Integrative educational competence is considered in the article as a set of educational competences, the result of the formation of which determines the level of professional readiness and social adaptation of a graduate. It is proved that the unity and integrity of competencies that a graduate must possess is the most objective indicator of his or her training quality.
The paper describes the system-wide nature of the educational integration ideas, which determines the possibility of introducing the laws of synergetics in the fi of pedagogy and education. Nevertheless, the authors believe that educational integration should become a controlled process. If we consider integration from two perspectives – strengthening of systemic links of elements and the inclusion of other elements in the system, the imbalance in integration educational processes is obvious: the real possibility of forming a system of universal competencies, on the one hand, and inhibitory factors, on the other (the increase in the number of academic disciplines and, as a result, the complexity of the competence model of the graduate of the university).
The principles of system-functional development of integration educational processes aimed at the formation of integrative competence as an integral set of competencies are proved in the article. The principles are based on the regulated development of the system and provide its multivariate self-improvement.
integrative educational competence, system-functional development, integration educational processes, principles of systemfunctional development of integration educational processes, quality of education
