Criterial-diagnostic tools and pedagogical conditions for the formation of professional competencies of foreign students of a technical university based on reverse learning

The subject of the research is the process of developing professional competencies of foreign students of a technical university in the context of reverse learning, including a set of organizational and pedagogical conditions, criteria-diagnostic tools and methodological approaches to assessing the effectiveness of this process. The purpose of the study is to theoretically substantiate and experimentally verify the effectiveness of the criteria-diagnostic tools and a set of pedagogical conditions that ensure the development of professional competencies of foreign students of a technical university based on the reverse learning methodology. The study pays special attention to three main components of the development of professional competencies: the cognitive component reflects the level of proficiency in subject, meta-subject and specialized engineering knowledge necessary for professional activity; the activity component is characterized by the ability to solve professional problems and create engineering products within the framework of the studied specialty; the personal component determines the professional orientation of the foreign student, his motivation and readiness for professional development. The study is based on organizational and pedagogical conditions, including: structural-managerial and content-technological conditions. The methodological basis of the study is: a systems approach that allows considering the process of developing professional competencies as an integral system of interconnected elements; a competence-based approach that determines the final results of the educational process through the development of professional competencies and a personality-oriented approach that takes into account the individual characteristics of foreign students. As a result of the study: the effectiveness of reverse learning in developing professional competencies of foreign students was confirmed, the relationship between organizational and pedagogical conditions and the level of development of professional competencies was established, and the indicators of success in developing professional competencies were determined. The authors' special contribution to the study of the topic is: theoretical justification of the effectiveness of reverse learning as an innovative pedagogical methodology in technical education of foreign students; creation of an original methodology for assessing the development of professional competencies that takes into account the specifics of technical education and the characteristics of foreign students; systematization of organizational and pedagogical conditions that ensure the successful formation of professional competencies in the context of reverse learning and the development of a criteria base for diagnosing the level of formation of the cognitive, activity and personal components of professional competencies. The results obtained can be used in the development of educational programs and methodological materials for foreign students of technical universities.