Professional Development Research Articles

Actitud de odontopediatras y ortodoncistas ante el tratamiento ortodóncico de pacientes con necesidades especiales.

Introduction: Patients with special needs often experience a high incidence and severity of malocclusions, which can negatively impact their quality of life. They also frequently encounter challenges in accessing orthodontic treatments. Objectives: This study evaluates the attitudes of pediatric dentists and orthodontists towards providing orthodontic treatment to patients with special needs and analyzes the main challenges faced in treating these patients. Materials and Methods: A survey was conducted among 38 dentists with postgraduate training in pediatric dentistry, orthodontics, or both. The survey included 9 questions about their experiences and perceptions regarding the dental and orthodontic treatment of patients with special needs, as well as their professional attitudes. Results: The sample included 38 participants, with 39.57% men and 60.53% women. Most had 5-10 years (36.8%) or 10-20 years (23.7%) of experience. Training was divided equally among orthodontics (34.21%), pediatric dentistry (34.21%), and both fields (31.57%). Of the respondents, 68.4% infrequently treated patients with special needs, and 71.1% provided occasional treatment. None refused orthodontic treatment; 65.8% would attempt it if necessary. The primary challenges were lack of patient cooperation and low demand for such treatments. A majority (73.7%) believed the benefits of treatment outweighed the drawbacks, and 81.6% expressed willingness to treat these patients with additional training. Conclusions: Enhanced training for both professionals and the families of patients with special needs is crucial for improving access to orthodontic care, which is significantly beneficial for these patients' quality of life

Sustainable Management of Agrifood Systems: Interdisciplinary Workshop as a Learning Tool in Bioresource Technology in secondary and technical education in Agriculture at ECIT Riachão do Poço, Paraiba, Brazil

This article addresses the project of an Interdisciplinary Workshop, AGROTEC, and the implementation of the sensory garden at ECIT Riachão do Poço, in Paraíba, as an interdisciplinary learning tool for high school and technical students in agriculture, including the topics of bioresource technology. The municipality of Riachão do Poço, located in the state of Paraíba, with a semi-arid tropical climate, is rich in agricultural practices. The objective of the Technical Course in Agriculture at the school seeks to promote a comprehensive and contextualized education. The workshop aimed to integrate knowledge from the disciplines of plant health, agricultural soils, horticulture, olericulture and bioresource technology, providing students with practical and meaningful experiences for their training. The methodology used included holding an interactive workshop, where students could apply theories in a practical environment, encouraging collaboration and active learning. At the end, students also had a class on media content management, disseminating the work carried out in the workshop. The results demonstrated an increase in student motivation, resulting in greater learning, obtaining higher grades than at the beginning of the subjects, in addition to a greater awareness of sustainability and agroecological practices. The project not only enriched the students' education, but also strengthened the school community, demonstrating the success of the interdisciplinary approach in technical education. The experience reaffirms the importance of pedagogical innovations in the training of critical professionals prepared for the challenges of the agricultural sector, especially in the areas of bioresource technology.

Current State of Professionalism Curriculum in Oral Health Education.

The aim of this study was to systematically review the relevant literature on teaching professionalism in dental curricula and report the relevant data from a survey of members of the Association for Dental Education in Europe (ADEE) on the topic. We conducted a systematic review of the literature and a cross-sectional study using an online questionnaire regarding teaching and assessment of professionalism in dental schools, members of the ADEE. The literature review identified 33 articles related to professionalism in dental curricula. The survey sent to the membership of the Association for Dental Education in Europe yielded responses from 27 European dental schools and four schools outside Europe. Various study designs were identified in the review, and the main themes discussed included teaching/pedagogy, ethics/humanities, core domains and assessment of professionalism. Twenty schools reported having specific courses dedicated to professionalism, while the format varied, including entire modules, separate learning outcomes or unit structures. Ethics, communication, law/legal framework/deontology, teamworking and management/leadership were among the common topics taught under the banner of professionalism. Many schools reported increases or no changes in hours, staffing, themes/topics covered and weight in the curriculum for professionalism over the last decade. The paper provides valuable insights into the current state of professionalism education in dental curricula and offers directions for enhancing its effectiveness and relevance in preparing future dental professionals. Collaborative efforts among dental educators and institutions can contribute to the continuous improvement of professionalism education and practice in dentistry.

Human rights engagement, stigma and attitudes towards mental health among Colombian social work and medical students.

Human rights training in mental health professions is essential to reduce stigma and facilitate recovery processes. The aim of this study was to understand the relationship between engagement to human rights and stigma towards people with mental disorders, as well as attitudes towards mental illness in medical and social work students of a Latin American context. An analytical, cross-sectional study was carried out with a sample of 243 students in the last two years of study. Community Attitudes Towards the Mentally Ill (CAMI), Mental Illness Clinicians' Attitude Scale (MICA), Human Rights Exposure in Social Work (HRXSW) and Human Rights Engagement in Social Work (HRESW) were used as instruments. To determine how the explanatory variables are related to the engagement to human rights (dependent variable) a binary logistic regression model was used. Correlations were found between the scales and their components. Economic condition, intersectional approach, authoritarianism, benevolence and mental health ideology explained 55.11% of the variance for commitment to the engagement of human rights. Some factors related to the stigma of mental disorders and the focus on human rights in future mental health professionals are highlighted that should be more visible in the training practices of these professions.

Impact of the COVID-19 Pandemic Onset on the Early Careers of Pediatric Oncology Health Professionals and Researchers: A Report From the Children's Oncology Group Young Investigators Committee, Young SIOP Network, and Young SIOPE.

The COVID-19 pandemic onset had a global debilitating impact on individuals and on burgeoning careers. In 2021, the Children's Oncology Group Young Investigators Committee, Young SIOP (International Society of Paediatric Oncology) Network, and Young SIOPE (European Society for Paediatric Oncology) co-sponsored a survey to explore the impacts of the first year of the pandemic on early-career pediatric oncology professionals with respect to working practices, productivity, professional and career development, personal wellbeing, and changing childcare needs. The survey comprised demographic, multiple-choice, and free-text questions, and was distributed via email and social media with English, French, and Spanish versions available. Descriptive statistics and chi-square tests were used to compare quantitative data by self-designated gender and country of origin. Qualitative data were described using content analysis. Professionals (N = 499, 26.3% male, 77.2% MDs) in 48 countries (77.6% high income) responded in English (79.4%), Spanish (12.4%), and French (8.2%). Respondents had difficulty obtaining and keeping jobs (26.9%), worsened overall academic productivity (50.7%, with higher rates among bench scientists, p<0.01), and decreased career opportunities (40.9%). Childcare challenges impacted 56.7% of respondents and was felt more negatively among women (p = 0.008) and in high-income settings (p<0.0001). Qualitative data (n = 300) highlighted these differences were often attributable to diminished professional/personal boundaries and impacted their personal wellbeing. The COVID-19 pandemic significantly impacted early-career academic and clinical professionals working in pediatric oncology, with unique challenges noted among those with childcare responsibilities. Career disruptions that resulted from the pandemic should be considered and mitigated by governing bodies and hiring institutions.

Optimizing ambulance nurse performance in southern Tuscany: insights from a Delphi study

This study aims to enhance the performance of ambulance nurses in Southern Tuscany through a Delphi method analysis. Conducted from January to December 2022, the research engaged 16 expert participants from a Tuscan health agency. Data on 89 interventions performed by "India" ambulances, which are nurse-led emergency vehicles, were collected. The Delphi method facilitated structured communication among the experts over three rounds, resulting in consensus on nine key intervention proposals. These proposals span areas including staff training, measurement and data collection methods, technologies and materials, and work environments. Key recommendations include prioritizing high-fidelity simulation training, improving data collection for clinical risk, and standardizing equipment across all emergency units. The study highlights the importance of continuous professional development, technological integration, and supportive work environments to optimize the effectiveness of pre-hospital emergency care. These findings provide a practical roadmap for enhancing the competencies and performance of ambulance nurses, ultimately improving patient outcomes in emergency situations.

Effect of Project Based Learning Method on Students ‘Academic Performance in Mathematics Subject in Rwanda

Purpose: The purpose of this study was to evaluate the effect of project-based learning (PBL) on students’ academic performance in mathematics at TTC Muhanga, located in Muhanga District, Southern Province. Methodology: A descriptive research design was employed, involving 889 participants, including 273 student teachers, 23 teachers, 1 dean, and 1 principal. The study ensured reliability through test-retest and Cronbach’s alpha methods, while content validity was assessed using the Content Validity Index (CVI). Data were gathered through questionnaires and interviews and analyzed using SPSS. Findings: The findings reveal a generally positive perception of PBL practices. Collaborative projects were particularly well received, with 73.9% of teachers agreeing that they enhance communication (mean score: 4.61). Hands-on activities were also endorsed by 69.56% of participants (mean score: 4.48), while technology integration received less consensus, with 60.87% agreeing on its effectiveness (mean score: 4.30). Reflection and presentation skills were highlighted as especially impactful, with 78.26% of respondents strongly agreeing (mean score: 4.65). The study further demonstrates that both collaboration (r = .904, β = .500) and technology use (r = .677, β = .553) significantly contribute to increased student engagement and improved academic performance. Unique Contribution to Theory, Practice and Policy: Based on these findings, the study recommends enhancing technology integration within PBL, promoting continuous professional development for teachers, emphasizing the importance of collaboration in PBL activities, and increasing opportunities for students to engage in reflection and develop presentation skills.

Stressors and difficulties in early intervention programs in Jordan from the employee’s perspective

AbstractEarly childhood is crucial in building and shaping the personalities of children with disabilities, where employees dealing with such children face a lot of challenges. This study aimed to identify problems and challenges faced during early intervention programs in Jordan from employees’ perspectives. We conducted a questionnaire-based study on 350 from a population of 4000 employees working in early intervention programs from Jordan’s North, Central, and South territories. Participants responded to the problem and challenges scale, containing 32 items distributed over five dimensions. The findings of this study showed that employees at special education centers in Jordan who work in early intervention programs said they typically faced moderate issues and difficulties. The most significant issues and difficulties that Jordan’s early intervention programs faced were the absence of interactive cooperation among employees and the flexibility of the programs. Factor analysis of the studied items showed that, apart from the social dimension, the items of all other dimensions of the research instrument were influenced by a diverse set of underlying factors. There were no statistically significant differences in the challenges and problems facing early intervention programs in Jordan due to the employees’ gender, academic qualification, and experience. Finally, this study offered suggestions and recommendations for enhancing early intervention services and programs, putting additional rehabilitation into place, and implementing ongoing training for professionals in this sector.

Reduced visual and middle temporal gyrus activity correlates with years of exercise in athletes using resting-state fMRI.

Different types of physical training can lead to changes in brain activity and function, and these changes can vary depending on the type of training. However, it remains unclear whether there are commonalities in how different types of training affect brain activity and function. The purpose of this study is to compare the brain activity states of professional athletes with those of ordinary university students and to explore the relationship between training and differences in brain activity states. This study primarily utilizes resting-state MRI and the degree centrality metric to investigate spontaneous brain activity in 86 high-level athletes with extensive training and 74 age- and gender-matched nonathletes. Additionally, a correlation analysis between brain activity in relevant regions and years of training was conducted. The analysis revealed that, compared to nonathletes, high-level athletes exhibited reduced activity in the Calcarine (a visual area) and Middle Temporal Gyrus. Furthermore, changes in the activity of the Calcarine and Middle Temporal Gyrus were significantly correlated with the number of years of professional training. The study results indicate that long-term physical training is associated with changes in brain activity in athletes, providing insights into the neural mechanisms underlying behavioral performance in professional athletes.

Deciphering the Roots of Pharmacists’ Critical Thinking About Pseudoscientific Claims: Insights from a Cross-Sectional Survey

The global trend toward self-medication has increased public reliance on over-the-counter treatments and health-related information, contributing to the spread of pseudoscientific claims in healthcare and posing serious public health risks. Pharmacists, as accessible healthcare professionals, play a crucial role in critically evaluating these claims and providing evidence-based guidance. However, little quantitative research has assessed pharmacists’ critical thinking regarding pseudoscientific claims or the factors influencing them. This study aims to evaluate the demographic factors affecting pharmacists’ critical thinking about pseudoscientific claims. A cross-sectional survey was conducted among pharmacists in hospitals, insurance pharmacies, and drugstores across Japan. The newly developed Pseudoscience Criticism Scale (PCS) measured attitudes toward pseudoscientific claims. Statistical analysis identified factors that form and influence critical thinking. This study revealed two primary dimensions: “Medical Superstitions and Unscientific Treatments” and “Natural Healing Superstitions”. Gender and educational background significantly impacted PCS scores, with male pharmacists and graduates from six-year pharmacy programs exhibiting higher skepticism. These findings underscore the importance of ongoing professional development in pharmacy education to strengthen critical thinking. The PCS is an effective tool for assessing this competency. Enhancing educational efforts is essential to equip pharmacists to effectively counter pseudoscientific claims and improve public health.

Learning in motion! Design of an evidence-based professional development programme to empower teacher educators to adopt play-based, gender-responsive pedagogies

ABSTRACT The 2030 Agenda for Sustainable Development calls for action to achieve global goals relating to quality education and gender equality. Teacher education is a setting where novel pedagogical practices can be introduced and mainstreamed, ultimately influencing the educational experience at the school level. This study aimed to design a professional development programme to support teacher educators at Palestinian universities to adopt gender-responsive and play-based learning practices. The researchers used the Behaviour Change Wheel (BCW) to develop an evidence-based intervention, resulting in the selection of six intervention functions (education, persuasion, training, environmental restructuring, modelling, and enablement) and 16 behaviour change techniques from the following taxonomy categories: natural consequences, feedback and monitoring, comparison of outcomes, comparison of behaviour, shaping knowledge, repetition and substitution, antecedents, social support, and goals and planning. Mode of delivery primarily involved face-to-face group-based facilitation. Using the BCW to guide the intervention development process allowed for a comprehensive review of teacher educators existing perspectives and the design of programme content to support them to change their teaching practices. The resulting novel professional development programme for teacher educators will be further researched to confirm relevance and impact.

Communities of secondary science teachers: a systematic review

ABSTRACT Many parts of the western world are struggling with a teacher shortage, which is particularly severe in some teaching areas including science. Part of a potential solution to this shortage is reducing teacher attrition rates, especially among early career teachers. At the same time, a need has been identified to drive larger numbers of students towards studying science. This creates an environment whereby teachers are required to teach science either out of field, or out of science specialisation. The community in which teachers operate has been identified as critical to both increasing teacher satisfaction and driving effective professional development. At the same time, the emergence of social media provides an avenue for teachers to effectively communicate and collaborate. This systematic review, therefore, aims to summarise the research on communities of in-service secondary science teachers since 2010, corresponding to the significant adoption of social media. It shows that whilst significant research has been done across a range of different community structures, there exists a lack of rigorous distinction between these different styles. There is also a research gap surrounding the use of social media, as well as the use of communities to support out of specialisation science teachers.

Higher education apprenticeship. Analyzing the impact and essential conditions of workplace resources on apprentices’ career satisfaction

This research explores the necessity and the effect of job resources for undergraduates’ career satisfaction during work experience in an apprenticeship program. Additionally, we examine the extent to which a supportive environment enhances apprentice career satisfaction by providing access to valuable learning experiences. We propose PLS equation modelling with a sample of 81 students who completed a dual apprenticeship degree in Business Administration and Management at Spanish University. The study finds that all three workplace job resources are necessary for career satisfaction among apprentices. Learning opportunities and social relations have significant effects, while job control contributes only marginally. It highlights that learning opportunities enhance social relations, emphasizing the importance of feedback. The study extends job resource research to university level apprenticeships, showing that without these resources, apprentices lack career satisfaction. It highlights that learning opportunities are crucial for satisfaction through social relations and offers guidance for designing effective workplace training programs.

Mental Health Literacy in the Middle School English Language Arts Classroom: Perspectives from Teachers and Social Support Staff

ABSTRACT Background The prevalence of mental health challenges among adolescents warrants innovative school-based approaches that support students’ mental health literacy (MHL). Purpose In this qualitative case study, we interrogated the experiences of three eighth-grade English Language Arts (ELA) teachers and two of their school’s social support staff as they conceptualized, developed, and delivered a novel MHL unit of study within their existing curricular framework. In doing so, we sought to better understand the experiences of these school professionals to inform future iterations of the unit. Methods We explicated focus group data to identify themes that emerged regarding participant goals, experiences, and outcomes as they related to unit planning, delivery, and recommendations. Results Generally, practitioners advocated for increased collaboration with each other to overcome professional apprehension and streamline efforts, a need for such a curriculum to enhance student wellbeing, and having access to more school-provided resources. Discussion Themes are contextualized within the current landscape of school MHL programming, and suggestions are highlighted to advance this ELA curriculum-based work. Translation to Health Education Practice Health Educators’ expertise can supplement the ELA curriculum with targeted MHL lessons for students, alleviating teacher role confusion and advancing the goals of the unit by providing psychoeducation.

Treating the perimenopause in the UK armed forces: a mixed methods review exploring the confidence of general practitioners.

Access to high-quality perimenopause (PMP) care for UK Armed Forces (UKAF) personnel is crucial, given the increasing proportion of women aged 40-55. However, due to the lack of exposure of General Practitioners (GP) to the PMP in Defence Primary Health Care (DPHC), there are concerns about the confidence in PMP management, particularly in prescribing hormone replacement therapy (HRT). To assess the confidence of GPs working in DPHC in the management of the PMP. This study employed a mixed methods approach and included all GPs (Uniformed and Civilian) working in DPHC. A cross-sectional survey gathered quantitative data on demographics, views on perimenopause care, and self-rated confidence levels in managing the perimenopause among Defence GPs. Semi-structured interviews of purposefully sampled respondents was thematically analysed to explore this further. There were 164 responses from 542 Defence GPs (response rate 30.3%). The majority of respondents expressed confidence in managing the perimenopause but reported lower confidence levels in prescribing HRT for younger women and initiating testosterone. Factors influencing confidence included recent perimenopause continuing professional development (CPD), GP gender, and exposure to perimenopause cases. Semi-structured interviews provided deeper insights into GP characteristics, CPD, and awareness of the PMP. Women's health hubs providing PMP care and experiential education were strongly supported. While the study identified gaps in confidence among Defence GPs, particularly in certain aspects of perimenopause management, similar to those found in NHS GPs. CPD and case exposure were important predictors of confidence, with strong support for regional women's health hubs to optimise PMP care. Further research is warranted to explore strategies for bridging confidence gaps and improving perimenopause care delivery within the UKAF context.

The Three Main Logic of the Reform of Catering Major in Higher Vocational Colleges Integrating Curriculum Ideological and Political Education under the Perspective of Industry-University-Research Collaborative Education

In the context of the deepening of vocational education reform and integration of industry and education in the new era, the ideological and political construction of catering courses in higher vocational colleges has become an important path to improve the quality of education and cultivate compound talents. This paper takes the significance of the reform of catering majors in higher vocational colleges that integrates ideological and political courses as the starting point. This paper discusses the problems of the disconnection between ideological and political education and professional education, the lack of a school-enterprise cooperation practice platform, and the urgent need to improve the teaching staff in the current ideological and political course construction. This paper proposes strategies such as strengthening the integration of ideological and political education and professional education, deepening the construction of the practice platform of integration of industry and education, and strengthening teacher training and teaching staff construction, which provides some references for promoting the comprehensive development of catering majors in higher vocational colleges in China.

THE INTEGRATION OF PROFESSIONAL AND PATRIOTIC EDUCATION OF STUDENTS IN THE PREPARATION OF INDIVIDUAL RESEARCH PROJECTS “MY FUTURE PROFESSION”

The article reveals the joint work of the authors on the creation of the Concept of integration of students’ professional and patriotic education in the preparation of individual research projects. The relevance of the Concept is substantiated through the study of the demands of society and the state, enshrined in the regulatory documents of the Ministry of Education of the Russian Federation. The purpose of the Concept is the formation of theoretical and methodological foundations for the development of a methodological system for the integration of professional and patriotic education of students of the 10th-11th forms. The didactic tool is independent mental work on an individual research project (IRP) “My Future Profession” in accordance with the technological and socio- economic profile. The authors of the article have developed conceptual provisions for the integration of professional and patriotic education of students when implementing the universal structure of the IRP “My Future Profession”, which contributes to the personal growth of students

THE IMPACT OF PAEDIATRIC EMERGENCY MANAGEMENT SKILLS ON PATIENT OUTCOMES IN ZARIA

Paediatric emergencies represent a critical challenge in Nigeria, where approximately 2,300 children under the age of five die daily, predominantly from preventable and treatable conditions such as pneumonia, malaria, and diarrheal diseases. Mortality rates are disproportionately higher in rural areas, where primary health care (PHC) centers often serve as the only point of access to medical services. The effectiveness of these centers is largely dependent on the emergency management skills of their healthcare workers. Despite their importance, there has been limited research on how the skills of PHC workers in managing paediatric emergencies impact patient outcomes. This study aimed to assess the proficiency of healthcare workers in primary healthcare centers in Zaria in managing common paediatric emergencies. A cross-sectional descriptive study was conducted among 139 health workers selected through a multi-stage sampling technique in Sabon Gari and Zaria Local Government Areas. Data collection was carried out using a pre-tested semi-structured self-administered questionnaire. The data were analyzed using SPSS version 21, and associations were tested using the chi-square test, with results presented in tables and charts. The findings revealed a significant deficiency in the emergency management skills of healthcare workers. A majority of respondents demonstrated inadequate skills in handling paediatric emergencies, with 66 (48.5%) exhibiting very poor competency in the management of common paediatric emergencies, and 32 (23.5%) displaying poor competency. Only a small fraction, 4 (2.9%) of respondents, demonstrated excellent skills in emergency management. Similarly, 46.7% of the respondents had very poor skills in the treatment of common paediatric emergencies, while only 3.0% exhibited excellent treatment skills. A statistically significant relationship was observed between the level of academic qualification and emergency management skills (p &lt; 0.05). The results underscore the critical need to enhance the skill levels of healthcare workers in PHCs through continuous professional development. This could be achieved through collaborative efforts between the Department of Paediatrics at Ahmadu Bello University Teaching Hospital and the Primary Health Care Departments of Zaria and Sabon Gari local governments, focusing on regular training and workshops. Improving the skills of healthcare workers in managing paediatric emergencies is essential for reducing child mortality and improving health outcomes in the region.

The Thematic Analysis of Barriers to Immediate Post-Partum Long-Acting Reversible Contraception

Background: Globally, many women express the desire to avoid immediate pregnancy for 24 months postdelivery, and only forty percent use contraceptives during this period. There is an enormous demand for postpartum family planning, particularly in developing countries with low- or middle-income grades. Postpartum intrauterine devices such as long-acting reversible contraceptives (LARCs) are among the most effective methods of family planning in the immediate postpartum period, yet their effectiveness is hindered because of a lack of availability and training. Strategies to increase access to LARCs are essential. Hence, the purpose of the current study is to determine the barriers among healthcare providers in providing immediate postpartum family planning services. Methods: A cross-sectional study was conducted in the Department of Obstetrics and Gynaecology at SIMS, a tertiary care teaching hospital, from January to March 2024. Approximately 293 healthcare providers who fulfilled the inclusion criteria were provided an online questionnaire in the form of a Google Forms link, which included a structured questionnaire focusing on various aspects, including demographics, knowledge, practices, and barriers in their practice. The data collected were analysed through SPSS version 26, which employs chi-square tests and Pearson’s correlation to determine any significant associations among them. Based on the key statistical outcomes and the significant correlations observed related to the data, a thematic analysis through SWOT (strengths, weaknesses, opportunities, threats) was conducted. The study adhered to the method outlined by Braun and Clarke (2006) and compiled with the COREQ (consolidated criteria for reporting qualitative research) checklist to uphold methodological integrity. Results: Among the participants, 92.4% provided family planning counselling after childbirth, predominantly during the antenatal period (75.1%), and the provision of immediate postnatal family planning was reported in 76.1% of the participants, with PPIUDs identified as the most utilized method by 52.6%. Various barriers were identified, including insufficient training on Implanon (33.4%) and the PPIUCD (12.6%), the unavailability of implants (59.0%), and a lack of interest among patients (46.1%). Statistically significant associations were observed between the practice setting and knowledge of postpartum family planning (p = 0.002), as well as deficiencies in training for the PPIUCD (p &lt; 0.001). The study highlights the place of practice and the practitioners’ experience as significant strengths in offering immediate postpartum contraception and referring patients for family planning. However, qualification was identified as a limiting factor for practicing immediate postpartum family planning. Conclusions: This study revealed significant difficulty in delivering prompt postpartum long-acting reversible contraceptives (LARCs), underscoring the necessity of improved education and training for professionals. Focusing on these challenges is important in enhancing postpartum family planning acceptance and decreasing unfulfilled requirements in resource-limited settings.

FORMATION OF FOREIGN-LANGUAGE COMMUNICATIVE COMPETENCIES OF STUDENTS OF PROFESSIONAL PRE-HIGHER EDUCATION INSTITUTIONS

In the article, the author analyzed the pedagogical conditions for the formation of foreign language communicative competences in institutions of professional pre-higher education in the process of teaching students of 121 program subject area – Software Engineering. During the study, a comprehensive approach was used, including a deep analysis of psychological and pedagogical literature: the study of scientific papers, articles and other sources of information on the topic under study. Analytical work with information sources: synthesis and systematization of acquired knowledge, clear formulation of key concepts and aspects of the topic. It has been established that modern employers expect software engineering professionals to have not only deep technical knowledge but also a high level of English language proficiency. This includes the ability to work with English-language technical documentation, communicate effectively in international projects, and write professional documentation in English. This is especially true for professionals studying at institutions of professional pre-higher education. Foreign language training should be aimed at developing the communication competencies necessary to work effectively in an international environment. The author identifies the main pedagogical conditions, in particular, the formation of motivation in future IT specialists to learn foreign languages; systematic use of digital interactive technologies as a means of forming foreign language communicative competences; creation of professionally oriented teaching and methodological support (in particular, workbooks in in English for professional purposes for each semester); readiness of foreign language teachers to use professionally oriented teaching and methodological support.