Formation of diagnostic thinking among bachelors and masters in a digital environment

Relevance. The article analyzes the mandatory requirements of the Federal State Educational Standard for the implementation of bachelor's and master's degree programs for a teacher-psychologist, and the universal and general professional competencies formed by him. It is noted that these educational programs determine the level of development of systemic and critical thinking and, at the same time, may not have a significant impact on the formation of diagnostic thinking and, in particular, on its most complex form, implemented by a teacher-psychologist in solving causal diagnostic tasks.

Purpose. Identification of the features of the formation of diagnostic thinking among masters and bachelors in the digital environment. 58 №1 (46) 2026

Materials and methods. Theoretical analysis of scientific literature, ACS (automated computer system) PsyCase, a problematic method of forming diagnostic thinking by solving a series of diagnostic tasks in dialogue with ACS in a digital environment, Mann-Whitney statistical criterion for processing empirical research data.

Results. When forming diagnostic thinking by the problem method, it was found that bachelors and masters use such cognitive strategies as orientation to the conditions of the task, formal search, a collapsed scheme, and unacceptable strategies. The latter make the information received in automated protocols unreliable and useless. When forming diagnostic thinking in these two groups of students, there were no statistically significant differences, despite the fact that the bachelor's degree program has a psychodiagnostics course, while the masters do not. It has also been established that there are no statistically significant differences between masters with and without basic education.

Conclusions. In this regard, it is concluded that. Most likely, diagnostic thinking has a special content that is currently not adequately represented in the education system.

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