Structural–functional model of the students’ adaptation process to the European Credit Transfer System

Abstract

The relevance of the problem under study is caused by the need to implement new educational models that meet international standards. The article is devoted to the problem of students’ adaptation to the European Credit Transfer System (ECTS). The purpose of the article is to build a structural-functional model of the students’ adaptation process to ECTS. The theoretical and methodological basis for building the model was a systematic approach, the essence of which lies in the fact that relatively independent components are considered in their interconnection and development. As a result of theoretical analysis and generalization of the empirical material obtained during the study, the term "adaptation to ECTS" is defined. The structure and functions of the model are determined. The model is characterized by three related components (motivational-targeted, content-technological, result-evaluative) and is based on a system of principles. Each component performs its own functions. Special attention is paid to the levels of formation of students’ readiness for educational activities in ECTS environments. Materials of the article can be useful to the experts working in educational institutions, to students, and to everyone who is connected with the field of education.