Conceptual characteristics of expert pedagogical modeling of professional education in higher education

Expert activity in higher education institutions as a mechanism for improving the training of professional personnel is of great importance in the modern conditions of socio-economic transformations. The article considers expert-pedagogical modeling as an independent type of expert activity, which, along with pedagogical expertise, is able to qualitatively influence the system of professional education in higher education. The purpose of the article is to determine the structural and semantic elements of the concept of expert-pedagogical modeling of the system of professional education in a higher educational institution. In the course of the study, the following were defined: working concepts (professional education, expert-pedagogical modeling, expert in professional education), principles, theoretical and methodological foundations, the core and substantive and semantic filling of the concept. The design function of expert-pedagogical modeling is identified and substantiated as the leading one. The article also provides a procedural characteristic of expert-pedagogical modeling: an algorithm is presented, the main procedures and its components are described. Methodological support for expert-pedagogical modeling is proposed. The result of the study was the definition of the experts' positions and requirements for them. Particular attention was paid to identifying the organizational conditions for the functioning of expert-pedagogical modeling of the professional education system in higher education.