Technological Competence Development Research Articles

Industry 4.0 and Agile Project Management: Evolution of Leadership Concepts and Roles

This study examines the impact of Industry 4.0 on the concept of leadership approaches. The research aims to compare leadership theories before and after Industry 4.0, determine how leadership roles have evolved in agile project management, and identify effective leadership styles. The study employs literature review and qualitative research methods, specifically using focus group studies. Two separate focus group studies were conducted through online meetings and face-to-face sessions to thoroughly examine the approaches of executives from companies who have mature project management offices in Turkey. Data were obtained by transcribing the audio recordings of discussions during focus group sessions and comparing them with researcher notes. The study extensively examines the impacts of identified leadership styles, determined through literature review, on the management of agile project teams. Findings indicate that leadership styles such as visionary, organizing, relational, and social leadership play significant roles in agile project management. Additionally, leadership personality traits observed in each of these styles have been identified. The results underscore the need to redefine leadership approaches and highlight the effects of Industry 4.0 on project management. By linking the characteristics of leadership styles and their impacts on agile teams with the literature, the study contributes to future leadership research and practices. In this context, it emphasizes the development of technological competencies for organizations to succeed and the need for flexible and innovative organizational structures. Furthermore, it suggests that leaders in the digital transformation processes brought by Industry 4.0 should possess skills to facilitate their employees' adaptation processes. This study contributes significantly to academic literature and business by exploring leadership evolution in Industry 4.0 and redefining roles in agile project management, emphasizing ongoing focus on development and innovation in leadership.

Digitalization and non-profits: Competency requirements in non-profit sector of Saudi Arabia

Digitalization is emerging as a broader socio-technical transformation affecting businesses of all types. The paradigm shifts in digital technology have mandated new mindsets and approaches to managerial, leadership, and entrepreneurial competitiveness in organizations. Human capital with the ability to convey digital knowledge and strategies is regarded as a crucial resource for digital transformations (DT) in organizations. In fact, the development of relevant technological and digital competencies (DCs) is regarded as the biggest obstacle to DT in non-profit organizations (NPOs) as well. However, the growth of literature in this direction has been fragmented by the lack of any formal integration of DCs. The current study is formulated with the primary goal of exploring the digital competency requirements of NPOs. A systematic literature review protocol adhering to PRISMA guidelines was undertaken to synthesize the initial draft of DCs. Subsequently, a modified two-round Delphi survey with a panel of 25 experts was used to rate the competencies quantitatively. The analysis followed the prescribed Delphi principles to determine the results' validity and reliability. As a result, a comprehensive set of eighteen competencies was generated and categorized into three areas (‘digital leadership’, ‘personnel and organizational’, and ‘technical’ competencies). While filling an important void in the literature, the study's findings lay the groundwork for a digital transformation education, learning, and development agenda in non-profits.

PENGEMBANGAN E-BOOK “NADA BUKHU” (Nabi Adam Dan Buah Khuldi) Berbasis Web Pada Pembelajaran PAI Kelas 1 SD di SDN Karapyak I Sumedang

In this era of technological progress, of course, its use cannot be avoided both in daily activities and learning activities. With the development of the web-based e-book learning media "NADA BUKHU" (Prophet Adam and the Fruit of Khuldi), it can be used as a preference in teaching and learning activities. Based on the results of research on grade 1 students at SD Negeri Karapyak 1, Sumedang. The results showed that student's ability to understand the material could increase, as well as make students focus their attention on the material due to the attractive designs and images. The aim of creating and developing the e-book learning media "NADA BUKHU" is to help teachers and students make learning activities more effective and make the classroom atmosphere conducive and interactive. The method used in developing this media is Design and Development (D&D) and the research results use descriptive qualitative. The results of this research are 1) students are helped in understanding the material, 2) practice questions in interactive e-books, 3) the appearance of e-books is attractive to students, 4) students are active when using learning media in class. The implications of this research activity include: 1) increasing the accessibility of learning materials, 2) utilizing technology in learning activities, 3) providing support for thematic teaching in elementary schools. 4) foster the development of digital literacy and technological competence. 5) carry out evaluation activities on improving learning content.

Today’s Mechanisms of Financing the 4th Energy-Transition

Today global community focuses on stepping-up efforts aimed at cutting emissions of green-house gases to the atmosphere. It is connected with active realization of the 4th energy-transition strategy based on replacement of one power sources by others that are more efficient and ecologically clean. Current trends of sustainable development define priorities and new approaches to sources and forms of financing. Serious impact on selection of finance mechanisms is made by sectoral specific features demonstrating key lines of development. The article studies accessible efficient finance tools, which can provide a new format of interaction with regard to principles of power system functioning. As auxiliary resources fostering finance priority identification the author put forward ESG-accounting and ESG-ratings. European experience of using mechanisms of financing energy-effective projects can be interesting. The author formulated principles of the 4th energy-transition, showed key lines in the 4th energy-transition financing with regard to coordination of economic interests of process participants and highlighted the most important sources of financing. It is recommended to prioritize the development of technological competences oriented to home market.

Involvement of the student in their learning: Effects of formative assessment on competency development

The study aimed to establish the influence of formative assessment on the attainment of scientific and technological competencies in a school in Lima, Peru. We formulated and subsequently tested hypothesis of the positive impact of formative evaluation on science and technology competencies. The authors used the questionnaire associated with formative evaluative practices and to measure the development of competencies gradings of 116 second-grade high school students. It was found that formative assessment significatively influences the development of scientific and technological competencies, predicting a 0.708 increase in educational outcomes (pseudo R-squared Nagelkerke). This influence on competency attainment was examined through regression analysis. It was concluded that formative assessment, along with all its dimensions, influences the achievement of competencies related to science and technology. We recommend that its implementation in classrooms should receive greater dissemination.

Didactic requirements for fostering the growth of future translators� technology proficiency within the framework of their localization-focused training

Relevance. The transition of society�s spheres of activity to new technological systems implies the need to introduce changes in educational standards, as well as to change approaches to the professional education of future industry specialists, including in the training of professional translators. Purpose. The study aims to identify the pedagogical conditions necessary for the development of future translators� technological competence, especially in the context of their localisation-based training. Methodology. The study applied systemic-structural and interdisciplinary approaches, as well as dialectical, historical, and legal comparative, logical and semantic and other methods. Results. The study found that in the context of the current realities, not only the classical professional knowledge of future translators needs to change, but also the adaptation of pedagogical programmes to the rapid development of technological processes. The active expansion of contacts between different countries of the world and the increasing importance of developing information communication between representatives of different countries make the latest technologies particularly valuable in areas designed to address global and international issues. One of these areas of professional activity is translation, which includes not only translation technologies but also translation education in the context of training professional translators. Conclusions. The complexity of the translation process due to its technology requires the development of the technological competence of professional translators. The practical significance of this study lies in the possibility of implementing the results achieved in the process of improving the content of existing or opening new educational programmes for future professional translators to adapt them to the requirements of the modern environment. Keywords: professional education; localisation; information technology; automated systems; strategy; post-editing

Law regulation of the digital economy

The article examines the digital transformation of the economic sphere. The analysis of the terms “digitalization of business”, “digital transformation of business” and “digital economy” is carried out. Appropriate definitions of the digital economy and digital platform as one of the tools of digitalization of business have been formulated. The stages of the transition to the digital economy are demarcated, namely: digitalization of business, digital transformation of business, digital economy, economy of results. The concept of the economy of the result, as the next level of development of economic processes, was studied. Measures and barriers for the digital transformation of Ukraine's economy defined in the “National Economic Strategy for the period until 2030” were analyzed. The directions and expected results that should contribute to the digital transformation of business in Ukraine have been studied. It was determined that the digital transformation of business is carried out thanks to the use of digital technologies and new business models to increase productivity. It was established that the development of information and technological competences is necessary to ensure the processes of digitalization of business. Adopted laws in the field of the digital economy do not contribute to the systemic economic digital transformation, which indicates the need for a systematic revision of the legal framework. The definitions given in this work can be the basis for improving legal regulation.

Psychological aspects of online learning implementation at Ukrainian universities

The relevance of the study lies in the fact that, unlike most European countries that returned to full-time education after the end of the coronavirus pandemic, Ukraine, due to active military operations on its territory, continued an online educational process for a long time and again faces the choice of a rational way of learning. That is why there is a need to evaluate all the weaknesses and strengths of the remote educational format. The purpose of the study is to analyse the advantages and disadvantages of implementing online education in Ukrainian universities during martial law. To achieve this purpose, a survey of 56 teachers of psychological disciplines with professional experience from 4 to 28 years was conducted; the answers received were analysed. The results showed that the advantages of online learning for students and teachers are common: mobility, high quality of digital content, partial automation of knowledge control, a variety of psychological and pedagogical tools, and stimulation of the development of digital and technological competence. The main problems of online learning for students are communication disorders: a lack of personality-oriented communication between peers, and a deepening of the social distance between students and teachers. In the field of psychological education, this disadvantage is closely related to the difficulty of mastering practical professional skills, which consist in organising trusting, close interaction between people. For teachers, this form of work offers wide opportunities for professional self-fulfilment, but at the same time is accompanied by overload, rapid emotional burnout, deterioration of health and quality of life. The paper substantiates the need to restore full-time education, considering the positive experience of online learning. The results of the study can become the basis for the development of practical measures aimed at preventing professional maladaptation of university teachers; combating the difficulties of socialisation and professionalisation of young people who received higher education during quarantine and martial law.

Formation of the Electronic Educational Environment in the Conditions of Vocational Education Digitalization

Modern education is undergoing significant changes, which are associated with the requirements in the conditions of a society digitalization. Digitalization of education is carried out on the basis of the priority project “Modern digital educational environment in the Russian Federation”. This study is devoted to the problem of education digitalization through the introduction of an electronic and digital educational environment at the university, as well as the problem of the willingness of teachers to participate in this process. Based on the analysis of the research, the article reveals the features of the introduction of digital technologies in professional education both in academic and extracurricular activities. The didactic features of the digital tools use in the process of formation and assessment of the level of certain competencies formation in the training of future specialists are investigated. The conditions of formation and development of information, communication and technological competence among students and teachers are revealed. In order to effectively form information and communication competence, a digital educational space is being created in educational institutions, including an information and communication infrastructure that promotes the introduction of an electronic educational environment and makes it possible to ensure the availability of high-quality education to consumers, including the organization of distance learning. To master the elements of an electronic information educational environment formation, the article considers the results of the introduction of the course “Electronic Educational Environment”, which was implemented among teachers of the Transbaikal State University. After studying this course, the teachers mastered the main features of the Transbaikal State University website, services and tools for evaluating oral surveys and written works of students, examined the features of working with an interactive whiteboard, as well as services for various visualization techniques. All these elements of the electronic educational environment will allow organizing a high-quality educational process in all areas of training at the university

ПРОФЕССИОНАЛЬНАЯ ПОДГОТОВКА УЧИТЕЛЯ В УСЛОВИЯХ ЦИФРОВИЗАЦИИ ОБУЧЕНИЯ

The article deals with the actual problem of preparing students for professional pedagogical activity in the conditions of modern challenges. The article analyzes the current trends in the introduction of digital technologies in the educational process of natural science education. The idea of introducing digital technologies, technical means of teaching as auxiliary tools for the professional training of a natural science teacher is considered, in connection with an urgent problem that is the search for methodological techniques increasing the motivation of students as future teachers of environmental activities, within the development of their ecological culture. The possibility of integrating traditional pedagogical and information technologies in order to form a new information environment necessary for the normal functioning of the Federal State Educational System is considered. A factual example shows the significant impact of augmented reality on the quality of biological education. At the same time, attention is focused on the necessity of activating the cognitive process in the training of future teachers, which is based on the students’ motivation level increasing, developing interest in practical pedagogical, research activities in the learning process, which contributes to the formation of appropriate competencies. The issues of improving the training of students studying in pedagogical specialties on the basis of the development of technological and methodological competence of students – future biology teachers of a modern school are revealed. At the same time, it is noted that students have insufficiently formed the basic values that should be inherent in a pedagogical employee admitted to the process of forming a holistic worldview in a child. The article analyzes the didactic possibilities of the digital educational environment in the educational process in biology, the advantages and disadvantages of mobile learning in the system of modern biological education. Based on the improvement of the methodological system of the organization of individual and group project activities in teaching biology, the focus of modern education on providing the most favorable conditions for students in order to master the knowledge of the discipline and improve the quality of the educational process is considered.

Infographics and their applications in the hybrid learning process

With the effective use of technological tools and equipment in all areas of life, the effective use of technological applications that will support the solution of daily life problems has become inevitable in order for science literacy to occur. The main purpose of this research is to determine the effect of infographic applications on the development of students' technological competencies and science literacy in the hybrid education process in high school physics courses. The study was carried out with 173 students in Turkey in the fall semester of the 2020-2021 academic years, for three weeks at school where the researcher taught. Quantitative and qualitative methods were used together within the scope of action research. Quantitative findings were evaluated with t-test and qualitative findings were evaluated with content analysis. In the hybrid education process, as a result of the infographic applications in the physics lesson, the technological competencies for educational purposes have developed in the students. As a result of students' effective use of infographic content in online and face-to-face educational applications, they have achieved advanced development in the dimensions of researching and questioning information, revealing the relationship between technological changes and science, and cognitive assimilation of information.

PREPARATION OF FUTURE SOCIAL TEACHERS FOR TECHNOLOGICAL ACTIVITY: SYNERGISTIC APPROACH

The realities of modern society require a polymodal approach to the training of specialists in the social sphere, with emphasis on the formation and development of technological competence in them. At the same time, to prevent eclecticism in the training of higher education students can, if you implement professional training on the basis of a synergistic approach, which integrates a competent, personal-oriented, interdisciplinary and active approach. Thus, there is a problem of development of innovative technologies of social and pedagogical activity, which would meet the demands of modern society and social order of the state. The article attempts to study and systematize the stages of social and pedagogical work with the client, peculiarities of training of the higher education applicants for their realization on the basis of a synergistic approach. On the basis of analysis of algorithms of social and pedagogical work, presented in scientific literature, it is proposed to separate 8 main stages: Stage of establishing contact with the client; the stage of diagnostics; convention-motivational stage; planning stage; forecasting stage; stage of plan implementation; stage of completion of cooperation with the client; stage of professional reflexia. The contents of each stage are presented and the technological peculiarities of their implementation are described. The role of integrative approach in professional training of higher education graduates, formation of their ability to combine theory and practice, building interpersonal interaction with the client as a subject of social and pedagogical work is emphasized. The forms and methods, psychological foundations of development in the applicants of higher education of the necessary professional competence are summarized.

PEDAGOGICAL ESSENCE AND MODEL OF TECHNOLOGICAL COMPETENCE DEVELOPMENT IN FUTURE ENGINEERS

Pedagogical factors of development of technological competence of students of higher educational institutions with the help of electronic educational tools are considered in this article. The components of the didactic support system for electronic educational tools are highlighted. The model of the advantages of organizing education based on electronic educational tools and the main problems of organizing the educational process with the help of electronic educational tools are shown.

Educational digital transformation and digital Competences: legal aspects

In the article the author considers the legal aspects of the digital transformation process in the field of education and the digital competences formation to ensure the processes of global digitalization of the economy. For the study purposes the concept of “educational digital transformation” is formulated as the transformation of the mechanisms of human formation as a person, their talents, intellectual, creative and physical abilities, and values through the use of digital technologies in the formal and informal educational process. Such digital transformation occurs at two levels. At the educational and methodological support level by updating lectures, practical tasks with interactive teaching methods, participants communication in educational process. The second level is the organization of educational institutions as research platforms. The genesis of the concepts “information literacy”, “media literacy”, “digital literacy” and “metaliteracy” are studied. Considering the concept of metaliteracy the category “information technology competences” is proposed. Information competences are based on information processing skills at all stages of the information process and technological competence is related to the formation of skills for working with hardware and software devices and depends on the professional field of activity. By means of proposed classification of “information-technological competences” the Framework of digital competences and two standards of higher education (specialty 081 “Law” and 015 “Professional education” (pedagogy) are analyzed. It is established that in the standards of education, in addition to information-technological competences, there is an additional group of professional information competences. They are related to the high abstract cognition ability in professional activities (the ability to learn, apply knowledge in practice, analyze retrospectives, carry out comparative analysis, determine appropriate and acceptable facts, analyze problems, the ability for logical, critical and systematic analysis). The implementation of these standards and the development of information technology competences can solve some tasks of the educational digital transformation. Firstly, the standard enshrines the legal regulation of the development of information and technological competences. Secondly, the requirements for educating lawyers and teachers, who will understand the socio-economic processes of digital transformation, and will be able to make a major contribution to the digital transformation of education system and other areas of the digital economy ensuring its legal regulation, are formulated.

Role of talent management in developing technological competencies: The mediating role of information technology

This study aimed to clarify the role of talent management in the development of technological competencies as the mediating role of information technology. The study population consisted of the Jordanian private universities, where the application was applied to a sample that included a group of (department manager, human resources manager, department head, and administrative employee). The researcher relied on the quantitative approach in collecting primary data by making a questionnaire, developing it and distributing it to the Jordanian private universities. The hypotheses were analyzed and tested using appropriate statistical methods and the use of the Statistical Package for Social Sciences (SPSS). The final sample amounted to (220) questionnaires. The study reached a set of results, the most important of which is that there is a statistically significant effect at the level of significance (α≥0.05) for talent management in developing the technological competencies. One of the most important recommendations of the study is the keenness to use appropriate advertising media in identifying talented people.

La formation en traduction juridique au Liban: une étude de terrain

Legal Translation Training in Lebanon: A Field Study
 This article presents the results of an empirical study focused on three major axes. The study was conducted in Lebanon on three main actors in the field of legal translation: translators, commissioners, and translation schools. It aims at highlighting the actual role that universities play in training competent legal translators capable of satisfying market needs in the field of legal translation. For this purpose, the study draws links between translators’ attitudes towards legal translation, commissioners’ attitudes towards the legal translation services available on the market, and the university training that translators receive in this field. The concurrent embedded strategy of mixed method research designs was adopted, whereby the primary quantitative method guides the study, and the qualitative method provides a supporting role. In effect, the first two axes of the study seek to collect quantitative data by way of two surveys. The first survey is addressed to translators holding a master’s degree in translation at the least, while the second survey targets the main commissioners of legal translation projects in Lebanon. As for the third axis, it seeks to collect qualitative data through interviews carried out with the heads of department of translation at the Lebanese universities which have been selected, based on specific inclusion and exclusion criteria, to take part in the study. The data collected from the first two axes of the study is analyzed in order to bring forward numerical and statistical results, while the analysis of the data collected from the third axis of the study highlights the areas of convergence as well as divergence between the different translation schools in Lebanon. The study shows a shortage of specialized legal translators of proven competence as compared to a high demand for legal translation in Lebanon. Legal translation commissioners, for their part, are reluctant to resort to translators and have no trust in their competence. In effect, the study underlines several weaknesses that translators in Lebanon suffer from when asked to translate legal texts, of which the ability to understand legal texts and reformulate them in the target language, the ability to compare different legal systems and the concepts relating to these systems, the understanding and use of specialized legal language, documentary research, and access to reliable legal resources. These results are due, at least in part, to the conditions of the training provided by universities in the field of legal translation. In fact, the results of the study underline an almost total lack of specialized training programs in legal translation as well as in all other fields of translation. Moreover, legal translation courses are overloaded, and the development of thematic, technological, and strategic competences, as well as research skills and competence in specialized legal language, is weak. Nevertheless, the study draws a positive correlation between translation schools investing in legal translator training and interest of both students and translation professionals in this field of translation. In light of the results of this empirical study, the gaps to be bridged in the existing translation programs are pinpointed in order for these programs to better respond to market needs. A partial solution to the underlined problem undoubtedly lies in establishing a targeted training program in legal translation, which combines translation, law, and linguistics and aims to train highly specialized legal translators.
 legal translator; competence; specialized translation; translator training

“Social media technologies: a waste of time or a good way to learn and improve technological competences?”

Purpose The purpose of this study is to deepen understanding of the effects of using social media technologies to acquire technological knowledge and organizational learning competences, of technological knowledge competences on organizational learning and finally of organizational learning on organizational performance. Design/methodology/approach The study was performed by analyzing data from a sample of 197 technology firms located in Spain. The hypotheses were tested using a structural equations model with the program LISREL 8.80. Findings This study’s conceptual framework is grounded in complexity theory – along with dynamic capabilities theory, which complements the resource-based view. The study contributes to the literature by proposing a model that reflects empirically how business ecosystems that use social media technologies enable the development of interorganizational and social collaboration networks that encourage learning and development of technological knowledge competences. Research limitations/implications It would be interesting for future studies to consider other elements to conceptualize and measure social media technologies, including (among others) significance of the various tools used and strategic integration. The model might also analyze other sectors and another combination of variables. Practical implications The results of this study have several managerial implications: developing social media technologies and interorganizational social collaboration networks not only enables the organizational learning process but also encourages technological knowledge competences. Through innovation processes, use of social media technologies also contributes to strengthening companies’ strategic positioning, which ultimately helps to improve firms’ organizational performance. Social implications Since social media technologies drive information systems in contemporary society (because they enable interaction with numerous agents), the authors highlight the use of complexity theory to develop a conceptual framework. Originality/value The study also deepens understanding of the connections by which new experiential learning contributes to the generation of coevolutionary adaptive business ecosystems and digital strategies that enable development of interorganizational and social collaborative networks through technological knowledge competences. Only after examining the impact of social media technologies on organizational performance in prior literature, did the authors underscore that both quantity and frequency of social media technology use are positively related to improvement in knowledge processes that lead to employees’ creation and acquisition of new metaknowledge.

Educate to transform: An innovative experience for faculty training

Learning-focussed educational models require the development of pedagogical, methodological, assessment and technological competences among the faculty community. The COVID-19 pandemic has accentuated the need for this training. This study evaluates the impact of the training project “Educate to Transform” on teacher attitudes, knowledge and on the implementation of innovative teaching methodologies. There were 695 faculty participants in the program conducted at the Universidad Francisco de Vitoria (UFV). Participants included full-time professors (FULL-PROF) and part-time professors (PART-PROF). The measurement instrument was validated using the entire sample and a subsample of 357 participants was used to analyse the impact of the program (pre and post measurement). Professor attitudes and knowledge of or familiarity with innovative methodologies and their application in the classroom were evaluated. The findings show that the program improved the attitudes of teachers towards innovation, raised the level of awareness and number of methodologies implemented in the classroom. The methodology towards more experiential and collaborative learning is effective in transforming teaching practice. Furthermore, the implementation of the program through the CANVAS platform, making teachers live the experience as learners, seems to have contributed to improve the teachers' attitude towards the LMS. The only difference found among the participants was a worse attitude towards innovation on the part of medical teachers, with a clearly differentiated profile of teachers and students, as well as a greater implementation of active methodologies by teachers with a lower teaching load. Overall, it may be concluded that the program achieved its proposed objectives.

COVID-19’s Implications for Accounting Courses’ Competence Development: The Case of Portugal

Over the past few decades, higher education in accounting has been criticized for its focus on developing technical competences at the expense of general competences. The objective of this study is to analyze the general competences developed by the final-year students of accounting courses at Portuguese public polytechnics and to compare them with the most evident ones identified through a literature review for the current accounting profession. The study adopts a quantitative approach, carried out through a survey of 137 final-year students in the 2019/2020 academic year and using the techniques of descriptive and multivariate statistics. Among the main results, it was found that the ability to use information and communication technologies and lifelong learning were the most developed general competences. The results obtained allow us to conclude that the new practices developed through distance learning facilitated the development of technological competences, producing new reflections for improving the training of accountants.

Application of the Delphi Technique to Determine the Technological Competencies of a Faculty Member

<p style="text-align:justify">The formed primary level and dynamic and sustainable development of technological competence provides quality management of teaching activities, increases the efficiency of the educational process, accelerates the achievement of pedagogical goals. Delphi expert assessment technique is increasingly used in the paradigm of pedagogy. Due to the set of advantages and objectivity of assessments, it has become the dominant method of this study. The objective of the study is to determine the current level of manifestation of technological competencies, as well as generalized prospects for development and improvement of the identified level within the selected group of freelance teachers using the technology of independent expert assessments –the Delphi method. In general, the following methods were used in the current study: methods of data collection and coordination, anonymous brainstorming, Delphi expert assessment technique, statistical and mathematical processing of results through Delphi formulas, comparative method, generalisations. The diversified approach to the interpretation of the technological competence of faculty members allowed determining: a) the level of faculty members’ knowledge of modern educational technologies at 89.1%; b) activity-practical aspect of training at 83.0%; c) dissonance between the theoretical and empirical level of teacher training and the algorithm for fulfilling the potential in practice at 21.5%; d) mastery of individual creative technologies for the organisation of an effective educational process at 55.9%; e) forecasted development of technological competencies of faculty members in the 5-year perspective under the condition of application of special control and skill trainings at 50.7%. Conclusion of the study is that according to the arithmetic mean of experts’ assessments of differentiated levels of technological competence, the overall level was 75.1%. The average result of the initial student survey on the estimating of the teachers’ technological competence was 69.7%. The difference of 5.4% between the data allows stating that both methods were relevant in this particular case.</p>