TECHNOLOGIES FOR DEVELOPING UNIVERSITY STUDENTS' CAPACITY TO ADAPT TO INNOVATIVE CHANGES IN HIGHER EDUCATION

Abstract

This article presents a scientific-theoretical substantiation of the pedagogical technologies through which university students' capacity to adapt to innovative changes in the higher education system can be purposefully developed. The relevance of the study is determined by the accelerating pace of technological, curricular, and organisational innovation in higher education, which increasingly requires students not merely to master a fixed body of knowledge but to respond flexibly and productively to continually changing learning conditions, tools, and formats. The aim of the research is to define the structure of adaptive capacity as a pedagogical category, to substantiate the technologies through which its components can be developed in the educational process of a higher education institution, and to identify the pedagogical conditions and problems associated with their implementation. The study employed the methods of theoretical analysis and systematisation of scientific literature, comparative-pedagogical analysis, structural-functional modelling, and pedagogical observation. The analysis established that adaptive capacity to innovation comprises four interrelated components — cognitive-flexible, motivational-volitional, operational-technological, and reflective-evaluative — and that its purposeful development is best achieved through a coordinated complex of technologies, including problem-based and project-based learning, case-based and simulation technologies, mentoring and peer-learning formats, and reflective practice supported by digital tools. The conclusion substantiates the necessity of the systematic, cross-curricular application of these technologies, of targeted training of academic staff in their use, and of the introduction of diagnostic instruments capable of tracking the development of students' adaptive capacity over the course of study. Practical recommendations are proposed for their gradual introduction into the educational process of higher education institutions.