Keyword: «educational strategies»

In modern theory and practice of education, significant attention is paid to educational strategies. One of the important places among them is occupied by strategies for learning the content of education. These strategies provide students who use them with educational outcomes that are acceptable to them. This fully applies to the professional training of students at the university. The purpose of the article is to present an option for involving university students in the development of strategies for learning the content of professional training based on the study of the academic strategies they use. The work uses a theoretical analysis of publications on relevant topics, examines the general nature of students’ activity strategies. The results of the theoretical analysis make it possible to present the author's classification of educational strategies developed and applied in the process of modern professional training. The groups of strategies included in it are described: those designed by teachers for students; and those created by students for themselves and/or other students. The first group of strategies contains a large number of various options described by domestic and foreign scholars. The significance of the strategies of this group is to create an indicative basis for students to choose the most appropriate ones to ensure the success of mastering their future profession. The significance of the strategies of the second group is the implementation by students of their own way of mastering the profession using individual methods and means that allow them to achieve the goals they aspire to. The strategies of the third group expand the range of educational strategies of students due to the fact that they include educational strategies already used by other students and producing positive results. The results of the empirical study showed that less than a half of the first- and second-year students had a conscious goal of their activity, which they strived to achieve in the course of professional training. It was found out that more than a half of them used activity strategies that were of an academic nature, which gave positive results in the process of professional training. At the same time, it was revealed that almost half of the respondents did not determine or only partially determine the strategies they use. The presented material can be used from a theoretical point of view to continue the systematization of educational strategies; from a practical point of view, it is useful for organizing, implementing and improving the process of professional training at a university.

The modern system of higher education places increasingly high demands on the level of graduate training, especially in the context of globalization and growing mobility of professional personnel. In this regard, the development of sustainable self-learning skills among students becomes particularly relevant and an integral part of professional education. One of the priority areas is the development of foreign language professional competence as a means of integration into the international professional community. Foreign language competence is regarded not only as proficiency in a foreign language, but also as a complex category that includes the ability to use the language in professional and intercultural communication. The aim of this study is to analyze the conceptual foundations of the independent development of foreign language competence among students, as well as to explore methodological approaches aimed at its enhancement in the context of higher education. Special attention is paid to students’ independent learning activities, which contribute not only to the development of language skills but also to the formation of universal competences such as critical thinking, information literacy, and self-organization. The study employs theoretical methods, including the analysis of scientific and educational literature, as well as comparative, systemic, and structural-functional approaches. As a result, key structural components of foreign language competence have been identified—linguistic, communicative, pragmatic, and sociocultural. The study presents the levels of competence formation and practice-oriented recommendations for its development. The theoretical significance of the research lies in clarifying the structure of foreign language competence and identifying its components in the context of professional training. The practical significance consists in the development of recommendations for promoting students’ autonomous learning activities. The scientific novelty lies in a comprehensive approach to the analysis of self-educational strategies for developing foreign language competence, taking into account the current requirements for pedagogical training.