Today, the educational process is closely related to informatization, digitalization and visualization of educational information. The article discusses the role of graphic design in the training process, especially in the agro-industrial complex. The task is to track how the effectiveness of pedagogical activity depends on the quality of visualization of the submitted material, especially handouts. There are also considered the issues of structuring educational material for training future staff of the agricultural complex. As a successful factor in training future specialists, the principle of visual and graphic accessibility of educational material, the principle of a harmonious set of text and illustrative materials that provide a high level of training, including in the process of independent work of the student, should be laid down. The article deals with the issue of interactive communication through a handout, which also develops the communicative ability of students. Training is a dialogue between the teacher and the student, which is also influenced by the quality of the design of the submitted information, especially illustrative information. The use of interactive, multimedia and visual technologies allows us to take into account the personal and individual characteristics of students

The article examines the issues of pedagogical science through a modern approach, the search for new forms and practices of teaching. The current issue of forming future specialists’ professional competencies, namely, in the field of art and additional art education, is shown in the article through the organization of the educational environment during summer practices and schools. The task is to trace how much the effectiveness of future specialists depends on the construction of educational practice programs using interactive and interdisciplinary forms of training. As successful factors in this process of training future specialists in the field of art and additional art education, such forms as a master class and a web quest are considered, as well as the principle of a harmonious set of theoretical and practical materials used, including the process of independent work of a student. The article deals with the issue of interactive communication through a master class, which also develops the ability of professional communication of students. The use of the teacher-student dialogue in an extracurricular format, the use of interactive, multimedia and visual technologies, as well as setting tasks for independent work contributes to more effective development of professional skills and their application in the real conditions of future career guidance.

The article examines the modern approach in the pedagogical science of training future decorative and applied art artists, the search for new forms of practice, especially museum practice. The issue of forming future specialists’ professional competencies is always acute, but today, in connection with the issues of the pandemic and the partial transition to distance learning, it has become particularly relevant and topical, including the field of art education. The authors are tasked to analyze the effectiveness of the discipline «Museum Practice» in a remote form, the development of professional competencies by bachelors. In the standard situation, this practice is partially conducted in the city museums where the university is located and also off-premise, by personal attendance, but in the 2019-2020 academic year, changes were made to the curriculum of the field of education «Decorative and Applied Arts and Folk Crafts» at the Southern Federal University, and the practice was held in an online form. The article considers the issue of remote dialogue between teacher-student-museum, identifies the positive and negative aspects of this form of communication for the development of professional competencies by future applied artists. The use of interactive, multimedia and visual technologies in the synthesis with independent work of the student gives a positive effect for the development of the necessary professional skills, even in a non-standard situation of practical training.

The article deals with the categories of competency as the ability to apply knowledge, skills and personal qualities for successful and future professional activities and students' professional-subjective attitude as an integrative personality trait, manifested in the willingness to master professional experience and based on the independent development of professional and personal qualities through initiative inclusion in creative professionally oriented activities. The formation of a professionalsubjective attitude provides the basis for the development of professional competencies, which, in turn, are the key goal and the result of the educational process. The paper proposes a model for the formation of the professional-subjective attitude of the medical university students. The motivational, cognitive, professional-practical and professional-medical components are distinguished. The motivational component includes the motivation of a student to learn, to get a profession, to form a professionalsubjective attitude and also involves self-estimation of the attitude by the student himself. The cognitive component considers the process of forming a professional-subjective attitude in the student's educational activity (moreover, this process is conscious). The professional-practical component involves the formation of a professional-subjective attitude of students through activities in the educational environment attitude and problems solving.

The article deals with transitivity processes in the field of higher medical education. Several trends related to transitivity processes are highlighted: the high demand for medical education with a shortage of qualified specialists; the continuing medical education and the introduction of an accreditation exam; the introduction of distance technologies, simulation and e-learning; specialist mobility. Thus, the educational process in the context of transitivity processes in the field of medical education should be focused on the formation of self-improvement skills, self-education. The article describes the functions of the students’ independent work in a medical university and the conditions that increase the effectiveness of the educational process. The article defines the role of the organization of student’s independent work in the development of self-education and self-improvement skills. The student’s independent work is considered as one of the forms that allow students to develop self-education and self-improvement skills, taking into account their abilities. The independent work as a form of self-improvement is aimed at developing the skills of independent search and choice of problem solutions; developing the skills of information analysis when working with a large volume of educational material; provides the development of critical thinking skills; stimulating the skills of evaluative and reflexive activity in the context of dynamic changes in the professional sphere.