FORMATION OF PHD STUDENTS’ RESEARCH COMPETENCE IN THE PROCESS OF DISSERTATION PREPARATION

Abstract

The article examines the formation of PhD students’ research competence in the process of dissertation preparation in the context of digitalisation of higher education and requirements for academic integrity. Limited ability of young researchers to independently plan, conduct and present studies in line with current standards, as well as uncritical use of digital and AI tools, reduces the quality and credibility of dissertations. The purpose of the article is to clarify the essence of PhD students’ research competence, to propose a model of its formation and to define pedagogical conditions that ensure the effectiveness of this process in Ukrainian universities. The methodological basis combines competence-based, activity, acmeological and learner-centred approaches; the research uses theoretical analysis, comparison, generalisation and modelling of key sources on doctoral training. Research competence is interpreted as an integral capacity of a PhD student to carry out a full cycle of scientific inquiry – from problem setting and selection of methodology to interpretation and dissemination of results – in compliance with principles of scientific rigour, ethics and academic integrity. The proposed model includes four interrelated blocks: target (goals, expected outcomes, research motivation), content (research-oriented disciplines, project and publication activity, research and teaching practice), procedural (individual research trajectories, participation in scientific schools and networks, use of digital and AI tools as supportive resources) and assessment-and-outcome (criteria and tools for diagnosing levels of research competence). Systematic implementation of this model, combined with a research-oriented educational environment and mentoring support, enhances the quality of dissertations and strengthens PhD graduates’ readiness for independent research activity.