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Abstract

The study examines the development of a reflexive ICT-based system aimed at improving the professional education of bachelor students in the natural sciences, with a focus on strengthening methodological training and digital competence. Modern higher education faces growing demands for innovation, technological readiness, and quality improvement in health sciences, which requires students to work confidently with digital tools, analyze their own learning processes, and make independent pedagogical and professional decisions. The proposed reflexive system is based on principles of self-regulation, reflective analysis, and active student engagement within an integrated information and educational environment. It includes electronic learning resources, blended learning, AR and VR tools, project work, and systematic development of reflective skills. A three-year experiment with bachelor students showed that the implementation of this system improved methodological competence, knowledge retention, digital literacy, motivation for professional activity, and the ability to organize and regulate learning. The results confirm that a reflexive ICT-supported approach increases the quality of training in fields where digital competencies and laboratory readiness are essential, including chemistry, biomedical sciences, and health sciences. By strengthening reflective thinking and the effective use of digital technologies, the system prepares students for current educational standards and supports the transition to flexible, competence-oriented models of professional education.

Keywords: Reflexive learning, ICT, Digital competence, Professional education, Methodological competence, Health sciences education

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