The object of the study is the process of developing self-education competence among students of economic specialities. The subject of the study is the pedagogical terms and procedure for developing
self-education competence in future Bachelors of Economics by means of an open information and educational environment. Scientific novelty of the research:– for the first time, the pedagogical terms for the formation of self-education competence of future Bachelors of Economics by means of an open information and educational environment have been substantiated (the functioning of an adaptive educational environment that supports motivation, self-management and digital collaboration; methodological integration of self-education technologies into the content of professional training of future Bachelors of Economics; digital and platformbased provision of students’ access to high-quality educational content; pedagogical support of students’ self-educational activity through digital tutoring and facilitation);
a corresponding procedure has been developed, which is based on the principles of value and meaning orientation, systemicity, personalisation, integration, mobility, adaptability, reflexivity, partnership interaction, gamification, innovativeness, development of self-educational activity, takes into account the provisions of the competence-based, acmeological, personality-activity, inclusive, problem-based,
information-digital, interdisciplinary, systemic and synergetic approaches, and is implemented through diagnostic-analytical, motivational-target, content-activity and reflective-evaluative stages.
– the essence of self-education competence of future Bachelors of Economics has been clarified in broad and narrow meanings, its content and structure have been revealed (motivational-value, cognitive, activity-based and reflective components and the component competences – moral and ethical, general learning, subject, methodological, informational, digital, general cultural, and competence in selfdevelopment); a criterion framework for the formation of self-education competence of future Bachelors of Economics (motivational–axiological, informational– technological, personal–reflective, systemic–instrumental criteria) has been developed; the essence and content of the key concepts of the research – “self-education of future Bachelors of Economics”, “self-educational activity”, “open information and
educational environment”, “adaptive educational environment” – have been characterised; the methods have been refined and the foundations for the classification of technologies for the formation of self-education competence of future Bachelors of Economics by means of an open information and educational environment have beendeveloped.
