Development Of Key Competencies Research Articles

A multi-stakeholder perspective on the development of key competencies for sustainability in Education for Sustainable Development at school

A range of stakeholder groups are involved with fostering Education for Sustainable Development (ESD). It is crucial that their views on the aims of ESD are aligned. This is a prerequisite for coordinated integration of ESD into the formal education system. However, research has not explored whether stakeholder groups have similar ideas about the aims and learning outcomes of ESD. This study investigates the differences and similarities in stakeholders’ opinions on the sustainability key competencies students should develop. We conducted 15 interviews with German experts in ESD practice, policy, and science, analyzing the results deductively using Qualitative Content Analysis within the UNESCO framework of Key Competencies for Sustainability. An inductive approach was used to identify aspects and concepts of competence that went beyond this framework. Most of the competencies mentioned could be assigned to the UNESCO framework, but we identified the additional competency of participating at the political level as being important for ESD. The experts also identified several other concepts. The three stakeholder groups emphasized different competencies and concepts, probably due to their differing professional backgrounds. However, similarities predominated, and the experts largely agreed on which competencies should be developed. Structural difficulties with integrating ESD into the education system are therefore not likely to be the result of fundamental differences in perspective between the three stakeholder groups on the aims of ESD. However, their different frames of reference might lead to miscommunication and misunderstanding, which could impede integration. This aspect needs thorough examination in the future.

Методика використання проблемного навчання на лекційних заняттях з теоретичної механіки

The article substantiates the need for the implementation of creative engineering thinking in students of higher education when studying the discipline "Theoretical Mechanics". Examples of problematic issues and methods of solving them using the analysis of the proposed hypotheses are given.
 The purpose of the article is to justify the given method of using problem-based learning in lecture classes on theoretical mechanics using active learning methods.
 The main goal of higher education is the formation of competences in learners, which will allow them to constantly develop and adapt to modern requirements in the conditions of constant development of industry. The main emphasis is placed not only on the assimilation of knowledge, but also on its creative application, the ability to solve new tasks, analyze different options and achieve optimal results. Solving creative engineering problems in the style of a business game or a game session reveals and reveals creative skills and abilities, significantly increases the individual creative potential of most of the applicants and contributes to the formation of professional production skills. The work of students in such classes includes a number of actions aimed at deepening knowledge, consolidating it in practical situations and developing personal qualities, such as independence, creativity, responsibility, work planning, the ability to quickly adapt to changes and make adjustments in the work process. Active participation of students in this process is also important, which contributes to their intellectual growth and development.
 Problem-based learning is a method in education that actively involves students in finding, analyzing and solving real problems or situations that arise in the context of studying a specific topic or discipline. The main aspects of problem-based learning include:
 - active participation of students – in problem-based learning, students act as active participants in the educational process. They are aimed at independent study of the material, problem solving and joint discussion.
 - stimulation of critical thinking – promotes the development of critical thinking in students. They learn to analyze information, make hypotheses, solve problems and argue their opinions.
 - collaborative learning – where group projects or tasks are often used, which promotes the development of communication skills, cooperation and mutual assistance between students.
 - interdisciplinary approach – can cover different aspects from different disciplines, which allows students to consider the problem from different points of view and apply knowledge from different areas.
 - development of independence and initiative – this teaching method stimulates independence and initiative of students. They learn to independently find information, formulate questions and find their own ways to solve problems.
 - application of skills in real life – promotes the development of skills that can be applied in real life situations. It helps students understand how their knowledge can be useful in practical activities.
 These aspects allow problem-based learning to be an effective learning method that promotes deep learning of the material and development of key competencies in students.

APPLICATION OF STEM-TECHNOLOGIES IN THE PROFESSIONAL TRAINING OF SPECIALISTS IN THE FIELD OF HUMAN HEALTH

The article examines the current aspects of the use of STEM technologies in the professional training of specialists in the field of human health. Focusing on scientific and technical disciplines such as materials science, engineering, computer science and mathematics, the article highlights the benefits and challenges of applying STEM approaches in the educational process. The impact of the specified technologies on the development of key competencies and increasing the efficiency of professional training of future specialists in the field of health care was studied. The article also considers the possibilities of integrating STEM education into training programs, thereby contributing to the creation of better conditions for the successful implementation of these technologies in the field of training specialists in education and human health.
 The purpose of the article is to analyze scientific approaches to defining and studying the features of STEM education; the study of existing educational practices related to the development and implementation of STEM subjects and the determination of ways of their respective implementation in the educational process for the purpose of health protection.
 Methodology. The methodological basis of the research is a systematic and person-oriented approach to the analysis of psychological-pedagogical literature and pedagogical experience on issues of social-pedagogical activity. The work uses a multi- level systematic analysis of scientific sources, which is based on philosophical, general scientific and partly scientific and specific scientific levels of knowledge.
 Scientific novelty. The scientific novelty of this article lies in the in-depth study and analysis of the impact of STEM technologies on the professional training of specialists in the field of human health. The work highlights the latest approaches to the use of scientific and technical knowledge and skills for health maintenance, revealing in detail their role in the development and improvement of the quality of education in this field. In addition, the article offers innovative strategies and methods of introducing STEM approaches into educational programs to optimize the process of professional training, which contributes to the continuous improvement of educational practices in the field of human health.
 Conclusions. Studies of the use of STEM technologies in the professional training of health professionals indicate the significant potential of these innovations in the field of improving the quality of education and improving the practical skills of future medical workers. The use of STEM approaches allows not only to effectively combine scientific knowledge and technical skills, but also stimulates critical thinking, creative approach and the ability to solve complex problems in the medical field. The results of the analysis indicate the need to integrate STEM education into pedagogical programs to provide students with a wider range of competencies, taking into account the development of technologies in the modern world. At the same time, it is important to take into account the specifics of human health education and provide adapted STEM strategies to ensure their optimal effectiveness in the context of human health. In general, the use of STEM technologies in the training of specialists in the field of human health is a promising direction that can contribute to raising the quality of health education and training qualified personnel for the challenges of the modern public health system.

Development of competencies in secondary education through the motivational style of autonomy support

Background The aim of the study was to test the effect of a meta-disciplinary intervention based on the motivational style of autonomy support on the development of competencies in secondary school students. It was carried out by means of a quasi-experimental design and lasted for three months. Methods A total of 62 students between the ages of 12 and 16 (M = 13.61; SD = 1.16) participated, with 33 in the experimental group and 29 in the control group, along with 12 teachers (7 in the intervention group and 5 in the control group). The study measured teaching motivational style, satisfaction of basic psychological needs, motivation, and key competencies. Results The results demonstrate improvements in the autonomy-supportive motivational style, satisfaction of the basic psychological need for autonomy, autonomous motivation, and competencies in the experimental group, while the control group exhibited an increase in the chaos style. Conclusions These findings reveal the positive impact of the supportive motivational style on the development of key competencies establishing it as an active, valid, and reliable methodology to motivate secondary school students.

Development of key competences of students in the subject of technology in primary schools

In the first part, the aim of the contribution was to direct the reader's attention to the issue of key competences, to present the basic documents of the governments of the Czech and Slovak Republics. In the second part, the authors focus on the development of key competences in the subject of technology in the 5th-9th grade of primary schools and show examples of pupils' products in the teaching process. The final part presents the procedure for verifying the research instrument in the 1st stage of the research carried out on a narrower sample of respondents. At the same time, I present some principles of the design of the research tool in the context of the upcoming international research on key competences with a focus on the current state and conditions of skill development in the subject Technology from the perspective of elementary school students. The preliminary results of the questionnaire itself brought us some expected results that document the current state of the issue of skill development in the subject of Technology. The conducted research fulfilled the main goal, i.e. the verification of the research tool.

How Should the Learning Environment Change Entrepreneurship Education in the Era of the Fourth Industrial Revolution?

The article examines the influence of the learning environment on the development of key competencies among students in the era of the Fourth Industrial Revolution. The simple random sample included 96 undergraduates in Business Administration at Mudanjiang Normal University, Mudanjiang, China. The experimental group consisted of 47 students (25 young men and 22 young women), who mostly resorted to M-learning environments during the experiment. The control group consisted of 49 students (26 young men, and 23 young women), who received traditional classroom training during the experiment with limited use of M-learning environments. At the beginning and the end of the experiment, the communicative and cognitive abilities of students were tested. The research findings suggested that the widespread use of M-learning environments increased (with statistical significance of p < 0.05) the communication and organizational skills among students in the experimental group, as well as their creativity.

Analysing the Functionality of Twitter for Science Dissemination in EFL Teaching and Learning

Communication through social media is a phenomenon whose relevance has involved the consideration of online discourse in the language teaching context. This article explores the functionality of Twitter (now called “X”) for science dissemination within the teaching and learning of English as a foreign language. To do this, 100 tweets from the accounts @WWF and @Greenpeace were gathered and analysed from the perspective of digital discourse analysis and communicative language teaching. I argue that using these tweets encourages the development of key competencies, provides room for the practice of integrated skills, and enhances the application of 21st-century skills. Conclusively, science dissemination tweets may be considered adequate for teaching and learning English.

A123: Research Progress and Review of Key Competencies of Physical Education Curriculum in China

Purpose: The introduction of the "Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Establishing Virtues and Cultivating People" marked the initiation of comprehensive curriculum reform across all disciplines in our country, with a particular emphasis on key competencies. Among these competencies, those integral to the Physical Education (PE) curriculum have garnered increasing attention from scholars. Building upon this foundation, this paper systematically reviews and analyzes pertinent research on the key competencies within the PE curriculum. The exploration covers the development process, current research hotspots, and future prospects in this field, aiming to serve as a reference for future research on key competencies within the PE curriculum in our country. Methods: Employing CNKI as the database, the search keywords included "key competencies of PE curriculum," "key competencies of PE and health," "key competencies of students' PE," and "key competencies of PE teachers." Literature sources were sourced from SCI, SSCI, and the Peking University Core. A total of 130 relevant literatures were identified and subsequently analyzed using CiteSpace software. Results: The key competencies of PE curriculum have experienced three stages of development. The two research peaks are in 2018 and 2022, which’s closely related to Compulsory Education Curriculum Standards for PE and Health(2022) and High School Curriculum Standards for PE and Health(2017) in recent years. The promulgation of physical education (PE) curriculum standards in basic education not only provides a guiding framework for schools in the future but also serves as a crucial foundation for scholars to conduct in-depth research. The exploration of key competencies within the PE curriculum encompasses various aspects, including its fundamental meaning, constituent elements, training mechanisms, evaluation systems, developmental challenges, and practical approaches. Given that the key competencies of the PE curriculum are still in the early stages of development, they draw inspiration from the commendable experiences of foreign PE curricula. Furthermore, the assessment and training mechanisms and systems for these key competencies remain imperfect, and empirical research in this domain is still insufficient. Conclusion: It remains essential to explore the theoretical foundations of key competencies within the PE curriculum from diverse perspectives to ensure their firm establishment. Simultaneously, there is a commitment to prioritize the development of key competencies among PE teachers. Innovative approaches, such as cultivating models and evaluation systems for key competencies tailored to students at different levels or for PE teachers, will be implemented to facilitate further empirical research. This effort aims to genuinely achieve the vision of creating "sports-oriented individuals" and collectively build a promising future for school physical education.

Intentional leveraging of psychologist competencies: A case for expanding administrative leadership training opportunities in the Veterans Health Administration.

This article seeks to broaden the discussion of instituting training in administrative leadership at the doctoral internship and postdoctoral levels and offer guidance for programs interested in developing their own rotations. Following a brief review of literature pertinent to psychologist leadership development, this article describes the development of key competencies of leadership rotations aligned with the psychology profession-wide competencies within the Veterans Health Administration. In addition, the article disseminates a "tool kit" developed specifically to help add structure and support for the development of administrative leadership rotations at Veterans Health Administration (e.g., developmental opportunities, literature review, resources, etc.). Implementation of administrative leadership training are described in two community service settings, one at a Veterans Integrated Service Network and one at a VA Medical Center. The benefits of administrative leadership rotations to trainees, the organization, and the field of psychology are described. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

DEVELOPMENT OF KEY COMPETENCIES OF FUTURE SPECIALISTS IN ART AND EXTRACURRICULAR EDUCATION

The article is devoted to the actual problem of the development of key competencies of future specialists in art and extracurricular education. The author outlines a range of problematic issues that arise in the process of training students of the master’s level of the educational and professional programs “Extracurricular Education” (specialty 011 Educational, pedagogical sciences of the field of knowledge 01 Education/Pedagogy) and “Choreography” (specialty 024 Choreography of the field of knowledge 02 Culture and Art) and offers areas of activity for the development of their key competencies.&#x0D; The study has revealed the importance of applying knowledge in practice by future specialists of art and extracurricular education, which helps them gain experience, readiness for future professional activities, and life skills. Experts consider readiness for future professional activity to be: strategic thinking, decision-making, the ability to plan, goal setting and achievement, responsibility, interaction and cooperation, teamwork, ability to apply professional knowledge and learning technologies, the ability to think critically, recollection, self-sufficiency, efficiency, punctuality. Life skills are social skills, communication skills, the ability to reach consensus, the ability to take responsibility, self-respect, non-conflict, endurance, and strengthening values and ethics.&#x0D; It has been proven that the development of key competencies of future specialists in art and extracurricular education should be based on systemic, problem-based, personal, competence, and contextual approaches, and forms of interaction – master classes, scientific conferences, trainings, educational and entertainment events, competitions of professional skills, modeling of professional situations.&#x0D; It has been concluded that it is necessary to further search for and improve ways of developing the key competencies of future specialists in art and extracurricular education to develop strategic perspective educational and professional programs for their training.

Development of NUS key competencies through game activities in primary school

Game activity as one of the effective teaching methods plays an important role in the formation of key competencies of primary school students. The article identifies and systematizes the peculiarities of the development of key competencies of primary school students through the use of game activities in physical education lessons. The competence-based approach to the implementation of the key reform of schooling «New Ukrainian School» through the formation of key competencies is indicated: communication in the state language; communication in foreign languages; mathematical competence; basic competencies in natural sciences and technologies; information and digital competence; lifelong learning skills; initiative and entrepreneurship; social and civic competence; cultural awareness and expression; environmental literacy and healthy lifestyle. Different approaches to the formation of key competencies of junior schoolchildren in physical education lessons through game activities are revealed. The game competence is characterized as the ability of a child to understand, create and participate in various games, which includes physical activity, joint interaction with peers, development of strategic and tactical thinking during the game, as well as the ability to follow the rules of the game and sports ethics. Further elaboration of the problem of developing students' key competencies through game activities is emphasized.

Development of Essential Competences for the Success of Inclusive Quality Teaching–Learning Processes in Higher Education

Currently, the development of key competences has become a fundamental priority to ensure the success of inclusive quality teaching–learning processes at all levels of education. This research proposes a quantitative observational study that involved 446 Spanish, Chilean and Mexican individuals, using the INNOVAPRENDE questionnaire. Education is fundamental to provide citizens with the skills inside and outside the classroom. For this reason, the research focuses on the teachers’ perception of university students’ skills to develop Personal, Social and Learning to Learn (PSLL) competence: initiating learning, managing time, managing information and managing self-regulated learning. It was found that women (vs. men), older participants (vs. younger participants) and participants with 16–25 years of experience (vs. those with 0–5 years of experience) perceive that university students have greater knowledge and skills to deploy PSLL. The conclusion highlights the importance of teacher guidance and support, as well as expectations in relation to learners’ development of the skills that make up PSLL.

Spotkanie przy mediacyjnym stole. Konteksty pedagogiczne

The aim of this paper is to analyze the potential connected with using mediation as an educational method. The role of technology in contemporary society is constantly growing. The COVID-19 pandemic makes us aware of how elementary and fundamental presence is. Encounter as a pedagogical category shows many dimensions and educational benefits. Peer mediation offers a constructive approach to peer conflict, resolving it through meeting and conversation in the presence of an impartial and neutral mediator (school peer). A mediation session teaches responsibility for the decisions taken and creates a sense of agency. Mediation is conducive to the development of key competences in the postmodern world.

TRAINING OF FUTURE SPECIALISTS WITH HIGHER EDUCATION FOR PROFESSIONAL AND COMMUNICATIVE INTERACTION

The research outlines important aspects of the preparation of highly qualified specialists aimed at increasing the efficiency of their professional activity by improving their communication skills, which are used to transfer significant amounts of information of crucial importance for professional decision-making.&#x0D; The article studies the formation of personal competences of future specialists with higher education with the priority of communicative competence as the basic means of prospective students’ training. The authors focus the attention on development of key competences that are formed in the process of learning humanitarian subjects as well as on determining the aspects of the competence approach in education. Thus, the main features of key competences of prospective specialists are distinguished and analyzed.&#x0D; The article studies the concept and the essence of the competence approach and its practical implementation into the system of higher education. The authors have identified that the formation of the communicative competence is a reliable tool of creative-motivational thinking formation in the higher education seekers.&#x0D; It is concluded that according to the results of the research conducted, professional self-realization is an important component of the system of personal self-development of the modern specialists, as well as the formation of professional competences. Communicative competence is identified as the activity aimed at improving future specialists’ personalities in accordance with professional requirements. In particular, the professional culture of a student-foreigner is determined as a set of practical and spiritual attributes that determine the quality of their professional activity, which are closely related to their intellectual, general pedagogical and psychological, methodological, and informational, theoretical, practical and cultural activities as well.

Elements of the parabola in the three-dimensional space and applications in teaching through a project based on reflection of light

This work, structured in two main parts, is devoted to the parabola topic. In the first, the elements of a parabola are reviewed by linking the definition of intersection of a plane and a cone with a locus of the plane. The necessary transformations for the calculation of the elements as a curve in space are pointed out as well as historical notes and properties of light are included. In the second part, the applications in teaching at a high school level or university courses are explained. A project based on the reflection of light is proposed that seeks to connect various subjects in line with the new educational paradigm of development of key competencies, joining different fields of knowledge. For university courses, applications of linear algebra are obtained in the establishment of relationships between analytical geometry in the rotation and translation of planes, and the dihedral system that is taught in technical drawing subjects. As a conclusion, it is obtained that the teaching of the parabola from different approaches allows a complete learning of diverse fields of knowledge, even of different topics of mathematics, an essential factor in the development of thought at any educational level.

Integrating education for sustainable development in physical education: fostering critical and systemic thinking

PurposeThe aim of this personal vision research is to analyse the characteristics of physical education subject to contribute to the Sustainable Development Goals (SDGs) through the development of competences in university students. The objective is to reflect on how critical and systemic thinking could be mobilised through the contents and methodologies in physical education to promote the SDGs.Design/methodology/approachA conceptual article is proposed in which an active investigation of how physical education could foster critical and systemic thinking has been carried out. For this purpose, articles were selected that have analysed the potential of physical education for sustainability. Databases such as Web of Science, Scopus or Google Scholar have been reviewed through keywords such as “physical education”, “sustainability”, “critical thinking” or “systems thinking”.FindingsStrategies are presented to enable university students to understand the scope of the subject beyond the physical dimension. This study discusses that it is only through such a change of view of the subject that meaningful learning and learning situations that encourage enquiry and active participation can be introduced. Thus, this paper argues that physical education is a unique area of knowledge for mobilising critical and systemic thinking in the context of sustainable development (SD). Consequently, concrete actions are presented for application in physical education teaching that shows direct connections to specific targets of the SDGs.Practical implicationsThis study presents practical implications for higher education leaders and educational policy designers at the national level, as it would help improve initial and ongoing training programs for physical education teachers, focusing on the development of key competencies for sustainability.Social implicationsPhysical education has the potential to contribute to the development of vulnerable schools and communities, especially to the health and well-being of children and young people and does not require large financial budgets. Therefore, the recommendations presented in this study can have a positive impact on the well-being of these groups.Originality/valueThis document invites reflection on how, through different teaching strategies, we can produce significant learning that contributes to the sustainability of the planet. All this, trying to mobilise critical and systemic thinking and consequently improving awareness for SD.

The Meaning of the Kindergarten Concept for Childrenʹs Physical Aktivity and Health

The article focused on the importance of kindergarten for physical activity, known in many countries as movement kindergartens. The purpose of the study reflected in the article is to reveal the essence and importance of kindergarten for childrenʹs physical activity in the context of the need for a healthy lifestyle and early development of key competencies. The priority importance of childrenʹs health, which is inevitably connected with their physical activity and healthy nutrition is also outlined. These skills are cultivated both in the family and in kindergarten. In this context, the role of parents and teachers is emphasized. They should encourage childrenʹs desire for physical activity through different forms, methods and means, as well as the joy and pleasure of this activity. The requirements for movement kindergartens, the main moments in the day stay, the educational directions are outlined. The physical development of children takes place in unity with their intellectual, socio-moral and emotional development.

Modeling an Educational Environment Promoting the Development of Key Competencies in Preschool Age

A supportive, motivating and purposefully organized educational environment can become a powerful factor for laying the foundations for the development of important qualities, skills and competences in children of preschool age. The article aims to: reveal the possibilities of the educational environment and promote the development of key competences for lifelong learning in preschool children. Tasks: 1. To study and analyze literary sources and normative documents related to the application of the competence approach in preschool education; 2. To indicate the main principles underlying the creation of an educational environment promoting the development of key competencies in kindergarten; 3. To highlight the possibilities for modeling an educational environment to promote the development of key competences in preschool age

The Internet as a Factor for the Development of Key Competences in Children and Adolescents of the XXI Century

The Internet as a Factor for the Development of Key Competences in Children and Adolescents of the XXI Century

Development of Key Competences of Students Preparing in the Field of Study to Reception Technicians

The presented article deals with the development of key competencies of students preparing in the study field of reception technician. It describes key competences, the possibilities of developing key competencies and the development of key competences of primary and secondary school students. The article draws attention to the development of key competencies through a professional didactic text focused on the management of the work of a reception technician in a car service and selected options for evaluating professional texts. Expert evaluation methods, according to Turek (2010), were chosen for the evaluation of the professional text. In this part, we focused on the evaluation of features such as content correctness, compliance with the curriculum, clarity of expression and transparency, connection of theory with practice, simplicity, appropriateness and interest, the content side of the curriculum, arrangement of the curriculum into a system, inter-subject relationships, and clarity.&#x0D; The results showed that all experts evaluated the features of the professional text on the rating scale 0, +1 and +2. They did not use the ratings -1 and -2. The experts were in the Czech Republic and Slovakia.