Vyacheslav K. Unatlokov

In the context of the digital transformation of higher education, the strengthening of competency-based education and increasing demands on student agency, the problem of continuity of classroom and extracurricular work has become a psychodidactic and organizational-pedagogical challenge for university education. The fragmented connection between classes and independent activities leads to didactic discontinuity, weakening of the logic of increasing complexity of actions, a decrease in motivational and regulatory stability, and a reduction of extracurricular activity to the formal completion of assignments. The purpose of this article is to theoretically substantiate a model of continuity of students' classroom and extracurricular work at a university as a multi-level pedagogical construct that ensures the continuity of the educational process, the development of academic autonomy, and the transformation of externally organized activities into self-regulated, professionally oriented learning. The research methodology is based on the systemic, systemic activity-oriented, competence, personality-oriented and environmental approaches; the analysis and synthesis of literature, comparative-contrastive, structural-functional and conceptual-categorical analysis, as well as pedagogical modeling were used. As a result of the study, the concept of continuity as an integrative property of the educational process was clarified; its levels and principles of construction were determined; a structural and functional model was developed, including target, content-semantic, organizational-activity, motivational-regulatory, reflective-evaluative and result blocks; the mechanisms of its implementation were identified – a through task, a step-by-step removal of pedagogical support, reflective-evaluative recursion, environmental mediation and professional-contextual problematization; The pedagogical conditions for the model's effectiveness are systematized: criterion transparency, course architecture, increased independence, meaningful feedback, variability of extracurricular activities, and the return of the results of independent activity to the classroom discussion space. The theoretical significance of the article lies in the integration of concepts of self-regulation, engagement, formative assessment, and environmental organization of learning into a holistic model of continuity. The practical significance of the study is determined by the possibility of using the proposed model in the design of academic disciplines, modular courses, electronic resources, project-based and research-based work.