A STUDY OF STUDENTS’ PERCEPTION OF THE QUALITY OF PROFESSIONAL TRAINING IN LIBRARY, INFORMATION AND ARCHIVAL STUDIES AT HIGHER TECHNICAL EDUCATIONAL INSTITUTIONS

Abstract

Purpose. The study aims to provide a comprehensive analysis of the effectiveness of the Bachelor’s educational program in major “Library, Information and Archival Studies” through the prism of the learners’ subjective perception. The main task is to identify factors that facilitate or hinder the quality acquisition of knowledge under distance learning conditions, as well as to substantiate the transition from normative control to a human-centered model of education quality assessment, where the student acts as an active subject. Methodology. To achieve the objective, a convergent mixed methods research design was used. The empirical base was formed based on the results of a survey (the toolkit included 52 closed and 4 open-ended questions) and qualitative content analysis of student narratives. The sample consisted of 56 students studying remotely at a technical university (National aerospace university “KhAI”). Descriptive statistics methods were applied to analyze quantitative data, and interpretative methods were used to reveal latent meanings in open-ended responses. Scientific novelty. A polyphonic structure for assessing a distance educational program in specialty 029 is substantiated for the first time; unlike traditional approaches, it singles out social-emotional and reflexive-procedural dimensions as critical quality indicators. The novelty lies in shifting the focus to digital inclusion and viewing the student as an active co-creator (actor) who not only consumes but also constructs the educational environment through feedback mechanisms. Conclusions. The level of general satisfaction with the program was determined (3.57 points on a 5-point scale). Empirical data revealed an imbalance between the high rating of technological content accessibility (LMS) and critical perception of the practical component and the assessment system. A correlation was established between the activity of using digital platforms and the level of motivation. The outcome of the work was the development of a conceptual model integrating five dimensions: pedagogical-content, technological-infrastructural, social-emotional, organizational-managerial, and reflexive-procedural. This model serves as an instrument for strategic monitoring and implementation of flexible learning trajectories, which will contribute to increasing the competitiveness of future specialists.