The article examines the issues of technologization of the learning process as a means of fundamentalization of higher education, as a leading principle of learning in the higher education system. The study is based on the disclosure of the essence and content of such definitions as “pedagogical technology”, “technologicalization”, “fundamentalization of education in higher education institutions” and the analysis of their interrelationships in the context of professional and pedagogical training. In the content aspect, the fundamentalization of education means the targeting of education on system-forming, methodologically significant knowledge that reflects modern features of science and forms the basis of human culture, contributes to the formation of a high level of intellectual and emotional and moral culture of the future specialist. It has been proven that fundamentalization as a process puts forward a number of requirements for the organization of the education process: the inclusion of scientific research in the individual educational trajectories of students, the practical participation of representatives of real sectors of the economy and academic institutions in the implementation of educational and professional programs; the use of modern hybrid forms of organization of the scientific and educational process. Contextual learning is defined as the most productive didactic form of fundamentalization of professional and pedagogical education. Technologization of the educational process is considered as one of the indicators of the quality of the organization of the educational process, which ensures its economic efficiency and humanistic focus; as a modern basis for the modernization of professional training in a higher education institution, which involves directing the educational process to its optimization and rationalization. In this context, it acts both as a norm for the design of the educational process and as a set of methodological, didactic, psychological, intellectual, informational and practical actions, operations, methods, steps of the participants of educational relations, which must guarantee the achievement of the set educational goals, specially designed for a given purpose and freedom of their conscious choice.

У статті досліджуються питання технологізації процесу навчання як засобу фундаменталізації вищої освіти у контексті модернізації професійної підготовки майбутнього вчителя у закладі вищої освіти. Дослідження базується на розкритті сутності й змісту таких дефініцій, як “педагогічна технологія”, “технологізація”, “фундаменталізація освіти у ЗВО” та аналізу їх взаємозв’язків у контексті професійно-педагогічної підготовки. Обґрунтовано, що фундаменталізація освіти як провідний дидактичний принцип, шляхом поглиблення загальнонаукової та професійної підготовки, реалізації контекстної моделі навчання, зорієнтована на всебічний розвиток майбутніх фахівців як особистостей та як професіоналів.