The use of communication technologies in Higher Education

Abstract

The methodological basis of the article is formed by the provisions of the personal approach to education, which actualizes the subject-subject nature of the relationships between all participants, appealing to the value, se-mantic, and emotional aspects of their communication; the subject-activity approach, in which the subject, as a “constitutive” characteristic of personality, its new quali-ty is manifested in an actively selective, proactively res-ponsible, and transformative attitude, and is formed in the process of creating pedagogical conditions for self-regulation and self-development; the dialogical approach, which establishes the communicative nature of the con-tent and results of education; the competence approach in education, orienting higher education toward develo-ping graduates’ skills for reflection and effective action in new, uncertain, and extreme situations, overcoming per-sonal deformation and depersonalization; and the acmeo-logical approach, which allows us to consider the person as a subject in their desire for the highest professional and personal achievements. Pedagogical conditions for developing university students’ communicative self-effi-cacy have been designed and implemented. Based on the above, it can be concluded that the research content and results of education; the competence approach in education, orienting higher education toward develo-ping graduates’ skills for reflection and effective action in new, uncertain, and extreme situations, overcoming per-sonal deformation and depersonalization; and the acmeo-logical approach, which allows us to consider the person as a subject in their desire for the highest professional and personal achievements. Pedagogical conditions for developing university students’ communicative self-effi-cacy have been designed and implemented. Based on the above, it can be concluded that the research con-ducted complements pedagogical science in the field of theoretical and applied study of the problem of develo-ping university students’ communicative self-efficacy. This work is only one of the possible solutions. Further research can be conducted to identify other conditions and factors that contribute to the development of university students’ communicative self-efficacy.