Keyword: «media communications»

The need to update approaches to the professional training of media communications specialists is driven by the media industry's high demand for competitive professionals capable of promptly responding to transformations in the media environment and new demands of digital society. The traditional faculty-based model, which ignores the specifics of the socio-political mandate for the profession, appears ineffective. Special requirements are also placed on organizing the university's educational space, which should organically complement the process of developing the competences prescribed by the Federal State Educational Standards for Higher Education (FSES HE). At the same time, maintaining a balance between theory and practice is crucial, as an excessive shift towards developing practical skills and an enthusiasm for the possibilities of artificial intelligence can reduce students' levels of humanitarian competence and critical thinking. The aim of the article is to substantiate a model of the didactic concept for training in the field 42.03.05 "Media Communications" in higher studies. A systems approach was applied in designing the model, linking all its elements. According to E.A. Solodova's modeling concept, the proposed model is analog one, its essential characteristic being the modeling of the professional training process. The scientific novelty of the proposed model lies in ensuring methodological and procedural alignment between the regulatory requirements of the state, society, and the educational system, current teaching technologies, and individualized student learning trajectories. The model is based on a set of proven effective approaches in training media communicators: systems activity-based, competence-based, personality-oriented, and axiological approaches, as well as adherence to the penta-synthesis of principles for a media-educational environment – project-based, integrative, media-ecological, reflexive, and adaptive. The theoretical contribution to pedagogical science is the justification of the media-technological approach as an operational framework for the media specialist training concept. The practical significance lies in creating conditions for implementing a flexible, reproducible, and scalable educational process, which allows adapting the model to various institutional and professional contexts. The model can serve as a basis for experimental research aimed both at assessing the effectiveness of developing professional competences and at improving the quality of professional training for media communicators.