CURRENT APPROACHES TO FORMING A CATALOG OF ELECTIVE CURRICULUM SUBJECTS IN HIGHER SCHOOL

Abstract

The article is devoted to the current approaches to the formation of a catalog of freely chosen subjects of the educational program in higher education during the period of martial law. It is emphasized that the introduction of elective subjects as an independent block of professional training of the student since 2014 has become a high-quality practice of implementing individualization of learning from the point of view of transforming the role of the student himself in shaping his own educational trajectory: the understanding of the practical application of knowledge has become clearer, as has the awareness of one's own goals and objectives. The circumstances of the Russian-Ukrainian war have made their own adjustments to the content of these catalogs. The development of additional competencies aimed at increasing stress resistance, the ability to quickly adapt to circumstances, and flexibly use previously acquired knowledge and skills has become important. Based on the analysis of the general university catalogs of elective disciplines and the block of elective components of individual educational programs of various educational institutions of Ukraine (Taras Shevchenko National University of Kyiv, ONU named after I. I. Mechnikov, Poltava State Agrarian University, Kyiv National Economic University named after Vadym Hetman, Kryvyi Rih Pedagogical University, V. I. Vernadsky Taurida National University, etc.), conclusions were drawn about the importance of constant updating of catalogs during the period of martial law and the emphasis was placed on the strengths of the content of the catalogs themselves, filled with relevant disciplines of various directions. It was emphasized that the demonstrated experience of these universities is worthy of creative imitation, attention was drawn to the fact that the vector of the updated catalogs should be based on the positions of a complex combination of selective components designed to develop civic, communicative, behavioral, health-preserving, leadership and personal competencies, regardless of the type of professional training, with an emphasis on state and patriotic content, and preference should be given to courses that demonstrate subject-specific practices of analysis, adaptation and activity in new situations. The formation of an individual educational trajectory through selective disciplines in martial law will therefore become an important tool for adapting the educational process to the needs of each student who is receiving education in special conditions of rapid reorientation of knowledge and values.