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The COVID-19 pandemic has grown a worldwide health concern and has imposed a significant impact on education. As a result, halfway through the second semester of 2019/2020, learning methods were delivered through distance learning (DL). The purpose of the paper is to study the specifics of online education during the Covid-19 pandemic. A comprehensive diagnostic study of the psychological characteristics of students included the following methods: the test of life-meaning orientations (LMO), adapted by D.A. Leontiev (2006), diagnostics of the motivational structure of personality. Based on the results of the conducted empirical research, duration of study influenced student preference. Plus, Higher number of first-year students preferred DL compared to their seniors. Notwithstanding some challenges, students could adjust to the new education methods of full DL, and the majority recognized combined learning that combined classroom and distance learning can be performed subsequently. The COVID-19 pandemic transforms the application of technology in education and teaching approaches in the near future.

The modern society needs highly educated professionals, who are not only capable of navigating in difficult work situations, working in a team and taking responsibility for the completed tasks’ results, but also willing to take decisions under conditions of frequent change of professional activities’ technologies. The goal of the article is to justify and experimentally verify didactic possibilities of formation of future specialists’ professionally significant personal qualities in the process of students’ professional modules mastering. The leading approach is a design approach that contributes to organization of a focused process for the development of professionally significant personal qualities and the formation of students’ competencies, as well as realizing of professional modules’ potential in the educational process. The authors reveal, justify and experimentally check up didactic possibilities that contribute to the project approach’s effective implementation in the organization of educational process at the University. This article is recommended for teachers, researchers, heads of educational institutions engaged in training of bachelors and masters.

The modern society needs highly educated professionals, who are not only capable of navigating in difficult work situations, working in a team and taking responsibility for the completed tasks' results, but also willing to take decisions under conditions of frequent change of professional activities' technologies. The goal of the article is to justify and experimentally verify didactic possibilities of formation of future specialists' professionally significant personal qualities in the process of students' professional modules mastering. The leading approach is a design approach that contributes to organization of a focused process for the development of professionally significant personal qualities and the formation of students' competencies, as well as realizing of professional modules' potential in the educational process. The authors reveal, justify and experimentally check up didactic possibilities that contribute to the project approach's effective implementation in the organization of educational process at the University. This article is recommended for teachers, researchers, heads of educational institutions engaged in training of bachelors and masters. Keywords: Higher Education, Project Approach, Professional Modules, Didactic Possibilities. JEL Classifications: A23, I23, I26

The modern society needs highly educated professionals, who are not only capable of navigating in difficult work situations, working in a team and taking responsibility for the completed tasks' results, but also willing to take decisions under conditions of frequent change of professional activities' technologies. The goal of the article is to justify and experimentally verify didactic possibilities of formation of future specialists' professionally significant personal qualities in the process of students' professional modules mastering. The leading approach is a design approach that contributes to organization of a focused process for the development of professionally significant personal qualities and the formation of students' competencies, as well as realizing of professional modules' potential in the educational process. The authors reveal, justify and experimentally check up didactic possibilities that contribute to the project approach's effective implementation in the organization of educational process at the University. This article is recommended for teachers, researchers, heads of educational institutions engaged in training of bachelors and masters. Keywords: Higher Education, Project Approach, Professional Modules, Didactic Possibilities. JEL Classifications: A23, I23, I26

The modern society needs highly educated professionals, who are not only capable of navigating in difficult work situations, working in a team and taking responsibility for the completed tasks' results, but also willing to take decisions under conditions of frequent change of professional activities' technologies. The goal of the article is to justify and experimentally verify didactic possibilities of formation of future specialists' professionally significant personal qualities in the process of students' professional modules mastering. The leading approach is a design approach that contributes to organization of a focused process for the development of professionally significant personal qualities and the formation of students' competencies, as well as realizing of professional modules' potential in the educational process. The authors reveal, justify and experimentally check up didactic possibilities that contribute to the project approach's effective implementation in the organization of educational process at the University. This article is recommended for teachers, researchers, heads of educational institutions engaged in training of bachelors and masters. Keywords: Higher Education, Project Approach, Professional Modules, Didactic Possibilities. JEL Classifications: A23, I23, I26