The educational systems of many countries are subjected to standardization, the purpose of which is to create a single educational space of a country (Europe, the world). The education standardization process is largely due to the processes of globalization, the introduction of new information technologies, the growth of teachers and students’ mobility, the increase of online educational forms, the active penetration of media technologies into various spheres of human life and, as a result, the continuous growth of new knowledge in all areas of science and technology . In addition, the modern media and information age dictates to each individual the need for constant self– learning, both at the household and professional levels. Therefore, the issue of developing lifelong self– learning individual readiness in a changing media environment becomes topical. The self– learning individual readiness is determined by the stages of its socialization and professionalization during the whole life; therefore, it has a level nature. We have previously developed and proved a media educational concept of developing lifelong selflearning individual readiness, which contained a multiaspect model presentation of the development process such readiness. Revealing stages, phases and levels of selflearning readiness assumes the existence of a dynamic model of this concept. A pedagogical design of selflearning individual readiness in the course of university training should be based on the competence–based model of individual media educational training. The article presents and proves the dynamic and competence–based model of the media educational concept of developing lifelong selflearning individual readiness, shows their interrelationship, and also corresponds to the normative model of developing lifelong selflearning individual readiness.
- : http://ejournal53.com/journals_n/1551782922.pdf
- : S.V. Akmanova, L.V. Kurzaeva, N.A. Kopylova
- : Media Education Journal