In the introduction section the author substantiates the relevance of the research topic; identifies the contradictions, object, subject, purpose, objectives and research methods; formulates the research hypothesis; outlines the scientific novelty and practical significance of the results obtained; highlights the approbation and implementation of the research results; identifies the personal contribution of the applicant; provides information on the structure and scope of the thesis. In the first chapter “THEORETICAL AND METHODOLOGICAL BASIS OF FORMING EDUCATIONAL AUTONOMY OF HIGH SCHOOL STUDENTS BY MEANS OF FOREIGN LANGUAGE READING” the author carries out the psychological and pedagogical analysis of the state of development of the studied problem at the theoretical and methodological level; clarifies the content and essence of the concept of “educational autonomy”; presents the author’s own interpretation of the content and essence of the concept of “educational autonomy of senior school students”; develops the structure of educational autonomy of senior school students, which consists of four interdependent and interrelated components, namely, value-oriented, cognitive-and-contentbased, personal-and-action-based and reflective-and-corrective-based. We define educational autonomy as the ability and readiness of students of different levels (including students of general secondary education institutions) to consciously and responsibly relate to the learning process, independently acquire and deepen knowledge, skills and abilities, actively participate in planning, organising, monitoring and evaluating their own educational activities, independently initiate continuous work on self-development. The value-oriented component of high school students’ educational autonomy includes value orientations; motivation to succeed; responsible attitude to learning, desire for independent cognitive activity. The components of the cognitive and content component of high school students’ educational autonomy are the level of knowledge acquired, skills and abilities to perform self-directed learning. The components of the personalaction-based component of high school students’ educational autonomy include the ability to read foreign language texts with understanding; mastery of strategies for reading foreign language texts of different types, styles and genres; the ability to effectively use available electronic (digital) and printed educational resources to gain new knowledge and deepen existing ones (including the ability to analyse and summarise information from various sources, the ability to critically evaluate information from various sources and the ability to produce new ideas). The reflexive and corrective component of high school students’ educational autonomy includes self-regulation; reflection (including the ability to reflect on their own educational activities); self-efficacy. In the second chapter the author summarises the approaches of Ukrainian scientists to understanding the content and essence of the concept of “didactic conditions”, clarifies the essence of the concept of “didactic conditions for the formation of educational autonomy of high school students by means of foreign language reading”, defines and theoretically substantiates the combination of these didactic conditions as the basis for developing the technology for the formation of educational autonomy of high school students through foreign language reading (providing targeted didactic influence on the motivation of self-development of learning to learn competence in general and through foreign language reading in particular; differentiation, individualisation and personalisation of the content of students’ learning and cognitive activity based on the implementation of competence-based, action-based, personality-oriented approaches; use of active and interactive teaching methods aimed at developing the agency of high school students as a psychological and didactic basis for forming their educational autonomy), develops and theoretically substantiates the author’s technology for forming the educational autonomy of high school students by means of foreign language reading. The didactic conditions for the formation of educational autonomy of high school students by means of foreign language reading can be defined as justification of necessary and sufficient didactic influences at the hypothetical level, whose creation in the educational process of a general secondary education institution contributes to the formation of such a key competence learning to learn, allows to differentiate, individualise and personalise the content of their educational and cognitive activities, and ensures the development of their agency.
