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This article touches upon the mechanism and significance of the transformation of student-centered learning ( SCL), an innovative learning technology of the 21st century, which aims teachers to transform traditional initiatives in the modern digital sphere. Having promoted educational change, it is important to understand the role of digital technologies, which can be an accelerator for effective student-centered learning. The research is focused on determining the impact of the transformation of student-centered learning on the academic performance of future teachers. In this regard, the ascertaining experiment was conducted at the Institute of Pedagogy and Psychology, Abai Kazakh National Pedagogical University. The research sample consisted of 157 students and it was carried out using the statistical software package SPSS. Student-centered learning has been found to have a significant impact on academic performance. Taking into account the achieved results, this research can be used in the development of constructive techniques and methods of SCL to help teachers improve their approaches to learning and increase the academic achievements of students. The results of the research may be of interest to those who work in the field of university education.

The article deals with the formation of research skills of subjects of postgraduate education. The purpose of the study is to provide theoretical justification and methodological support for the process of forming research skills of subjects of postgraduate education as a readiness to implement high-quality research activities. The theoretical foundations of the formation of research skills of subjects of postgraduate education are revealed. The criteria and indicators are defined: motivational (understanding of the value of research, interest, desire to perform research activities); cognitive (knowledge of methodology, methods of scientific research and the logic of research construction), activity (operational and design skills), communicative (ability to work in a team for successful research; ability to present research results) and levels of formation of research skills (situational-intuitive, normative-reproductive, creative-intellectual). The program of diagnostics of the level of formation of research skills of subjects of postgraduate education is presented. A program of elective disciplines has been developed, with continuity of learning outcomes at the bachelor's, master's and doctoral levels, contributing to the purposeful formation of research skills.