System-synergetic approach to the organization of advanced training for higher school teachers

The research problem and the rationale for its relevance. The research addresses the challenge of aligning university teachers' advanced training programs with the fundamental principles of integrity, self-development, and creative personality formation. The study examines the application of systemic and synergetic approaches, focusing on their integrated implementation in professional development contexts. Current advanced training programs often fail to meet faculty expectations, particularly in addressing individual professional growth needs and fostering pedagogical competencies alongside subject expertise. The goal of research is to design a model for organizing advanced training for higher education teachers based on a systemic-synergistic approach. Methodology. The study used methods of theoretical analysis and generalization, questionnaires, pedagogical modeling, and empirical data processing. The survey of university teachers with different subject profiles was conducted to identify the characteristics of existing professional development programs, existing problems, and suggestions for improvement. Results. The paper presents an interpretation of the systemic-synergetic approach as applied to advanced training and analyzes current trends in organizing professional development for faculty within the system of continuing professional education. A schematic representation of an individual educational pathway for higher education instructors is provided. A survey of university faculty revealed a significant level of dissatisfaction with the quality of advanced training programs, attributed to formalism, the predominance of an intra-organizational model, the lack or insufficiency of additional psychological and pedagogical training (for technical university instructors), the absence of feedback, and other factors. Based on the analysis of theoretical research and empirical data, a model for organizing advanced training for higher education instructors has been developed, incorporating the principles of the systemic- synergetic approach. It is emphasized that this approach, through the lens of continuity, integration, variability, and modularity of educational subsystems and their elements, creates the necessary conditions for selecting the most effective individual educational pathway within the system of faculty professional development.