Competences For Lifelong Learning Research Articles

DEVELOPMENT OF DIGITAL COMPETENCE OF CITIZENS FOR LIFELONG LEARNING

Background. The conceptual foundations of the development of digital competence for lifelong learning and the analysis of its regulatory and legal regulation have been clarified; identification of educational practices that most effectively satisfy the social and educational needs of citizens for the development of digital competence in the system of informal education. The purpose of the article is to define educational practices for the development of citizens' digital competence. It was found that the development of digital competence of citizens is based on the idea of competence; a trend towards constant updating of normative documents has been established; educational practices have been determined that will meet the needs of citizens regarding the development of digital competence in the system of non-formal education. Methods. The theoretical analysis of scientific works on the problems of developing citizens' digital competence was chosen as the research method. The search for information using scientific metric databases Google Scholar, Scopus, Web of Science, by keywords was applied; government and parliamentary information platforms and portals; theoretical analysis of scientific works on the problems of developing citizens' digital competence; content analysis of regulatory and legal documents, analytical materials, instructional and informational materials and their formalization, comparison of the capabilities of remote platforms; generalization of the received data and development of proposals. Results. Based on the results of the research, it was found that in the European educational space, the idea of competence is accepted as the conceptual basis for the development of citizens' digital competence. It has been established that today it has been developed into an innovative idea of cross-cutting key competences through a combination of formal, informal and informal education. Tendencies for constant updating of the legal regulation of the development of digital competence have been revealed. Conclusions. Educational practices aimed at the greatest satisfaction of the social and educational needs of specialists in the development of digital competence in the system of non-formal education are highlighted, which are divided into traditional and innovative forms, combining a wide range of various educational and online platforms for distance and online learning, under the guidance of a teacher or independent performance of tasks.

DIGITAL COMPETENCIES OF TEACHERS IN FURTHER EDUCATION IN THE ERA OF DIGITALIZATION OF EDUCATION

The article considers the concept of “digital competencies”, “teacher of additional education”, “digitalization of education”. A special emphasis is placed on the processes taking place at different levels of transformation of teachers regarding their mastery of digital tools and the use of digital technologies both offl ine and online. Nevertheless, the communication of teachers with their pupils takes a big part of the process. The defi - nition of “Digital Competence” appeared in offi cial documents in  as a key competence for lifelong learning. Calvani et al. () emphasized the interaction between three aspects of digital competence: technological, ethical, and cognitive. The purpose of this study was to develop a model for the formation of digital competencies of an additional education teacher. For the study we use the online survey. The result of this study was the development of an effective model for the development of digital competencies. The model includes () communication and cooperation in the digital environment; () self-development under uncertainty; () creative thinking; () information and data management; () critical thinking in the digital environment; () data security and protection; () digital content creation. Hybrid learning is a comprehensive combination of distance and online learning. Hybrid and mixed learning models have become important for the learning process, as they allow not only to continue learning in times of crisis or instability, but also to bring education to a new stage of development. All these areas will contribute to the development of digital competencies in teachers of vocational education.

Adaptation of the entrepreneurship competences questionnaire: When entrepreneurship is more than just business

Background Since 2006, entrepreneurship competence has been considered one of the eight key competences for lifelong learning, which are important for personal development, social inclusion, active citizenship, and employment. In 2015, the EntreComp framework was created. The framework structures partial entrepreneurship competences to support their development in European citizens regardless of the field of education, professional or occupational orientation, as a critical part of increasing competitiveness and innovation potential of a country. Purpose: The present paper aimed to develop a questionnaire based on the EntreComp framework, which would serve as a self-assessment tool for one's entrepreneurship competences, which could be used to adopt curricular or extra-curricular and non-formal, education to better serve this goal. Study design/methodology/approach: The validity and reliability of the questionnaire was examined on a sample of university students in different fields of study-technical and natural sciences, humanities, economics, and medicine. The purpose of the sample diversity is the emphasis on the independence of entrepreneurship competence on professional orientation. Findings/conclusions: The result of the study is a 60-item questionnaire consisting of three factors and fifteen subfactors helping to identify educational needs in the field of entrepreneurship, based on the subjective perception of the individual. In comparison with already existing tools, this questionnaire was developed on the strong basis of EntreComp framework and supports the idea of the broader context of entrepreneurship competence than just the business level, while covering cognitive, personal, and behavioural level of the entrepreneurial potential. Limitations/future research: In the future, its application in other age or social groups is suggested.

Формування поняття про природничо-наукову компетентність на основі міжнародного дослідження PISA

The article presents an analysis of conceptual apparatus formation of science competency and a role in this process of PISA international study of education quality. The components and aspects of science competency are considered, presented in educational documents of the European Union and the Organisation for Economic Co-operation and Development. It is revealed that recommendations of the European Council and reference frameworks of the European Commission “Key competences for lifelong learning” distinguish such components of science competency as knowledge, skills and attitudes. It is noted that the Organisation for Economic Co-operation and Development framework documents for PISA international study of education quality formulates an equivalent concept of “science literacy”, consisting of a number of aspects – contexts, competencies, knowledge and attitudes. Changes in determination of science literacy in PISA study for the period 2000–2022 and characteristics of its aspects are analyzed. Significant attention is paid to specifics of PISA terminology, its complexity and versatility. Ukrainian definitions of science competency in national normative educational documents and concepts are investigated. It is determined that they are largely focused on foreign recommendations and framework documents of international research, and also distinguish certain components of competency – basic knowledge, skills and attitudes. The author emphasized the need to further borrowing by national education system of world experience in the field of competency approach implementation, in connection with transition of basic school to study by new educational standards on competent basis.

Areas of Training of Young Specialists Through Professional Development of Academic Staff in the Field of Education

The purpose of the article is to study the direction of training young specialists through the professional development of academic staff in the field of education. The areas that require regular research, updating and professional development from specialists based on the analysis of the areas of work of teachers of higher education institutions were identified. The main key competencies for lifelong learning have been identified. The training courses offered to teachers and academic staff at the Ivan Franko National University of Lviv were presented. Skills are proposed for mastering as the main learning outcome for the academic staff of Ivan Franko National University of Lviv. The training courses and programs offered by SoftServe have been identified by the monitoring of opportunities for practical training of teachers. For higher education institutions, professional development for academic staff is a mandatory element of the education quality assurance system and can take place through participation in master classes, seminars, trainings, webinars, and workshops. It has been established that academic staff, given the workload and challenges they face in terms of professional development and maintaining mental and emotional health, should receive professional help and support. Professional supervision can be helpful, which can help both individually and within the university. We believe that for academic staff to perform their tasks effectively, higher education institutions should provide them with quality material and technical support, and opportunities for continuous learning and development. A well-designed educational program will be the key to success for its developers, higher education institutions, students, and employers. It is necessary to create an environment of periodic discussion with employers of existing educational programs and their main components, which will allow timely making of important adjustments in response to important problems and topical issues. The principles by which the educational program is developed have been identified. The criteria for self-assessment and accreditation of educational programs have been formed.

Teaching Strategies of Public Senior High School Teachers in Improving the Lifelong Learning Competencies of Students in the New Normal

Teaching Strategies of Public Senior High School Teachers in Improving the Lifelong Learning Competencies of Students in the New Normal

Развитие образовательной и научно-исследовательской самостоятельности с позиции обучающихся медицинского университета

Introduction: As a full-fledged Bologna process participant, Kazakhstan is continuously implementing reforms aimed at medical education, impacting country's human capital. The professional capable of a lifelong learning is the main goal of modern education. The central role in reaching this goal is entrusted to the higher education. The relevance of our study lies within the curriculum changes with more hours for students’ independent work, which is the main method of obtaining reliable information and acquiring competence for lifelong learning. The aim of our study was to evaluate the students’ opinion on the self-study system at the Karaganda Medical University, revealing existing difficulties in the students’ acceptance of the Bologna process requirements, identifying methods to increase their involvement in self-education and scientific research. Materials and Methods: an anonymous survey was conducted among the 426 of the 3rd – 7th year and residency students, including 20 questions to identify students’ attitude to the individual work methodology as a factor for the development of skills for lifelong learning. Results and Discussion: the majority of students are voluntarily involved in the independent learning, understand its purpose, and use English-language sources with reliable up-to-date information. Less than half of the students evaluate their skills of information search and presentation as «average» and only about a quarter of them as «high». More than half of the students demonstrate interest in increasing their level of competence with these skills. Conclusions: Our study demonstrated that since the Republic of Kazakhstan accession to the BP the «Karaganda Medical University» successfully integrates new educational requirements into the educational process. Higher education system needs further improvement to better understand the students, remove barriers to progress and preserve students’ motivation to further develop personal potential.

The Relationship of Lifelong Learning Competencies with Learning Approaches and Self-Efficacy

The study aims to investigate the relationship between the lifelong learning competencies of the students studying in the faculty of education and learning approaches as well as self-efficacy. Lifelong Learning Competence Scale, Learning Approaches Scale, and General Self-Efficacy Scale were used to collect the data for the study. In the study, findings showed that self-management competencies and deep learning among the sub-dimensions of lifelong learning competencies of the students studying in the faculty of education are positively and significantly correlated with strategic learning and self-efficacy, it has been also found that learning-to-learn competency sub-dimension and deep learning, strategic learning, as well as superficial learning, are also positively and significantly correlated; however, no significant relationship was found with self-efficacy. Initiative and entrepreneurship competencies and the sub-dimension of information acquisition competencies were found to be positively correlated with deep learning, strategic learning, and self-efficacy; however, no significant relationship was found with superficial learning. The sub-dimension of digital competencies and the sub-dimension of decisionmaking competence have a significant and positive relationship with deep learning, strategic learning, and self-efficacy however, no significant relationship was found with superficial learning.

Educating for Transition in Work Contexts

Today’s scenarios of constant transformation of society call for a necessary reflection on work from an exquisitely pedagogical point of view, in consideration of the multiple transitions that we are witnessing because of phenomena such as progress, forced digitization, the Covid-19 pandemic, conflicts and economic-financial crises. It’s essential to move, for an education to the transition to the Recommendation of 18 December 2006 of the European Parliament on key competences for lifelong learning, from learning to learn. It is one of the eight competences, but essentially the most characterizing so that “learners take the starting point from what they have previously learned and from their life experiences to use and apply knowledge and skills in a whole range of contexts: at home, at work, in education and training”.

Intercultural Competence in Textbooks of Croatian as a Mother Tongue

The development of language competences is the fundamental goal of educational documents at the world (Eight Key Competencies for Lifelong Learning, 2008; 2020), European (CEFRL, 2015) and national level Curriculum for the subject Croatian language for elementary schools and high schools (2019). This implies the development of language communication and linguistic competence. In the process of primary school language learning, it is important to develop linguistic and communicative competence, which includes sociolinguistic, strategic and pragmatic competence, but also intercultural competence. Intercultural competence is most often defined as competence in which knowledge of elements of different cultures that are in contact with the dominant culture is developed or the child gets to know them through different contents in order to understand the world in which he lives. In Croatian language classes, the child most often encounters this competence through various texts that are written from the perspective of another culture or talk about different cultures that live in the Republic of Croatia, as well as outside it. Thus, a child will, for example, learn something about the eating habits of the British if he reads E. Blyton's novels Five Friends and the like. Therefore, the goal of this research is to analyze textbooks and reading books for the teaching of the Croatian language from the third to the sixth grade and to find elements of intercultural competence in the texts through qualitative analysis. It is expected that crosscultural elements will most often be found in the starting texts and that most of the texts will belong to the Anglo-Saxon linguistic and cultural area.

Effects of Problem-Based Learning Strategies on Undergraduate Nursing Students’ Self-Evaluation of Their Core Competencies: A Longitudinal Cohort Study

To respond to patients' increasing demands and strengthen nursing professionals' capabilities, nursing students are expected to develop problem-solving skills before they enter the workforce. Problem-based learning (PBL) is expected to provide effective simulation scenarios and realistic clinical conditions to help students achieve those learning goals. This article aims to explore the effects of PBL strategies on nursing students' self-evaluation of core competencies. This longitudinal cohort survey study evaluated 322 nursing students attending Chung Shan Medical University, Taiwan, in 2013 and 2014, where PBL teaching strategies are used in all four undergraduate years from freshman to senior. Based on their undergraduate academic levels, students were categorized into three groups- one-year PBL exposure, two-year PBL exposure, and three-year exposure. A core competency questionnaire was administered twice to ask participants to self-assess five professional competencies: learning attitude, problem identification, information analysis, execution, and life-long learning. The results showed that students with the longest exposure to PBL (Group 3) had higher self-evaluated scores for all core competencies than the other groups, except for the execution competency. The mean total competency score increased by 0.12 points between the pre-and-test. In addition, the mean score increased significantly more in Group 3 than in Groups 1 and 2. These trends were consistent for the information analysis, execution, and life-long learning competencies. In conclusion, the changes in the self-evaluated scores between groups indicate PBL strategies effectively improve nursing students' core competencies. The longest exposure group reported higher self-evaluated core competency scores than the other groups, especially for the information analysis, execution, and life-long learning competencies.

Key Competences for Lifelong Learning through the “Animal Crossing: New Horizons” Video Game

The growth and impact of video games in education at an international level is a reality. Research shows that gamers can increase their knowledge, skills, and behavioural flexibility. However, there has been no in-depth research into the relationship between current video games and the key competences for lifelong learning set out by the European Commission. This research focuses on learning acquisition through playing the popular game “Animal Crossing: New Horizons”. The Communicative Methodology has been used in this research through, on the one hand, use of the Social Impact in Social Media (SISM) method involving the analysis of 1000 comments posted on the social network Twitter and, on the other hand, through communicative inter, sanviews with five gamers and a family member of a user. The results show that the Animal Crossing video game promotes learning achievements regarding literacy, multilingualism, mathematical skills, digital competence, social skills, citizenship, entrepreneurship, and cultural awareness.

DEVELOPMENT OF DIGITAL COMPETENCE OF FUTURE TEACHERS OF GERMAN AS A FOREIGN LANGUAGE AT THE UNIVERSITY OF LJUBLJANA

In modern society, digital technology is becoming increasingly important and, at the same time, is experiencing a growing interest in the research landscape. Without digital technology, active participation in professional or private life is no longer imaginable. The European Union also takes this fact into account by establishing digital competence as one of the key competencies for lifelong learning (European Commission 2006, 2018). The development of digital competence and the use of digital technologies in the teaching-learning process also poses major challenges for teacher educators and future teachers, as teachers are expected to contribute to better teaching quality through the use of ICT while serving as role models for the next generations. On the one hand, teachers must have their own digital competence, and on the other hand, they should design lessons in such a way that learners also develop the necessary digital competence. Based on the relevant literature, it can be seen that the concept of digital competence has changed with the development of digital technologies. According to the survey, the course proved to be a successful dovetailing of theory and practise, enabling future teachers to acquire sufficient digital competence for beginners in both areas (learning and teaching). The selfassessment shows that they are able to plan and design lessons and integrate digital media into various learning processes. They can create collaborative learning opportunities and are able to promote self-directed learning. Future teachers will be able to communicate successfully using digital media. They are less digitally literate in the area of assessing learning outcomes. Although today's students belong to the generation of digital natives, they do not automatically have highly developed digital competence that they can easily apply in their professional lives, nor should it go unmentioned that digital competence varies widely among future teachers. For this reason, designing the course in the context of teacher training is more than necessary.

Компетентности и междупредметна интеграция при обучението по български език – възможности, перспективи и предизвикателства

The article examines the integrative potential of the text for developing competences and intersubject connections in Bulgarian language learning. Attention is dedicated to the found in the curricula possibilities for integrating concepts and themes from different subject areas. The topic area is interpreted in the context of the idea of shaping key competences for lifelong learning and the competence approach in modern language learning. Methodological ideas are offered for the realization of intersubject connections and the development of key competences.

Sosyal Bilgiler Dersi Öğretim Programı ile Öğretmen Yetiştirme Lisans Programının Hayat Boyu Öğrenme Yeterlilikleri ve Temel Beceriler Açısından Karşılaştırmalı Olarak İncelenmesi

Bu araştırmada, Sosyal Bilgiler Dersi Öğretim Programı (4, 5, 6, 7.sınıf) ile öğretmen yetiştirme lisans programının hayat boyu öğrenme yeterlilikleri ve temel beceriler açısından karşılaştırmalı olarak incelenmesi amaçlanmıştır. Araştırma sürecinde doküman incelemesi yöntemi kullanılmıştır. Araştırma verilerinin analizi aşamasında betimsel analiz ve içerik analizine başvurulmuştur. Elde edilen bulgular öncelikle sınıflandırmaya tabi tutulmuş ve daha sonra tablolar yardımıyla sunulmuştur. Çalışma sürecinde araştırmacı ve 2 farklı değerlendirici tarafından örnek kodlamalar yapılmış ve bu kodlamalar daha sonra karşılaştırılmıştır. Araştırma sonucunda, Sosyal Bilgiler dersi öğretim programında hayat boyu öğrenme yeterliliklerinin tümüne yer verildiği belirlenmiştir. Yabancı diller, iletişim ve dijital yetkinliklere ise yeterli düzeyde yer verildiği belirlenmiştir. Sosyal Bilgiler öğretmen yetiştirme programı sonuçları da benzer niteliklerde bulunmuştur. Temel beceriler sonuçları incelendiğinde de her iki programda temel becerilere yeterli düzeyde yer verildiği belirlenmiştir.

Heuristic Learning as a Method for Improving Students' Teamwork Skills in Physical Education.

Transversal skills are the knowledge, skills, and personal qualities that are currently needed to meet the demands of the working world and everyday life. Schools have the task of equipping students with these skills, working not only on disciplinary goals but also on operational–behavioral goals. In 2018, the European Union adopted new recommendations on eight key competencies for lifelong learning and asked schools to implement new methods to develop these recommendations. To be successful, it is necessary to stimulate students’ development of these competences, which are also called soft skills, from the earliest years of the school experience. Physical education (PE) is called upon to make its contribution. In Italy, the two teaching methods used during PE classes are prescriptive teaching and heuristic learning. It is not clear which of the two methods is the most effective in improving soft skills, especially the skills involved in teamwork. The objective of this article was to compare the effects of these two teaching methods on students’ teamwork skills during PE classes in primary schools. After verifying the normality of the data, a Student’s t-test for dependent samples was performed to assess pre-test and post-test differences in each of two groups, while a Student’s t-test for independent samples was performed to compare the two groups after 3 months. Heuristic learning proved to be the most effective method for improving teamwork skills. The results may make an important contribution to future teacher training on the most effective teaching methods for developing students’ soft skills.

VECTORS OF STATE REGULATION OF COMPETENT APPROACH IN THE EDUCATION SYSTEM OF UKRAINE FROM THE PERSPECTIVE OF JOINING THE EUROPE

The main idea of the competence approach is the formation of education system depending on proposed requirements of society, that is, on the expected result. The content of key competencies includes not only knowledge, but also the willingness to apply knowledge in various situations. Thus, the competence approach allows in the process of education to form a person’s readiness and ability to independently and responsibly solve professional and personal problems related to the ability to acquire and qualitatively use knowledge, applying it in real situations, to develop flexibility, mobility, which contributes to self-development and self-realization personality. Nevertheless, the reality is that in practice, the implementation of the competence approach in the education system acquires, to a greater extent, only a declarative character. In addition, there are large differences in the application of the approach in our country and the countries of the European Union. This indicates the need to find modern vectors of state regulation of the competence approach in education system of Ukraine based on European practices, taking into account our prospects for joining the European Union. The purpose of the article is to study Ukrainian and European ways of implementing the competence approach in the education system. The methodological basis of the research is the methods of logical generalization, systematic analysis and synthesis. The article examines the evolution of the concept of «competence» in education. The key ideas of the competence approach are defined, in particular, the importance of the influence on the development of competences not only of education, but also of family, friends, work, politics, religion, etc. is analyzed. It is the entire set of influencing factors that forms the system of value orientations that become the basis for formation of new competencies. The competence approach is characterized in a systematized form, based on the mission of education. The mechanisms of implementation of the competence approach in education system were studied, in particular, through measures to determine the own achievements of both teachers and students of education. The key positions of the Framework Program of Key Competences for Lifelong Learning by the European Parliament and the Council of the European Union are highlighted. Based on this, the main vectors of the development of the competence approach in the European Union were formed. As a result of the conducted research, it is proposed to start work on a comprehensive state program for the development of key competencies at all levels of education, including both children’s and adult education, which should be based on the requirements of social development, the European integration vector and Ukrainian traditions.

Communicating and Collaborating with Others through Digital Competence: A Self-Perception Study Based on Teacher Trainees’ Gender

Digital competence in teaching can be understood as the set of skills, attitudes and abilities to use technologies critically and creatively, both in the personal and professional environment. Likewise, it is one of the eight key competencies for lifelong learning. In this paper, in line with the Common Digital Competence Framework (DigComp), we analyze the self-perception of teacher trainees’ digital competence to communicate and collaborate with other people. Additionally, we state the existence of statistically significant differences from a gender perspective (women/men). In this sense, we have carried out non-experimental quantitative research that has a descriptive nature. To this end, we used a questionnaire as an instrument for collecting information, with a total sample of 698 pre-service teachers in Andalusia (Spain). The results show that teacher trainees have an intermediate level in terms of their abilities to communicate and collaborate with other people through digital technologies. At the same time, significant differences are highlighted regarding participants’ gender, which implies that gender can still be considered a limitation in the use of ICTs, thereby decreasing participants’ digital competence. Finally, this study sheds light on the need to improve future teachers’ digital competence.

ПРАВОВА СОЦІАЛІЗАЦІЯ ТА ПРАВОВЕ ВИХОВАННЯ ДІТЕЙ І МОЛОДІ ЗАСОБАМИ ЦИФРОВИХ ТЕХНОЛОГІЙ

The article studies the problem of the activity of a social worker, a social teacher in legal socialization and legal education of children and youth by digital technologies. The European Recommendation on Key Competences for Lifelong Learning is considered, the requirements for a specialist who ensures a high level of legal socialization of the individual in society are analyzed. The Concept for the Development of Digital Competences describes digital competence, which means digital and information literacy, the ability to use digital technologies for learning, professional activities and life in society. Programs and methodological recommendations on legal socialization are characterized: Methodological recommendations on social work with juvenile offenders, the Program for the formation of tolerance, the prevention of conflicts and hate crimes «Building the Future Together». The experience of legal education in schools is being studied, they have a system for organizing legal education, conditions for the development of legal consciousness, culture and experience in the legal behavior of students, but there is no experience in using interactive digital technologies, creating an innovative online educational environment for the legal socialization of children and youth. Examples of digital technologies that are used by specialists to organize legal socialization are given: the formation of motivation for an independent search for legal information, the solution of legal problems, the creation of legal online crossword puzzles, the development of skills for quick orientation in social and legal situations, the independent creation of interactive legal games, the study of the level of legal awareness about rights and obligations, etc. It is determined that the use of digital technologies in socio-pedagogical activities makes it possible to diversify the process of legal education, make it modern, interesting, accessible and direct it to prevent manifestations of negative behavior, the formation of legal education of children and youth. Key words: legal socialization, children and youth, legal education, gamification, digital technologies, social teacher, social worker.

Investigation of Lifelong Learning Competencies of Physical Education and Sports Teachers and Preservice Teachers in Turkey in Times of COVID-19 Pandemic

During the COVID-19 pandemic, 76 physical education and sports teachers and 74 preservice teachers voluntarily participated in this study, which investigated the Lifelong Learning competencies of Physical Education and Sports Teachers and Physical Education and Sports Teaching Students. Data were collected with the Lifelong Learning Competence (LLC) scale. According to the results of the research, it was determined that the average scores of the participants from the LLC scale were high. There is a statistically significant difference in favor of physical education teachers between the LLC total score of teachers and students and the sub-dimensions of the scale. In terms of the age variable, a statistically significant difference was found between the LLC total score and the sub-dimensions of the scale in favor of the age of 34 and above. According to the results of the correlation analysis between age and LLC sub-dimensions, a positive relationship was found between age and total score, self-management, learning to learn, initiative and entrepreneurship, and a positive relationship between acquiring information and decision-making. Although it is difficult to make a causal inference because the current research was designed in a cross-sectional pattern, lifelong learning competence in the current research group increases with age in the COVID-19 pandemic.