Productive University Education in the Context of Human Capital Development

The article discusses the problem of productive education at a university, identifying its general didactic structure. In the context of the development of human capital in the knowledge economy, an overview of the most significant areas of transformation of higher education is given. The urgency of the idea of productive education as a promising educational format, implying two lines of productivity, has been substantiated. The first line is associated with obtaining an external observable product of educational activity (for example, a solution to a case or a created project). The second line of productivity is internal personal increments that arise in the process of carrying out this activity. The fundamental position of the authors regarding the systematic approach when considering productive education. On the basis of theoretical analysis, the authors identified a general didactic structure of productive education, independent of the level of higher education. This is a system that includes goal-setting based on the principles of practice-oriented education and quasi-professionalism; content in the form of systemic generalized knowledge; problem, project or case study technologies; reliance on the existing stock of specific knowledge; evaluation of the external product (as an alienated result) and the internal product (personal increments), interdependent among themselves. Particular attention is paid to the harmonization of the content and procedural aspects of productive education in the article. The article provides examples of courses / modules implemented in the logic of productive education in bachelor, master, and postgraduate studies. The analysis of the didactics of the courses allowed the authors to assert about their general structure, independent of subject specificity. The feedback results obtained by various qualitative methods demonstrate the productivity of these courses for students, which is expressed in the experience gained and the independent acquisition of new knowledge, in the practical testing of knowledge and in the quasi-professional context of learning, subjective involvement in educational activities and awareness of external and internal results. organizing study lessons; analysis of English-language sources.