Abstract
At the current stage of development of the national higher education system, innovative technologies are used as a means of high-quality training for competitive specialists, supported by regulatory documents. The purpose of the scientific article was to reveal the essence of innovations in education, demonstrate the role of innovations in the process of training higher education students, and outline the dominant factors of introducing innovative technologies into the educational process. To ensure the reliability of the research results, a set of scientific methods was used: analysis, synthesis, comparison, generalisation, observation, and the tabular method. The competency-based approach served as the methodological basis of the research. An analysis of scientific sources led to the conclusion that innovative technologies involve the introduction of new approaches into the content, goals, methods, forms, and organisation of educational activities. The variety of typologies of pedagogical innovations shows that they are not only tools for modernising the learning process but also act as fundamental factors in transforming the paradigm of professional training. The introduction of innovative technologies depends on organisational, managerial, socio-economic, pedagogical, psychological, and digital components. The quality of professional training in the context of innovative technologies is defined as a set of developed professional competencies, students’ abilities for innovative activity, lifelong learning, critical thinking, and self-reflection, facilitated by an interdisciplinary approach to the learning process. Innovative technologies allow for achieving better programme learning outcomes; they intensify the development of abilities, creativity, and initiative; contribute to the formation of soft skills; ensure personalisation of learning and increase motivation; activate creative potential and form research interest; contribute to the openness of the educational system; and provide objective control of students’ knowledge. The effectiveness of these technologies is determined by the digital educational environment, partnership relations, activity-and-competency-based forms of training, and the innovative culture of teachers. The practical value of the work lies in generalising the importance of innovative technologies in improving the quality of student education