Assessing the Efficiency of University Students Acquiring Integrative Competencies

The relevance of the work is due to the conclusions about the lack of a clear and generally accepted definition of the concept of “integration” in relation to the educational sphere. The novelty of the study is due to the fact that integration educational processes are described in terms of competency-oriented training. The work substantiates the theoretical foundations of educational integration, defines the phenomenon of integrative competence, and describes its structure. The authors analyzed the driving force, content and essence of integration processes in education. The laws of integration processes are given: the interdependence of the processes of integration and disintegration, the organic unity of the whole and its parts, the inextricable connection between the process and the result. The stages of educational activities aimed at integrating the competencies acquired by students are identified, and the mechanism for integrating such competencies in the educational process is schematically presented. Based on theoretical research, areas of pedagogical activity are identified that contribute to the effectiveness of the integration of competencies in the process of professional training. The purpose of the article. The article presents theoretical base and the results of an experiment on the acquisition of complex integrative competencies by university students. Research methods. The described theoretical foundations for the formation of integrative competencies of students made it possible to identify areas of pedagogical activity that contribute to the acquisition of complex integrative competencies by students: development of functional and structural modules for integrative training of students; coordinating the methodological interaction of teachers of the humanitarian and professional educational cycles of the university, assessing the efficiency of the research process. To test the hypothesis, students were offered a course of professional communication training, which integrated elements of such disciplines as a foreign language, Fundamentals of professional management and Theoretical foundations of electrical engineering. The authors used statistical processing methods to judge the objectivity of the data obtained. Results. Students’ mastery of integrative competencies, which act as indicators of training effectiveness, was assessed before and after students completed the developed course, as well as in the control group. At the control stage of the experiment, the Fisher criterion was used for mathematical processing of the results. Conclusions. The results of the experiment confirmed the hypothesis put forward by the authors. Based on the results obtained, it was concluded that the topic of educational integration is promising from the point of view of ensuring the effectiveness of vocational training and requires further development within the framework of vocational education.