Features of the educational process of training bachelors in the disciplines of the general education cycle in a higher education institution

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Kharkiv National Economic University

Features of the educational process of training bachelors in the disciplines of the general education cycle in a higher education institution

Kravchenko Hanna, doctor ped. Sci., Professor of the Department of Pedagogy, Foreign Philology and Translation,

Zhang Lei, PhD student at the Department of Pedagogy, Foreign Philology and Translation, Semen Kuznets

Abstract

In the current conditions of development of higher education, one of the priority tasks is to further improve the quality of training of bachelors studying under general education programmes.

The analysis of the experience of pedagogical achievements of theorists and practitioners in the field of higher education management and organisation of the educational process substantiates the importance of the process of teaching bachelor's students. It is established that researchers, when defining the meaning of the concept of "educational process", have in common that they characterise it as specially organised and appropriately managed training in a particular higher education institution with a clearly defined scope of educational content, coordinated activities of participants in the educational process, which is carried out in the established order and mode in various forms of conduct. An important component of the educational process is the content of education, which embodies social goals. It is proved that the educational and professional programme defines the normative part of the content of education, establishes requirements for the content, scope, level of education and professional training of students of the relevant educational qualification level of a particular specialty.

The article identifies four levels of organisation of the educational process: Level I - theoretical - representation of the educational process as a system in all interrelationships of its structural components; Level II - formation of the concept of an educational institution; Level III - creation of a project of the educational process itself in the form of annual plans (planning of the content of education for the year through structuring of educational material); Level IV - implementation of the first three levels through the educational process.

The system of training bachelor's students at the Semen Kuznets Kharkiv National University of Economics is described. It is proved that within the framework of the traditional model of the educational process in the training of bachelors, training is reproductive in nature, since its content is transmitted in a ready -made form and is subject to reproductive assimilation. Therefore, the university uses a modern approach to creating conditions for innovative activity of the teachers of the departments, where the leading role of forming cognitive activity in bachelor students, mastering new technologies for assimilating modern educational information and professional skills is determined.

Keywords: educational process, bachelor's training, scientific and pedagogical staff, higher education institution.

Анотація

Кравченко Г анна Юріївна

доктор пед. наук, доцент. професор кафедри педагогіки, іноземної філології та перекладу Харківського національного економічного університету імені Семена

Кузнеця, м. Харків

Чжан Лей,

аспірантка кафедри педагогіки, іноземної філології та перекладу, Харківський національний економічний університет імені Семена Кузнеця, м. Харків, Україна

ОСОБЛИВОСТІ ОСВІТНЬОГО ПРОЦЕСУ ПІДГОТОВКИ БАКАЛАВРІВ ЗА ДИСЦИПЛІНАМИ ЗАГАЛЬНООСВІТНЬОГО ЦИКЛУ У ЗАКЛАДІ ВИЩОЇ ОСВІТИ

У сучасних умовах розвитку вищої школи одним із пріоритетних завдань залишається подальше підвищення якості підготовки бакалаврів, які навчаються за освітніми програмами загальноосвітнього циклу.

Аналіз досвіду педагогічних надбань теоретиків і практиків із питань управління вищою освітою та організації освітнього процесу обґрунтовує значення процесу навчання студентів-бакалаврів. Встановлено, що у дослідників при визначенні значення поняття «навчальний процес», спільним є те, що вони характеризують його як спеціально організоване й доцільно кероване навчання у певному закладі вищої освіти за чітко визначеним обсягом змісту освіти, погодженою діяльністю учасників навчального процесу, яка здійснюється в установленому порядку та режимі за різними формами проведення. Важливий компонент освітнього процесу - зміст освіти, в якому втілюються соціальні цілі. Доведено, що освітньо-професійна програма визначає нормативну частину змісту освіти, встановлює вимоги до змісту, обсягу, рівня освіти і професійної підготовки студентів відповідного освітньо-кваліфікаційного рівня конкретної спеціальності.

У змісті статті виділено чотири рівні організації освітнього процесу: І рівень - теоретичний - уявлення освітнього процесу як системи в усіх взаємозв'язках його структурних компонентів; ІІ рівень - формування концепції закладу освіти; ІІІ рівень - створення проєкту безпосередньо освітнього процесу у вигляді річних планів (відбувається планування змісту освіти на рік через структуризацію навчального матеріалу); ІУ рівень - реалізація перших трьох рівнів через здійснення освітнього процесу.

Розкрито систему підготовки студентів-бакалаврів в Харківському національному економічному університеті ім. Семена Кузнеця. Доведено, що в межах традиційної моделі здійснення освітнього процесу під час підготовки бакалаврів, навчання носить репродуктивний характер, оскільки його зміст передається в готовому вигляді та підлягає відтворюючому засвоєнню. Тому в університеті використовують сучасний підхід до створення умов інноваційної діяльності викладачів кафедр, де визначається провідна роль формування пізнавальної діяльності у студентів-бакалаврів, опановування ними нових технологій засвоєння сучасної навчальної інформації та професійних навичок.

Ключові слова: освітній процес, підготовка бакалаврів, науково-

педагогічні працівники, заклад вищої освіти.

Introduction

The modern educational process in a higher education institution is an integral multifaceted system that requires constant analysis. The object of activity of a higher education institution is the student's personality, and the achievement of the planned quality results by the organisation depends on his or her coordinated interaction with academic staff and student body in the direction of implementation of educational, scientific, methodological and organisational work.

Higher education in Ukraine today provides every citizen of the country and of neighbouring and foreign countries with the opportunity to complete higher professional education programmes, to study for postgraduate and doctoral degrees, and to participate in basic and applied research.

Ukraine has become a full governmental member of the European Network for Quality Assurance (ENQA), founded by four European institutions (E4): ENQA - the European Network for Quality Assurance in Higher Education; EUA - the European Association of Universities; EURASHE - the European Association of Higher Education Institutions other than Universities; ESU (formerly ESIB) - the European Students' Union [5].

The establishment of a new direction in the field of education for learning for all is education for sustainable development (ESD), the ideas of which are proclaimed in the Bologna Statement, made at the UNESCO International Conference "Education for Sustainable Development" (2009) [6; 10]. ESD is based on the values, principles and methods needed to respond effectively to current and future educational challenges [9].

The Ministry of Education and Science has presented a draft Concept of Education Development for 2015-2025 [9], prepared by the Strategic Advisory Group "Education" to provide advisory and expert support to the Ministry of Education and Science in developing the Roadmap for Education Reform. Education must become a system capable of self-regulation in line with the ever-changing challenges of social development. The Law of Ukraine "On Higher Education" clearly defines the quality of higher education and educational activities of higher education institutions as a set of qualities of a person with higher education that reflects his or her professional competence, value orientation, social orientation and determines the ability to meet both personal spiritual and material needs and the needs of society", as well as, separately, the quality of educational activities as "a set of characteristics of the higher education system and its components that determines its ability to meet the established and foreseen needs of an individual or (and) the

The main processes that take place in higher education institutions are: 1) training of specialists at the bachelor's and master's levels; 2) research and innovation activities; 3) training of highly qualified personnel [4].

In modern conditions, the main task of the development and improvement of higher education is to further improve the quality of bachelor's training in the disciplines of the general education cycle.

Analysis of recent research and publications

General issues of higher education and trends in its development have been considered by leading scientists: T. Boholib, I. Hryshchenko, I. Kaleniuk, O. Padalka, L. Fedulova.

In recent years, studies have covered general issues of higher education management by such scholars as: S. Andriychuk, P. Vyshnevskyi, V. Manuilenko, V.Oliynyk, I. Tregubenko, etc.; modernisation of the educational process in higher education institutions: O. Zhyglo, A. Zubko, N. Dvornikova, A. Kharkivska, etc.; certain aspects of the organisation of the educational process were studied by I. Drach, O. Yevdokimov, O. Ostroverkh, etc.

The problem of applying innovative approaches to vocational education is presented in the works of Ukrainian and foreign scholars: V. Andrushchenko, V. Bykov, N. Boyko, V. Glushkov, D. Davidov, L. Doliner, E. Drobkov, I. Ibragimov, O. Matvienko, N. Nichkalo, L. Khromchenko and testify to the need to create a new type of learning, a way of acquiring knowledge.

When considering the concept of "learning process", we will rely on scientific theories. bachelor education cognitive

In modern education, there are generally two main models of scientific learning theories (paradigms): formative (traditional) and personality -oriented (humanistic). The formative paradigm, in turn, has two varieties, one of which is the knowledge - oriented and the other is the activity-oriented approach to the content and technologies of education. Consideration of modern paradigms of education and approaches to its organisation allows us to understand that today, for a person, education is not just a certain amount of knowledge, skills and abilities, but also a psychological readiness for their continuous accumulation, updating, processing, in other words, for constant self-education, self-education, self-development and personal improvement [2].

Ukrainian scientist V. Bondar identifies the following general concepts: "learning", "learning process", "educational process". The scientist understands learning as "the natural property of an individual to appropriate life experience in the process of self-movement" through active interaction with the environment [1; 6].

The scientist describes the educational process as "specially organised and expediently managed training in a particular educational institution according to a clearly defined scope of educational content, agreed activities of participants in the educational process, which is carried out in the established order and mode in various forms of conduct: full-time, part-time, evening, distance, external" [1; 6].

Based on the research of leading scholars, it can be noted that "the educational process is a specially organised, provided with appropriate conditions, purposeful, coordinated interaction of teachers and students, which is aimed at solving the problems of reproducing the social experience of mankind in the form of educational content, formation and development of students" [3].

In recent decades, higher education in Ukraine has faced the challenge of making a transition from being a mere consumer of educational services to training professionals who could combine deep fundamental theoretical knowledge and practical training in their future professional activities.

The purpose of the article is to determine the peculiarities of the educational process in higher education institutions during the training of bachelors in the disciplines of the general education cycle.

Presentation of the main material

The main provisions of the concept of higher education are determined by the following sequence: personality is the main value; education is the transformation of personality, which occurs in the process of specially directed holistic psychological and pedagogical activities of the teaching staff of a higher education institution; the main result of such education is not knowledge, skills and abilities, but the ability to personal growth, interaction and social and personal productivity.

To understand the essence of the educational process in higher education institutions of Ukraine, let us consider its components in more detail.

The main functions of the educational process are as follows: educational, developmental, and upbringing. The forms of the educational process are classes, lectures, practical classes, independent work of students, practical training and control knowledge testing. Methods of the educational process - "brainstorming" during practical and lecture classes. The means of the educational process are presentations and illustrative material. Participants in the educational process are research and teaching staff, higher education students, and practitioners [6, 10].

An important component of the educational process is the content of education, which embodies the social goals set for the education system in terms of training bachelors in the disciplines of the general education cycle.

The "General Information on Higher Education in Ukraine" states that the State Education Standards include three components: state, sectoral and educational institution components.

In higher education, the state component determines the structure of the list of areas and specialities in which education and training of specialists at certain educational and qualification levels is carried out. It includes a classifier of branches of education, fields of study and specialities.

The sectoral component of the State Education Standards is based on the state component and includes an educational qualification characteristic (EQC) and an educational and professional programme (EPP) [5, 8; 9].

The educational qualification characteristic establishes the professional purpose and conditions for the use of graduates, reflects the purpose and summarises the content of education and training in the form of a list of skills, determines the place and role of a specialist in the social structure of society and the requirements for his/her competence. The HQC sets requirements for the general education level and sectoral qualification requirements for a graduate of a higher education institution [5, 8; 9].

The educational and professional programme defines the normative part of the content of education, establishes requirements for the content, volume, level of education and professional training of a specialist of the relevant educational qualification level of a particular speciality. The content of education is presented in the EPP in the form of a structured system of educational elements that form the information volume and level of knowledge acquisition in the training process in accordance with the requirements of the ECF [5, 8; 9].

The higher education institution component is introduced to ensure that the professional training of a specialist meets the requirements of the social division of labour in Ukraine and the mobility of the specialist training system to meet the requirements of the labour market. It includes the variable part of the educational and qualification characteristics of a graduate of an educational institution, which complements and specifies the qualification requirements for the content of education and training on the part of specific consumers of bachelor's degrees [7].

In modern pedagogy, there are four levels of organisation of the educational process [1; 6; 12].

The first level is theoretical. It involves the presentation of the educational process as a system in all the interconnections of its structural components. The leading role is assigned to the teacher. This is manifested through his/her professional training and readiness to carry out scientific and pedagogical activities.

The second level is the formation of the concept of an educational institution. At the second level, the leading role is assigned to the heads of departments and faculties.

The qualitative development of the institution's concept and the creation of a curriculum should be based on market research. The drafting of programmes of study for general education disciplines is carried out through the development of an appropriate curriculum. When drawing up programmes of study for general education disciplines, the content of study is selected taking into account the main areas: meeting the educational needs of bachelor's students, ordering the field of professional activity, and ensuring the state order for the appropriate educational and qualification level of training. That is, at this level, the first level, the theoretical level, is specified.

The third level is the creation of a project for the educational process itself in the form of annual plans. This level is implemented by deans, department heads, and teachers. The content of education for the year is planned through the structuring of educational material. For this purpose, pivotal lines, i.e. scientific problems underlying each course of the general education cycle, are identified. According to the requirements of the Bologna Declaration, these are credit modules. In a credit module, there are content modules, and each content module has topics.

The fourth level is the direct implementation of the first three levels through the educational process. The peculiarity of the interaction of all levels is that each previous level ensures the success of the next, its focus and quality. At this level, the interaction between the teacher and the student in mastering the content of education is the main one. The cognitive activity of bachelor students is stimulated through the use of a system of methods, techniques, and appropriate pedagogical technologies to study the content of the general education cycle.

The Scientific and Methodological Commission of the Ministry of Education and Science of Ukraine on Economics and Management of Classical Universities and the academic staff of the Faculty of Economics of Taras Shevchenko National University of Kyiv developed the Concept of Improving the Educational Process at the Faculties of Economics of Classical Universities of Ukraine in the Context of the Bologna Process [10]. This Concept defines the priority measures that can to some extent serve as criteria for the organisation of the modern educational process of a higher education institution, namely:

introduction of a two-cycle education system - Bachelor/Master; introduction of the European Credit Transfer System (ECTS);

increasing the number of subjects of free choice of the student by introducing specialisation within general majors;

consolidation of academic disciplines (creation of integrated disciplines with at least 4 credits - 120 hours);

changing the ratio between classroom and extracurricular activities; introducing new forms of teaching disciplines - the use of methods to intensify learning and cognitive activities; stimulating teamwork in solving situations, extracurricular activities, collective projects, etc;

opening personal websites of teachers and posting course annotations, assignments for independent work, current information, interactive counselling, etc;

improving the criteria for assessing students' knowledge - developing clear criteria for assessing students' academic achievements, transition to assessment through the introduction of intermediate module control and exams, etc;

expanding the scope of use of a foreign language for professional purposes in the educational process [10].

Let us consider the organisation of the educational process at the Kharkiv National University of Economics named after Semen Kuznets (KNEU named after Semen Kuznets).

The goal of students is to be comprehensively prepared for future professional activities on the basis of intellectual and emotional development, which contributes to the formation of personal, professional and individual qualities that correspond to their value perceptions of future professional activities, as well as their abilities, interests and needs.

In the context of the educational process at HNUE named after Semen Kuznets, the scientific and pedagogical staff offers to transfer to students not just any knowledge, but significant knowledge that is of a certain value.

It is proved that within the traditional model of the educational process in the training of bachelors, training is reproductive in nature, since its content is transmitted in a ready-made form and is subject to reproductive assimilation.

The modern approach to creating conditions for innovative activity of the teachers of the departments determines the leading role of the formation of cognitive activity in bachelor students.

Through the content of general education disciplines, students are provided with a set of the most important social values, which they reflect on, evaluate, then comprehend and master. A consistent transition from students' comprehension of general values to mastery of specific values becomes the most significant moment in the formation of their personality.

Today's students seek to go beyond basic knowledge of the content of general education courses in a particular speciality, and attend elective courses, work independently with educational and scientific literature, access the Internet, and try to conduct their own research.

An analysis of the data from the Youth Centre of the KhNUE named after Semen Kuznets, which was founded in 2000, shows that a significant number of students are actively engaged in self-education. The Youth Centre carries out constant work with students, the purpose of which is to develop creative and artistic abilities of students, involve students in the active social life of the university, create appropriate conditions for scientific communication between students and leading researchers of the university in the field of scientific achievements, provide conditions for professional development of the individual. With the support of the university administration, the material and technical base is constantly being strengthened, new progressive methods of working with students are being invented and implemented, and new scientific laboratories and centres are being created.

An important stage of the educational process is the evaluation of the actual result and its comparison with the planned one for further adjustment. This is done by determining the level of students' learning achievements, the success of solving tasks and allows to identify reserves for the successful achievement of the learning goal.

Therefore, the teacher must constantly master new teaching technologies that involve students in self-analysis, self-regulation of the process of learning information and professional skills, which ensures self-development and self-organisation.

The website of personal learning systems of KhNUE allows students to send their work to teachers in a timely manner, discuss the subject and receive the necessary materials for successful learning.

The interaction between the teacher and the student is linked by goal setting. A goal is understood as an object of aspiration, an existing motive, a conscious need to achieve a predetermined result [16, p. 42]. Goals are set by the teacher, and students have to accept them and turn them into the goal of their own learning activities.

A predetermined result of activity aimed at transforming reality in accordance with a conscious need is a goal. For the qualitative implementation of the learning process, the student needs to clearly understand what needs to be achieved, i.e. to program the final result. This is achieved by setting a specific goal, which is a conscious desired result. The result can serve as an indicator of the quality of the process. The effectiveness of the educational process has the very meaning of an integral indicator of the quality of its implementation and consists of providing appropriate conditions, quality of teaching and learning, quality of the graduate in the context of market requirements.

The professional competence of scientific and pedagogical staff is a multidimensional system whose main functions are: knowledge production - scientific research, implementation of research, expertise; development of new academic disciplines, educational programmes, their scientific and methodological support; knowledge transfer - educational process in a variety of forms, methods, means and educational technologies; dissemination of knowledge - publication of textbooks, scientific monographs, articles; public speaking, participation in scientific, educational and cultural events.

The new requirements for the academic staff of the department require timely response to changes in the external and internal educational environment, making and implementing non-standard decisions in a competitive situation, adapting to rapid changes in the conditions of activity, being ready to constantly update their professional knowledge - they make them professionally mobile [7; 12].

Recently, unknown, non-standard ways are increasingly attractive, where interpersonal interests and opportunities of both teachers and students are integrated.

One of these ways is to participate in projects that differ in their focus, significance, and content of activities. Various projects stem from certain life tasks: educational, production, consumer, including those related to social problem-solving projects.

Project ideas are implemented in the educational process of higher education institutions as a universal tool for developing students' initiative and creative independence, ensuring that theoretical knowledge is linked to life, to the professional knowledge gained, and to modern scientific approaches [2].

Research and practical activities in higher education institutions within the project have specific educational goals, include research and problem solving, and involve the use of various materials. Projecting in the educational process involves determining the activities of teachers and students in their personal and professional development interaction.

The use of the project method contributes to the implementation of certain pedagogical tasks faced by teachers: intensification of the educational process, improving its efficiency and the quality of student learning outcomes; systematic integration of subject tasks, development of stu dents' experimental research skills; building an open education system that provides each participant (teacher, student) with their own trajectory of self-education; formation of information culture for both students and teachers [2].

One of the most promising areas of organising the educational process in higher education institutions is the use of interactive pedagogical technologies by teachers, which are based on an intensive approach, have a practical orientation, and form a practical orientation towards professional self-realisation in students. Among the effective practice-oriented innovative teaching technologies in higher education is the introduction of training forms of education into the educational process.

In our opinion, training is a purposeful process designed not only to provide or update knowledge and skills, but also to change attitudes towards the training subject. Training methods of teaching can also be considered as an effective form of pedagogical influence for the acquisition of knowledge; a tool for the formation of skills; communication in a trusting atmosphere and informal setting; a form of expanding experience; knowledge of oneself and the world around [7; 12].

In practice, the most effective learning of the material is ensured only if the participant performs certain actions.

At HNUE named after Semen Kuznets, the democratisation of university life involves the development of a system of relations between all participants in the educational and upbringing process, which is based on the constant expansion of rights and powers, as well as duties and responsibilities of all subjects of HEI management (administration, teaching and student groups).

The university pays special attention to students. To facilitate the educational process, students can always contact teachers by email (during quarantine), learn about educational programmes, even receive certificates and study electronic publications.

A student enrolled in a higher education institution has very bright prospects for obtaining an education and a relevant profession. He or she is endowed with internal sources of activity inherent in the nature of the person's dispositions, functions, and abilities.

The university addresses the cognitive need of students as a value. The cognitive need is formed and fulfilled at several levels.

The first, initial level of this need is the need for impressions. At this level, the student pays attention, first of all, to the novelty of the stimulus. For a student, novelty is manifested in the learning situation, new academic disciplines, new learning material, new personal relationships, and, finally, in the new status of a person who is one step closer to his or her chosen profession. It is important that this level of cognitive need is purposefully supported and developed by the entire system of education in higher education institutions and becomes meaningful for students.

According to L. Friedman, the second level of this need is the need for knowledge, which often manifests itself in curiosity. It leads to the development of interest in the subject and a tendency to study it [6; 11].

At the highest level, the cognitive need has the character of purposeful activity and becomes an integral quality of a person. Experience at HNUE named after Semen Kuznets shows that most students have a pronounced focus on acquiring knowledge and acquiring a certain profession. The cognitive need becomes a value motive for students aimed at carrying out cognitive activity. It is met by taking into account individual interests, abilities and requests of students.

At HNUE named after Semen Kuznets, special attention is paid to the development of students: developmental teaching technologies are introduced, elective courses are offered, and students are involved in research activities, which is designed to meet the needs of each student in the development of creative forces and abilities.

Summarising all of the above, we can conclude that the management and teaching staff of the departments of the Semen Kuznets Kharkiv National University of Economics need to continue to implement subject -subject management of the educational process in the current conditions of bachelor's education.

Prospects for further research include determining the organisational and pedagogical conditions for the training of bachelors in the disciplines of the general education cycle in a higher education institution.

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