PEDAGOGICAL CONDITIONS FOR THE PROFESSIONAL COMPETENCE DEVELOPMENT OF FUTURE RAILWAY TRANSPORT BACHELORS IN PROFESSIONAL TRAINING

Introduction. The article reveals pedagogical conditions of professional competence development of future railway transport bachelors. The relevance of the issue is due to the demand for the professional competence of future railway transport bachelors, which corresponds to the modern concept of professional training in higher education. Purpose. The article aims to reveal the essence of pedagogical conditions of professional competence development of future railway transport bachelors in professional training. Methods. While working on the article, the author studied dissertation research materials and pedagogical and scientific literature. To achieve this goal, theoretical and empirical methods were used: analysis and systematization; observation; written and oral interview; analysis, systematization, and generalization. Results. The requirements for the skills of the railway transport bachelor and specialists, in general, are becoming more complex and growing. Employers' requirements for engineering and technical knowledge and skills are becoming increasingly complex. This is due to the accelerated evolution of technical skills, the emergence of new engineering professions and the penetration of technology into all spheres of human life. Under a certain objective, three pedagogical conditions were established, ensuring the process of formation of professional competence of future bachelors of railway transport: increasing positive motivation for professional activity in the transport sector; creating an innovative educational environment for training future bachelors of railway transport; harnessing the potential of non-formal education to enhance skills. Originality. Pedagogical conditions of professional competence development of future railway transport bachelors in professional training were identified, theoretically substantiated and experimentally tested (an increase of positive motivation to professional activity in the transport industry; creation of an innovative and active educational environment of training of future bachelors of railway transport; on professional activity). Conclusion. Thus, the implementation of certain pedagogical conditions for professional competence development of future railway transport bachelors in higher education will contribute to the training of professionals of the relevant modern level and profile, professionally mobile, competitive, and able to quickly adapt to the chosen speciality in production. Further study of this issue involves the development of a model of professional competence development for future specialists in the process of training and its organizational and pedagogical support. The results of the study can be used by scientific-pedagogical and pedagogical workers of higher education to improve the theoretical and methodological aspects of professional training of future railway transport bachelors.