INTEGRATION OF THE UPBRINGING PROCESS IN HIGHER EDUCATION WITH CLASSROOM AND EXTRACURRICULAR ACTIVITIES

The article examines the theoretical foundations and pedagogical conditions for integrating the formative process with classroom and out-of-class activities in higher education. Integration is understood as the alignment of shared objectives, connected tasks, reflection on experience and appropriate assessment. Content-related, activity-based, organizational and assessment connections are distinguished. A proposed module illustrates these connections through cultural heritage learning, student tourism and community projects. The study develops a conceptual structure and assessment criteria for linking activities across educational settings. The proposed framework is theoretical and methodological; its effectiveness requires subsequent empirical validation.