Formation Of Competence Research Articles

The Role of Acculturation in the Realization of Constructive Conflict

The article highlights the criteria of «conflict competence» within the framework of an integrative model that combines dispositional and situational factors of conflicts. The possibilities of studying different types of conflicts in the context of combining the focus on fundamental research of a general psychological nature (to substantiate the term, criteria and role of conflict competence of an individual) and the practical use of knowledge about conflict competence in order to improve interpersonal interaction (including psychological, pedagogical, socio-psychological aspects and their places in the psychology of pedagogical activity) are substantiated. The novelty of the author’s approach lies in the substantiation of the need to develop a model for the formation and development of conflict competence in the process of socialization of emigrant children. The expediency of studying the combination of traditionally identified mechanisms of social perception with the manifestation of the development (actualgenesis) of thinking and personal regulation in the formation and manifestation of conflict competence of a teacher is substantiated.

Development of an Experimental Methodology Focused on Formation of Competences Promotion in the Applied (Profile) Physical Culture and Sport Among Student Youth

This article examines the current state of professional competence development focused on promoting physical culture and sport (PCS) participation among students in educational institutions. The role of organizing and disseminating information campaigns to the population by specialists in PCS has been emphasized. This highlights the necessity to form among graduates of secondary educational institutions and first-year university students the competences required to effectively popularize PCS activities. The paper presents the findings of a pedagogical experiment involving graduates from specialized sports classes in secondary education and first-year students at Khmelnytskyi National University enrolled in the "Secondary Education. Physical Education" (014.11) program. The effectiveness of the method of competences formation in the promotion of physical culture and sports among students has been confirmed by the results of the pedagogical experiment, in the process of which a reliable increase in the level of formation of competences among student youth is expected as measured against the National Higher Education Standard for the "Secondary Education. Physical Culture" (014.11) specialty within the bachelor's degree program. Furthermore, a methodological and diagnostic toolkit has been developed. This toolkit can be implemented in the training of student educators (bachelor's level) at pedagogical and other higher education institutions, particularly in courses related to psychology and pedagogy. Additionally, it can be employed in training programs for teachers and coaches working in the field of PCS.

Foreign Practices of Application of Innovative Forms and Methods of Learning in the Educational Process

The article examines the most common methods and forms of education that are used in the educational process of higher education institutions in American and European countries for the formation and development of competencies and defines the main requirements for pedagogical technologies; problems in the educational field due to the increase of scientific and technical information and the introduction of innovative technologies are considered. The experience of using innovative forms and methods of learning in the practice of higher education institutions, which occupy the first positions of the international ranking of universities by QS World University Rankings, is analyzed; the current state of functioning of distance education in foreign HEIs was investigated; the types of the American model of the creation of integrated educational and scientific associations, in which educational innovations have the greatest productivity, are singled out, their impact on the quality of education is revealed; the prospects of using positive international experience in the implementation of educational innovations in the field of education of Ukraine are outlined. On the basis of the conducted research, recommendations have been prepared regarding the conditions under which the successful organization and design of the educational process will take place in higher education institutions of Ukraine by means of innovative pedagogical learning technologies.

Innovative Development of General Secondary Education Institutions in the Context of STEM Education Implementation

The article outlines the main tasks, challenges and priority measures to be taken for the effective innovative development of general secondary education institutions in the context of the introduction of STEM education. The authors define STEM education as a relevant pedagogical innovation that promotes comprehensive development, formation of key competencies of students and identification of their innovative potential, as well as provides vocational training for young people in the scientific and technical field, and thereby contributes to the development of the economy and sustainable development of the State. The stages and ways of implementing STEM education, which will lead to successful innovative development of general secondary education institutions, which involves the development of organizational culture, educational policy of the educational institution, and management of the educational process, are substantiated. Recommendations are provided that will contribute to the modernization of the educational process of general secondary education institutions in general and the implementation of the main tasks of STEM education.

A Framework to Identify Non-Achievers in eLearning Business Informatics Lab Courses

Learning Management Systems store valuable data in their repositories. Analyzing such data could contribute to identifying non-achievers in eLearning courses. This study presents an integrated framework (encompassing stages from a risk management process) to predict non-achievers in eLearning Business Informatics Lab Courses through a discriminant function analysis of student engagement data. In detail, data regarding with student interaction with the learning activities were elicited from the Moodle LMS log files. The paper also presents a specific eLearning Business Informatics Lab Course, designed upon Business Informatics competencies, tailored to a Business Informatics Curriculum for undergraduate Accounting Students. A discriminant function analysis was used to develop a competent prediction model. Linear discriminant functions were generated for achievers and non-achievers respectively. Students were classified into non-achievers or achievers according to the maximum score of the discriminant functions. The high classification percentage of our model indicates that our framework could be used to identify non-achievers in any eLearning Business Informatics Lab course sharing the same structure. A linear discriminant analysis (LDA) was also employed to indicate the training potential of our model. The evaluation metrics of our trained model indicate that our model could potentially be used to develop an alert system.

Technologies and Innovations in the Educational Process: Experience of the University of the Future

The concept of university refers to a forward-thinking, innovative educational institution that implements the latest advancements in technology and pedagogy. The purpose of the research is to explain technologies and innovations used at the future-oriented university and to outline their impact. The research objectives are the following: to describe the concept of university of future; to explain what technologies and innovations are integrated into the educational process; and to describe the peculiarities of their using. Studying involved mixed methodology, particularly surveys and questionnaires; in-depth interviews; observational studies; content analysis; and ethnographic and pedagogical method. Descriptive statistics, multivariate analysis, thematic analysis and narrative analysis were used for data analysis. The study was carried out among faculty members and university administrators in February-April, 2024. The findings showed that the participants of the educational process understand the university of future as an institution focusing on the formation of professional competences among students through the use of innovative techniques. Also, it is referred as an innovation center, research and development institution, digital university or student-centered university. The university of future is characterized by technology-enhanced learning, research and innovation, practical learning, interdisciplinary approach, personalized learning, student-centered pedagogy, and life-long learning opportunities. The university of future applies a number of technological advancements that enhance the efficiency of the educational process. They include artificial intelligence, virtual reality, Learning Management Systems, and cloud computing. The pedagogical innovations are related to blended learning, flipped classroom, personalized learning, project-based learning, game-based activities, and collaborative learning. The implementation of technological advancements and pedagogical innovations requires using organizational and pedagogical measures.

Indicators of the Formation of the Key Managerial Competence of University Students

The article presents the substantiation of the essence of the concept of “key managerial competence of students”, highlights the components, indicators and levels of formation of this competence. The purpose of the article is to identify and substantiate the components, indicators and levels of development of the key managerial competence of university students. Methodology and results of the study. The research is based on systematic, competence-based and axiological methodological approaches. The systematic approach allows us to explore the process of formation of key managerial competence as a system; the axiological approach reveals the values that underlie the development of this competence and management decision-making; the competence approach allows us to evaluate the components of key managerial competence of students based on the definition of indicators and levels of its development. The methods of analysis, synthesis, comparison and generalization used made it possible to analyze educational and professional standards, the main tasks of students enrolled in programs of psychological and pedagogical orientation and to develop the structure of key managerial competence of students, level indicators of the formation of this competence. The characteristic of the level indicators of the development of the components of the key managerial competence of university students proposed by the authors will be used for further scientific and pedagogical research.

Формування графічної компетентності майбутніх фахівців аграрного профілю у кризових умовах

The article analyzes the theoretical and methodological foundations of the formation of graphic competence of future specialists of the agrarian profile in crisis conditions. The purpose of the article is to study the specifics of graphic activity and the organization of graphic training of students of agrarian universities in crisis conditions. The influence of the war on the organization of the educational process in agrarian institutions of higher education has been clarified. Attention is focused on the specifics of graphic activity and the need to take it into account in remote forms of education, which consists in operating with imaginary spatial images, translating visual information into an imaginary form and reproducing imaginary images into a graphic form. The transition to remote forms of education in crisis conditions complicates communication between the student and the teacher, the educational material is presented more intensively than it is provided by the educational programs, students have to spend more time on independent processing of educational information. For the effective formation of the graphic competence of future specialists, we distinguish two groups of pedagogical conditions: general educational (characteristic of studying any discipline at the university) and specific (inherent in the graphic training of students). The peculiarity of the isolated conditions is that they take into account the shift in emphasis to independent activity caused by the crisis situation in the country. A set of techniques proposed by us in graphic training (special geometric tasks for the use of graphic means of displaying information for integrated disciplines; choosing the type of projection and display of a technical object or process; modeling; a combination of different perspectives; graphic exercises with the construction of models; the use of technologies to expand the ability to graphically reproduce any information, etc.

Using the case method for teaching information security students in open source intelligence

In today’s world, information is one of the most valuable resources, and the ability to process it becomes especially important in the process of training specialists of various profiles, including specialists in the field of information security. OSINT (Open Source Intelligence) is a technology for collecting and analyzing information about a person, organization, event or phenomenon from open sources. This powerful tool for the effective processing of open data is of particular interest for the formation of vocational competencies of students studying in the direction of training 10.03.01 “Information Security”.The authors of the article explore and test the principles of the case method as an effective method of teaching OSINT technologies. The case method, or the method of situational analysis, involves solving real-life problem situations and practical examples for deep understanding and mastering of the material. The article presents in detail specific cases on OSINT that can be used to teach students of “Information Security”. These tasks contribute to the development of critical thinking, the formation of analytical skills, and the ability to apply the acquired knowledge in practice.The article emphasizes the importance of feedback as a critical element of learning, which allows to customize and adapt the learning process according to students’ needs and level of mastery of OSINT technologies. In addition, the authors emphasize the importance of the multidisciplinary approach in OSINT training, including not only the study of technical aspects but also legal and ethical norms. The analysis of case method principles and case studies presented in the article will be useful for instructors developing OSINT training courses, as well as for specialists interested in modern methods and approaches to training in the field of information security.

The Role of Family for Formation of Key Competences in Children

The purpose of the research is to acquaint preschool teachers and parents with current problems of education and specifics of early-age communication for the formation of a behavioural culture. Ideas are introduced for adequate parental support in affirming children’s personality in society.

Навчальний посібник як елемент освітнього простору бакалавра математики в умовах змішаного навчання в Україні

The article considers the peculiarities of creating and functioning of a textbook (digital textbook) in higher mathematics for bachelors of mathematics in a blended learning environment in Ukraine, and reviews the literature on the topic. The purpose of the article is to analyze the problems and prospects of creating new type of textbooks and digital manuals in mathematical disciplines for higher education institutions in a blended learning environment in Ukraine. The features of a modern digital textbook in mathematical disciplines in the preparation of a bachelor of mathematics are discussed: 1) theoretical aspects of creating textbooks in the educational space of the bachelor of mathematics in the conditions of mixed learning in Ukraine; 2) structure and content of the digital textbook in accordance with the current regulatory framework and practical experience of teachers; 3) techniques of visualization of educational material in mathematical disciplines and demonstration of some of them in the author’s textbooks; 4) the use of CMC and digital technologies in textbooks based on a sound mathematical idea; the main criterion for the effectiveness of the use of mathematical programs in teaching higher mathematics is the availability of a methodological system for their use; 5) the results of the questionnaire, which indicate a positive attitude of students to the use of CMC in the study of mathematical disciplines; according to students, the role of programs for mathematical purposes in teaching should be auxiliary. It is shown that a high-quality digital textbook ensures the formation of not only the mathematical culture of a future specialist, but also the formation of such basic competencies as the ability and willingness to self-learn, apply knowledge, skills and abilities to work with computer mathematics systems, self-education and future professional activity. The use of a digital textbook integrated into the learning technology designed and implemented by the teacher allows him or her to choose their own creative strategy and methodology for teaching students.

Development of module for the formation of research competencies of future teachers and assessment of their formation within the framework of graduation qualification work

Development of module for the formation of research competencies of future teachers and assessment of their formation within the framework of graduation qualification work

Formation of non-linguistic competencies in teaching latin

Formation of non-linguistic competencies in teaching latin

ПЕДАГОГІЧНІ УМОВИ ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ МЕХАНІКІВ АВТОМОБІЛЬНОГО ТРАНСПОРТУ

The personal orientation of the pedagogical process, the identification and development of the natural abilities of each person, as well as the creation of a personality-oriented pedagogical system are important tasks of modern education. This requires changes in traditional approaches to learning to build competence. The main reason for updating the state educational standard is the transition from a minimum of content to a minimum of results, which is determined by a set of competences. The article presents the pedagogical conditions that ensure the formation of professional competence of future motor transport mechanics in vocational education institutions. Given that the pedagogical conditions have been identified, which, in our opinion, should ensure the readiness of future motor transport mechanics to effectively apply the latest technologies in production activities and further implement the processes of self-development and improvement of the acquired skills. In the framework of an experimental study on the formation of professional competence of future motor transport mechanics in vocational education institutions, it is necessary to determine the pedagogical conditions that will ensure the effectiveness of this process. Key words: pedagogical conditions, professional competence, road transport, educational process, case method

МОНІТОРИНГ СТАНУ СФОРМОВАНОСТІ СОЦІОКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВЧИТЕЛІВ АНГЛІЙСЬКОЇ МОВИ (КОНСТАТУВАЛЬНИЙ ЕТАП ПЕДАГОГІЧНОГО ЕКСПЕРИМЕНТУ)

The article describes the monitoring of the state of formation of sociocultural competence of future foreign language teachers of higher education institutions of Ukraine. The socio-cultural competence of foreign language teachers was divided according to 12 indicators which we will combine into 3 groups: 1) motivational and value criterion: the level of motivation to carry out socio-cultural activities; the level of intrapersonal need for the formation of sociocultural competence; the level of attitude towards the cultural realities of native and foreign-speaking countries; 2) informational and cognitive criterion: the level of knowledge of future foreign language teachers about the national and cultural features of the foreign-speaking country; level of awareness of sociocultural competence; the level of familiarity with the norms of behavior in a foreign language environment; level of sociability; level of communicative control; 3) activity-behavioral criterion: the level of interpersonal interaction with representatives of different cultures; the level of reflection abilities; the level of reflexivity of the individual; the level of development of social skills. The results of the ascertaining stage of diagnosis of the formation of sociocultural competence of future foreign language teachers at the beginning of the experiment are demonstrated. The degrees of the level of indicators of socio-cultural competence formation are determined: high, sufficient, basic and initial. Key words: sociocultural competence, pedagogical experiment, future teachers, foreign languages, diagnostic methods, higher education institutions, monitoring

НЕФОРМАЛЬНА ЕКОЛОГІЧНА ОСВІТА ЯК ПРІОРИТЕТ ДІЯЛЬНОСТІ ВСЕСВІТНЬОЇ ОРГАНІЗАЦІЇ СКАУТСЬКОГО РУХУ

The article characterizes the normative, organizational and content basis of non-formal education of youth as a priority of the World Organization of the Scout Movement (WOSM). The target priorities, evolution and organizational principles of the international scout movement and the National Scout Organization of Ukraine as its component have been clarified. It is stated that during more than a hundred years of development history, the international scouting movement has gone from a small camp for teenage boys to a worldwide multi-million educational organization, the purpose of which is to promote the development of young people in achieving their physical, intellectual, emotional, social and spiritual potential as individuals, responsible citizens and members of local, national and international communities. The definition of non-formal education in the documents of the first World Forum on Non-Formal Education, initiated by the 'Big Six' , is summarized as deeply diversified in terms of context, duration, provider, methods of provision and the result process carried out with the aim of acquiring life skills, values and principles, and as well as the development of attitudes based on an integrated system of values within planned, structured programs and processes of personal and social education of young people. The evolution of WOSM’s environmental activities within the implementation of the World Scout Environmental Program, the Scouts for SDG program and the Earth Tribe initiative was followed. The goals, criteria, actions and planned results of environmental activities in the European Scout Region have been identified. It is shown that this activity is an expediently organized system that includes an educational component aimed at the formation of environmental sustainability competences, an organizational component that involves establishing strategic partnerships with educational and resesrch institutions for the formation of environmental sustainability competences, and a practical component aimed at applying acquired competences in the transformation of Europe into an ecologically sustainable region. Key words: non-formal environmental education, World Organization of the Scout Movement, Scout Method, Ukraine, History.

ОСОБЛИВОСТІ ВИКОРИСТАННЯ ФОРМ, МЕТОДІВ ТА ТЕХНОЛОГІЙ STEM-ОСВІТИ У ПРОЦЕСІ ВИВЧЕННЯ ІНФОРМАТИКИ У ЗАКЛАДАХ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ

Modern civilizational processes in Ukraine contribute to the growth of the level of influence of information and technological factors in social relations. In particular, the reform of the New Ukrainian School and state documents regarding the introduction of STEM-education have brought changes to the educational process in Ukraine. Today, many works are devoted to the theoretical issues of STEM-education, which are revealed in the works of I. Vasylashko, S. Halata, O. Korshunova; the need to use STEM-approaches in education are noted by: V. Andriievska, Yu. Botuzova, D. Vasylieva; information competence is highlighted by O. Baranovska, O. Barna, S. Halyk, and others. The purpose of the article is to characterize the peculiarities of the use of forms, methods and technologies of STEM-education in the process of studying informatics in secondary education institutions. There are used theoretical methods, analysis, concrete research methods: synthesis, generalization, comparison in the article. To conduct a full-fledged lesson, it is necessary to start with the preparation of the topic, the purpose of the lesson and, as a result, the choice of forms of education, which are classified according to the following criteria: the number of students (individual, group, pair, frontal and collective), their use depends on the type of lesson, the level of knowledge of students; criterion of the place of study: school (computer class) or extracurricular (homework); by lesson duration: regular lesson and pair lesson. We highlighted modern forms of educational organization that are the basis of STEM-education: lesson-class, hackathon, quest, project, lesson-excursion, lesson-research and others. In order to increase the assimilation of information, it is worth using teaching methods, which should be divided into groups: 1) according to the source of the material (verbal, visual, practical); 2) by the nature of educational and cognitive activity (explanatory and illustrative, reproductive, problem presentation, research and heuristic, concrete and inductive methods); 3) according to methods of organizing students’ activities (problematic methods, methods of control and self-control of knowledge, methods of stimulation and motivation, methods of self-education). Active (imitation, non-imitation), interactive, innovative, practical teaching methods are also highlighted. The final stage is the characterization of learning technologies. in general, traditional and modern ones are distinguished. The analysis of the literature made it possible to identify the following subcategories of STEM-technologies: game, simulation, information and communication, project, cognitive, convergent, robotics. For example, the introduction of game technologies will allow students to learn the material, consolidate theory and practice in a game form, correct their own knowledge: passing quests on Vseosvita, Quizlet, Kahoot, testing on ClassMarker, Quizalize, WordWall. Simulation includes modeling of real situations, creation of virtual, simulating environments. Information and communication technologies include various systems and learning tools (mobile devices, software, communication networks, the Internet, and computers). Let’s consider project technologies, which have a number of advantages and challenges (availability of resources, motivation of students, correct assessment and organization of work, allocation of a longer period of time for preparation and conducting lessons). Cognitive technologies should be directed to the development of memory, the ability to learn, and work with new inventions. Convergent technologies are used to create interactive, multi-platform and effective learning environments. Robotics connects LEGO ESSENTIAL, LEGO Mindstorms, Arduino robotics, their programming and project activities. The implementation of STEM-education in computer science classes helps to create students’ interest and develop their creative and problem-solving thinking. We considered the classification of forms of education, groups of methods and STEM-technologies that should be used in the process of studying informatics. The conducted research does not exhaust all aspects of the considered problem and requires further research into the forms, methods, and technologies of STEM-education in the process of studying informatics in secondary education institutions. Key words: STEM-education, STEM-studying, STEM-technologies, project, innovations, methods, robotics

ПРОБЛЕМИ ФОРМУВАННЯ КАР’ЄРНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ БАКАЛАВРІВ З ЕКОНОМІКИ ПІДПРИЄМСТВА В НАУКОВІЙ ЛІТЕРАТУРІ ТА ПЕДАГОГІЧНІЙ ПРАКТИЦІ

The article deals with the state of research of the problem of formation and development of career competence in scientific literature and pedagogical practice. The essence of the article is specified on the process of professional training of future bachelors in business economics. The author compares the positions of domestic and foreign researchers. Attention is focused on personality development of future specialists, their attitude to their own professional career. The desire to make a career is one of the significant desires of future bachelors from the economy of the enterprise, in which during the professional training in the HEI formed the desire to realize their personal potential and an idea of professional success. Therefore, it is important for each of them to be aware of the priorities of their own career orientations to know where he is waiting for success, what to strive for professional development. The variety of orientations of the future bachelor in social and professional interaction allows him to enjoy his work, easier to overcome problematic situations, more actively personally self -realized. To help him with this is an important task of pedagogical staff. To this end, researchers of the Laboratory of Vocational Career of Vocational Education of the National Academy of Pedagogical Sciences of Ukraine are working on the creation of modern methods and technologies for the formation of career orientations and development of career and business competence of future specialists. The studies produce encouraging results. Key words: career, career orientations, education seekers, social consciousness, bachelor, self-development

СТРУКТУРНО-ФУНКЦІОНАЛЬНА МОДЕЛЬ СОЦІАЛЬНО-ЕМОЦІЙНИХ НАВИЧОК МОЛОДШИХ ШКОЛЯРІВ

The article presents an overview of the features of the formation of social-emotional skills of younger schoolchildren and specifies the essence of the concept of "social-emotional skills of younger schoolchildren". It is emphasized that the formation of social-emotional skills is one of the key factors of a child's full-fledged development, his adaptation to the social environment, and preservation of mental health. Children of primary school age are developing such skills as emotion regulation and effective communication with others. The author of the article emphasizes the importance of implementing social-emotional education programs in educational institutions as an effective way of forming social-emotional skills of children of primary school age. This approach improves their psychosocial adaptation and contributes to the strengthening of mental health, the formation of readiness for school and social interaction. Key words: socio-emotional skills of younger schoolchildren; stages of formation of social-emotional competence of younger schoolchildren, social skills, emotional skills, structural-functional model.

ФОРМУВАННЯ ПСИХОЛОГІЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ

At the current stage of education reform in Ukraine, there is a need to train not only qualified, but also psychologically literate teachers with a personal orientation in teaching and educating students. That is why research related to the identification of ways, factors and means of personal and professional growth of the future teacher in the process of his professional training become important. The need to integrate psychological knowledge into the practice of primary school teachers becomes especially relevant in the context of growing educational requirements and social challenges. The purpose of the article is to justify the importance of forming the psychological competence of the future primary school teacher in order to create an effective and adaptive educational system that is able to respond to modern challenges. The psychological training of a primary school teacher in terms of his professional activity is also actualized by the fact that the educational process is a subject-subject socio-pedagogical interaction that includes a mechanism for managing the mental development of a person. Therefore, the fundamentality of the teacher's psychological-pedagogical and methodical training, the level of methodological armament, mastery of the psychological foundations of pedagogical thinking, and the ability to implement a multi-subject dialogic approach in the educational process are of particular importance. The future primary school teacher must possess the methodology of psychological and pedagogical interaction, which ensures not just the transfer of some information from the teacher to the students, but the compatible personal development of people who cooperate. This requires the teacher to rely on knowledge of methods, principles, postulates and strategies of dialogue, on the experience of folk wisdom. The analysis of modern psychological and pedagogical scientific and methodological sources makes it possible to assert that psychological competence is not only an important aspect of the professional activity of the future primary school teacher, but also a critical element that determines his professional development and teaching effectiveness. Developed psychological competence allows teachers to better understand the needs of their students, manage the classroom more effectively, and create an educational environment that promotes active learning and development of each child. It is a deep understanding of the psychological processes of students that can significantly improve the quality of education. Key words: professional training of the future primary school teacher, organization of the educational process, psychological competence, the formation of psychological competence, the fundamental nature of the teacher's psychological-pedagogical and methodical training, the level of methodological armament; mastery of the psychological foundations of pedagogical thinking, the methodology of psychological-pedagogical interaction; completion of various types of practices, writing coursework and qualification papers in psychology.