THE USE OF THE BENCHMARKING METHOD FOR ENHANCING THE PROFESSIONAL TRAINING OF HIGHER EDUCATION STUDENTS

In the context of globalization, digital transformation of society, rapid technological advancement, and Ukraine’s integration into the European Higher Education Area, ensuring the high quality of professional training for higher education students has become an increasingly important issue. The growing demands of employers regarding graduates’ professional, digital, communicative, and transversal competencies necessitate the search for effective tools to modernize the educational process. One such tool is the benchmarking method, which involves the systematic study, analysis, comparison, and adaptation of best educational practices, professional training models, and management solutions successfully implemented by leading higher education institutions worldwide. The use of benchmarking not only contributes to improving the quality of educational programs but also ensures that learning outcomes correspond to current labor market trends and societal needs. Purpose of the Study. The purpose of this study is to provide a theoretical justification for the use of the benchmarking method to enhance the professional training of higher education students and to determine its potential for improving the quality of the educational process and developing competitive human capital. Research Methods. To achieve the research objectives, a combination of general scientific and specialized methods was employed, including analysis, synthesis, comparison, generalization, and systematization of scholarly literature on educational benchmarking; comparative pedagogical analysis of international experience in applying benchmarking technologies in higher education. Results. The article clarifies the essence of the concept of educational benchmarking and characterizes it as a strategic educational quality management tool aimed at identifying and implementing best practices in professional training. The main types of benchmarking applicable in higher education are identified, including internal, competitive, functional, and international benchmarking. The stages of the benchmarking process are substantiated, encompassing the identification of benchmarking objects, the search for exemplary practices, data collection and analysis, adaptation of acquired experience, and evaluation of implementation outcomes. The findings indicate that the application of the benchmarking method contributes to updating educational program content in accordance with international standards, improving teaching methods and technologies, fostering practiceoriented education. Furthermore, benchmarking is shown to be an important tool of academic analytics that supports evidence-based decision-making and promotes the continuous improvement of educational activities. Conclusions. The study demonstrates that the benchmarking method possesses significant potential for improving the professional training of higher education students and enhancing the quality of educational services. Its systematic implementation facilitates the adaptation of educational programs to contemporary challenges, the development of an innovative educational environment, the strengthening of the international competitiveness of higher education institutions, and the preparation of highly qualified specialists capable of functioning effectively in conditions of dynamic socio-economic change. Future research should focus on developing models for integrating benchmarking into internal quality assurance systems and designing methodological tools for assessing its effectiveness in the professional training of future specialists