GENERAL AND PROFESSIONAL COMPONENTS OF THE EDUCATIONAL AND SCIENTIFIC PROGRAMME FOR PHD TRAINING: EXPERIENCE AND PERSPECTIVES

• Oksana Petrenko

  Rivne State University for the Humanities

  https://orcid.org/0000-0001-6906-3542

• Hryhorii Pustovit

  Rivne State University for the Humanities

  https://orcid.org/0000-0001-7754-0249

• Liudmyla Balika

  Rivne State University for the Humanities

  https://orcid.org/0000-0003-0042-7744

The article analyses the peculiarities of updating the content of postgraduate training in the context of implementing Resolution No. 261 (2016) of the Cabinet of Ministers of Ukraine and the related changes in the system of PhD education. Particular emphasis is placed on the structure of educational and scientific programmes implemented at Rivne State University for the Humanities. The study examines the content of general and professional training, outlining the key competencies that PhD students are expected to possess in accordance with the requirements of the National and European Qualifications Frameworks.

Special attention is devoted to analysing the content of the courses “Technological Aspects of Working on a Dissertation” and “Management of Scientific Projects”, which contribute to the development of research, digital, analytical, and ethical competencies. The integration of online education elements, open courses (such as those offered by Prometheus and Coursera), mentoring, and electronic portfolios is shown to positively impact the quality of educational and scientific training.

Using the example of the educational and scientific programme Educational and Pedagogical Sciences, the content and role of the professional course block are revealed, including such courses as “Methodology for Organising Research in Educational and Pedagogical Sciences”, “Topical Issues of Education and Pedagogical Science”, and “Professional and Pedagogical Competence of a University Teacher”.

The author substantiates the importance of professional (pedagogical) practice as a means of fostering the professional development of PhD students, validating research results, and enhancing pedagogical skills. It is concluded that the proposed model of PhD training at Rivne State University for the Humanities is effective, flexible, and promising in the context of European standards. The relevance of its further enhancement is substantiated through the individualisation of educational trajectories, digitalisation, and the expansion of academic mobility for PhD students.

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