The relevance of this article lies in the need to improve the process of developing competences future professionals need to develop self-employment skills under the conditions of the socio-economic crisis and the instability of the Ukrainian labour market. The article aims to prove the need for systematic implementation of self-education and self-management technologies in Ukrainian professional education schools to develop entrepreneurship competence in future professionals. Research methods include a survey and an analysis of documentary information. Ukraine strives to increase the importance of young people's readiness for lifelong learning. However, the article finds that most students do not have sufficient psychological knowledge and selfmanagement skills for successful self-development and self-employment. The development of entrepreneurship competence is, for the first time, justified through the systemic implementation of self-education and selfmanagement technologies in the educational process of professional education schools. The article presents a pedagogical technology for developing entrepreneurship competence in future professionals through selfmanagement. Besides, it offers the most effective forms of its introduction (psychology workshops, video lectures, electronic portfolios) and singles out the optimal conditions of their use. The level of the technology's readiness is IRL5 (the efficiency was proven at the level of experimental educational institutions). Success in its implementation depends on the regulatory recognition of the role of the social and humanities-related component in professional education; the incorporation of a self-management course in all programmes for training, retraining and advanced training of psychology and teaching staff; the encouragement of teaching staff to effectively use the described technologies in the educational process; systematic training of students to implement self-education and self-management as the technologies of success.

У статті проведено аналіз основних ознак поєднання дизайну і підприємництва. Визначено особливості підприємницької діяльності в дизайні як процесу становлення самобутніх молодих творців інноваційних ідей і проєктів, авторів неординарних методик і технологій, винахідників нових способів і шляхів розвитку суспільства. Відповідно до кваліфікаційної характеристики професії визначені основні професійні функції дизайнера, систематизовані різні типи підприємців у сфері дизайну. Креативні та інноваційні творчі ідеї трансформуються підприємцями у сфері дизайну в стійкі бізнес-моделі, впроваджуються різні новаторські підходи. Сьогодні можна визначити широке коло підприємців культурного сектору, які ведуть діяльність за широким спектром напрямів у галузі культури та мистецтва, зайняті в різних галузях креативної індустрій. Розкрито проблеми і перспективи підготовки майбутніх дизайнерів до підприємницької діяльності, окреслені напрями подальших пошуків. Методологічною основою підготовки дизайнерів на сьогодні постає «трикутник» основних функцій сучасного дизайну: соціально-культурної, утилітарно-споживчої і естетично-підприємницької. Підприємці у сфері дизайну повинні мати широкий світогляд, високий інтелектуальний потенціал і рівень культури, здатність до самовдосконалення, вміння творчо підходити до вирішення проблем та обирати оптимальні варіанти рішень. Все це має бути впроваджено в освіту дизайнерів.

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Introduction:The urgency of the study is due to the appearance of an emergency caused by an extremely dangerous outbreak of the COVID-19 pandemic. Every emergency, especially one which threatens health, is characterized by increased anxiety and depression among the population, causes chronic emotional disorders and requires provision of psychological and psychosocial assistance to the individual. In this regard, this article aims to describe and summarize theoretical and empirical research that will help identify the factors that shape the appropriate resource strategies for the development of resilience in overcoming the consequences of COVID-19. At the same time, this study revealed the role of resilience as a potential protective factor for mental health during an outbreak of the COVID-19 pandemic. Material and methods:The leading method of research is theoretical and methodological analysis, comprehension, comparison, classification and generalization of the main content of bibliographic sources that are relevant to the problem and purpose of the study. Results:The article presents the factors influencing resilience in the individual overcoming the consequences of COVID-19 taking into account the world experience. The main approaches to providing psychological assistance to a person in difficult life circumstances caused by the pandemic are identified. Conclusions:The factors influencing the resilience of a person during the COVID-19 pandemic are substantiated and singled out. The materials of the article are of practical value and extremely important for psychologists, psychotherapists, and physicians working to eliminate the consequences of the pandemic.

Since the early 2000s, the potential of blended learning has been recognized worldwide as a promising trend due to the active technology development and its integration into higher education. Blended learning in higher education is at the development stage, which explains the relevance of research into the problems of higher education transformation through the introduction of technology in pedagogy. This article aims to identify the peculiarities of the higher education pedagogy transformation through the blended learning model. The methodology was based on a statistical, correlational analysis by using The Teaching and Learning International Survey (TALIS) database containing the survey results of 7,823 educators in France and the Netherlands. Results. The study revealed an average level of teacher preparation for blended learning (50.5%) and preparation for ICT use in student learning (48.4%) components inclusion. A significant level of teachers' professional development of ICT skills was revealed (44% take courses). An average level of teachers' unpreparedness both for blended learning (28.9% not ready, 36.6% not prepared enough) and ICT use in practice was established (30.3% - almost not ready, 34.25 - not prepared enough). A positive correlation was established between the components of teachers' preparation for the blended learning environment and the subsequent passage of professional ICT skills development courses. It means that formal education does not guarantee the absence of the need for continuous professional development and the formation of a wide range of ICT skills. Teachers need continuous professional development and new ICT skills. The research identified a synergy of positive effects of ICT skills professional development (interaction of educators united by common problems related to blended learning, technology, etc.; borrowing new ideas, innovations, and practices during professional development; updating professional knowledge; using active shared learning; integrity of professional development structure). Teachers noted that professional development courses were specifically adjusted to their needs.