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DIGITAL PORTFOLIO AS MEANS OF STUDENTS’ RESEARCH COMPETENCE FORMATION // Pedagogical Review. 2018. Issue 3 (21). P. 122-128

This article considers the actual problem of education that is formation of digital competence of students in educational institutions. In modern conditions the designated research field initiates using new models and technologies in education on its various steps. The problems and prospects of using a digital portfolio as means of formation of students research competence are examined. The analysis of various approaches to the concept «digital portfolio» of the Russian and foreign pedagogies allowed to define the digital portfolio as ordered structured data of students. However, the consideration of a digital portfolio in research activity of students and studying of interrelation in pedagogical science is not sufficiently developed. The authors considered the propaedeutic aspect of this research phenomenon. The analysis of various approaches to the concept «digital portfolio» of the Russian and foreign pedagogies is carried out. It is noted that the digital portfolio as new means of representation of results of research activity essentially differs from an electronic portfolio of the student. It presents the purposes of formation of a student’s digital portfolio, its characteristics, levels and also various means by which students can present a digital portfolio. The use of digital portfolio technology in educational space is focused on activating of research activity, modeling of the individual research field and formation of the creative approach of the student to the process of formation and development of research competence of the student.

Keywords: education, research work, competence, portfolio, digital technologies, digital portfolio

FORMATION CRITERIA AND INDICATORS OF GRAPHIC CULTURE OF BASIC GENERAL EDUCATION STUDENTS // Pedagogical Review. 2020. Issue 5 (33). P. 16-21

The article deals with the formation of a graphic culture of students of basic general education, which is characterized by the skills of operating graphic information and the ability to use it in practical activities, and is carried out by mastering the graphic language in the process of performing certain educational activities. The paper presents a number of diagnostic techniques, which are determined in accordance with the nature and structure of the components of the graphic culture of students, describes the main criteria of the graphic culture of students of basic general education, shows the relationship of criteria and indicators. According to each criterion methods and diagnostics are proposed: motivation of teaching and emotional attitude to learning, assessing the need for achievements, assessing the level of independence in cognitive activity, determining the level of culture of design and research activities, determining the creative abilities of students, assessing the abilities for self-development, self-education, reflection. Motivational criteria: interest in mastering the skills of graphic activity, cognitive motives; the need for achievements; motivation for achievement; formation of personal qualities (anxiety, emotional attitude); independence in cognitive and creative activities (graphic skills and mental operations). Meaningful criteria: knowledge of graphic culture; knowledge of graphic culture; knowledge of ways to work with information; ability to use graphic skills in creating an art project. Creative criteria: fluency; flexibility; resourcefulness, ingenuity; originality; independence, non-standard. Reflexive criteria: ability to self-education, selfdevelopment; ability to reflect; formation of self-assessment of the level of graphic skills.

Keywords: graphic culture, graphic activity, graphic images, diagnostic techniques, criteria and diagnostic apparatus, criteria, levels

Benchmarking technology in developing students’ readiness for independent activity // Pedagogical Review. 2026. Issue 1 (65). P. 92-102

The strategic direction for the development of the modern higher education system in Russia is to train highly qualified future specialists who are capable of making independent decisions, critically analyzing professional and educational realities, and rationally using various resource and information bases in order to increase their personal competitiveness in the labor market. In the context of digitalization and rapid changes in the educational environment, it is particularly important to develop students’ ability to self-educate, self-monitor, self-assess, and self-develop. The subject of the study is students’ readiness for independent work, as well as the identification of the characteristics of its formation and development in various pedagogical conditions. The article reveals the theoretical and methodological foundations of the concept of readiness for independent work and considers the approaches of domestic and foreign researchers to its structural components. The results of the implementation of innovative educational technologies that promote the development of students’ independence are presented, including project and research activities, problem-based learning, and the use of digital educational resources. Particular attention is paid to the potential of benchmarking technology as a modern tool for pedagogical interaction, ensuring the development of students’ skills in analyzing, comparing, and adapting best practices. The monitoring results demonstrated that the application of benchmarking technology in the educational process has a comprehensive impact on student personal development and improves the quality of educational outcomes. This technology not only contributes to increasing students’ readiness for independent work, but also to the formation of sustainable internal motivation to learn, a desire for self-development, and professional self-improvement. During the application of benchmarking, students demonstrate the development of analytical, critical, and reflective thinking, as well as the ability to make informed choices about the most appropriate ways to solve academic and professional tasks. In this way, benchmarking technology is an innovative approach that facilitates the transition of higher education to a model of active, conscious, and independent learning focused on results, the practical significance of knowledge, and increasing the competitiveness of future specialists.

Keywords: active technologies, benchmarking technology, interactive tools, independent work of students