Innovative Approaches to Teaching Archeology in Higher School

The aim of the article is to characterize the key innovative approaches to teaching archeology in higher education institutions on the basis of modern methods of forming competencies in students and the experience of their own scientific and pedagogical activity. Research methods: generalizing, problematic, interactive, empirical, modeling, system-structural methods and the case method. The main results. The history of archaeological researches of Kremenets region is analyzed and theoretical and scientific-methodical substantiation of their practical application is made. In particular, archaeological finds of O. Tsynkalovskyi, Yu. Shumovskyi, excavations on the mountain of Kulychivka and others are analyzed. The appropriateness of conducting classes in the archeology department of the local lore museum is motivated. Some key innovations in archeology teaching and competence formation in higher education applicants are identified: problematic lectures, small group work, workshops, various effective tools for visualization and organization of knowledge, etc. The variants of use of intellect maps for archeological cultures and application of the method of mind-mapping are offered. It is shown how a student-centered approach is implemented in the educational process and what forms and methods of teaching are appropriate to it. Effective methods of organizing and controlling students’ independent work while studying archeology issues are proposed. The emphasis is placed on the importance of soft skills competency formation for the teacher’s future activities. The importance of archeological practice for professional competencies’ formation in students is outlined. The formation process of programmatic learning results is monitored. Brief conclusions. The importance of mastering modern advanced learning technologies as a tool for forming the competencies of specialists is emphasized. The role of the teacher as a facilitator, which stimulates the student’s independent work and shapes his competences, is highlighted. The importance of digital technologies in project creation and students’ creative tasks is shown. Practical importance. The results are recommended for use in the study and teaching of the course “Archeology” in universities, for development of cultural and educational projects for young people in order to promote historical and archeological sights. The originality is that the publication discloses the author’s experience of teaching archeology to students of the specialty “History”. Teaching features for Generation Z are considered. Scientific novelty. The most effective innovative methods and methods of teaching archeology using a student-centered approach are formulated. The article type: theoretical-applied.