PEDAGOGICAL CONDITIONS OF FORMING TRANSVERSAL COMPETENCIES OF FUTURE DOCTORS OF PHILOSOPHY IN THE FIELD OF EDUCATION/PEDAGOGY IN THE PROCESS OF THEIR PROFESSIONAL TRAINING: METHODS OF DETECTION

Introduction. In today's educational service market, educational institutions are required to prioritize the needs and preferences of consumers. In response to this demand, universities should focus on enhancing the professional training of specialists by aligning their educational programs with modern requirements. It is also important to support innovative approaches to training future professionals. Consequently, there is a current need to address the comprehensive development of transversal competencies of future Doctors of Philosophy, particularly in the field of Education/Pedagogy. These competencies encompass a combination of knowledge, abilities, skills, and values that can be applied across different professional contexts. Achieving this requires an examination of the factors that influence the formation of transversal competencies and the identification of pedagogical conditions that ensure the effectiveness of this process. Purpose. The article aims to identify the pedagogical conditions for the formation of transversal competencies of future Doctors of philosophy in the field of Education/Pedagogy during their studies at higher education institutions. Methods. A set of scientific methods was used: theoretical analysis, systematization and generalization of scientific literature, and the method of expert evaluation. Results. Based on theoretical analysis of the scientific sources pedagogical conditions of forming transversal competencies of future Doctors of Philosophy in the field of Education/Pedagogics in the process of their professional training were defined as purposefully created factors to influence external (organization of the educational space, educational content, teaching forms, methods) and internal (subjective characteristics of the participants of the educational process (interests, needs, opportunities, inclinations, abilities, level of motivation, etc.)) aspects of the educational process. Their observance ensures the integrity of education and upbringing in the educational environment of higher education institutions in accordance with the requirements of society and, in particular, the labour market, contributes to the comprehensive harmonious development of the individual in the process of professional training. Originality. The pedagogical conditions of forming transversal competencies of future Doctors of Philosophy in the field of Education/Pedagogics in the process of their professional training were defined based on theoretical analysis of scientific sources and expert evaluation methodology. Conclusion. Using the possibilities of pedagogical factors, which are decisive for forming transversal competencies of future Doctors of Philosophy in the field of Education/Pedagogy in the process of professional training, is possible if the following pedagogical conditions are observed: ensuring the individual trajectory of forming transversal competencies of future Doctors of Philosophy; motivating students to develop transversal competencies; training of pedagogical staff for implementing the methodises of forming transversal competencies in the educational process of higher education institutions; adequate resource support for the process of forming transversal competencies of future Doctors of Philosophy; integration of formal and informal education on the basis of innovative approach in the aspect of forming transversal competencies of future Doctors of Philosophy.