“OSINT-technologies” as an Educational Component of the Speciality “Information, Library and Archival Management”: Pedagogical Objectives

The aim of the article is to highlight the pedagogical objectives study of the educational component “OSINT-technologies” by the Master’s degree students of speciality “Information, Library and Archives Manahement” in the formation of its competence basis and perspectives of personal and professional self-determination of education seekers. Research methods. The following methods were used: survey was applied to identify the achievement of pedagogical goals in forming professional self-determination, self-actualisation and individual development by the students of the educational component “OSINT-technologies”, as well as comparing the competencies of students of the Bachelor’s and Master’s degrees. Scientific novelty. The specificity of the pedagogical objectives study of the educational component “OSINT-technology” was revealed; being relevant and in demand on the professional activity market, in modern conditions it can become a factor in activating psychological mechanisms of professional self-determination of the Master’s degree applicants. Main conclusions. “OSINT-technologies” (intelligence based on open sources) is a tool of information and analytical support of decision-making in many areas of social practice. Information and analytical competencies grounding among the students in speciality “Information, Library and Archives Management” in OSINT activities as a field of information analytics can become a factor in meeting the labor market demand for professionals in this field. The results of the survey of the 2nd-year Master’s degree students in the “Information, Library and Archives Managament” speciality proved the necessary value of knowledge, skills and competences acquired due to the educational component “OSINT-technologies”, revealed the impact on further professional self-determination of the applicants and their desire to use the needed knowledge in their current professional activity. In the context of dynamic development of the labour market and actualisation of new activity areas, the concept of pedagogical goal-setting in the training of modern specialists involves the implementation of not only normative parameters of education (planned competencies, studying outcomes, abilities and skills), but also outlines vectors of the students’ self-determination and self-actualisation in the formation of their ways for further career future development.