State Of Competence Research Articles

ACMEOLOGICAL COMPETENCE OF FUTURE SOCIAL EDUCATORS: CURRENT STATE

Acmeological competence is an important issue for future social educators. This competence contributes to developing their skills to implement their professional activities, adjusting to changing circumstances, and being adaptable in professional endeavors in a rapidly changing world. This paper explores the current situation of future social educators’ acmeological competence. The aim of this research is to define the current state of acmeological competence of future social educators and give recommendations to improve the situation. To collect the data a survey related to social educators’ acmeological competence has been employed. The conducted survey revealed that approximately half of the future social educators are unfamiliar with the term. However, despite their unfamiliarity with “acmeology”, they understand the importance of professional development. The authors of the research believe that incorporating acmeological competence components into the social education curricula and developing initiatives aimed at enhancing acmeological competence will increase future social educators’ acmeological awareness and skills.

Competence Regulation in Streptococcus pneumoniae and the Competence-targeted Anti-pneumococcal Strategies.

Natural transformation refers to the process in which bacteria acquire new traits by uptaking naked DNA from the environment and integrating it into their genome through homologous recombination when they are in the specialized physiological state of competence. The natural transformation was first described in Streptococcus pneumoniae. Since Frederick Griffith first described natural transformations in S. pneumoniae in 1928, this phenomenon has been studied extensively. Induction of competence before natural transformation has been reported to involve about 10% of the pneumococcal genome. In addition to natural transformation, multiple physiological processes are involved, including biofilm formation, bacteriocin production, and fratricide. In this review, we summarized current knowledge about natural transformation in S. pneumoniae and described its competence regulation mechanism. This review also introduces the development of novel drugs and vaccines against S. pneumoniae infection by utilizing the existing knowledge of competence and natural transformation.

The politics of integration in retrospect and the supranational mega‐politics of governance and design in prospect: A roadmap

AbstractThe article argues that the ever‐closer Union among peoples of Europe finds itself at a critical juncture: the unstated and implicit assumption of a community made up of liberal democracies is being challenged and pitted against the rival rebirth of the nationalistic narrative of uniqueness and self‐sufficiency. The readiness to live, or paddle together, is on the line as the once sacrosanct ‘ever closer union among the peoples of Europe’ seems to be the focal point of the principled disagreement that calls into question the very belonging to the community and its continued existence. Faced with these challenges, this article charts an interdisciplinary and holistic road map to grapple with the big supranational questions of the day. It argues that the traditional European discourse moves beyond the technical dichotomy of ‘market regulation versus deregulation’ and ‘Union competence versus Member State competence’ and instead zeroes in on the more fundamental questions pertaining to mega‐politics centred on the identity of the common legal order. While the analysis appreciates the critical interaction between the legal dimension of European supranational integration—the search for optimal tools to safeguard the integrity of the supranational order—it stresses the importance of the ethical face—the narrative and justification that would explain in the name of whom the supranational governance and design acts when it defines and then defends its narrative and First Principles of the common legal order today in flux more than ever.

An Overview of the Digital Competencies of Teachers in the Hungarian Secondary Agricultural Vocational Training System

AbstractIn contemporary times, possessing digital competence encompasses not only access to information and communication technologies (ICT) and their utilization, but also the acquisition of suitable knowledge and skills related to them. When it comes to the digital competencies of educators, studies in this field regularly report on the available professional development opportunities, but less attention is given to the educators’ personal attitudes. In our viewpoint, the success of the digital competence development process greatly hinges on realistic and effective teacher self-reflection. Within this framework, digital competence could become an essential component of teacher self-evaluation and emerge as a genuine demand within the predominantly supply-driven professional development market. Based on this observation, we determined to approach 400 instructors teaching at agricultural vocational schools and encourage them to thoughtfully contemplate their own skills and attitudes through our questionnaire. The objective of this exploratory research was to examine the current state of digital competence and future development possibilities among educators, specifically within the context of agricultural education. Moreover, it aimed to identify the actual needs of teachers. The research findings indicate that teachers engaged in Hungarian agricultural vocational education expressed a more positive view of their digital competence than anticipated. Concurrently, infrastructure gaps and developmental directions came to light. Among the novel findings of our research is the fact that real self-reflection is an essential attribute of the teaching career and plays an important role in the development of competences. In this context, a key finding of the research is that respondents strongly expressed their need for subject-specific and didactically-based, thematic and free workshops/courses to learn about the functioning of new ICT tools and platforms and their classroom applications.

Assessment and Enhancement of Chinese College Students’ Cross- Cultural Learning Competence Based on BP Neural Network Algorithm

Cross-cultural learning competence, a critical skill in our globally interconnected world, is advanced through the application of the Backpropagation (BP) neural network algorithm. This innovative approach involves leveraging neural network techniques to model and enhance individuals' abilities to navigate and understand diverse cultural contexts. The BP neural network algorithm facilitates personalized learning experiences by adapting to individuals' cultural backgrounds and preferences. This research explores a comprehensive approach for assessing and enhancing cross-cultural learning competence among Chinese college students, integrating the Word Embedding Multilingual Model with the Back Propagation Neural Network (WEMM-BPNN) algorithm. Recognizing the importance of global competencies in higher education, our study focuses on leveraging advanced neural network techniques to evaluate and elevate students' cross-cultural learning abilities. The WEMM-BPNN model combines the power of word embedding and multilingual considerations, tailoring the learning experience to individual cultural backgrounds. Through a meticulous analysis of cross-cultural data and linguistic patterns, the algorithm refines its recommendations for personalized learning strategies. The research aims not only to assess the current state of cross-cultural learning competence but also to provide targeted interventions to enhance students' intercultural understanding and adaptability. By merging linguistic models with neural network algorithms, this study offers a pioneering approach to cultivating cross-cultural competencies, contributing valuable insights to the ongoing discourse on globalized education.

Evaluating Digital Competence in Graduate-Level Chinese International Education Programs: A Dual Perspective on Teacher Needs and Training Models

This paper employs a mixed research methodology, integrating a questionnaire survey and sample interviews, to assess the current state of digital competence and identify the factors influencing it among international Chinese pre-service teachers. Building upon the authoritative model framework, this study developed a questionnaire on the digital competence of international Chinese pre-service teachers and collected data from 100 master candidates of international Chinese language education from leading domestic universities in China. Upon analysis of the data, it was determined that the digital competence of international Chinese pre-service teachers is currently satisfactory overall, although there is a notable discrepancy in development. In particular, competences related to digital teaching, research, and pedagogical innovation are less developed. The training experience of international Chinese pre-service teachers has a significant correlation with their digital competence. However, the experience of international Chinese teaching does not have a significant effect on their digital competence, nor does it have a significant effect on their digital teaching competence or digital pedagogical innovation competence. This study identifies the reasons for this and proposes to refine the training system for digital competence, develop and optimize shared digital resource repositories, and enhance the capacity for innovation in pedagogical practice.

Gonococci – Pathogens of Growing Importance. Part 2. Virulence Factors, Antimicrobial Resistance and Vaccine Development

Abstract Neisseria gonorrhoeae (gonococcus) is a human pathogen, the aetiological agent of gonorrhoea, which is the second most common bacterial sexually transmitted disease (STD) in the world. The structure of N. gonorrhoeae cell wall is typical of Gram-negative bacteria, poses variable antigens porin B (PorB), and opacity-associated proteins (Opa proteins), lipooligosaccharide (LOS) and type IV pili (TFP) playing an essential role in pathogenesis. In addition to adhesins, gonococcus presents other virulence factors such as reducing modifiable protein (Rmp), iron transporters, membrane pumps, and IgA peptidase. The pathogen produces outer membrane vesicles (OMVs), releases peptidoglycan (PG) fragments and is well adapted to develop infection in diverse niches of the female and male reproductive tracts. The characteristic genotypic trait of N. gonorrhoeae is the state of natural competence, which allows DNA uptake from the environment. The antigenic and phase variability is essential to gonococcal defence against the human immune system. Because of the increasing antimicrobial resistance (AMR) of N. gonorrhoeae and the high incidence rate of gonococcal infections, developing an antigonococcal vaccine has become an urgent need. Vaccine development difficulties are mainly due to the gonococcal ability of immune evasion, the lack of an animal model, and the limited understanding of protective immune response mechanisms.

Challenges of teaching isiZulu reading in the early grades

The present study was conducted at a time when South African educational researchers and practitioners have become increasingly concerned about the state of the reading competence of the country’s primary school learners. Another concern that also drove this study was the teaching practices of foundation phase teachers, specifically regarding the current ‘science of reading’ (SoR). In a cross-sectional study of Grades 1–3 learners and their teachers in a primary school in Soweto, Johannesburg, the aim was to capture not only the reading competence of the learners, but also the teachers’ pedagogy and their reflections about their work. To this end, 263 learners were randomly selected from a population of 2 001, along with 24 teachers. Classroom practice was observed and recorded, and interviews with teachers were conducted over a period of six weeks during the third school term in 2019, while the selected learners completed the Early Grade Reading Assessment (EGRA). The outcome of the qualitative data from the classroom observations and the interviews with teachers captured their struggle with instructional methods. The assessment results show young learners’ worryingly low scores, leaving teachers with the urgent pedagogical challenge of teaching reading that could lead to learners’ improved performance.

Technology integration and teachers’ competency in the development of 21st-century learning in EFL classroom

This study examined the role of technology integration and teachers' professional competence in developing 21st-century learning. Present studies show a significant gap between technology integration and teachers’ competency in developing 21st-century learning. This study highlights the pivotal roles of technology integration and teacher competence in modern education. In an era where technology has transformed teaching and learning, understanding the synergy between these two factors is crucial for educational advancements. The study employs a descriptive quantitative approach. It seeks to understand the current state of technology integration and teacher competence by collecting data from in-service teachers within the English teacher's forum. The data collection methods encompass questionnaires and interviews to gain comprehensive insights into the subject matter. The research design of this study primarily relies on a descriptive approach, which involves the systematic collection and analysis of data to describe and understand the existing situation. The data-gathering process, through questionnaires and interviews, ensures a comprehensive exploration of the research questions. The results show that technology integration and teacher competency significantly influence the development of 21st-century learning.

Educator in the game space: game-technical competence of the educator

Introduction. Pedagogy’s interest in game is conditioned by its abilities to achieve the value orientations of modern education and solving actual problems in educational practice. The purpose of this article is to present the results of the theoretical study of concepts in pedagogical discourse regarding the game in the educational process and experimental data on the state of game-technical competence of an educator. Materials and methods. The methods of questionnaire survey (self-assessment of the respondents of the diagnosed positions) and observation of lessons on the application of game technologies were used to identify the state of the educator’s game-technical competence and the influence of the training program on its development. The homogeneity criterion χ2 was used to determine the reliability of the research results. Results of the study. Educators are unanimous in their opinion about the possibilities of games in increasing students’ motivation, improving emotional background, developing communication skills and involving students in the learning process. The group of educators who do not see an opportunity to improve subject educational results in gamification has been identified. The statistically insignificant influence of short-term and time-distributed training on the interest (χ2 exp = 1.627, α=0.05) and focus (χ2 exp =1.962, which is less than χ2 crit = 5.991, at the significance level α=0.05) of educators on the application of gamification was revealed. However, the expansion of the range of game techniques used in lessons was noted (χ2 exp = 7.467 при χ2 crit = 7.815). Educators’ self-assessment of gamification competence revealed that skill level scores exceeded knowledge level scores. Conclusion. The results of the experimental research have revealed both positive attitudes of educators related to the application of the game in the educational process and unevenness of development of structural components of game-technical competence of educators, which can be eliminated by targeted training.

Requirements for information technology application competence for Vietnam agro-forestry students in the time of the 4th technology revolution

The professional work of today's agricultural and forestry engineers is changing dramatically under the impact of the 4th industrial revolution. In that context, the competence to apply information technology (IT) is one of the core and significant competencies. Therefore, in order for training products to meet the needs of society, one of the problems that training facility for agriculture and forestry industry need to solve is to clearly identify the basic requirements for agro-forestry graduates to meet the basic requirements of IT application competence. Based on theoretical and practical research on the IT application competence of each job position and the trend of employment change in the 4.0 period, the article presents the levels of IT application competence in the agro-forestry industry. On the basis of test results and opinions of experts and employers, the article has proposed the components and required levels of IT application competence for agro-forestry students. The research results, in addition to providing information on the current state of students' IT application competence, are also a good reference source for agro-forestry training institutions to set learning outcomes, develop training programs, and innovate new training methods to promptly provide high-quality human resources for the agro-forestry industry in the context of the 4th industrial revolution.

Constructing tests for skill assessment with competence-based test development.

Competence-based test development is a recent and innovative method for the construction of tests that are as informative as possible about the competence state (the set of skills an individual has available) underlying the observed item responses. It finds application in different contexts, including the development of tests from scratch, and the improvement or shortening of existing tests. Given a fixed collection of competence states existing in a population of individuals and a fixed collection of competencies (each of which being the subset of skills that allow for solving an item), the competency deletion procedure results in tests that differ from each other in the competencies but are all equally informative about individuals' competence states. This work introduces a streamlined version of the competency deletion procedure that considers information necessary for test construction only, illustrates a straightforward way to incorporate test developer preferences about competencies into the test construction process, and evaluates the performance of the resulting tests in uncovering the competence states from the observed item responses.

Developing intercultural competences of Polish religion teachers in the context of refugees from Ukraine: in theory and practice

ABSTRACT The aim of this article is to seek an answer to the following question: Do religion teachers have the opportunity to learn and develop skills in the areas necessary to support refugees from Ukraine? If so, how should this be done? To address the issue, the problem of intercultural relations was first presented in a synthetic manner, based on the perspective of the socio-political conditions that underpinned educational initiatives for the development of intercultural competence by teachers of religion. An attempt was then made to define basic concepts such as multiculturalism, interculturalism, intercultural competence and intercultural competence, as directly related to teachers of religion. The next stage of the research directly referenced practice by defining the necessary forms and specific actions in developing the intercultural competence of teachers of religion. A descriptive method, one of the qualitative methods, was applied to answer the questions posed. This method was used to assess the state of intercultural competence of religion teachers in a Polish school.

Manajemen Kepala Sekolah Dalam Meningkatkan Kompetensi Guru di SMP Negeri 21 Bandar Lampung Tahun Pelajaran 2023/2024

Competency standards are a breakthrough in the world of education in improving the quality of teachers so as to make teachers not only professional but competent in their fields. This is an implementation of the national education system law, the national standard of education (SNP), the Teacher and Lecturer Law (UUGD), which is realized in the RPP on teachers which will soon be passed. Departing from the above thinking, the author takes the title "Principal's Manajmen in Improving Teacher Competence at SMP Negeri 21 Bandar Lampung" which aims to describe teacher competence and efforts to improve it, as well as supporting and inhibiting factors in efforts to improve teacher competence at SMP Negeri 21 Bandar Lampung. In this study, there are theoretical approaches listed in chapter one and chapter two which explain the theory of efforts to improve teacher competence at SMP Negeri 21 Bandar Lampung, then in chapter three the research methods used are qualitative descriptive, and chapter four research results and exposure to research findings data, chapter five discussion or data analysis, and chapter six are conclusions and suggestions. The data that has been obtained explains that the real state of teacher competence at SMP Negeri 21 Bandar Lampung states that every aspect of competence such as pedagogic competence or teacher learning management ability is stated to be still not very masterful and still below standard, but in the aspects of evaluating learning outcomes, understanding students, and implementing educational and dialogical learning, it can be said to be good.

Generative Artificial Intelligence Preparedness and Technological Competence

This research aimed to understand the technological competence and readiness of teachers at Hunan Normal University, Hunan Province, China regarding generative artificial intelligence (GAI). The main objective was to gauge the current state of teacher technological competence and strategize on enhancing their skills amidst rapid technological progress in education. Utilizing an adapted computational thinking scale from Korkmaz et al. (2017), the study evaluated the Generative Artificial Intelligence (GAI) preparedness using a four-point Likert-scale. High scores were indicative of better preparedness. Another instrument adapted from Syn-Jong and Yuhue Chang's 2016 study assessed teachers' technological proficiencies. This research sought to introduce a program boosting the technological competence of university teachers, drawing inspiration from knowledge management theories and analyzing determinants of its effectiveness. The program aims to facilitate systematic training, enabling educators to master generative AI tools, comprehend best teaching practices, and promote collaboration. Key findings included: A significant proportion of female teachers aged 41-50 are from the Colleges of Chemistry, Chemical Engineering, and Commerce. The evident preparedness amongst teachers implies the positive potential of GAI in education.Gender discrepancies exist in GAI preparedness, suggesting gender-biased perceptions.Teachers displayed high technological competence, indicating their ease with technology integration.Female educators might be more technologically aware due to factors like ease of technology integration and intensive training. Younger teachers seem more tech-savvy, and teachers from different departments exhibit varied technological proficiency.A direct relationship was observed between GAI preparedness and technological competence, suggesting those trained in GAI might have superior technological competency.Recommendations based on the study:Promote continuous professional development and encourage more collaborative efforts.Utilize the technological strengths of female teachers, fostering mentorship and balanced knowledge sharing.Strengthen support for teachers in their technological endeavors, promoting workshops and online collaborations.Provide specialized training for the College of Physical Education teachers to enhance their tech skills.Innovate teacher education initiatives to improve GAI preparedness and technological competence.Implement the proposed digital teacher training program centered on GAI, equipping teachers to seamlessly integrate GAI into their classrooms, promoting innovative and flexible teaching methods.

CRITERIA AND INDICATORS OF THE LEVEL OF PROFESSIONAL COMPETENCE OF INFORMATION TECHNOLOGY SPECIALISTS

The training of specialists under the conditions of the modern information society requires them to have a certain level of professional competence. The problem of formation and development of professional competence of future information technology specialists remains relevant. It is proposed to implement the process of developing this quality within the framework of the professional competence formation model, one of the stages of which is the diagnosis of the initial state of professional competence. The article specifies the concepts of "criterion", "indicator", "level"; general requirements for the criteria are defined. Based on the analysis of scientific and pedagogical research, regulatory documents, professional training experience, the criteria for the formation of the professional competence of future IT specialists have been identified, which reflect its structural components: motivational (level of formation of motives, needs, values regarding the performance of professional activities), content (availability of a knowledge system from the field of information technologies), technological (the degree of practical application of knowledge and skills when solving professionally oriented tasks) and subjective (professionally important qualities of a future specialist in information technologies and the ability to reflect on educational and professional activities). Formulated criteria made it possible to determine the relevant indicators. Four levels of formation of professional competence of future IT specialists are distinguished and substantiated: reproductive (initial), conscious (average), productive (sufficient) and creative (high). The further direction of research on this problem is the expansion of the diagnostic apparatus for assessing the level of formation of professional competence of future IT specialists.

Uptake of environmental DNA in Bacillus subtilis occurs all over the cell surface through a dynamic pilus structure.

At the transition to stationary phase, a subpopulation of Bacillus subtilis cells can enter the developmental state of competence, where DNA is taken up through the cell envelope, and is processed to single stranded DNA, which is incorporated into the genome if sufficient homology between sequences exists. We show here that the initial step of transport across the cell wall occurs via a true pilus structure, with an average length of about 500 nm, which assembles at various places on the cell surface. Once assembled, the pilus remains at one position and can be retracted in a time frame of seconds. The major pilin, ComGC, was studied at a single molecule level in live cells. ComGC was found in two distinct populations, one that would correspond to ComGC freely diffusing throughout the cell membrane, and one that is relatively stationary, likely reflecting pilus-incorporated molecules. The ratio of 65% diffusing and 35% stationary ComGC molecules changed towards more stationary molecules upon addition of external DNA, while the number of pili in the population did not strongly increase. These findings suggest that the pilus assembles stochastically, but engages more pilin monomers from the membrane fraction in the presence of transport substrate. Our data support a model in which transport of environmental DNA occurs through the entire cell surface by a dynamic pilus, mediating efficient uptake through the cell wall into the periplasm, where DNA diffuses to a cell pole containing the localized transport machinery mediating passage into the cytosol.

Exploring Cross-Cultural Differences in Fundamental Motor Skills Proficiency Between Polish and Latvian Children

Abstract Introduction. Fundamental motor skills (FMS) are a critical component of success in various sports and lifelong physical activity (PA). This study aimed to evaluate and compare the FMS proficiency levels of 7-9-year-old children from Poland and Latvia, providing insights into the current state of motor competence in these populations. Material and Methods. A cross-sectional study design was utilized, incorporating a sample of 163 boys and girls. The FUS test (Fundamental Motor Skills in Sport), a comprehensive, qualitative, and process-oriented assessment tool was used to assess FMS. The FUS test encompassed a range of movement tasks, including hurdles, jumping rope, forward roll, ball bouncing, ball throwing and catching, and kicking and stopping a ball that allows for a thorough evaluation of FMS proficiency. Results. The study revealed alarmingly low FMS proficiency levels in both countries, with 93.3% of students displaying ‘insufficient FMS proficiency’. The Mann-Whitney U test showed that Latvian boys outperformed their Polish peers in jumping rope and forward roll (p < 0.05), while Polish boys exhibited superior results in kicking and stopping a ball (p < 0.05). In contrast, Polish girls achieved significantly higher scores in hurdles and kicking and stopping a ball (p < 0.05) compared to Latvian girls, who scored higher in jumping rope (p < 0.05). Conclusions. These findings highlight the urgent need for effective, evidence-based interventions to improve motor competence in both countries, emphasizing the importance of incorporating FMS development into physical education curricula and promoting regular PA for children.

Гарантированный результат оценки состояния компетентности судового специалиста

The article highlights the application of the principle of achieving the best guaranteed result in the tasks of assessing the qualifications of the ship crew members in performing their official duties (based on the use of a program for monitoring the actions of ship specialists aimed at solving navigation problems, under the influence of various negative factors - disturbances) are discussed. The case is considered when the disturbance acts on several controlled indicators at once (current constraints, final conditions, quality criterion). During the implementation of the monitoring program, the reaction of the crew members to a specific disturbance is evaluated (at the same time, only a set of possible disturbances is assumed to be known). The developed management program is able to guarantee a reliable assessment of the compliance of the current state of a specialist's competence with all the required parameters for the entire time interval under consideration. To do this, we have to assume that each indicator will have its own worst perturbation (even if the same perturbation should take different values at the same time). At the same time, upon completion of monitoring, the program outputs the results in the form of a report, which indicates the time interval of observations of the actions of a particular crew member, records the facts of errors, and displays information about the degree of influence of the error on the final result (provided there are no corrective actions on the part of both the specialist and other crew members). The report ends with a two-point competent/incompetent rating system. The disadvantage of the program is its inability to indicate the degree of influence of external factors on the results obtained, but at the same time all the information contained in the report allows the expert who checks the competence of this specialist to conclude about the degree of safety of the actions taken by the employee in a particular situation. The results of the work of the guaranteeing program in the task of operating the GMSSB ship complex are given as illustrations.

STRATEGIC COMPETENCE AS A GUARANTEE OF PROFESSIONAL ACTIVITY OF A MODERN IT SPECIALIST

The article examines the current problem of professional training of future IT specialists in the context of forming their strategic competence because it is critical for university graduates in the field of IT to be able to strategically plan actions in different ways for effective implementation in their professional activities. Therefore, the strategy of professional activity is carried out by means of separate tactical actions, which collectively make up strategic activity. Thus, s IT specialists’ shaping strategic competence allows understanding of which actions are the most important for the realization of the goal and the achievement of professional tasks. It has been established that strategic competence of an IT specialist is a personal integrative creation. This represents the unity of professionally significant qualities, knowledge and skills, with the help of which specialists formulate the strategic goal of work, show a value-motivational attitude to strategic changes and flexibility in behaviour depending on the factors of the external environment, make a reasonable choice and implement strategies depending on the situation, while achieving the effectiveness of the professional activity. The importance of shaping strategic competence in three main sections is substantiated including: elemental (a set of components, the interaction between which ensures the implementation of the relevant activity); functional (methodology for adopting strategies); and procedural (technology for developing and implementing a strategy in the existing environment). It has been proved that a high level of IT specialists’ strategic competence ensures the following: determination of the leading goal of professional activity, choosing an effective model of professional behaviour following existing conditions, planning and development of measures for adaptation to conditions of professional activity, implementation of planned professional actions and operations (strategies), etc. The article also presents the main aspects of professional training of future IT specialists. The experience of organizing and implementing university training for future IT specialists shows that a high level of strategic competence makes it possible to choose and prepare the right hardware and software, rational methods for solving professional tasks, allows for the modernization of IT infrastructure, optimization of IT efficiency for innovation. This makes it possible to manage the IT sector, in particular, in the context of IT infrastructure management, IT projects, IT costs, to increase the security and stability of the industry. It is important to define long-term goals, taking into account the phased process of optimizing existing IT systems. A strong emphasis is also placed on the following blocks of scientific knowledge: the use of technologies and algorithms of computational intelligence and intelligent data analysis in the tasks of forecasting, analytics, cluster analysis using software tools to support multidimensional data analysis based on DataMining, TextMining, WebMining technologies, mastering system programming languages and methods of developing online programs, performing parallel and distributed calculations, applying numerical methods and algorithms, etc. The article also provides promising directions for research as a study of the real state of shaping strategic competence of future bachelors in the IT field.