Continuity as a basis for continuous social and humanitarian education at university

The article analyzes the problems and features of the system of continuous social and humanitarian education at the university, which implies the unity of all the formation stages of universal competencies among university students. Foreign policy change causes the need to transform the multi-level training of university students developed under the Bologna Agreement. It is necessary to strengthen the educational and cultural components of education, aimed to form traditional spiritual and moral values and civil and patriotic consciousness of students. The integration of competency-based and cultural approaches to social and humanitarian education allows the author to consider social and humanitarian education not only as a pedagogical, but also as a socio-cultural process aimed to ensure the continuity of socialization and the development of the student's personality as a person of culture and morality. The author defines continuity as a methodological principle of designing and organizing a modern integrative educational environment which is an integral system of multi-level training of students. This system includes a complex of interrelated components (methodological, methodical, content, organizational, diagnostic) that ensure the effectiveness of a continuous educational process. The novelty of the study lies in the development of a model of continuous social and humanitarian education of students of a higher educational institution of physical culture based on the principles of continuity, complementarity, interdisciplinarity and integrativity as well as in the substantiation of the pedagogical conditions for its effective implementation. The defined conditions contribute to the comprehensive intellectual, socio-cultural, spiritual and moral development of the individual in the process of gradual formation of universal competencies.