Conditions for designing effective professional educational programs at a modern university

Aldoshina Marina Ivanovna Doctor of Pedagogy Professor, I.S. Turgenev Oryol State University 302026, Russia, Orlovskaya oblast', g. Orel, ul. Komsomol'skaya, 41, of. 403 maraldo1@rambler.ru Other publications by this author

 Introduction. Modern technological breakthroughs and innovative research raise the most important issues of adaptation of education to new socio-cultural realities, which excite the wildest imaginations and prognostic vectors.

The widespread use of technology in the household and professional spheres of modern man has led to the displacement of other types of communication by digital information carriers. The term "digitalization" from the specialized literature has entered the everyday and professional lexicon. Special and popular discussions about the effectiveness of digital media saturate all kinds of information channels, however, many spheres of life do not develop outside of digitalization, which is reflected in the renewal of the conceptual range of modern science – digital economy, digital pedagogy, digital didactics.  Without pretending to the author's theory of considering the origins and potential of digitalization, we associate ourselves with the position that the accelerator of the digital phase of the scientific and technological revolution can be determined by the development of semiconductors and electronic computers, personal computers in the 1960s-1970s and the Internet space in the 1990s-2000s. Researchers predict the fourth stage of the industrial revolution, determined by the actualization of digitalization and artificial intelligence and the definition of its actualization. 

The digitalization of the modern economy impresses the contemporary with its pace, scale and area. The change of information and communication media of content characterizes not only changes in the technological security of economic sectors, but also affects the essence of technological processes. The replacement of large computers with personal computers required a large amount of time, and the introduction of information and communication innovations on digital media takes place in a much shorter time. Contemporaries face a large number of gadgets every day in everyday life, which stimulates their introduction into production and professional activities. The real and virtual worlds are interconnected, but they are independent, they identify a particular person in their own way. A growing personality is formed in a hybrid way, combining the features of reality and virtuality. Digitalization stimulates changes in thinking, communication, interaction, reflection of a person and aspects of his development and socialization. Digitalization penetrates education, determining the transformation of not only markets, industries and spheres of interaction, but also stimulates the emergence of new competencies. This illustrates not only the modification of the educational system. The digitalization of the economy, ecosystem, and environment formulates a new type of person who is set up to search and analyze relevant content, transform the means of updating and techniques for modifying information, its interpretation and reflection. This also entails a reorientation of the system of professional education of teachers who are ready to apply, evaluate, analyze, classify other technological tools and versatile information resources, relying on their undoubted advantages such as "equal accessibility, social equality and social mobility of the digital format of higher education" ^{[15, p.22]}. Only a specially trained, competitive teacher can prepare a growing personality formed in other, new technological conditions, so that professional education "is harmonious and carried out with the skillful guidance of a teacher." An urgent task of modern pedagogical science and practice is the professional and pedagogical training of such a teacher, the definition of conditions for designing modern effective basic professional educational programs (OPOP) in modern universities. The purpose of this article is to determine the conditions for designing effective OPOP as a set of requirements for methodological, regulatory, software, etc. to ensure the implementation of specialized professional training of future teachers at universities.

Literature review. The peculiarities of the current situation determine the issue of changing the functionality and image of vocational education. The traditional understanding of the phenomenon of the university as a center of Knowledge, Culture and Research is corrected by time and leaves modern definitions (Belozertsev E.P., Dolzhenko O.V., Zakharov I.V., Lyakhovich E.S., Karye E., Ladyzhets N.S., Rozovaa N.S.. ^{[2; 7; 8; 10; 14; 18]}. In many ways, this is predetermined not only by the dual nature of the crisis of Russian education at the beginning of the millennium, which includes features and global trends of globalization and features of Russian combinations of ideas of multiculturalism and ethnocultural identity (Gershunsky B.S., Gusinsky E.N., Dolzhenko O.V., Korolkov A.A., Kudryavtsev L.D., Panarin A.S.), the economic predetermination of some problems in education and the specifics of the manifestation of global trends in Russian specifics ^{[2; 3; 5; 6; 7; 8; 10; 11; 13; 15]}. The most important vector of modern development of Russian universities is its practical orientation, "common sense and benefits for the employer" ^{[7, p.138]}.  

The Russian educational crisis (Gershunsky B.S., Gusinsky E.N., Dolzhenko O.V., Korolkov A.A., Kudryavtsev L.D., Panarin A.S.) has a double basis – it follows from the trends of the globalizing world and the trends of the pan-European educational space ^{[2; 3; 5; 6; 7; 8; 10; 11; 13; 15]}, and also serves as an illustration of the socio-economic vectors of the manifestation of global trends and features of Russia's development ^{[1; 2; 3; 5; 7; 11; 13; 14]}. The updating of the functionality of university education is actualized in the current situation of the formation of the digital stage of post-industrial society (M.I. Aldoshina, M.V. Boguslavsky, E.V. Neborsky, N.S. Ladyzhets) ^{[2; 3; 4; 8; 9; 13; 16]}.

Methodology and research methods One of the problematic challenges of modern society is the disappearance in the near future of about 30% of traditional professions, which cannot but have a negative impact on the existing realities of the professional educational sphere. The lack of demand for specialists in certain fields of activity and professions determines the rejection of their professional training, the loss of prestige by the relevant educational programs, the closure of sets of applicants for designated profiles and areas of training. The combination of the requirements of the employer and the state actualized the competence methodology of vocational education, considering the results of students' educational activities through competencies, i.e. the ability to "perform functions, ... solve tasks related to the performance of professional functions, ... simulate the conditions for creating a professional product and solve professional problems in this situation" " ^{[13, pp.77-78]}.    

Theories of changing the essence of education are becoming increasingly popular: from functional modifications to the denial of the institution itself (desculing). The rejection of strictly regulated educational programs for a study group with the constant presence of students and a teacher in one place, the need to level educational technologies for the technological equipment of educational organizations in the conditions of mass transition to a remote form of educational activity, the constant and variable format of the educational situation in a pandemic, the construction of individual educational routes of students (taking into account special educational the needs of both pupils with special health opportunities and gifted students).

These circumstances give reason to raise the question of the need to update the set of basic professional educational programs "based on the principle of combining the theoretical foundations of disciplines with modules of practical training" ^{[16, p.66]} at the university, taking into account the following conditions:

- situations of practical organization, taking into account the possibilities of implementation in the constantly changing conditions of formal vocational education: (remotely or in personal contact with the classroom, with constant or variable contact and the possibility of establishing a working learning atmosphere, situations of optimistic forecasting in interaction, moderation of complex, multicultural, conflict and interpersonal problems of interaction and mutual influence of students);

- features of the level of professional and pedagogical competence of the teacher (for large and small groups of students, step-by-step diagnostics, organization, stimulation and control of educational interaction, with a variable set of control measuring materials, taking into account the individual level of educational results on the topic and the possibility of their step-by-step mobile correction);

- features of the level of preparedness of students, the system and the level of cognitive motivation of specific students and groups within the study group.

Research results The development of an educational program is a complex mechanism, a system, each component of which plays a certain role and includes both a program for academic disciplines and additional educational programs (general, additional and professional) implemented in an educational organization, resources that ensure their implementation and methodological recommendations for implementation. The projected educational programs have a clear structure and rules of discussion and approval approved by the Ministry of Education and Science.  

  In the current situation of the development of distance learning technologies, the question arises of identifying and testing effective educational programs focused on the future educational needs of the economy and society. For their development, an ideological and material foundation should be created if possible to solve the following problems:

? personnel special training of teachers, including two types of competencies - didital skills, universal competencies of communication in the digital space with actions using applied (office) programs, digital equipment, digital information search engines and hard skills – competencies of interaction with cloud hosting, digital design and artificial intelligence algorithms) competencies of organization, creation and management educational process in the format of video conferences, wikis, chats, skype technologies on various technology platforms;

? material and technical equipment (accessibility, speed, network connectivity) of the educational organization and its participants (teachers and students);

? the development of content (electronic libraries, educational platforms, professional communities, electronic video-TV lessons, classes, webinars, simulators) and effective technologies for its practical implementation.

In the organized educational process of vocational education, it is necessary to determine the goals specified by the realities of the modern digital society and the expansion of the scope of distance education:

- personalization of the educational process due to the orientation of the main professional educational program of the university on a set of individual educational routes (individual curricula of students), built on the basis of specific educational requests and needs of students;

 - personal orientation of the use of specific educational technologies (by the specifics of the content of the educational impact, by the level of its complexity, by the method of transmission and processing of information, by the rate of processing) to achieve a high level of educational motivation of students;

- individual technological security and user readiness of students by means of a special production and training environment, including software and hardware educational complexes, training stimulators, simulators, augmented reality tools of basic departments, quantoriums, business incubators, etc.

Built in this way, a personalized educational process for the implementation of professional educational programs at the university will allow to harmonize such components as

· mastering of specially selected educational content by students;

· a combination of externally defined (educational, educational-professional and professional) and independently formed (conscious and internalized) educational goals;

· conscious need to learn, develop and identify in society, culture, ethnic group in the process of mastering socially defined and personally selected axiological guidelines.

In our opinion, technologies of over-subject (interdisciplinary) education, search content and team interaction are in demand. In our opinion, technologies that meet the following requirements are implemented within the framework of similarly organized educational programs:

- reconciling mismatched value groups and foci of behavior of modern youth (the tasks of the supra-objective solution require independence, meaningfulness, non-triviality, deliberate acceptance of the value of another as a given, and not "because he is so-and-so";

- the permissibility of an expansive understanding of personal responsibility and individual educational potential, the immeasurability of an educational result that cannot be reduced only to academic grades, scores, visible and measurable achievements of the individual;

- the variable potential and the fan of the development of the system of values and emerging personality neoplasms in an educational organization using group and mass means and technologies of educational impact.

These grounds determine the need to use effective educational technologies, and the period of technologization and digitalization actualizes the use of the potential of distance technologies in the modern period of the development of the situation in society and education. The potential of distance education lies in the individualization of the educational process at the university, creating the opportunity:

- to model subject, modular or thematic objects of content assimilation;

- choose a convenient and promising method of action;

- to actualize an adequate way of horizontal, vertical or mixed communication;

- monitor the educational process and interpersonal interaction;

- to create a personally significant educational space and independent ways of assimilation, internalization, actualization of significant and demanded educational activities and formed competencies.

  The effectiveness of distance technologies is conditioned by the possibility of forming professional competencies of students in the educational process of the university in the digital age and is complemented by the potential for the implementation of the following conditions:

- manageability, that is, the connection with the management of the educational process;

- problemativeness, that is, the possibility of solving a system of educational and professional tasks of various levels of complexity, based on a dedicated educational or scientific professional problem;

- interdisciplinarity, that is, ensuring interdisciplinary connections of different levels (between disciplines, modules, topics, subject areas, blocks of the curriculum) when solving specific tasks.

These requirements are met by the technology of solving professionally-oriented educational situations (a case technology or a method of situational learning that has a wide variety of descriptions of practical use in modern printing). The technology of solving professionally-oriented educational situations (or POS technology) is based on the use of professionally-oriented educational situations of a profile orientation in the educational process of the university. What sets the applied vector for the formation of all types of competencies. A modern digital society with the specified needs of individualization of educational programs (general, additional, professional) requires the necessary competencies of the individual, which determine not only the personal or professional sphere, but act as the basis of a modern person in life. Such professional and personal competencies represent pedagogical competence as a complex complex phenomenon that combines professional knowledge, experience, personality traits and qualities, motivated by the desire for continuous education, self-improvement and self-realization, allowing you to effectively carry out your own activities. Indeed, only being in the mode of self-actualization and self-development, a modern teacher is able to build his own trajectory of professional activity that meets new innovative and promising directions in the educational space, dictated by the demands of society and the state. The formation of professional and personal competence is possible only in an individualized educational environment by means of professionally-oriented educational situations. Professional orientation to educational situations is set by contexts specially created by the teacher:

· subject content (for students of different profiles in the field of Pedagogical education);

· general and specific educational subject actions as the basis of professional skills and professional competencies;

· specific educational tools (traditional and innovative; general and subject; mechanical, auditory, audiovisual and computer; electronic and digital);

· various types of personal and professional communication (tutor, mentor, facilitator, moderator, mediator).

 Professionally-oriented educational situations (training cases) used by teachers in professional educational programs of the university are classified on different grounds: illustrative educational ones are distinguished according to the degree of complexity (for teaching the algorithm of solving a problem, drafting a project and a plan, solving a crisis situation), with a clear formulation of the problem (for developing the skill of diagnosing a situation, risk factors and independence of decision-making) and without the formulation of the problem (large arrays of statistical data, documents of assessments of the situation, reviews of critical press stimulate the identification of the problem, alternatives to ways of solving it and resource provision); by subjects are conditionally divided into personal (for the performer, the head of an educational organization, a beginner or an experienced teacher); organizational and institutional (large or a small school, private or public) and multi-subject, including a set of participants; according to the intended purpose, there are POS, focused by the teacher on finding a problem by students (understanding the essence of the situation, highlighting the problem and its formulation), finding a solution to the situation (specifying the way to find a solution, boundary conditions – temporal, spatial, subjective); searching for information of a certain type (for example, for the preparation of normative, reporting pedagogical or sanitary-epidemiological information); creation of an array of multidirectional information (for example, for making a managerial decision instead of a sick manager); formulation of a critical assessment (for developing a fan of alternative opinions and developing a single value judgment) and real training (consulting in a real educational organization).

The algorithm for solving professionally-oriented educational situations by students includes a number of stages: determining the goal; identifying, selecting and analyzing the situation on the problem; evaluating information; developing arguments and hypothesizing, modeling solutions; evaluating and alternatives to the decision made; methods of team building and group work, if necessary, final correction of the decision, if necessary.  

 Conclusions. Digitalization and technologization of the modern stage of development of society and education refocuses university education on the maximum combination of the interests of the individual and the employer, strengthening its professional orientation, taking into account the peculiarities of formal education, the competence of the teacher and the individual needs of students.   The need to update the main professional educational programs is determined by the peculiarities of modern professional education, the level of competence and preparedness of subjects in it, taking into account the personnel, material, technical and content-technological conditions of the modern personality-oriented professional educational route of each student, which allows to coordinate and harmonize the disparate personal and axiological determinants of the digital stage of the development of university education in society. In contrast to the theories of descaling, the situation of the 20202-2021 pandemic has shown the effectiveness, but not the omnipotence of remote and mixed formats of education, including professional.

 The activity nature of competence implies the use of such a system of evaluation tools as tools for diagnosing the level of its formation in students, which ensures the creation of situations that simulate the maximum approximation of students to future professional activity.  This explains the great possibilities of the described technologies for solving practice-oriented educational situations in the formation of professional competencies among students of a modern university in the era of digitalization.