Transformations of the Russian framework of universal competencies in the context of the axiological reversal in higher education

The aim of the research is to identify the problematic aspects of the axiological reversal in Russian higher education, implemented through the revision of the framework of universal competencies. The article reveals the importance of introducing the concept of supra-professional (universal) competencies into the competence approach in education, compares the value systems that serve as the basis and justification for European and Russian frameworks of supra-professional competencies, demonstrates the features and consequences of strengthening the axiological component in education for the axiological sphere of youth. The scientific novelty consists in making a theoretical contribution to the study of the axiological potential of competence-based education and the concept of universal competencies, which is especially relevant in the light of the transition of the higher education system to the federal state educational standards of higher education of the fourth generation (FSES HE – 4), which are marked by increased attention to the axiological aspect of education. As a result of the study, the main problematic points of the axiological reversal of education were identified; their connection with the structural imbalance of values, the framework of universal competencies and the educational program, as well as with inflated expectations from universities and with the rigidity of regulatory standards in the field of axiological sphere formation was proved; relevant recommendations were developed.