Integration-lifelong educational space in formation of competent agricultural engineer

. The technology of the competency-based approach requires fundamental changes in the organization, content and methodology of the educational process and a shift of emphasis in theoretical training to theoretical and applied, professionally oriented training. This particularly applies to the fundamental disciplines, in particular physics, as the most universal basic discipline. The purpose of this study is to introduce into the educational process of integration-lifelong educational space in engineering education, aimed at the formation and development of different levels and types of professional competencies. The purpose of the research is to study the organization of an integration-lifelong educational space in the engineering education, aimed at the formation and development of various levels and types of professional competencies. A universal methodology for the integration-lifelong organization of the students’ educational activities has been developed. The results of the pedagogical experiment showed an increase in the absolute indicator of the student progress by 9%, which indicates the efficiency of the proposed methodology. There is revealed the influence of the students’ specially organized professionally-oriented activity in physics upon the motivation of learning and professional orientation. In addition, motivation to study physics increased by 7%, professional orientation by 11%. Increase in the students’ levels of educational achievements, the growth of levels of motivation and professional orientation testify to the efficiency and pedagogical expediency of the proposed methodological principles of the integration-lifelong organization of the students’ educational activities.