is given. The activities of small-scale commodity structures located in rural areas on a regional basis are analyzed. Conclusions - priority directions of agricultural policy have been identified. The negative impact of problems that hinder the growth of labor potential is shown. Modern agricultural labor does not receive proper positive development due to the dissatisfaction of rural workers with their activities, the low level of mechanization of agricultural production sectors, and the material disinterest of workers. Ways of assistance in employment are proposed: development of small forms of entrepreneurship, including expansion and increase in the profitability of personal subsidiary plots and peasant farms; training and retraining of young rural workers and specialists as the main factor determining the growth of their professional mobility and competitiveness. It is necessary to create conditions under which agricultural enterprises and farmers would have the opportunity to work profitably, update fixed assets and equipment, master innovative resource-saving technologies, increase and modernize jobs in the social sector, infrastructure (transportation, storage, marketing of products), housing and communal services, rural construction.

Szkolnictwo zawodowe: obecne problemy i powojenne perspektywy

The article deals with the urgent issues of the vocational education development which are caused by the martial law in Ukraine. They touch the migration processes of students and teachers at vocational education institutions, financing and educational process organization. The data of the contingent dynamics of the students and teachers at vocational education institutions have been analyzed. It proves the number reduction of the students by 3.5 to compare with the pre-war indexes. We fix the stable tendency for lowering the quantity of the teaching staff. Among the reasons for the described situation within the teachers, one may identify the lack of the desire for professional retraining and a low level of professional mobility. Based on the analytical data, the map of the ruined/destroyed vocational education institutions has been formed. The analytical review provides the conditions to overcome the actual development issues of vocational education including systemic state support, recovery of the vocational education system and organization of an effectivenetwork of educational establishments, its re-orientation to the economic needs of war time, provision of the education content and quality which coincide with the current demands and the needs of labor market, formation of safe conditions for studying and learning, arrangement of psychological support of all educational process participants, stimulation and encouragement to realize non-linear paths of professional development of the teachers considering the present realties, involving higher informal and informative education.

DIGITAL MOBILITY OF THE FUTURE SPECIALIST: CURRENT TRENDS

The article raises the issue of the mobility of social relations and individuals throughout the digital transformation period. The study aims to investigate the content and essence of the mobility phenomenon, the specifics of the expert’s professional mobility, the causes and consequences of changes in the interpretation of mobility in the context of digitalization and digital transformation of modern society; features, advantages and challenges arising in light of the expansion of digital mobility in professional and social life. The following methods were used in the research: philosophical, sociological, psychological and pedagogical analysis, synthesis of interdisciplinary approaches to the study of the content, essence and directions of development of the “mobility” category, a professiographic approach to the specification of the professional mobility concept, methods of adaptation and conceptualization to identify challenges and dangers, related to the spread of digital mobility. It has been determined that mobility is a complex interdisciplinary category that can be characterized in broad socio-economic and narrow personal contexts. It has been found out that the theory of mobility has evolved significantly in its development, expanding from the primary focus on movement between social groups to a deeper analysis of social space and various aspects of the individuals’ living. The individual’s professional mobility as a type of social mobility and such a relevant component of it as digital mobility has been emphasized. Spatial, temporal and contextual dimensions of digital mobility have been analysed. In a broad sense, digital mobility is defined as the process of digitization and integration of mobility management systems to achieve strategic goals, as well as the creation of optimized networks for more efficient information transmission. A specialist’s digital mobility is defined as the ability to work effectively and develop in a rapidly changing digital landscape including flexibility, technological competence, and openness to learning and adapting to the digital environment. The phenomenon of digital nomadism has been pointed out and briefly described as a promising model of digital mobility for the labour market in the near future. The most critical challenges associated with the widespread digital mobility to all spheres of current professional life have been identified, including digital inequality, the digital gap between generations and social groups, manipulative management of digital data, digital parkourism, digital stupidity, digital addiction, etc. To solve these and related problems, some strategies have been proposed. These are ensuring data protection and confidentiality of information in the organization and outside it; increasing the level of digital literacy among employees, forming digital competence and digital culture; establishing a balance between real and digital professional life; reducing workers’ reliance on technology by encouraging activities that do not require the use of digital devices and supporting digital awareness initiatives; developing an organization’s policies that govern the use of digital technologies, with particular attention to ethics and security. It has been concluded that there is a need to develop several measures, both at the level of the global socio-economic community and at the individual organization, which will ensure the availability of digital mobility services for those employees who experience digital alienation and/or digital divide, as well as the formation and development of a digital competence in citizens.

GENERIC COMPETENCES OF THE PhD STUDENTS IN THE VIEW OF MODERN STUDIES

The article deals with the modern approaches of national and foreign researchers to the identification of important generic competences in the preparation of Doctor of Philosophy degree students. In modern society, the role of science is constantly growing. Science becomes a peculiar identifier of the society development, a guarantor of its sustainable progress, and a driving force of rapid changes in all spheres of human activity. Due to science, the world is changing rapidly, and with it, the demands to the specialists are also altering. The problem of determining important competences that employees need to master has become one of the most urgent not only for educators, but also for employers, businessmen, and politicians. It is well known that the competences that are part of the generic competences are interconnected, over time they may lose their significance or, on the contrary, become more relevant. The rapid development of modern society requires the identification of new important knowledge, skills and abilities necessary for a highly qualified specialist, and the constant analysis of the structure of generic competences, including the one in the context of their significance and relevance. The problem of identification and development of important competences that future PhD students need to master during their studies in an educational and scientific program is one of the most urgent not only for educators, but also for society as a whole. The development of transversal competences gives the future scientist universality and opens up opportunities for the implementation of their projects both in the academic and non-academic spheres, and enables complete realization in public, political, economic and personal life. The analysis of modern scientific literature proved that the issue of training doctors of philosophy in the context of developing the structure of the generic competences, has been given considerable attention in the modern scientific space by national and foreign scientists. The scientific results under the review, regarding the central vector of our research, convinced us of the presence of different approaches to the determination of the studied competences. Scientists have presented clusters of such competences that differ in number and structure. It has been established that when determining the relevant competences in the context of the preparation of candidates for the degree of Doctor of Philosophy, researchers do not always use the names of competences for skills outlined in the List of general competences, based on the results of the Tuning project, which is recommended for use in the development of educational programs. As a result of it, there is a need for clarification of the semantic meaning of definitions and constructs chosen by scientists to outline the most significant competences in the training of students of the third educational and scientific level. Summarizing the presented approaches of scientists, we note that researchers most often emphasize the need to develop independence, the capacity to generate new ideas, skills in the use of information and communication technologies, the ability to communicate both orally and in writing in the native language, initiativity, the ability to work autonomously, and professional mobility. It has been found out that the competences which draw the attention of modern researchers as the most important ones are not in a state of contradiction with each other and do not exclude each other, but they can be considered as complementing each other, or even depending on each other. For example, academic mobility cannot be considered separately from the availability of knowledge and understanding of the subject area, understanding of the profession, the ability to apply knowledge in practical situations, skills in using information and communication technologies, the ability to conduct research at an appropriate level, the ability to be adapted and act properly in a new situation, the ability to work in an international context, etc.