MEDIA CULTURE OF A TEACHER OF A HIGHER EDUCATION INSTITUTION AS A PREREQUISITE FOR THE FORMATION OF RESEARCH COMPETENCES OF STUDENTS

Abstract

This article explores the role of the media culture of higher education lecturers in the professional formation of future specialists. The study substantiates the structural and functional relationships between the components of academic staff media culture and the development of students’ research competencies.

The purpose of the study is to theoretically justify the structural and functional relationships between the components of a higher education lecturer’s media culture and the process of developing students’ research competencies, as well as to design applied methodological tools for their implementation in historical education.

Methodology. The methodological framework of the study is based on a systemic approach, which enables consideration of the lecturer’s media culture as an integral professional characteristic interconnected with the outcomes of students’ research activities. To achieve the research objectives, a set of scientific methods was employed: system–structural analysis was used to identify the components of lecturers’ media culture and their influence on the formation of students’ research competencies; the pedagogical design method was applied to substantiate the logic of interaction within the «lecturer–digital tools–student» model; the method of methodological construction was used to develop applied methodological tools and a system of specific research tasks in history; and the interpretative–prognostic method was employed to generalize the results theoretically and to determine the potential transfer of the research experience acquired by higher education students to their future professional activities in general secondary education institutions.

Scientific novelty lies in the theoretical substantiation and systemic characterization of the relationships between higher education lecturers’ media culture and the level of scientific training of future specialists. For the first time, a structured model of interaction among the subjects of the educational process («lecturer–digital tools–student») is proposed, based on the integration of international media competence standards into the teaching of historical disciplines. It is demonstrated that lecturers’ media culture is a key factor in facilitating scholarly inquiry, ensuring students’ transition from reproductive consumption of information to independent analytical activity. The use of digital tools is conceptualized as an educational environment for the development of research competencies and academic integrity among future historians.

Conclusions. Lecturers’ media culture is a significant factor in the development of students’ research competencies, as it enables a shift from passive information consumption to independent scholarly research. The implementation of the proposed methodological approaches fosters the development of critical source analysis skills and academic integrity among future historians. The implementation of media education projects at T.H. Shevchenko National University «Chernihiv Colehium» confirms the effectiveness of the proposed methodology in preparing students for professional activity in the context of the digitalization of education.