Competency-based Approach Research Articles

Does Australia’s competency-based training meet the mental health training needs of enrolled nurses?

ABSTRACT Australia’s demand for nurses is exponentially increasing as we are faced with a global pandemic, an ageing population, and an increase in chronic health conditions and mental health issues. This presents a significant challenge for the healthcare system by increasing the absolute number of people needing care. The Enrolled Nursing course can train nurses in 18-24 months and offers a solution to the nursing shortage. This training in Australia is delivered by the Vocational Education Training (VET) system utilizing a competency-based training approach (CBT). However, CBT is often criticised for failing to deliver the essential skills of communication. critical thinking, and clinical reasoning that are fundamental to mental health nursing. This discussion paper explores the current VET system in Australia to determine if it can adequately train Enrolled Nurses with the skills to work with mental health consumers and suggests that simulation-based education using Simulated Persons could provide one solution.

Innovative Pedagogical Practices In Teacher Education

Teacher education is a program that is related with teacher proficiency and competency to equip future teacher(pre-service) with the required set of knowledge, attitude and skill to face new challenges and training should be provided to in-service teachers to upgrade their knowledge and to make them competent to face new challenges by using innovative pedagogy. The main purpose of this paper is to explain the new changes that has been incurred in teacher education and gives overview of recent trends and innovative pedagogical practices that used in the teaching learning process that is need of the hour. Some of the innovative pedagogical practices like constructivist approach, flipped classroom, blended learning, personalized system of instruction or self-learning, team teaching, experiential learning, reflective teaching, competency-based approach, improving critical teaching skill, peer tutoring, multicultural education and some of the practices like importance on emotional intelligence, multidisciplinary approach, professional development through digital platform, recruitment of senior or retired teachers and involvement research-based teaching (Recommended by NEP-2020) etc. needs to be reflected in teacher education program that greatly helps in producing quality output in teaching learning process. To face the challenges in 21st century the teacher should have the skill and competency in different innovative methods and approaches to make the teaching learning process active, meaningful and enjoyable. That greatly helps the students to be a problem solver, decision maker and discoverer of knowledge.

Methodical Techniques for Fostering "Entrepreneurship and Financial Literacy" in Physical Education for Schoolchildren’s

The introduction of the competency-based approach in physical education marks a shift from traditional subject-based training to a focus on competency-based training. This approach aims to cultivate a dynamic integration of knowledge, skills, and attitudes through educational subjects or integrated courses. The primary objective is to design pedagogical situations, methodical approaches, and methods that foster the development of entrepreneurship and financial literacy among students during physical education lessons.
 This article presents the findings of a survey involving 341 physical education teachers from seven regions of Ukraine, exploring the feasibility of instilling the key competency of "Entrepreneurship and Financial Literacy" within the framework of physical education. The survey encompassed teachers of all qualification categories, including 227 men (66,2%) and 114 women (33,8%). Results revealed that 55,1% of respondents find it challenging to develop this key competence through physical education, with 8,6% considering it impossible. Only 31,1% of teachers feel equipped to foster entrepreneurship and financial literacy in students through physical education.
 However, the surveyed teachers faced difficulties in simulating pedagogical situations and methodical techniques for competence formation during physical education lessons. This identified challenge underscores the need for innovative pedagogical situations, methodical approaches, and techniques. These should be crafted through various modular components, empowering physical education teachers to effectively instill entrepreneurship and financial literacy in schoolchildren’s.
 The research identified crucial pathways for developing students' entrepreneurship, including creating pedagogical situations and employing methodical approaches focused on developing leadership qualities, fostering fair play, and instilling goal- setting and achievement. Emphasis was placed on overcoming challenges with dignity, honing leadership skills applicable both in sports and daily life. In terms of financial literacy, physical education teachers can encourage students to plan competitions, formulate estimates, organize charitable activities, utilize online fundraising platforms, and regularly assess financial costs associated with physical activity, contributing to a well-rounded education.

Ensuring a competent approach in biology teacher training as a pedagogical problem

The article deals with the current educational issue: the competency-based approach in training of future Biology teachers. The study is caused by many factors, but in the hierarchy we highlight the change in the state educational paradigm, because this is the basis on which the requirements of state educational standards have changed. We also note that the development of a teacher's pedagogical skills requires a holistic, systematic approach to professional competence. We emphasize the attention to students’ motivation to take an active professional part in self-improvement.At the current stage of training among future Biology teachers, the educational functions of the teacher must change, in particular, the teachers must be moderators in the process of acquiring knowledge.The purpose of the study is to analyze the condition of competency-based approach implementation in professional training of future Biology teachers.We realized the purpose of our article by performing the following tasks: we analyzed literary sources that made it possible to clarify the essence of the main concepts, in particular, competence, professional competence, competence approach; conducted a questionnaire, which was used to determine the readiness of applicants for self-improvement; the analysis of standards, programs, methodological support of the educational process made it possible to determine effective ways of using the competence approach in the professional training of the future teacher.Appropriate for our research were methods such as ascertainment experiment, questionnaire survey, analysis of relevant documentation.In the course of the research, the legislative framework for solving this problem was considered. A significant number of scientists identified the features of the competence-based approach in training students majoring in education. The study confirmed that the Biology teacher's competence has an integrated structure, the components of which are general and special competences.The competence-based approach gives practical and transformative directions for the educational activities of the future Biology teachers. In particular, it becomes the subject of thorough mastering.

REFINING METHODOLOGICAL APPROACHES TO ENHANCE TEACHING QUALITY AT THE DEPARTMENT OF INFECTIOUS DISEASES WITH EPIDEMIOLOGY

Reforming Ukrainian higher medical education is imperative, not only to address issues related to the recognition of Ukrainian diplomas abroad and to enhance the competitiveness of Ukrainian medical institutions and their graduates on the European and global job markets, but also to elevate the efficiency and quality of education. Furthermore, the recent full-scale invasion has resulted in the loss of a significant potential in medical universities across the southeastern region of Ukraine.
 Amidst the ongoing reform of the Ukrainian higher education system, all institutions are transitioning towards a competency-based approach. This approach aims to cultivate and foster specific types and subtypes of competencies in students by ensuring comprehensive assimilation of essential knowledge and practical methodologies.
 The training of highly skilled medical professionals encompasses multidisciplinary education, extending beyond therapy to encompass knowledge spanning over two dozen specialties. Of utmost importance is the ability to diagnose and treat patients with acute and chronic therapeutic and surgical conditions, as well as to provide urgent medical assistance.
 The epidemiological landscape concerning numerous infectious diseases in various countries remains volatile. Incidences of viral hepatitis, tuberculosis, influenza, SARS, AIDS, Lyme borreliosis, among others, continue to rise in Ukraine and neighboring regions. A completely new challenge for the world community is the outbreak of Ebola fever in West Africa, monkeypox and its spread around the world. The appearance of pathogens of infectious diseases resistant to previously developed effective drugs is a cause for concern. Nowadays, the global crisis precipitated by the novel coronavirus, SARS-CoV-2, underscores the urgency for education on emerging and re-emerging infections.
 Given these challenges, the qualification level of future specialists in infectious diseases and epidemiology assumes paramount importance. These professionals must be equipped to organize and deliver medical care under adverse conditions such as war, pandemics, shortages of medical personnel and medications, and a dearth of theoretical and practical knowledge, especially in the face of new infections. To facilitate optimal learning amidst such crises, a phased approach is proposed that includes centralized distance education, methodological support, and practical skill acquisition. By implementing these measures, the assimilation of material and the quality of education can be enhanced for those seeking education during times of crisis.

Development of the ability of future science teachers to put the environmental component into practice

A shift of the science and technology from eco-unfriendly to nature-friendly is reflected in environmental education, which is aimed at improving of the moral values, consumption structure and relationship between human and nature. The purpose of research is to consider the directions of development of the ability of the students to put the environmental component of education into practice upon learning the teaching of the subjects in the higher education institutions. The author discusses the changes being made in the last update of the chemistry curriculum for the secondary school (2017) in accordance with the conception “New Ukrainian school 2016”, dealing with the requirements for the development of the key subject competencies as well as the new structural element of the program “Through content lines” intended to the implementation of the competency-based approach in teaching chemistry. The author suggests that the deep understanding of these changes by the students, especially in the course of mastering by the students such a core competencies as “Environmental awareness and healthy lifestyle”, “Basic competencies in science and technology” is an essential requirement for development of being able to put the environmental component of education into a future practice, that performs in two ways: project-based learning and competency-based learning with the focus on the green tasks.Project-based learning as an educational approach combines research, creative and problem-solving techniques. It was found that combined use of these methods at the different steps of projects life cycles allows shifting the focus from just reproduction of an array of knowledge by the students to the motivative educational journey, which encourages cognitive interest and promotes thinking of the future teachers.Carrying out the projects on various topics, resolving the competency-targeted tasks, cross-disciplinary approach assumes sequentially structured work of the students on solving some tasks that is generally aimed at development of the students’ ability to put the environmental component of education into future practice.

Формування професійної компетентності майбутніх фахівців з професійної освіти засобами цифрових технологій

The relevance of the study is due to the current state of education as a social institution that determines the professional success and competitiveness of young people in the labor market. The competency-based approach to education is one of the key areas for improving higher education in Ukraine. This approach contributes to the realization of the concept of humanistic education, provides for the training of qualified specialists who have not only in-depth knowledge of their profession, but also are able to navigate in related fields, are ready for continuous professional development and social and professional mobility.
 The article considers the content of professional competence of future specialists in vocational education and highlights the principles and approaches aimed at its formation by means of digital technologies. It has been determined that the professional competence of future vocational education specialists is an integrative and dynamic characteristic of a person based on a set of special knowledge, practical skills, abilities and personal qualities. The analysis of the practice of using digital technologies in education has confirmed their significant potential in reforming the content, forms and methods of teaching students. It is noted that the construction of educational interaction on the principles of systematicity, integrity, professional orientation, interactivity, reflection, individualization of learning and social responsibility, as well as the application of the provisions of competence-based, activity-based and personality-oriented approaches will contribute to the training of highly qualified specialists who have a wide range of knowledge and professional skills, show the ability to improve the work process with the help of the latest technologies and have the ability to self-development.
 The prospects of the study are to develop a model of professional training of future vocational education specialists using digital technologies and to organize a pedagogical experiment to determine its effectiveness.

The Effect of a Competency-Based Learning Approach on Improving English Speaking Skills: Survey Study in Higher Education

Background. During ongoing learning, many students are found who do not master how to speak English properly and correctly. This can be seen when they communicate. For this reason, improving the ability to speak English in higher education is very important in facing the challenges of globalization and increasing workforce needs. A competency-based learning approach is a solution that is used as an effective method to achieve improvements in speaking abilities. Purpose. The aim of this research is to find out whether implementing a competency-based learning approach can improve students' ability to speak English. Method. This research method uses quantitative research methods with a survey approach. The survey used in this research was seen from student participants at several universities that implement a competency-based learning approach in learning English. Data was collected through questionnaires given to students who assessed the learning approach and their English speaking skills before and after implementing the learning approach. Results. The results of this research state that universities that implement a competency-based learning approach provide a positive impact and great opportunities for students in higher education to improve their English speaking skills. The survey results also show that students are satisfied with competency-based learning. Conclusion. The conclusion of this research explains that the competency-based learning approach is effective in improving English speaking skills in higher education. The implication of this research is the importance of implementing a learning approach that is appropriate to current global needs to prepare students with relevant and competent skills in English.

Experience in conducting practical training at the employer’s organization

The emergence of the Russian economy to new frontiers opens up opportunities for quality education, employment and professional growth for mid-level specialists. The general focus of training is professional; the process is built on the principles of advanced education, defining as the main result the achievement of social and professional competence of the graduate, adequate to the requirements of society and the economy.The modern system of secondary vocational education must meet the requirements of practice-orientedness, take into account the requirements of employers, it is necessary to develop the knowledge, skills and practical skills of a competitive specialist. Competitiveness can only be increased by improving the quality of education. The problem of high-quality training of specialists is due to the insufficient effectiveness of interaction between educational organizations and employers.In the context of the implementation of the competency-based approach, the quality of vocational education is determined by the ability of a young specialist to easily adapt to market conditions for the development of the regional economy, to identify connections between knowledge and real situations; apply acquired knowledge to adequately solve professional problems, as well as mastery of professional competencies and elements of labor functions.The need is being updated and the possibility of implementing elements of dual training within the educational process of the branch of the Siberian University of Transport in Novoaltaysk is being considered. The experience of conducting practical training at the employer’s organization is summarized.

Application of Bloom’s Taxonomy of Educational Objectives in Formative and Summative Assessments of Kiswahili Language: A Case of Secondary Schools in Meru District Council

Currently, the educational field emphasizes on the teaching and learning that is competence based. This article examines how Bloom’s Taxonomy is applied in formative and summative assessments of Kiswahili language in secondary schools. The article is guided by Vygotsky’s Cognitive Development Theory. Data were collected through interview, documentary analysis and observation. Kiswahili language teachers were involved in data collection. The findings reveal that in assessment of Kiswahili language, the Lower Order Thinking skills is highly applied in formative assessment while the Higher Order Thinking skills is mostly included in summative assessment. The reason behind this is that many Kiswahili teachers lack enough skills on composing HOTs questions, as well as preparing LOTs and HOTs questions based on competence-based approach. Therefore, Kiswahili teachers need more trainings on Bloom’s Taxonomy application in line with competence-based approach; this could be done through workshops, sharing knowledge between teachers within the school, and interschool cooperation.

Examining Teaching Methods and School Environment Effects on Primary School Learning: A Case Study in Cote d’Ivoire

The pursuit of effective and quality education leads the Ivorian government to put in place strategies to improve the school context; the initial teaching method, the competency-based approach (APC) has evolved to become the reframed competency-based approach (APCR).
 Schools, for their part, will benefit from overall sanitation for their rehabilitation and the recruitment of teachers will be more selective. However, it is clear that despite these efforts, the academic level of students does not improve much. The recent evaluation of the CONFEMEN 2019 Education Systems Analysis Program demonstrates the delay accumulated by Ivorian students. This article therefore questions the effect of the teaching method as well as schooling conditions on the acquisition of academic skills among primary school learners. The use of a quantitative research method as well as second source documents made a significant contribution to the study. The analysis of the results indicated that the teaching method and study conditions have a major impact on learner results. In conducting our reflection, we will use a hierarchical linear model which is an extension of classic regression methods offering the possibility of capturing the information integrated in each of the learners' contexts of existence. This article is of capital importance insofar as it allows decision-makers to have a basis with a view to improving study conditions in Cote d'Ivoire.

Начертательная геометрия сегодня: проблемы и перспективы

Against the background of constant reduction of the time allocated for contact work with students in curricula, there are discussions on the necessity of teaching some disciplines in universities, and their list is constantly changing. In the current case, the current round of discussion is connected with the signing of the decree on the reform by the President of Russia V.V. Putin. Putin signed a decree on the reform of higher education. Now it is a pilot project, which will be tested in several universities for three years. It is about the transition of engineering training from bachelor's degree to specialization. The reform will require considerable efforts to develop new curricula, adjust the list of academic disciplines included in them. Simultaneously with the inclusion of modern disciplines into this list, the process of excluding obsolete and irrelevant disciplines is underway.
 
 According to the experience of the past years, disciplines of the general engineering cycle are constantly subjected to "reforms". In the case of technical specialties, descriptive geometry is a permanent outsider [8, 28]. The developers of the Federal State Educational Standards of Higher Education (FSES HE), who announced a competency-based approach to the learning process and assessment of knowledge of university graduates, probably also hold the opinion that descriptive geometry is a "dying" discipline.
 
 The purpose of the authors of the article is an attempt to look at the problem not from the point of view of the age of descriptive geometry, but only guided by the frequency and efficiency of its methods in engineering practice and modeling of geometric objects of spaces of dimension 2+ and more.
 
 The set goal required the solution of several problems. One of them is to clarify the question of what exactly the reformers are trying to do. Is it to remove an academic discipline or a section of mathematics, which is, in fact, descriptive geometry, from the course of engineers' training? It is also necessary to find out for which specialties or directions the descriptive geometry course is superfluous or obsolete.

Successful Practices in the Formation and Development of Management Competencies of the Head of an Educational Organization

Introduction. In modern conditions of development of educational systems, managerial competencies of a leader play a key role in the productive development of organizations. Theoretical analysis of scientific publications, empirical analysis of management practices of participants in additional professional education programs, professional skills competitions, carried out by the authors of the article, allowed us to formulate the research problem: the search for such directions, forms of implementation of the formation and development of management competencies of the head of an educational organization, which are examples of learning in action and stimulate the development of professional subjectivity. The purpose of the article is to update modern guidelines, successful ways of forming and developing management competencies in the practice of pedagogical universities. Methodology. The methodological basis of the study was the andragogical and competency-based approaches, the principle of learning in action. To achieve the goal of the study, the authors used theoretical (analysis, synthesis, generalization and systematization of scientific publications) and empirical (analysis of continuing professional education programs, survey, observation) methods. Applied research was carried out on the basis of the Novosibirsk State Pedagogical University and the Orenburg State Pedagogical University. Results. It has been revealed that the unifying principle of the formation and development of management competencies is learning by doing. The process of formation and development of management competencies is objectively connected with the actual practice of management and is characterized by the manifestation of activity and proactivity of the teaching worker (as the ability to show conscious volitional efforts between influencing factors and reaction to them). The specifics of modern education determine the reboot of the process of formation and development of management competencies. Conclusion. Based on an analysis of the practices of forming and developing managerial competencies of the head of an educational organization, the importance of professional subjectivity is substantiated, and examples of its manifestation are given. The methodological foundations and semantic grounds for the implementation of master’s programs in the direction of “Management in Education” are revealed. Criteria for the successful implementation of current strategies, methods for the formation and development of management competencies are proposed.

Modeling competences in enterprise architecture: from knowledge, skills, and attitudes to organizational capabilities

Competence-based approaches have received increased attention, as the demand for qualified people with the right combination of competences establishes itself as a major factor of organizational performance. This paper examines how competences can be incorporated into Enterprise Architecture modeling: (i) we identify a key set of competence-related concepts such as knowledge, skills, and attitudes, (ii) analyze and relate them using a reference ontology (grounded on the Unified Foundational Ontology), and (iii) propose a representation strategy for modeling competences and their constituent elements leveraging the ArchiMate language, discussing how the proposed models can fit in enterprise competence-based practices. Our approach is intended to cover two tasks relevant to the combined application of Enterprise Architecture and Competence Modeling: ‘zooming in’ on competences, revealing the relations between competences, knowledge, skills, attitudes and other personal characteristics that matter in organizational performance, and ‘zooming out’ of competences, placing them in the wider context of other personal competences and overall organizational capabilities. An assessment of the representation is offered in the form of an empirical survey.

INFLUENCE OF VISUALIZATION TECHNOLOGIES ON THE DEVELOPMENT OF MEDICAL STUDENTS’ AUTONOMY IN THE PROCESS OF THEIR PROFESSIONAL TRAINING

The autonomy of medical trainees is a critical dimension in their professional maturation. The deployment of visual technologies within the educational frameworks of medical institutions can potentially enhance the autonomy of nascent physicians. However, the discourse on this subject appears to be underexplored. This manuscript endeavors to bridge this lacuna by delineating prospective avenues for inquiry into the interplay between imaging technologies and autonomy. Materials and Methods. In pursuit of the outlined objective, the investigation employed a multifaceted research paradigm: a systematic approach underpins the study's foundational structure; a methodological perspective, considering visualization not merely as an instructional resource but also as a cognitive tool; and a competency-based approach, positing that the accrual of professional competencies transcends mere knowledge, skills, and abilities, embodying a nuanced professional ethos towards the executed job function. Research results. The investigation elucidates a dialectical nexus between the utilization of visualization technologies and the burgeoning autonomy of medical students. Primacy in mastering visualization methodologies during decision-making processes cultivates reflective capacities, heralding the development of metacognitive elements conducive to the appraisal of personal knowledge. Such introspection potentially steers students towards deliberate choices regarding their developmental trajectories, fostering accountability for these decisions and, by extension, the attributes of an autonomous individual. Discussions and Conclusions. A review of extant literature substantiates that the integration of visualization technologies within educational paradigms necessitates a profound methodological familiarity with visualization instruments. The acquisition of visualization technologies mandates the engagement of abstract reasoning, the imperative to conceptualize personal knowledge, and the proficient execution of analytical, synthetic, and modeling techniques to articulate the resultant insights visually. These competencies, while facilitative of autonomy, presuppose an existing degree of individual autonomy, thus illustrating the dialectical interrelation between these constructs.

Features of interdisciplinary connections between natural and humanities disciplines in the context of a competency-based approach to teaching staff training

Relevance. In modern conditions, interdisciplinary links have acquired the character of integrated cognition, which contributed to the formation of a holistic system of scientific knowledge about a single picture of the world without dividing it into natural sciences and humanities and required the elimination of isolation in the study of the content of relevant academic disciplines.Purpose. The aim of the study is to determine the importance of interdisciplinary links between natural sciences and humanities as a means of developing the scientific world-view of future teachers.Methodology. In the course of the work the methods of analysis and synthesis, induction and deduction, comparison, systematization, generalization, forecasting were used, among empirical ones � the method of testing.Results. The study explored the difference and commonality between natural sciences and humanities with their identical structural composition (facts, concepts, phenomena, theories) as the basis of the method of formation of students� scientific consciousness, which contributes to the implementation of the educational goal, that is, the formation of students� knowledge integrity in the designated directions. The significance of interdisciplinary links as a fundamental means of competence-based approach to education is revealed.Conclusions. It is concluded that the conditions of quality implementation of interdisciplinary links in teacher training are mandatory at every stage of higher education. The main requirements for the implementation of interdisciplinarity aimed at the study of natural sciences and humanities should be fulfilled starting from primary grades. The growth of the diversity of sciences should take place in the conditions of integration and orderliness, which contributes to the enrichment of science at the level of integrative holistic complex. The practical significance of the study lies in the possibility of using the results obtained in the design and implementation of curricula and work programmes for the professional training of teaching staff.

Methodical system of teaching students computer science: competence-based approach

Relevance. This study investigates the relevant issue of training specialists with knowledge and ability to apply information technologies in professional activities. The relevance of this study is conditioned upon the national programmes and regulatory documents adopted in recent years in the field of education and the importance of being capable of using and studying computer science in modern times. Purpose. The purpose of this study lies in developing a methodological system for teaching students in a competency-based approach, which would maximise the impact on the quality of education and the level of proficiency in computer science. Methodology. The following general scientific methods were used in this study: logical-historical, pedagogical observation, analysis, synthesis, systematisation and generalisation, methods of mathematical statistics, as well as the Help&Manual programme. The use of the created methodological system was carried out involving students of Nasirdin Isanov Kyrgyz State University of Construction, Transport and Architecture, Kazakh University of Transport Communications, Almaty University of Power Engineering and Telecommunications named after Gumarbek Daukeyev in 2018-2019. Results. The result of this study is the motivation-target, content, activity-based, and evaluative-reflexive components of the methodological system highlighted by the authors, each of which is characterised quite succinctly and accessibly. The authors of this study covered the role of the course of computer science in the development of students’ skills in using the possibilities of information technology in the professional sphere, the development of instrumental competencies. Conclusions. During the study, a model of the methodological system of teaching students was created, which was based on factors, conditions, principles, and criteria of methodology, competencies, and the level of their development, forms and methods of teaching. The results obtained can be used in the methodological work of university teachers and in advanced training courses for schoolteachers.

Application of Competency-based Approach in Upbringing and Educational Activities

As a result of the social development, which includes the formation of new information fields and forms of interaction, the discussions on what principles and components should form the basis of activities aimed at the education of young people, carried out at different levels of training and education on the basis of educational organizations, become particularly relevant. In this context, researchers have paid special attention to the competence-based approach, the essence of which is a comprehensive elaboration of young people’s skills and abilities that can be applied in the conditions of a dynamically developing society.The purpose of the work is to analyze existing forms of a competencybased approach to the building up of knowledge and skills of young people on the basis of educational organizations, as well as to develop recommendations for the further structure of the system of upbringing and education. The research was carried out using general scientific and special scientific tools such as the dialectical approach, methods of deduction and induction, as well as graphic interpretation.Methodology. The works of foreign and domestic scientific schools devoted to the study of methods for developing competences among young people at different stages of upbringing and education were used as sources.Results. The authors present a model for the development of social competence of young people and formulate recommendations aimed at further improving the quality of methods.

Methodology of training future teachers of computer science and robotics in interdisciplinary communication

Relevance. The relevance of the research is determined by the fact that the development of the educational process in the field of science and technology is necessary to forereach technological achievements in response to the challenges and changes created by the fourth industrial revolution. Purpose. This study aims to develop a methodology for training future teachers of computer science and robotics, focusing on interdisciplinary communication. It seeks to address the gap between theoretical knowledge and practical applications in educational settings, preparing educators to integrate new technologies effectively amidst the challenges posed by the fourth industrial revolution. Methodology. This study employs a competency-based approach to develop a methodology for training future teachers in computer science and robotics, emphasizing interdisciplinary connections within educational contexts. It integrates insights from pedagogical research and international collaborations to enhance robotics education in Kazakhstan. Results. The study found that integrating robotics and computer science within an interdisciplinary framework enhances students' technical education by fostering critical thinking and problem-solving skills. However, it highlighted challenges such as aligning educational goals and overcoming disciplinary boundaries, necessitating careful planning and adaptation in pedagogical practices. Conclusions. The research concludes that a well-developed methodology for training future teachers in interdisciplinary communication is essential for modernizing educational curricula in response to technological advancements. By integrating robotics and computer science effectively, educators can better prepare students to navigate and contribute to the evolving landscape of science and technology, ensuring relevance and applicability in their future careers. Keywords: computer technologies; interdisciplinary connections; integration; pedagogical training; educational process

Research competence in the context of training future biology teachers

Relevance. The relevance of this study is due to the fact that in the process of implementing the competency-based approach, students' research activity becomes one of the leading ones in the structure of the future teacher's preparedness for professional activity. Purpose. The purpose of this article is to reveal the process of formation of research competence in biology students in the process of mastering the discipline of "Biology Practice". The question of the formation of research competence is put forward as one of the most relevant requirements for graduates of higher education who train specialists in pedagogical specialties. Methodology. In the course of the study, theoretical methods such as analysis, synthesis, generalization and empirical methods were used, consisting of questionnaires and tasks aimed at determining the level of experience in research activities, helping to consider the situation in the study of the formation of research competence of biology students, leading to a comprehensive review of the situation in the study of the formation of research competence in biology students. Results. During the ascertaining stage of the study it was found that students have low and average levels of research competencies. To solve the problem of research training of biology students, a laboratory practice was developed and introduced into the educational process, by the end of which the students of the experimental group showed an increase in the level of research competencies. The role of laboratory practice in the formation and development of research activities of undergraduate biologists is determined. The data obtained are compared with international practice. Conclusions. The conducted research gives grounds to conclude that the developed laboratory practice helped students to master research competencies, which are represented by methodological knowledge and skills, as well as the technique of conducting the most important laboratory research. Keywords: research activity; research competencies; laboratory competencies; activity component of research competence; educational process