The dissertation is devoted to the disclosure of the problem of continuity of the formation of professional competencies of students of chemical specialties in the system «college – university». The results of the scientific-theoretical research indicate that continuity is a complex interdisciplinary phenomenon, intrinsic to any conceptual system that reproduces transformations in complexly organized systems. Methodologically, it involves the sequential unfolding of phenomena, states, consciousness, cognition, etc.; socially, it pertains to the development of processes in spiritual, social, and material life; psychologically, it is a condition for personal development; and pedagogically, it is a principle of continuity, consistency, and systematicity in the educational process. The idea of continuity, which has evolved into a pedagogical principle, has developed in the following directions: 1) as a factor in the evolutionary development of society, education, and the individual; 2) as a mechanism for the transmission of traditions and work experience; 3) as the continuity of human psychological development; 4) as the gradual acquisition of knowledge and skills; 5) as a factor in the creation of a lifelong learning system. In professional education, continuity operates at multiple levels: methodologically, it guides specialist development; pedagogically, it shapes educational processes; didactically, it influences teaching methods; and methodologically, it structures professional training. This research views continuity as a methodological principle, facilitating coherence across levels of professional education in chemistry. It promotes educational integrity within the "college-university" system, aligning educational approaches and fostering skill and competency formation. Implementation involves harmonizing educational goals, content, and methods while considering students' needs, ensuring program adaptability and integration between educational institutions. The analysis of scientific sources defines professional competence as a combination of knowledge, skills, abilities, competencies, experience, and behavioral characteristics that enable effective performance of professional functions. It results from training, while competencies delineate authority. Key components include foundational knowledge, operational skills, and motivational drivers. The key category of the research – "continuity in the formation of professional competencies" – is defined as a purposefully organized pedagogical process of sequential formation and development of the value-motivational, cognitive, and project-activity components of professional competence at various levels of continuous education (professional pre-tertiary and higher education), aimed at achieving a high level of professional training for specialists in the chemical industry. To determine the content of professional competencies and establish their continuity, a comparative analysis of educational and professional programs for the specialty 102 Chemistry was conducted. The goals of professional training for future chemists at various levels of higher education were identified, ensuring the principle of continuity in the acquisition of basic knowledge, the development of practical skills, and the cultivation of professionally important qualities. A matrix of continuity for professional competencies for junior bachelors and bachelors in chemical specialties was developed. Theoretical analysis of the problem has allowed for the formulation of a conceptual framework for the pedagogical system aimed at developing the professional competencies of students in chemical specialties. This framework encompasses conceptual ideas, scientific approaches (systemic, competency-based, project-based, person-oriented, acmeological), and principles that establish the main requirements for organizing the educational process in institutions of higher and postgraduate education. Based on these methodological foundations, a model for the development of professional competencies among students in the "college-university" system has been created. This model represents a complex, open, nonlinear pedagogical system comprising target-oriented, content-oriented, activity-technological, and result-oriented diagnostic blocks. Criteria (value-motivational, cognitive, project-activity), levels (adaptive, productive, creative), and indicators have been defined to characterize the development of professional competencies among students in chemical specialties. Experimental evidence confirms that the formation of professional competencies is facilitated by a modular approach to structuring the content of educational disciplines, an integrative approach to structuring knowledge, interdisciplinary and intradisciplinary connections, didactically justified combination of traditional, active, and interactive technologies, as well as the digital educational environment of the institution.
