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The main components of self-organization and its implementation stages are identified against the background of determining the importance of self-organization skills mastery by technical university graduates for the successful implementation of educational and future professional activities. Based on the social demands generated by the need to form general cultural and professional competencies in the learning process, the necessity to organize students’ independent work in such a way that it motivates self-organization and, as a result, self-education is confirmed. It is proved that the transformation of students’ independent work should be carried out regularly, taking into account the changes taking place in society, using modern information technologies as a kind of organizational resource. In order to reduce time expenditures in the process of updating the educational material for a particular discipline, it is proposed to establish the relationship between the components of the educational process by identifying intersubject communications, which are considered as a means of achieving the applied orientation of the discipline, at the stage of selecting the necessary information. The formation of students’ self-organization skills has been carried out on the basis of data from a frequency analysis of the network information sources. The results of frequency analysis and statistical processing of experimental data show the ability to make a forecast about the weight of specific topics for future professional activities, which will allow to distribute study time correctly. The use of established intersubject communications of disciplines and the fulfillment of the selected conditions contribute to the development of students’ educational activities self-organization.

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