CONCEPT CONTENT AND STRUCTURE OF SELF-EDUCATIONAL COMPETENCE OF SCHOOL STUDENTS IN THE MODERN EDUCATIONAL SPACE 1

The purpose o f the article is to characterize the self-educational competence as a key one in the modern educational space and reveal the essence and distinguish the structural components of the self-educational competence of school students. Methodology. The study used the terminological analysis, it provided the development of the competence approach concepts, the competence, the self-educational competence; the general scientific method facilitated the analysis and systematization of scientific and methodological literature (regarding the study of the competence approach concept and approaches to determining the self-educational individual competence); the comparative method was the basis for comparing the interpretation of the essence of students’ self -education. Results. In the course of the study, such concepts as "competence approach", "competence", and "self-educational competence" were analyzed as key ones. Approaches to the self-educational competence interpretation for schoolchildren (activity, personal and integrative ones) are highlighted and summarized. The views on understanding the structure of the self-educational competence for schoolchildren are systematized and compared. The refined definition of the self-educational competence for schoolchildren based on the integrative approach is proposed. The conducted analysis of psychological and pedagogical research provides the grounds for delineating the components of self- educational school students’ competence. Conclusions. The self-educational competence of a school student is understood as a personality’s integrated quality, which is determined in a certain way by systematized knowledge, self-educational abilities, and skills, by a focus on life-long learning, motives, and aspiration for self-educational activities, self-control skills and reflection, self-evaluation of educational activities. The structural components of school students' self-educational competence are motivational-value, substantive-procedural, and control-reflective.


INTRODUCTION
Education around the world is undergoing significant changes and reforms. This process is aimed, in particular, at forming the ability of graduates of public secondary education institutions to learn independently throughout their lives.
The formation of the self-educational personality's competence is a complex, multi-stage and long process that begins during the period of schooling. This period is practically unexplored from this point of view.
Therefore, it is important to update and revise the theoretical foundations of the formation of self-educational competence, first of all, its essence and structure, taking into account the new conditions of the functioning of the educational system.
The purpose of the article is to characterize the self-educational competence as a key one in the modern educational space and reveal the essence and distinguish the structural components of the self-educational competence of school students.

METHODOLOGY
The study used the terminological analysis, it provided the development of the competence approach concepts, the competence, and the self-educational competence; the general scientific

EDUCATIONAL CHALLENGES
method facilitated the analysis and systematization of scientific and methodological literature (regarding the study of the competence approach concept and approaches to determining the self-educational competence of an individual); the comparative method was the basis for comparing the essence interpretation of students' self-education.

RESULTS
Current science and educational practice prove the relevance of the problem of selfeducation of school students, which lays the foundations for the formation of the ability to lifelong learning based on the competence approach.
It is crucial to consider the idea of the competence approach as the basis for building a modern educational process.
The competent approach is the methodology of designing a modern educational space both in Ukraine and in other countries of Europe and the world. The relevance of the idea of introducing a competency-based approach to the construction of the educational process in institutions of general secondary education is that in the complex modern world it is not enough for school graduates to have only knowledge -they must use it.
Competence-based education aims to comply with the personal, social, professional, and cultural needs of modern society. With this direction, there is a transition from the traditional approach (centred on teaching) to education, focused on learning, where the centre of the learning process is students (Ovcharuk, 2004).
The main idea of the competency-based approach is "the implementation of the activity-based nature of the education content, as a result of which the student turns from an object into a subject of learning, and develops himself/herself as a person" (Hrybanova, 2019).
An analysis of the main provisions of the competency-based approach shows that it differs significantly from the traditional knowledge of the first one in all aspects of the educational process organization because there is a clear emphasis on the effective training of students and a focus on changes in students as a subject of learning in a competent approach.
In Ukraine, one of the basic components of the current innovative education reform formula of "New Ukrainian School" is the new content of education, based on the formation of competencies necessary for the successful further self-realization of school graduates in society. The concept of the reform of "New Ukrainian School" details the general idea of reforming the education system, laid down in the new current basic law "On Education".
Competence as a result of learning is defined by the State Standard for Basic and Complete General Secondary Education, where personality-oriented, competence-based, and activity-based approaches are recognized as priorities and implemented in the educational industry as components of the content of general secondary education. The competency-based approach requires changing the orientation of the educational process towards its results. The results are key, interdisciplinary, and subject competencies that are hierarchically subordinated (Liskovych, 2014).
The concept of "competence" is one of the most widespread and popular pedagogical categories in foreign and Ukrainian science. The theoretical foundations of the competence approach in education were laid in the 50s and 60s of the 20th century in the United States of

EDUCATIONAL CHALLENGES
America for the business needs and entrepreneurship development.
As the researchers note, the term "competence" was first proposed by K. Landberh in the work "Planning the Program for the Development of Administrators", and after that, the concept was supported by D. McClelland in the work "Testing to Identify Competence, and Not Mental Abilities" (Avsheniuk et al, 2014) It is important to analyze the modern concepts of competence and the selfeducational competence as key competences.
The scientific works by O. Lokshyna (2014), A. Mack (2001) and many others are devoted to the historical aspect of the formation of the concept of "competence".
According to P. Hager, the following evolutionary stages can be distinguished in the understanding of the concept of competence by world scientists: from interpretation of the competence as a demonstration of an activity to a view of competence as certain skills of a general type that will determine the nature of activities or how actions will be performed, and after that to the interpretation of competence as a property that requires a person to have not only abilities and skills, but also intellectual, moral, and social qualities to carry out activities (Lokshyna, 2014).
Since competence is characterized as a combination of knowledge, skills, and attitudes in the relevant context of human activity, and key competence is that which is formed primarily for personal development, active citizenship, social integration, and employment, then key competences have both high personal and exceptional social value (Savchenko, 2011).
It is believed that the impetus for the establishment of key competencies was the recommendations of the World Declaration on Education for All "Toward Basic Educational Needs" (Thailand, 1990), which emphasized the interaction of knowledge, skills, motivation, values, and attitudes in the assimilation of important social and behavioural skills by a personality (Savchenko, 2011).
Already in 1996, UNESCO's report on education for the 21st century formulated four value directions along which education should develop: the ability of people to live together, the ability to learn, the ability to act, and the ability to be.
In the late 1990s, the Council of Europe offered educators a list of five groups of key competencies that young Europeans should possess, including "the ability to learn -as a basis for learning in professional and social contexts". For school (primary, secondary), it was suggested to form seven groups of students' key competencies, including general skills -also the ability to learn. (Savchenko, 2011).
In 2005, the reference system of key competencies, which covers eight competencies was defined by the European Union taking into account the existing experience of competence education and the prospects of school development in the 21st century including the ability to learn too (Ovcharuk, 2004).
The conducted analysis by foreign modern researchers (Austria, Germany, Great Britain, France, Poland etc) shows a special place among the list of key competences of self-education, which in the modern educational space acquires a new interpretation, weight, and significance (Mack, 2001). educationalchallenges.org.ua

EDUCATIONAL CHALLENGES
According to the Concept of the New Ukrainian School, this is the ability to find and assimilate new knowledge, acquire new abilities and skills, and organize the educational process (one's own and collective), in particular through the effective management of resources and information flows, the ability to determine educational goals and ways to achieve them, build one's educational trajectory, evaluate own learning results, learn throughout life.
The ability for lifelong learning is formed in the self-educational activity of school students, which is a complex process, during which they independently set cognitive goals and tasks, determine the ways to achieve them, control the progress of independent work with the acquisition of knowledge and improve results, and requires the formation of selfeducation competence (Kovalenko, 2009).
The concept of the self-educational competence of school students is closely related to the concepts of "selfdevelopment" and "self-education".
Self-development is a conscious and personally controlled process, which results in the improvement of a person's physical, mental, and moral potential, and the development of his or her personality (Kudryk, 2020).

Self-education in psychological and
pedagogical studies is considered a purposeful and independent cognitive activity to satisfy the interests and needs of a person in learning about the surrounding world. In self-education, a person sets cognitive goals and tasks for himself, determines the ways to achieve them, monitors the progress of independent work on acquiring knowledge, and evaluates its results (Burba, 2018).
The study of the problems of personal selfeducation is closely related to philosophical research and, above all, to the provisions of the philosophy of knowledge as the theoretical basis of personal self-education. In this perspective, the development of the philosophical foundations of selfeducation is also one of the practical tasks of the philosophy of education, as it is described as a process of cognition, the goal of which is the personality's selfrealization (Burluka, 2005).
Modern studies of the problems of selfeducation from the point of view of philosophy are presented in the works by O. Burluka (2005), O. Lokshyna (2014), S. Roi (2015), and many others. The analysis of scientific literature shows that the question of self-education as a philosophical category is relevant from different points of view. A digital society person of the third millennium must not only flexibly adapt to new challenges, constantly changing circumstances, and situations of uncertainty for self-realization throughout his life, but must also constantly and independently acquire new knowledge, skills, and abilities to solve various personal, life, and professional problems.
Scientists interpret self-education as a specific, free activity to provide knowledge, and information about other types of activities, as a form of satisfying cognitive needs (Khatuntseva, 2014).
At the same time, philosophers often characterize self-education as a cognitive process, the aim of which is the personality's self-realization based on inner freedom (Dubinka, 2019).
As noted in scientific research, the need to realize that self-education is the way to creativity, self-expression and the formation of a unique personality style in activity is overdue (Burluka, 2005).
Self-education is a product of personal creativity, and not a formal increase in knowledge, skills, and abilities. Selfeducation requires self-analysis, the study of one's qualities, awareness of one's strengths and weaknesses, and gradual formation of one's inner spiritual core.
So, in particular, in professional selfrealization, self-education helps a personality to confirm his vocation to his favourite business, create and find new ways of doing things, and not only to use learned knowledge and old techniques. Therefore, in the process of self-education, the feeling of satisfaction from the acquired knowledge, the completed issue thing is a certain sign of its effectiveness.
Self-education activity is becoming more and more innovative in its essence, which is a social order of society with a person and a factor in his growth.
As the researchers note, the basis of a personality's self-education is a holistic complex of processes and means of its formation, satisfaction of its various cognitive and spiritual needs, disclosure, and development of aptitudes and capabilities.
As experts note, self-education is a complex process during which a person independently sets cognitive goals and tasks, determines ways to achieve them, monitors the progress of independent work with the acquisition of knowledge, and improves results (Maistriuk, & Ponomarova, 2021).
It should be noted that in the digital world, following all the directions outlined above, such forms and methods of self-education, which are based on the use of various means of information and communication technologies, are becoming more and more widespread.
Thus, the formation of a person's selfeducational competence becomes a guarantee of his/her success in life in modern society, both in the professional and the personal context, that corresponds to the interpreted goals of modern education.
Society requires the formation of the selfeducational competence from each personality. Therefore, there is an urgent need to create such conditions for a personality, starting from school age, that will provide him with opportunities for self-education throughout his life.
The above analysis is the basis for clarifying the essence and components of the selfeducational competence of schoolchildren in the modern educational space.
There are different views on understanding the essence of selfeducational competence, based on activity, personal and integrative approaches.
The self-educational competence as a personality's readiness for independent, systematic, purposeful knowledge, mastering the social experience of humanity, self-realization, and selfdevelopment is considered by N. Dovmatovych (2014), O. Dubaseniuk (2010), L. Kudryk (2020), N. Stepanets (Stepanets, 2013), and others. In this sense, a personality's self-educational competence determines the ability or readiness for successful independent activity, for solving professional and private tasks to obtain the necessary results of professional and life activity.

EDUCATIONAL CHALLENGES
competence appears in a person's quality, which is characterized by the ability for systematic, independently organized activities aimed at continuing one's education. Representatives of this approach consider competence as a certain quality or set of qualities that contribute to a personality's formation as a professional and determine the peculiarities of his professional activity.

Researchers
understand the selfeducational competence as the ability to life-long learning, the basis of continuous learning in the context of both personal and professional life. The scientist includes the following components of selfeducational competence: the need for self-development; the ability to build a personal life strategy; the ability to structure, actualize, and accumulate knowledge; to reach the heights of professional skill and creativity; cope with the contradictions and uncertainties of one's life experience (Dovmatovych, 2014).

According
to scientists, the selfeducational competence, as a complex personal property, includes the ability to self-educate, and organize self-learning techniques; responsibility for the level of one's self-educational activity; flexibility in the application of knowledge, skills, and abilities in conditions of rapid changes; constant introspection, control of one's activities. The authors, outlining the components of students' self-educational competence, focus on their knowledge of cognitive methods, skills to work with educational and scientific information, reading skills, note-taking, etc. (Dovmatovych, 2014).
The self-educational competence is manifested in the qualities of a person that characterize his/her ability to systematic, independently organized activities aimed at continuing his education in general cultural and professional aspects (Dovmatovych, 2014).
According to I. Preobrazhenska, the selfeducational competence should be understood as the personal and professional quality of a modern specialist, which is manifested in his/her ability to self-initiated educational and developmental activities and is aimed at his/her general cultural and professional development, related to solving professional problems, replenishing knowledge, professional and life experience (Dovmatovych, 2014). However, N. Bukhlova (2008), N. Kovalenko (2009), S. Roi (Roi, 2015), and others consider the self-educational competence as an integrative quality of the personality manifested in the presence of certain knowledge, abilities and skills, abilities and certain personal qualities. O. Chebotarova defines the selfeducational competence as an integrative personal quality, which is characterized by an emotional and valuable attitude to professional and personal selfdevelopment and independent activity, includes a system of knowledge about the methods of its implementation, subjective and personal experience of creatively solving problems of independent activity, readiness to develop and implementation of its models and reflection of the results of productive activity. At the same time, in the structure of self-educational competence, the scientists suggest distinguishing motivational, cognitive, emotional-volitional (personal), and content-procedural components (Dovmatovych, 2014). N. Kovalenko characterizes the selfeducational competence as a personality's integrated property (Kovalenko, 2009

EDUCATIONAL CHALLENGES
and social needs of knowledge of reality based on mastering knowledge, abilities, skills, methods of activity and acquired experience, to productively carry out independent systematic targeted development of the social experience of humanity.
The self-educational competence, according to the scientist, is based on the skills of self-educational activity and presents the personality's readiness for self-education, self-learning, self-improvement, self-selection, and selfrealization throughout life with an awareness of personal and social needs. At the same time, N. Kovalenko and other authors believe that the self-educational competence is formed only under the condition of productive educational and cognitive activity, the active position of students.
N. Bukhlova (2008) understands the selfeducational competence as the integrated quality of a person. So, it is characterized by the presence of organized and structured knowledge in a certain way, self-educational abilities, and skills, motives, interest in selfimprovement, the experience of selfeducational activities, focus on life-long education, value orientations that allow it to successfully solve issues of selfrealization, self-education, selfdevelopment.
The self-educational competence is interpreted as an integrated characteristic of a person (Bukhlova, 2008). It manifests as containing knowledge, abilities, skills, and experience of self-education, personal qualities that are manifested in the need, ability, and readiness to implement a certain type of activity aimed at achieving personal, professional and social selfrealization of a person, is characterized by personal and professional values that determine the personality's readiness and ability to successfully carry out selfeducation activities.
The self-educational competence is defined by scientists (S. Roi and others) as a personality's integrative quality, which is manifested in the ability for purposeful, independently organized educational activities, as well as in the presence of a certain set of knowledge, abilities, skills, and personal and professional experience.
The involvement of these approaches (activity, personal and integrative approaches) allows us to determine the components of the self-educational competence and to solve the problem of its purposeful formation.
The analysis of psychological-pedagogical research proves that scientists proposed to distinguish personality interdependent and mutually determining components in the structure of the self-educational competence, in each of which the mastery of modern tools for self-educational activity occupies an important place.
So, for example, N. Kovalenko (2009) singles out motivational and value components, organizational components, procedural components and as a separate informational component in the structure of the self-educational competence. The motivational and value component includes activity, aspiration, conscious personal instruction, and value orientation on self-improvement in the intellectual sphere. The organizational component includes building self-educational activity, purposefulness, concentration, selfmanagement, and self-reflection in cognitive activity.
The procedural component includes selfmanagement of the movement from the cognitive goal to the result using the selforganized cognitive range, functionality of knowledge, abilities and skills, and their educationalchallenges.org.ua I. Mosia (2013) singles out four components of the self-educational competence. It is, first of all, the motivational and valuable component (presupposes the presence of a personality's value orientations towards mastering modern knowledge, a passionate desire to complete the educational task, and the formation of the need for systematic educational and cognitive activity).
Another component is the practicalactivity component (presupposes the selection of appropriate types and methods of independent work, the student's possession of "study skills"). The organizational component is the third (presupposes rational planning and design of one's actions and regulation of time for completing educational tasks, etc.). The personal-reflexive component is the fourth (directly related to cognitive independence, volitional and worldview qualities, initiative, responsibility, scientific thinking, and personal inspiration). Table 1 shows the results of the comparative analysis of modern approaches to distinguishing the components of school students' selfeducational competence.

DISCUSSION
So, the activity approach to understanding the essence of the self-educational competence of students in general secondary education institutions, in turn, focuses on the result of its formation and does not fully allow for investigating the components that acquire a certain specificity in the modern educational space. The application of the personal approach to the definition of selfeducational competence, in our opinion, focuses attention on it as a separate quality and does not take into account its complex nature, complicating the learning process. The integrative approach seems to be the most appropriate for application in the perspective of studying the problem of the self-educational competence of students of general secondary education institutions -because it reveals its components (in all their specificity and interrelationship), and allows scholars to systematically investigate the process of formation, develop criteria and indicators of formation.
In our opinion, it is possible to trace overlaps in the approaches to distinguishing the components of selfeducational competence. Thus, scientists have identified components related to knowledge and skills, the motivational and value component, and the reflective component. At the same time, the approaches given in the discussion cannot be directly applied to students of general secondary education institutions, as they need to be clarified according to the period of their development.

CONCLUSIONS
Consequently , it is the competent approach that, in our opinion, allows us to provide both a theory and a solution to the issue of purposeful formation of the selfeducational competence of school students since it aims at the formation of an active personality, provides for the formation of content from the expected result, and provides for the productive construction of the educational process, the predominant component of which there will be practical and independent work of education seekers.
In the conditions of the modern educational environment, in our view, the problem of the formation of school students' self-educational competence will be most fully revealed by the integrative approach to its definition.
Based on these principles, the selfeducational competence of a school student is understood as a personality's integrated quality, which is determined in a certain way by systematized knowledge, self-educational abilities, and skills, by focus on obtaining education throughout life, motives, and aspiration for selfeducational activities, skills of self-control and reflection, self-evaluation of educational activities.
The conducted analysis of psychological and pedagogical research provides grounds for delineating the structure of the self-educational competence of a schoolchild of components that have motivational-value, substantiveprocedural, and control-reflective content. The highlighted components, as evidenced by the results of the performed research, have a certain specific character, and their development should take place purposefully.
The clarification of the essence and selection of the structural components of the self-educational competence of the school student is the basis for further establishing both their content and the features of its formation in the educational process of general secondary education institutions in the modern educational space.