ESSENCE AND STRUCTURE OF INFORMATION CULTURE FOR FUTURE BACHELORS IN INDUSTRIAL ENGINEERING

Introduction. The issue of developing information literacy among future bachelors in industrial engineering is addressed through the implementation of psychological and pedagogical diagnostics within the framework of technical disciplines teaching.Purpose. Determining the structure and componentsof the information culture of future bachelors in industrial engineering within the context of technical disciplines teaching.Methods. The article relies on data from a doctoral dissertation and a review of pedagogical and scientific literature. Theoretical methods of analysis, systematization, and generalization were applied to achieve the research goals.Results. The study revealed that the information culture of future industrial engineering bachelors is comprised of four interrelated components: motivational-value, cognitive, activity-based, and reflective. The motivational-value component reflects the need of future industrial engineering bachelors to acquire knowledge about creating, collecting, storing, processing, and transmitting information, as well as a valued attitude toward information activities that aligns with the demands of today's information society. The cognitive component encompasses a comprehensive knowledge of terminology and requirements for technical devices necessary for installingand operating software; installing, configuring, and uninstalling software; connecting and configuring peripheral devices; understanding programming basics and working in an information environment; awareness of methods for creating, collecting, storing, processing, and transmitting information, information technologies, and their potential applications in everyday life, education, and professional activities in the field of mechanical engineering, and ensuring the formation of information culture.Originality. It lies in the refinement of the key concept of the study, «information culture of future bachelors in industrial engineering,»which we interpret as an integrative personal formation characterized byawareness of the mechanisms of creating, collecting, storing, processing, and transmitting information, information technologies, and the ability to use them in everyday life, education, and professional activities in the field of mechanical engineering, as well as a valued attitude toward information activities that meets the demands of modern information society. Furthermore, the study involves the diagnosis and evaluation of the level of information culture among future industrial engineering bachelors by identifying specific components: motivational-value, cognitive, activity-based, and reflexive.Conclusion. It should be noted that the identification of motivational-value, cognitive, activity-based, and reflexive components in the structure of information culture among future industrial engineering bachelors contributes to a better understanding of this integrated formation of the future specialist as a complex phenomenon within the context of higher education. Based on the analysis of previous research, we have defined the essence and structure of information culture among future industrial engineering bachelors. It should be noted that the identification of motivational-value, cognitive, activity-based, and reflexive components in the structure of information culture contributes to a better understanding of this integrated formation of the future specialist as a complex phenomenon within the context of higher education.