Ways to Form the Transferable Competences of Self-Organization and Self-Education in the University Learning Process

Relevance. The article presents the content of technical students’ transferable competences of selforganization and self-education and ways of their formation. These competences will help future specialists to effectively and constantly improve their professional competency.

Aim. To specify the elements of the education program, the introduction of which will contribute to forming and developing transferable competences of self-organization and self-education.

Methodology. To achieve the objectives, the authors used system, integrative, competence-based, person-oriented, psycholinguistic, cognitive, and psycho-semantic approaches; as well as such methods as complex theoretical analysis of the phenomena studied, questionnaire and diagnostic methods; observational techniques; modeling method.

Scientific novelty and theoretical importance of the research. Based on the cognitive and psychosemantic approaches, a classification of cognitive universal learning activities was built, and the content of the groups was specified. A complex of procedural knowledge and educational modules was identified, the implementation of which is advisable to develop students’ cognitive universal learning activities. Methods, techniques and consequence of teacher’s and students’ work during formation of cognitive universal learning activities was described, including the algorithms of identifying presuppositions and self-reflection activity.

Results. The authors revealed that transferable competences consist of several groups of cognitive universal learning activities based on information processing, its adequate perception, logical structuring, extension and enrichment. Self-reflection skills and universal learning activities, which correspond to the stages of self-reflection developing, play an important role in transferable competences formation. The balance of the work is organization of students’ work in such a way that they are able to build a generalized algorithm of work with scientific information. Being applied in specific conditions of further cognitive activity, the algorithm will be modified according to the particular work to be done.

Conclusions. The results obtained showed the increased productivity and quality of students’ work, the students took a great interest to algorithmization and meaningful use of cognitive mechanisms and intellectual operations; they tended to optimize their academic work and reach good results, search and apply individual methods of self-education and ways of transferring knowledge and skills.

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