IMPROVING THE EDUCATIONAL PROCESS BASED ON BEST PRACTICES IN THE CREDIT MODULE SYSTEM

This article analyzes the issues of improving the credit-module system based on advanced foreign experience. In particular, based on the experience of the USA, Europe (ECTS), St. Petersburg State University and the Higher School of Economics, the mechanisms for calculating credits, criteria for determining student workload, and specific aspects of the competency-based approach are discussed. The study substantiates that a credit is not an assessment indicator, but a unit expressing the total labor input of a student. Also, the principles of distributing credits at the bachelor's and master's levels, the formation of a curriculum based on modules, and approaches in accordance with the requirements of the Bologna process are considered. The work evaluates the transition to a credit-module system as a factor in improving the quality of education, strengthening students' independent learning, and ensuring international integration.