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| 1 | 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 | 2614 | ||||
| 2 | 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 | 1617 | ||||
| 3 | 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 | 475 | ||||
| 4 | In the context of the global transformation of the labor market, characterized by a growing gap between academic knowledge and the practical requirements of employers, dual training has established itself as a key mechanism for training competitive personnel. By integrating theoretical training in educational institutions with the systematic acquisition of professional competencies directly at the workplace in partner companies, this model has proven to be highly effective in a number of countries. Despite the active introduction of dual education elements in Russia and the CIS countries within the framework of national educational development strategies, significant challenges remain related to the adaptation of foreign experience to specific socio-economic and institutional conditions. This article is devoted to a detailed comparative analysis of the established models of dual education in five countries: Germany (as a generally accepted standard), Switzerland, Great Britain, Kazakhstan and Russia. The main focus of the research is aimed at systematization and comparison of benefits received by three key stakeholders of the system: students, higher education institutions (universities) and business. The authors analyzed fundamental and modern scientific publications, monographs, and dissertation studies devoted to the theory and practice of dual and practice-oriented education in a comparative perspective, which made it possible to reveal the historical and pedagogical aspect of the pedagogical phenomenon under study and to see the prospects for its further development. The proposed article makes a practical contribution to the development of the theory of dual education and can be useful in the modern educational space for different categories of researchers as a practice-oriented version of historical and pedagogical knowledge. The authors consider critical success factors of the dual learning model, such as the depth and sustainability of partnerships, the leading role of employers and their associations, an effective business incentive system, a clear and flexible regulatory framework, and high public prestige. The practical value of the article lies in the fact that the dual training under consideration is associated with the development of effective incentives for mass involvement of businesses (including SMEs), the development of support infrastructure (industry councils, competence centers, mentor training) and the consistent increase in the prestige of workers and engineering professions acquired through dual training. Keywords: practice-oriented approach, dual education, vocational training, labor market, structural-functional model | 19 | ||||