The role of the educational environment of the university in the formation of self-educational competence of a student

   Introduction. Self-educational competence of a specialist in the XXI century is not only a actual personal and professional quality, but also a resource of a person, allowing him to carry out his own transformation in order to transform personal success into social significance. Studies demonstrates that the process of formation of student's self-educational competence in the conditions of higher education is influenced by the educational environment of the university as a system of various resources and a source of opportunities for the development of a future specialist. Today the ideas of combining the processes of education and self-education in the university are relevant. However, there are still no works that would allow to form a more meaningful understanding of the relationship between the factors of the educational environment of higher education institution and student's self-educational competence. This article is a conceptual study of student self-educational competence implemented in the Russian context. The article aims to analyse the existing experience on the stated problematic, to clarify the definitions of the main concepts, to identify and theoretically justify the characteristic features and factors of the university educational environment related to the formation of student's self-educational competence.

   Materials and methods. The main method of research is systematic analysis of literature. The materials were articles published in Russian and English, devoted to the problems of self-education, personal and professional self-development of students, the influence of the educational environment of the university on the results of education.

   Results. In the course of the research the definitions of the concepts "student self-education" and "student self-educational competence" were clarified, the three-component structure of this construct and its content were proposed. The study of works allowed us to characterise the pedagogical category "educational environment of the university", to consider the models of its organisation and factors in reflection to the student's self-educational competence.

   Discussion and conclusions. As a result of the study, it was concluded that the formative impact on the student in the process of acquiring self-educational competence should be provided by flexible methodological modelling of the university educational environment. This will make it possible to combine the educational process with self-educational process and leave the student an educational space free from external influence for self-directed education and self-realisation in the chosen direction.

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