Keyword: «competency-based approach»

In the modern education system one of the successful educational practices is considered the technology of vitagenic education. This technology is aimed at multidimensional presentation of the studied material based on life experience.

This article substantiates the need for targeted financial literacy development in pedagogical students as a key element of their professional and personal competence. The author proposes to consider this process through the lens of a resource-based approach, which allows for the systematization of internal and external resources of the individual and the educational environment. The stages of developing financial literacy in future teachers are identified and practical mechanisms for integrating it into the university's educational process are proposed.

In the context of the media environment digital transformation and the growing role of communications technologies in the professional activities of advertising and public relations specialists, developing comprehensive media literacy and digital competences in future professionals is becoming critically important. A historical and pedagogical analysis of the evolution of teaching digital communications disciplines in Russia allows us to reconstruct accumulated experience and identify key trends determining modern standards for training personnel for the media industry. The aim of this study is to trace the evolution of digital communications teaching in Russian higher education from an instrumental and technological model to a strategic one, identifying consistent patterns, key stages, challenges, and development vectors. The study is based on a systemic and historical-genetic approach, implemented within the framework of historical and pedagogical methodology using primary source analysis, comparative and contrastive analysis, and problem-based analysis, as well as scientific generalization. The author is the first to propose and substantiate a four-stage periodization for the development of digital communications teaching in Russian universities. The study identifies and systematizes five persistent challenges in teaching digital communications: terminological ambiguity, the gap between academic knowledge and industrial requirements, a shortage of active learning methods, faculty staffing issues, and the ethical and value-driven dilemmas of digital tools. An analysis of teaching practices, curricula, and scientific discussion allowed us to trace the shift in educational paradigms—from an instrumental-technological model to a modern competency-based and integrative model focused on strategic thinking and communications management in the digital environment. Theoretical significance: a deeper understanding of the development patterns of media education pedagogy. The practical significance lies in the possibility of using the findings to modernize curricula and methodological packages, as well as to substantiate priority areas for modernization: project-based learning, integration of industrial partners, simulation technologies, development of critical thinking, and the development of hybrid competences. Prospects are seen in strengthening interdisciplinary integration and the implementation of project-based and simulation technologies aimed at improving the quality of training communicators in the digital economy.

problems of a normative, law enforcement, and expert advisory nature. However, the predominance of the theoretical aspect of university education does not allow students to fully develop practical skills. Practice-oriented training of law students makes it possible to ensure the development of relevant competences. The aim of the article is to theoretically substantiate the model of practice–oriented training of students - future lawyers and describe the process of its testing. The article presents the results of experimental work, during which the developed model was implemented in practice. The content of the model is based on activity-oriented, praxeological and systemic approaches and includes the following packages: target (relevance, purpose); methodological (approaches and principles); structural and technological (structure, technologies, tools); evaluative and effective (criteria). The model shows the sequence, the content of the process, and the organizational and pedagogical conditions for the professional training of preservice lawyers. The theoretical significance of the research lies in the fact that the author's original substantiation of the organizational and pedagogical conditions of practice-oriented training of preservice lawyers at the university is presented. The conditions include: software and methodological support for practice-oriented training of preservice lawyers at the university; improving the level of professional competency of teachers in the organization of practice-oriented training of future lawyers; the use of professionally oriented educational technologies. The practical significance of the research lies in the fact that the provisions and conclusions contained in it, the structural and functional model developed by the author, and the organizational and pedagogical conditions for practice-oriented training of preservice lawyers at the university create the basis for scientific and methodological support for practice-oriented training of legal personnel.