The use of communication technologies in Higher Education

Abstract

The methodological basis of the article is formed by the provisions of the personal approach to education, which actualizes the subject-subject nature of the relationships between all participants, appealing to the value, semantic, and emotional aspects of their communication; the subject-activity approach, in which the subject, as a "constitutive" characteristic of personality, its new quality is manifested in an actively selective, proactively responsible, and transformative attitude, and is formed in the process of creating pedagogical conditions for self-regulation and self-development; the dialogical approach, which establishes the communicative nature of the content and results of education; the competence approach in education, orienting higher education toward developing graduates' skills for reflection and effective action in new, uncertain, and extreme situations, overcoming personal deformation and depersonalization; and the acmeological approach, which allows us to consider the person as a subject in their desire for the highest professional and personal achievements. Pedagogical conditions for developing university students' communicative self-efficacy have been designed and implemented. Based on the above, it can be concluded that the research conducted complements pedagogical science in the field of theoretical and applied study of the problem of developing university students' communicative self-efficacy. This work is only one of the possible solutions. Further research can be conducted to identify other conditions and factors that contribute to the development of university students' communicative self-efficacy.