Ekaterina V. Beznosyuk

Media education in the 21st century is not only a modernization marker, but also an objective requirement of modern life. The strategic focus of government policy on digitalization in all spheres of education is reflected both in the main provisions of government programs ("Education Development" up to 2030) and in the work functions of a teacher, as stipulated by the requirements of a professional standard. The study determined that the result of media educational activities is the development of media competence in student teachers. The aim of the article is to theoretically and methodologically analyze and empirically verify the levels of formation of the main structural components of media competence among students majoring in the training area 44.03.01 "Pedagogical Education". The aim of the article was achieved through following the methodological provisions of the systemic, acmeological and competence approaches. The article presents a retrospective analysis of the interpretation of the "teachers’ media competence" concept in the works of both domestic and foreign researchers. The component structure of student teachers’ media competence is substantiated with an emphasis on its motivational, cognitive and operational-creative components. The article presents the results of an empirical study conducted with the 2nd–4th year students majoring in the area of training 44.03.01 “Pedagogical Education” at Yevpatoriya Institute of Social Sciences – branch of Crimean Federal University named after V.I. Vernadsky to identify the levels of media competence components’ development. The theoretical significance of the study lies in the detailed analysis of the terminological essence of the definition “media competence of student teachers”, its component structure, and the justification of its targeted development in student teachers in the process of their professional training. The practical significance of the study is reflected in the results of the empirical study and the proposed diagnostic tools for determining the levels of development of the media competence components in student teachers (motivational, cognitive, operational-creative) identified in the study, which can serve as a further basis for constructing a system of activities for the targeted development of media competence in student teachers in the context of professional training.

The social order of the state to improve the quality of education in order to ensure the competitiveness of higher education organizations among world universities determines the need to develop effective modernization strategies in this area. The aim of the article is to update the problem of improving the quality of higher education for further substantiation and testing of the system model of the scientific and methodological university center, which can improve the quality of higher education. The implementation of the article goal was carried out on the basis of systemic, competency-based and personality-oriented methodological approaches. The article analyzes trends in the internal system of quality assurance of higher education in the context of European requirements for scientific and pedagogical activities of teaching staff and substantiates that the introduction of the model of the scientific and methodological university center will contribute to the formation of an integrated system of interconnected information, diagnostic, methodological and other subsystems for further planning and coordination of professional growth of university teachers, as well as the introduction of the scientific and methodological center as a permanent structure in higher education organizations that determines the functioning of the educational and developmental environment of their personal and professional development and self-development. In order to substantiate the relevance of the problem of improving the quality of higher education, an empirical study was conducted among teachers of the branches of the V.I. Vernadsky Crimean Federal University - Humanitarian and Pedagogical Academy (Yalta) and Yevpatoria Institute of Social Sciences. Based on the obtained results, it was found out that there is a motivational request for coordination of the process of improving the quality of professional growth among teachers of higher educational institutions, which, in turn, is an important structural element in the management system of educational activities quality. The theoretical significance of the article lies in describing the essence of the concept of "quality of higher education" and examining the scientific and regulatory framework for interpreting this term, as well as justifying the need to introduce a systemic model of the scientific and methodological university center into the educational process of a university, which can improve the quality of higher education. The practical significance of the article lies in defining the theoretical and methodological basis for further implementation and testing the effectiveness of the proposed systemic model of the scientific and methodological university center to ensure the criterion of higher education quality.

The modern system of higher education is at the stage of its internal structure active modernization in general, which is due to new, relevant requirements of the economic sphere and the “social order” of the state for training of competitive specialists with developed transversal competences and the ability to cope with constantly changing conditions. The purpose of this article is to define the concept of "individual educational trajectory" and related categories; consideration of the advantages of using an individual educational trajectory (IET) in the process of higher education in a historical context. To achieve this goal, the leading methodological approaches were used, among which an important place was given to the systemic, axiological, personality-oriented and reflexive approaches. The article provides a detailed theoretical analysis of the problem of introducing an individual educational trajectory into the system of higher education. The relevance of reforming the system of higher education in the context of the introduction of IET based on the legal aspect of this area is justified. A retrospective analysis of foreign and domestic experience in the development of ideas for the individualization of higher professional education in our country was made. The authors give a detailed analysis of the practice of introducing an individual educational trajectory in the leading universities of the Russian Federation with the definition of the training programs structure and the benefits of introducing IET. The theoretical significance of the introduction of an individual educational trajectory in accordance with the program to support universities "Priority 2030" is substantiated. The theoretical significance of the article lies in the substantiation of the substantive aspect of the definition of "individual educational trajectory"; analysis of the semantic correlation of this concept with related terms "individual educational route" and "individual educational program"; synthesis of the advantages of introducing an individual educational trajectory in the leading higher educational institutions of the Russian Federation. The practical significance of the article is in determining the theoretical basis for further construction of an experimental study of individual educational trajectory implementation in the Federal State Autonomous Educational Institution of Higher Education “Crimean Federal University named after V.I. Vernadsky".