On the development of self-organization and self-management abilities in future specialists of the socio-economic sphere in the process of professional training under blended learning conditions

Abstract

Today's educational benchmarks are increasingly focused on the formation of a creative, independent, active personality capable of productive educational activities. The ideal professional is becoming a person with systematic thinking, the ability to consciously analyze their own activities, creative activity, professional mobility and adaptability, and a high level of self-organization and self-development.

The relevance of the research is determined by the need to identify the main approaches developingf self-organization and self-management in future specialists of the socio-economic sphere in a blended learning environment. The article analyzes the features of this process, outlines the key factors influencing the formation of relevant competencies.

The analysis of psychological and pedagogical studies on the definition of the constructs “self-organization”, “self-management”, “self-education” is carried out. Based on the study of scientific literature, a set of pedagogical conditions necessary for the successful functioning of the process of forming the ability to professional self-organization in future specialists of the socio-economic sphere is formulated.

The purpose of the article is to explore the issue of forming the ability for self-development, self-organization and effective self-management in future socio-economic specialists under the conditions of blended learning.

The objectives were to define the meaning and analyze the key concepts of the research - “self-development”, “self-organization” and “self-management”.

To achieve the research objectives, a set of methods was used: content analysis to identify key concepts and theoretical approaches to the main terms of the study, critical analysis to assess various scientific approaches and determine their effectiveness, and conceptualization to build a clear concept of self-organization and self-management based on the analysis of different approaches and definitions.

Research results. Based on the analysis, it has been found that blended learning creates new opportunities for the development of key skills for self-management of the learning process, development of responsibility, planning and motivation. It is emphasized that for specialists in the socio-economic sphere, the ability to organize their own activities and manage resources is a necessary component of effective professional activity. It is highlighted  that the combination of traditional and distance learning methods contributes to the development of independence, responsibility and self-organization, as students have more opportunities for individual work and self-control. It is determined that the use of digital tools and interactive methods contributes to the improvement of self-organization and self-control skills.

Conclusions. The development of self-organization and self-management abilities in the process of professional education provides future specialists with a high level of autonomy, which is a prerequisite for professional and personal self-development. The development of these skills should be an integrated element of the professional training for specialists in the socio-economic sphere, and blended learning should be aimed at creating optimal conditions for their effective formation.