ПЕДАГОГІЧНІ УМОВИ ФОРМУВАННЯ САМООСВІТНЬОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ БАКАЛАВРІВ МАШИНОБУДІВНИХ СПЕЦІАЛЬНОСТЕЙ У ПРОЦЕСІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ

The realities of the rapid development of modern technologies in the mechanical engineering industry, which provide for the continuous updating of knowledge of mechanical engineering students, an increase in the amount of independent work by modern educational programs and problems with the proper availability of education during martial law throughout Ukraine, have significantly increased the importance of students' high-level self-educational competence. Under these circumstances, the full-range of professional training of a modern bachelor of mechanical engineering is impossible without the formed self-educational competence to guarantee the quality of future professional activity. To address this problem, there is a need for theoretical research and implementation of pedagogical conditions for the development of future bachelors' self-educational competence in the process of professional training, with the introduction of which the development of the above competence will be most purposeful and effective. In the context of our study, we focus on the interpretation of the educational environment as one that provides conditions and opportunities for the professional development and self-realisation of future specialists. Based on the analysis of major studies and publications, the article offers its definition of the concept of ‘pedagogical conditions’, which means a set of interrelated external and internal factors determined by the choice of forms, methods and teaching aids, which contribute to the creation of an optimal educational environment and ensure the effectiveness of achieving the set academic goals. The following pedagogical conditions for the development of future bachelors‘ self-educational competence in the process of professional training have been identified and substantiated: the creation of a motivation-oriented educational environment; activation of future bachelors’ self-educational activities using ICT in education; subject-subject interaction of participants in the educational process. With further research prospects the author sees a developing structural and functional model to implement the pedagogical conditions for the development of self-educational competence of future bachelors of mechanical engineering specialties in the process of professional training.