A SYSTEMIC APPROACH TO ORGANISING PEDAGOGICAL PRACTICE IN A REMOTE FORMAT FOR HIGHER EDUCATION STUDENTS

Abstract

This article provides a scientific-theoretical substantiation of a systemic approach to organising pedagogical practice in a remote format for higher education students. The relevance of the study is determined by the growing need to ensure the continuity and flexibility of practice-based training under conditions where a student's geographical location, employment, or other objective circumstances make regular physical presence at a partner institution difficult, while the traditional, fragmented arrangement of individual remote tools without an underlying system fails to guarantee the quality of the resulting professional competence. The aim of the research is to substantiate remote pedagogical practice as an integral pedagogical system rather than a set of isolated technical solutions, to define the interrelated subsystems of which it is composed, to describe the stages through which the corresponding professional competence is formed, and to identify the conditions ensuring the effective functioning of the system as a whole. The study employed the methods of theoretical analysis and systematisation of scientific literature, systems-pedagogical modelling, comparative-pedagogical analysis of remote-practice tools, and pedagogical observation. The analysis established that remote pedagogical practice, considered as a system, comprises five interrelated subsystems — target, content, technological-communicative, organisational-managerial, and diagnostic-reflective — bound together by feedback loops that ensure the system's self-regulation, and that the corresponding competence is formed through three successive stages: orientation-adaptive, practice-implementation, and reflective-evaluative. It is shown that a systemic approach allows the internal contradictions of remote practice — between the student's autonomy and the need for pedagogical guidance, and between the flexibility of the remote format and the requirement of a unified quality standard — to be pedagogically resolved through the coordinated functioning of the identified subsystems rather than through the isolated improvement of individual technical tools. Practical recommendations are proposed for the phased introduction of the systemic model into the educational process of higher education institutions.