Criteria-diagnostic tools for assessing the development of social interaction competencies of university students in the context of academic collaboration

The research aims to develop and substantiate criteria-diagnostic tools to assess the formation of social interaction competencies in university students in the context of academic collaboration. The subject of diagnostics is the social interaction competencies of university students, which include socio-perceptive, communicative, and interactive competencies. The article summarizes the main trends in the diagnostics and assessment of social interaction competencies. The logic of selecting methodologies that allow students to independently assess the level of formation of each competence (socio-perceptive, communicative, and interactive) of social interaction is described. The content of the expert map, consisting of 4 blocks (“Communication”, “Adaptability and Flexibility”, “Focus on Results”, “Teamwork”), is revealed and substantiated, implementing the understanding of the essence of social interaction competencies and reflecting characteristics that can be objectively diagnosed and evaluated during academic collaboration. The scientific novelty of the research lies in enriching the theory of the competency-based approach in higher education by expanding ideas in the field of diagnostics and assessment of social interaction competencies among university students. As a result of the research, a criteria-diagnostic toolkit for assessing the formation of social interaction competencies in university students is proposed, which can be applied to a broader educational context, since its content, regardless of the levels of education and fields of training of students, takes into account procedural changes in the course of academic collaboration and allows assessing the abilities necessary for social interaction and collaboration.