DEVELOPMENT OF COGNITIVE ACTIVITYAMONG PRIMARY SCHOOL TEACHERS WITH A BACHELOR’S DEGREE: METHODOLOGICAL GUIDELINES FOR ENSURING THE QUALITY OF THE EDUCATIONAL PROCESS

Abstract

The purpose of the article is to substantiate the organizational and methodological guidelines for the formation and development of cognitive activity in higher education students.

Methodology. In the process of studying the organizational and methodological guidelines for the formation and development of cognitive activity in higher education applicants, the following methods were used: analysis of state regulatory documents on education; analysis of scientific literature on the research problem; observation of the educational process in higher education institutions; systematization and generalization to formulate conclusions.

This article examines the development of cognitive activity among primary school teachers with a bachelor’s degree in the current context of implementing mixed learning in higher education institutions. Based on the results of an analysis of the scientific works of scholars and practicing educators, the essence of cognitive activity has been clarified as an integrative quality of the future educator’s personality, encompassing motivational-value, cognitive-content, activity-operational, and reflective-volitional components. The article emphasizes the importance of understanding transformational processes in the context of mixed learning, as this contributes to ensuring students’ adaptability to the modern digital educational environment.

The scientific novelty lies in the fact that it was substantiated for the first time methodological guidelines for ensuring the quality of the educational process, which contribute to the development of cognitive activity among future primary school teachers with a bachelor’s degree. It also demonstrates the importance of fostering intrinsic academic motivation, along with emphasizing the acquisition of competencies, the implementation of modern innovative technologies (project-based learning, gamification, the case method, etc.), and the integration of non-formal education into the formal educational process.

Conclusions. The development of cognitive activity of primary school teachers in blended learning requires a systemic transformation of the educational process, which goes beyond a simple combination of traditional and digital formats. The defining prerequisite for this is the development of a holistic system, where the reorientation of education seekers from formal achievements to internal motivation is organically combined with the flexible involvement of interactive technologies and the expansion of the boundaries of educational activity through informal education.