Keyword: «higher professional education»

The author discusses the relevance of key competencies in the higher education system, once analyzed various approaches to the definition of «professional competence», existing in the domestic and foreign science. The author cites the components of professional competence, functions that perform key professional competence in life of every person.

The article deals with the problem of using innovative technologies in the formation of university students’ general linguistic competency as exemplified by bachelor academic program 44.03.05 Pedagogical Educa-tion, profiles – History and English, Social Studies and English. As a result of the analysis the researcher comes to the conclusion, that the use of dialogue, game, project, computer and integrative educational technologies in the performance of the discipline “Introduction to General Linguistics” allows a lecturer to enhance the level of the desired competency and students’ learning motivation and to approximate the learning process to real conditions of a student’s future professional life.

The thematic justification of this study is due to the fact that in recent years the problem of improving the training level of specialists with higher professional economic education has become of high priority. Today, training should be entertaining, and students should remain highly motivated. This study aims to answer the question whether the using of gamification in the system of higher professional economic education could improve the training level of specialists and how. The methodological basis of this study is a set of methods of scientific knowledge, among which the main place is occupied by the analysis of literature on the problem of the research, pedagogical experiment, questioning and methods of mathematical statistics. The result of the study is the conclusion that the implantation of gamification in the system of higher professional education could improve the degree of training of students upon many parameters.

The study of the effectiveness of the integrated application of modern intelligent information technologies in higher professional mathematical education is an urgent issue due to the emergence of digital assistants and generative neural networks with extensive didactic capabilities. The aim of the study is to analyze and evaluate the effectiveness of the digital teaching assistant model in the professional training of undergraduates in mathematics. The research methodology is based on systematic and technological approaches. Based on a systematic approach, the teacher's functions requiring automation (assignments verification, adaptive learning) have been identified, and intelligent information technologies with the potential to automate these functions have been identified based on a technological approach. Content analysis was used to compare student decisions with those of artificial intelligence. Empirical and statistical methods (experiment, observation, survey, chi-square criterion, clustering) were used during the research and to analyze its results. As a result of the study, the effectiveness of introducing a digital teaching assistant into the educational process at the Faculty of Computer Technology and Applied Mathematics was determined: the average score of the experimental group in academic performance increased from 3.48 to 4.0. It was found out that intelligent information technologies are most effective for differentiating tasks, visualizing complex concepts (algorithms, graphs). Based on experimental work, the effectiveness of using specific intelligent information technologies in teaching has been proven. The theoretical significance of the research lies in the fact that it contributes to the theory of digital didactics by systematizing approaches to automating teacher functions using intelligent information technologies. The practical significance lies in the fact that the developed digital teaching assistant model provides teachers with specific ways to automate routine functions, which frees up time for creative and individual work with students. The use of components of the digital teaching assistant model provides the teacher with modern digital tools both for designing learning materials and for organizing classes.