Relationship Between Motivation and Self-Education Competence in Higher Technical Education Students (Specialties 131, 133, 174)

This article presents the results of a pedagogical study on the relationship between motivation and self-education competence among students of higher technical education (specialties 131, 133, 174). The relevance of the research topic is emphasized, particularly in the context of the challenging educational realities faced by higher technical education institutions (HTEI), where student motivation and well-developed self-directed learning skills become decisive factors for successful academic and cognitive performance. The study identified a correlation between students’ motivation levels and their self-education competence: students with higher motivation scores also demonstrated higher levels of self-education competence. It was found that students enrolled in the second (master’s) level of higher education exhibit greater motivation and self-education competence, indicating more clearly defined plans and goals for professional self-realization. The study highlights the importance of a motivating educational environment within higher technical institutions, as well as the role of internal motivation and developed self-education competence in ensuring students’ academic success.