SUBJECTIVE COMPONENT OF SUBJECT MATTER EXPERTS’ PROFESSIONAL COMPETENCE

Introduction: a necessity to methodologically substantiate the content of the subjective component of subject matter experts’ professional competence and define its relationship with other components. Purpose: to methodologically substantiate the content of the subjective component of subject matter experts’ professional competence and determine its role in forming and actualizing their professional competence. Research Methods: analysis, synthesis, generalization, specification, and systematization. Scientific Novelty: the reaearch provides a methodological substantiation based on systemic, subject-activity, and competence-based methodological approaches to professional training of subject matter experts. It elucidates the interrelationship, interdependence, and interconditionality of the subjective component with other components, highlighting a strong direct correlation between the value and motivational and subjective components. The formation of these components is essential for developing the content of all other components of professional competence and its actualization in professional activities. Practical Significance of the Study: Clarifying the content of the subjective component of subject matter experts’ professional competence to actualize other components in their professional activities. Conclusion: It is proven that the subjective component of subject matter experts’ professional competence is a systematic and contextual professionally significant mental formation, an integral result of their professional training within the system of professional education. It reflects the professional subjectivity, stance, and responsibility of the subject matter experts as a subject of professional activity and the subjective ability for the creative realization of professional competencies. The content of the subjective component is defined as a professionally significant mental formation, including professional subjectivity, responsibility, autonomy, independence, and reflexivity, whose formation and actualization are conditioned by value-oriented professional guidelines in a specific professional activity. Prospects for Future Research: development of criteria and indicators for diagnosing the formation and development of the subjective component of professional competence in particular subject matter experts.