Development Of Transversal Competences Research Articles

GENERIC COMPETENCES OF THE PhD STUDENTS IN THE VIEW OF MODERN STUDIES

The article deals with the modern approaches of national and foreign researchers to the identification of important generic competences in the preparation of Doctor of Philosophy degree students. In modern society, the role of science is constantly growing. Science becomes a peculiar identifier of the society development, a guarantor of its sustainable progress, and a driving force of rapid changes in all spheres of human activity. Due to science, the world is changing rapidly, and with it, the demands to the specialists are also altering. The problem of determining important competences that employees need to master has become one of the most urgent not only for educators, but also for employers, businessmen, and politicians. It is well known that the competences that are part of the generic competences are interconnected, over time they may lose their significance or, on the contrary, become more relevant. The rapid development of modern society requires the identification of new important knowledge, skills and abilities necessary for a highly qualified specialist, and the constant analysis of the structure of generic competences, including the one in the context of their significance and relevance. The problem of identification and development of important competences that future PhD students need to master during their studies in an educational and scientific program is one of the most urgent not only for educators, but also for society as a whole. The development of transversal competences gives the future scientist universality and opens up opportunities for the implementation of their projects both in the academic and non-academic spheres, and enables complete realization in public, political, economic and personal life. The analysis of modern scientific literature proved that the issue of training doctors of philosophy in the context of developing the structure of the generic competences, has been given considerable attention in the modern scientific space by national and foreign scientists. The scientific results under the review, regarding the central vector of our research, convinced us of the presence of different approaches to the determination of the studied competences. Scientists have presented clusters of such competences that differ in number and structure. It has been established that when determining the relevant competences in the context of the preparation of candidates for the degree of Doctor of Philosophy, researchers do not always use the names of competences for skills outlined in the List of general competences, based on the results of the Tuning project, which is recommended for use in the development of educational programs. As a result of it, there is a need for clarification of the semantic meaning of definitions and constructs chosen by scientists to outline the most significant competences in the training of students of the third educational and scientific level. Summarizing the presented approaches of scientists, we note that researchers most often emphasize the need to develop independence, the capacity to generate new ideas, skills in the use of information and communication technologies, the ability to communicate both orally and in writing in the native language, initiativity, the ability to work autonomously, and professional mobility. It has been found out that the competences which draw the attention of modern researchers as the most important ones are not in a state of contradiction with each other and do not exclude each other, but they can be considered as complementing each other, or even depending on each other. For example, academic mobility cannot be considered separately from the availability of knowledge and understanding of the subject area, understanding of the profession, the ability to apply knowledge in practical situations, skills in using information and communication technologies, the ability to conduct research at an appropriate level, the ability to be adapted and act properly in a new situation, the ability to work in an international context, etc.

A Model for Effective Mathematics Teaching With an Emphasis on the Development of Transversal Competencies in Technical and Economic Study Programs

The research results published so far have shown that success in mathematics positively affects the retention rate at technical and economic universities. Various studies have explored different forms, methods, and tools in mathematics teaching to improve student success, but an effective teaching model is yet to be identified. Based on previous experience and published results, a model of effective teaching was proposed with an emphasis on developing selected cross-sectional competencies to increase student retention. A recent study aimed to verify the effectiveness of this model in the pilot subject Mathematics I. The study included 211 first-year students of 7 bachelor's technical-economic study programs. Results showed significant improvement in the group of students who struggled with mathematics. The study confirmed that an appropriately chosen intervention in mathematics can increase the success rate of completing technical and economic study programs, and this approach can also be applied at other universities.

DESARROLLO DE LAS COMPETENCIAS TRANSVERSALES EN LA FORMACIÓN DUAL EN EL GRADO EN ADE

The main objective of this work is to know the perception of the Dual Itinerary graduates in the degree in Business Administration and Management on the development of transversal competencies, in order to contrast if these students really acquire the competencies established in the Degree Report to the same extent as the rest of the graduates in Business Administration and Management. To this end, a survey has been carried out with students participating in this Itinerary and other non-participating students, and it has been identified whether there are differences or not between both groups in the development of these competencies. The results show that, in general, students taking the Dual Itinerary value to a greater extent the importance of the transversal competencies of the degree for their professional future and consider that the degree in Business Administration and Management contributes to a greater extent to their development, in particular, analytical thinking and critical reflection, the application of acquired knowledge to work (and decision making), the making of reasoned judgments based on the data obtained and the development of learning skills to acquire a high degree of autonomy.

FORMATION OF TRANSVERSAL COMPETENCES IN A FOREIGN LANGUAGE PROFESSIONAL TRAINING OF FUTURE TEACHERS: REGULATORY AND LEGISLATIVE ASPECTS

The article is devoted to the problem of researching the phenomenon of transversal competencies in modern global systems of professional training of the future teachers. The views of foreign scientists on the meaning of the concept of "transversal competence", the ways of forming transversal competences in the process of becoming specialists in the pedagogical profile, the role of foreign language training of specialists in the field of education in the formation of their competitiveness in modern conditions are considered. The 21st century professional environment is changing rapidly. Continuous development and modification of the international labor market, reorientation to the requirements of digital industry 4.0. create an urgent need for the introduction of transversal competences in educational programs of professional training of specialists in institutions of higher education. The main goal of innovation processes is the need to achieve integration and fusion of these skills in the development of specialized training programs for training future specialists to master a foreign language. The current socio-cultural and educational situation emphasizes the analysis and construction of opportunities for the formation and development of transversal competences in the process of foreign language training of future teachers. Therefore, it is advisable that in the process of learning from all program disciplines, the design of an appropriate educational foreign language environment, the continuous transformation of the acquired knowledge and skills into the basic foundations of transversal competences, which can be applied regardless of age and activity, should take place. In addition, the attitude and expectations of students in achieving transversal competencies should be taken into account. In the modern educational paradigm, the general level of requirements for foreign language training of teachers of various specialties is increasing, an important indicator in the professional growth of a teacher is his desire and ability for continuous learning throughout his life. Although transversal learning can be difficult and problematic, it has a positive dynamic, contributes to further effectiveness in the professional activity of a teacher.

Development of Transversal Competences: A Current Challenge in Teacher Education

This study responds to the growing demand to adapt the content and methods of teacher training programs to reflect the rapid emergence of new, nonpareil 21st century professions in the labour market, predominantly due to the information technology revolution. It is clear that future teachers will increasingly be expected to have a wider range of professional teaching skills, but also transversal skills and competences. For this purpose, a Slovak research team at Matej Bel University prepared an experiment by transforming a traditional foreign language CLIL course into a new course Global Encounters in Local Settings, aimed at developing not only pre-service teachers’ multilingual and intercultural competences, but also a variety of other transversal skills and competences (critical thinking, intercultural competence, time management, teamwork, plurilingual and interpersonal communication skills and others). The innovative components in the new course are student-centredness, service learning and the collaboration between domestic and foreign students. GELS pilot teaching was launched in February 2020 and has been repeated during four following semesters (up to December 2021), despite severe pandemic constraints. The author presents some results from the verification of this pedagogical innovation in the teachers’ university training curriculum. It has been tested by three quantitative-qualitative research methods: pre-term and post-term questionnaires, content analysis of students’ seminar work, reflective individual diaries and group reports. Although the results from all of them are briefly stated, this focused on the results from the last mentioned analysis – diaries and group reports. The results of the data analysis show that this innovation has proved to be feasible and effective in achieving an increase in students’ transversal skills, especially project management skills, interpersonal skills, communication skills, ICT skills, time and project management, tolerance and flexibility, critical and reflective thinking skills and open-mindedness.

Discrete Algorithms - Programming and Collaborative Work: An Experience From the Virtual Classroom Environment

Collaborative learning understands learning as a social process of knowledge construction that goes beyond the individual instance of analysis, conceptualization and appropriation. Discrete Mathematics and Cryptography are two subjects of careers with a systemic and computational profile suitable for the early introduction of programming. With the aim of stimulating student participation and the development of transversal competencies, such as the ability to face a problem, teamwork, programming in a new language, improving oral communication; and in accordance with the line of research in Mathematics Education and training for the improvement of teaching and learning processes in the university classroom, a series of problems were activated in the virtual environment so that students could try to solve them and communicate the results to their peers. The students showed totally adequate resolution qualities, they were timid in their oral communications, but capable of defending the resolution of the problem. That is to say that there is benefit from this type of learning based on the possibilities offered by the new technologies.

Gamification during Covid-19: Promoting active learning and motivation in higher education

Virtual teaching modalities urgently implemented during the Covid-19 pandemic require strategies to motivate students to participate actively in higher education. Our study found that gamification using a reward-based system is a strategy that can improve the educational experience under exceptional circumstances. This article reports the results of two gamified undergraduate courses (Calculus and Development of Transversal Competencies) designed with a reward system. The results derived from analyses of online surveys, the final grades, and their correlations revealed that gamification helped motivate students to participate actively and improved their academic performance, in a setting where the mode of instruction was remote, synchronous, and online. From the results we conclude that gamification favours the relationship between attention, participation, and performance, while promoting the humanisation of virtual environments created during academic confinement. Implications for practice or policy: Gamification using a reward-based system promoted active class participation and improved student performance after the transition from face-to-face to virtual instruction required as a result of the global pandemic. Systemic recognition in a reward-based system improved the participants' emotional states, reducing their anxiety and the feeling of isolation caused by the pandemic, and leading to student engagement with . Gamification works as an accompaniment for students to help the increasement of teacher-student and student-student interactions.

The value evolution of the curriculum in the current context of changes

Its superior value-teleological, normative and axiological evolution reflects and constructively processes the interactive psychological and sociocultural reality, perfectible with concrete effects, realistically anticipated on the learners, as well as on the process itself. Restructuring the school curriculum (framework plans and curricula) is necessary to promote values-based on education, creativity, cognitive skills, volitional skills and action skills, basic knowledge and knowledge skills and abilities of direct use, in the profession, in society and focus the curriculum on the formation and development / diversification of key competences. The curricular review will place greater emphasis on the development of transversal competences, including digital ones, those on sustainable development and socio-emotional competences. The argument for the need to reconfigure the current learning process is to opt for a holistic, transdisciplinary and functional-pragmatic approach to learning outcomes.

Developing Students’ Transversal Competences Through Cultivation of Health Literacy Competence

Abstract The recognition that transversal competences are increasingly needed to face the challenges of the ever-changing world has given rise to work examining students’ development of transversal competences (TVCs) during their university time. This approach argues in favor of embedding transversal competences as well as health literacy competence and subject-based competences in curricula. The mini-study presented herein first posits a logical model for the integration of transversal competences in university curricula, supplemented with a qualimetric model comprising 6 factors associated with transversal competences. The resulting tools for transversal competence evaluation and self-assessment were next applied in a pilot questionnaire study of a small group of management students at a local university. Overall, the findings support the claim that students’ TVC development requires a new educational paradigm based on a holistic approach to competence-based learning that involves the harmonious development of a person’s TVCs and subject-based competences. Moreover, the results may serve as a reference for future studies on transversal competences and health literacy in particular, as well as for teachers and researchers in related fields.

O uso do role playing game - RPG como recurso inclusivo no ensino de química para alunos com deficiência visual

The search for resources that enable a high quality education and provide the inclusion of students with disabilities is becoming more and more relevant in the elaboration of eficiente pedagogical supplies. Working towards that, this project intents to present a proposal of a pedagogical game, using the Role Playing Game - RPG, named Salve. The game’s purpose is to promote teaching of Chemistry, with the development of transversal competencies and with the inclusion of students with visual impairment. “Salve the Research” was played by seven Chemistry students, six regular students and one student with visual impairment. The game application contrtibuted to the inclusion between the players, everyone else involved and the content presented on the RPG. Besides that, the required collaboration on the game match propritiated the development of the abilities that, usually, are not implemented in convencional educational activities in the course of a Chemistry Degree.

CRITICAL THINKING AND THE CHALLENGE OF EVALUATION IT

Los cambios sociales y tecnológicos que han acontecido en las últimas décadas nos han llevado a darle una mayor importancia al desarrollo de las competencias transversales en el sistema educativo, en particular, en la enseñanza superior. En el pensamiento crítico (PC) se aplican las mejores competencias intelectuales que poseemos, pero este constructo aún requiere de mayor precisión conceptualmente y de mucho más esfuerzo de contrastación empírica. La propuesta que presentaremos ofrece una solución a esa confusión de ideas y un modo de evaluar las habilidades de PC. Esta doble proposición posee el interés de permitir cuantificar el desempeño académico mediante habilidades cognitivas medidas con precisión; esta evaluación nos ofrece un diagnóstico del nivel (suficiente o deficiente) de las competencias transversales en función de la estructura curricular y de los procesos de enseñanza aprendizaje en la educación superior, lo que nos permitirá ofrecer propuestas de mejora, en el caso de necesitarse. Pero este recorrido entraña muchos obstáculos. Una de las mayores dificultades del PC consiste en acoplar habilidades de argumentación y explicación, con otras como toma de decisiones y solución de problemas; esto se debe a que a las primeras no se les pide actuación y cambios, mientras que a las segundas sí. Por esto, decidir bien y resolver con eficacia no es posible sin una buena explicación. Siendo conscientes de la importancia de esta cuestión, centraremos nuestra propuesta en una nueva forma integrada de evaluación del PC. Se presenta esta propuesta y los primeros estudios de su validación, en particular, su relación con el desempeño académico. Finalmente, destacaremos algunas sugerencias de cambio necesarias en la enseñanza superior.

Best Practices in the Development of Transversal Competences among Youths in Vulnerable Situations

(1) Background: The aim of Second Chance Schools (E2Cs) is to provide employment-focused training for young people who left compulsory education without any formal qualifications by encouraging them to pursue initial vocational training. Transversal Competences (TCs) are important for enabling the social inclusion of young people in vulnerable situations by promoting their entry into the labour market. However, TCs are not always systematically developed. The objective of this study is to analyse good practices in inculcating these skills in this group of young people. (2) Methods: In-depth case studies were conducted in six best-practice schools. The following methods were used in the studies: questionnaires to school; a checklist to analyse the teaching materials used: an interview with the people responsible for the programme; an interview with students; and a questionnaire to representatives from the business sector. (3) Results: The six E2Cs attached great importance to TCs, which were taught specifically through a student-centred, active, varied and collaborative methodology that was periodically reviewed and adapted to students’ needs. TCs were evaluated before, during, and after the process was completed. (4) Conclusions: The results identified specific key elements for promoting the development of TCs that could be transferred to other schools and, consequently, could have implications for education policies in this field.

8. Training of Artistic Skills of the Music Teacher

Abstract Human capital represents for Moldova the basic resource for long-term development. The quality of human resources is largely ensured by the education system. The lack of a systemic approach to changes in education is identified in the National Development Strategy “Moldova 2030” as a causal factor in guaranteeing quality education for all. Artificial separation of training (teaching of academic content) from education is still ongoing. In the context of sustainable development, current topics are taught rather mechanically than practiced. Extensively new and often optional curricula are added, instead of integrating these topics into core disciplines and used as a basis for reviewing barriers between disciplines and applied strategies, so that they become more interactive and more targeted. towards the development of transversal competences. There are imperative models / projects of education oriented towards the attainment of the transdisciplinary and transversal competences, oriented towards a graduate endowed with transdisciplinary competences, formed through the prism of all the studied school disciplines and that allow him the active participation in the social and economic life. Promoting curricular approaches through one-day cross-disciplinary activities (recommended in the national curriculum) requires the extension of the competence of the teachers in the field of interdisciplinary learning. Required: collaborative planning (between teachers from different disciplines / curricular areas / domains), models of educational approach that use Science, Technology, Engineering, Arts and Mathematics (STEAM) as access points for guidance in the learning process, in the context of real life, through transdisciplinarity. In the article are: (a) described the practices of integrating the arts in STEAM education in the USA, (b) identified the prospects for integrating the school disciplines in the curricular arts area into the STEAM education in the primary education level in the Republic of Moldova. STEAM education is an innovative initiative in learning, which supports the development and practice of the skills of students and young people of the century. XXI, considered one of the main trends in world education, practiced in the US and over 10 countries in the EU. The integration of STEAM education models into the Moldovan education system (starting with early education and primary education) can contribute to the effective implementation of educational policies through the regulatory function (targeted by the teleological component) and the strategic function targeted by the content and process components.

PROJETO INTERDISCIPLINAR: DESENVOLVIMENTO DE COMPETÊNCIAS TRANSVERSAIS

Many graduates are unable to enter the job market. Possibly, the competencies acquired during graduation are not enough to make them competitive. Higher Education Institutions are required to develop educational skills, providing holistic development, with the integrative view of competencies and, consequently, the development of transversal competencies - knowledge, skills, attitudes that an individual can put together to perform different professional tasks, providing the link between technical knowledge and the professional practice. Thus, the aim of this research was to analyze the transversal competencies developed by the students attending the Technology in Business Management Course, through an Interdisciplinary Project. An exploratory and field research was carried out by applying the Inventory of Student Skills in 227 students, analyzing 5 transversal competencies. The Interdisciplinary Project was confirmed to develop all transversal competencies analyze, allowing students to put technical knowledge in practice in the job market

Teaching methodologies at university and their relationship with the development of transversal competences / Metodologías de enseñanza en la universidad y su relación con el desarrollo de competencias transversales

This paper aims to understand the use of different methodologies and their relationship with the development of transversal competencies within higher education. A total of 1,137 final-year undergraduate students from the University of Murcia participated in this study, and the data collection instrument used is the CECTGRA questionnaire designed ad hoc. Among the most noteworthy results is the prevalence of lectures compared with other more active methodologies and the perception that the development of transversal competencies could be improved. A positive correlation is obtained between the use of active methodologies and the successful development of different types of competencies. This work invites reflection on the methodologies used by university teachers to develop transversal competencies and the reconsideration of their educational practice.

Selected programme methods of practical teaching - smart grid course as a case study

With reference to the subject matter defined in the present paper’s title, the methods applied in the processes of formal practical teaching - programme methods, have been distinguished and aggregated on the basis of the research carried out within the ERASMUS+ project ”The acceleration method of development of transversal competences in the students’ practical training process”. As a case study programme methods of formal teaching have been aggregated as well as informatic tools and applications used while developing the simulated by students in laboratory conditions, a virtual management environment of dispersed RES micro-installations, within the Smart Grid course included into the area of prosumer energy. This simulator reflects the functional and logical structure of the Virtual Power Plant, which integrates the prosumer energy sources.

El concepto y las finalidades de la tutoría universitaria: una consulta a expertos//The concept and purposes of university tutoring: a consultation with experts

University tutoring is a traditional function that has become particularly relevant in today’s university. This is due to its power to specify several principles that guide university education in the current context (student-centered teaching and learning, reduction of dropout rates, development of transversal competencies, among others). Tutoring at university has proven a prominent line of research over the last years, as it is found in many doctoral thesis, research projects, monographs, and articles that have addressed this reality.From a conceptual point of view, the literature provides several theoretical positions about the meaning and purposes of tutoring. Faced with this plurality of proposals, the objective of the current paper is to define the concept and purposes of university tutoring. In order to do this, the content of responses emerged in a process of consultation with experts has been analyzed, within the context of a Delphi study, which provides a complementary view to literature.Finally, the article discusses the results achieved, stressing that, in general, the concept and purposes for tutoring emerging in this piece of research complement previous research. The present study concludes that it is relevant to have an approach focused on placing integral education in the center of the purposes of university tutoring.