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El artículo se centra en temas de construcción del aparato terminológico de estudios que reflejen la garantía de calidad de la educación a nivel local. Basado en la recopilación de opiniones de expertos y académicos, se destacan la esencia del área temática (la formación de un sistema de garantía interna de la calidad en la universidad) y los requisitos para la construcción del sistema terminológico. La construcción de alta calidad del término sistema es la base de la investigación teórica cualitativa, del desarrollo y la aplicación práctica del sistema interno de garantía de la calidad en la universidad. Los modelos de sistemas de términos se presentan en: términos básicos, y términos suplementarios. La tecnología cómo construir el sistema del término contiene las etapas siguientes: 1) identificar las áreas problemáticas, aclarando el tema y los objetivos del estudio; 2) muestreo y análisis del contenido de los términos básicos y complementarios; 3) racionalizar y estructurar las relaciones entre los términos básicos y complementarios; 4) especificar y verificar la calidad del sistema de términos para el cumplimiento del estudio. Los profesionales reciben apoyo terminológico para el caso de la construcción de un sistema interno de garantía de calidad en sus universidades.

The article deals with the transformation of higher education institutions, changes in their mission and activities within the transition to knowledge-based society and the formation of an innovative economy. The article aims at determining the development features and criteria for the educational environment of a university within the country’s transition to an innovative economy. The actual value of the study lies in the fact that it deals with the evolutionary transformation of modern universities to new generation universities. This transformation is to change their models, namely: from the academic university model (University 1.0), whose mission is education (quality training), to the innovative-active model of a research university (University 2.0), whose mission is education and research (generation of knowledge and technology); and finally, to the model of an entrepreneurial university (University 3.0), whose mission is education, research, entrepreneurship (commercialization of knowledge and technology generation). Transformation of the university is impossible without the development of its educational environment. The research results in revealing the conceptual development features of the educational environment in various models of an innovative university (academic, research and business universities) by components: value-oriented, subjective, content-related and methodical, informational, organization and activity-related, spatial and subject. To determine the state and purpose of developing the educational environment at a university, the key criteria for the development of a new generation university and the educational environment of academic, research, and business universities are proposed. The key criteria for the development of the innovative university and its educational environment are developed by components: the mission of the new generation university, the quality of development goals, processes, conditions, and results. Prospects for further research in this direction are: to develop instruments for diagnosing and modelling the development of the educational environment in higher education establishments within the transition to an innovative economy.

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