Formation Of Competence Research Articles

A Teacher Competence Model and Measurement Based on Smart Education

Objective: This study mainly explores the impact of professional identity and digital literacy on the teacher ability of normal school graduates in the context of smart education and its impact channels and mechanisms. Theoretical Framework: Based on the research objectives and research hypotheses, we constructed a comprehensive conceptual model to understand the impact, impact pathways and mechanisms of professional identity and digital literacy on teacher competency of normal college students Method: The research uses a method that combines theoretical analysis and empirical investigation and combines positive psychology and teachers' professional development stage theory. This study established a competency structure model suitable for measuring normal college students. It used scale tools such as the College Students' Professional Identity Scale and the College Students' Learning Engagement Scale and used statistical methods such as structural equation modeling (SEM) and multiple regression to analyze the questionnaires. Results and Discussion: Examine the impact of professional identity and learning investment on teacher competency of normal college students, analyze the size of the influencing factors, measure the current competency level of normal college graduate teachers, analyze existing problems, and propose improvement strategies, thereby exploring the transformation of teacher education under the background of smart education basic logic and realistic path. Research Implications: The sample size and representativeness of this study are limited to one local undergraduate normal university. Therefore, there are still many shortcomings in this study, which need to be further deepened and improved in future research. Originality/Value: This study explores the relationship between teacher competence and digital literacy, professional identity, learning engagement, and learning efficacy among teacher trainees, and examines the mediating role of learning engagement and learning efficacy in the relationship between professional identity and learning. This is beneficial for us to gain a deeper understanding of the formation of teacher competence among teacher trainees in the context of smart education

STRUCTURAL-FUNCTIONAL MODEL OF PROFESSIONAL COMPETENCE FORMATION OF FUTURE MILITARY INTELLIGENCE OFFICERS IN THE CONDITIONS OF THE INFORMATION AND EDUCATIONAL ENVIRONMENT OF HMEI

The article updates the problem of the formation of professional competence of future military intelligence officers in the information and educational environment of a higher military educational institution, substantiates the theoretical foundations of professional training of future officers. The need to protect the territorial integrity of our state was analyzed, which determined the importance of the challenges posed to the transformation of military education into the professional training of Ukrainian officers. It is noted that one of the directions of the development of an effective system of military education, with the aim of gaining full membership of Ukraine in NATO, is the modernization of the officer training system, strengthening the integrity of the professional training of military specialists. It has been observed that military-professional education in accordance with the principles of the military doctrine of the state, target instructions of military policy and science, state educational standards, within which the professional training of future military intelligence officers is carried out, is based on the educational-professional program, the modern model of training competent specialists taking into account the methods preparation of NATO member countries. It has been found that the social order of society to ensure the interests of national security and defense of the state for the training of military specialists in higher military educational institutions, in accordance with modern requirements, determines the important problem of forming the professional competence of future military intelligence officers and the development of a structural and functional model of such a process in conditions of the informational and educational environment. It was found that modeling allows to analyze the real content, establish goals, highlight the main components of the structure, essential features, relationships, graphically display the functional specificity and determine the formation of professional competence of future military intelligence officers. A structural-functional model for the formation of professional competence of future military intelligence officers in the information and educational environment of higher military educational institutions has been developed, which contains blocks: conceptual-target (social order, goal, task, conceptual and methodological approaches, principles, functions), procedural- technological (informational and educational environment at higher military educational institutions, organizational and pedagogical conditions, stages, components, methods, forms, means, technologies, educational disciplines), effective (criteria, level indicators, result).

APPROVAL OF FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE OPERATORS IN INFORMATION PROCESSING AND SOFTWARE

The article is devoted to the problem of researching the effectiveness of the process of forming the professional competence of future information processing and software operators in the process of professional training. It was found that the system of training future specialists in the process of professional training is aimed at ensuring their readiness for professional activity, taking into account all components of the educational process of the educational institution. It was clarified that the important factors of the problem of the formation of professional competence of future specialists in the process of professional training are inadequate readiness for professional activity and the appropriate level of their professional competence for such activity. It was revealed that the process of formation of professional competence of individuals for professional activity is influenced by the following factors: transformation of the content of training of future operators in information processing and software in professional (vocational and technical) education institutions; the prestige of the profession and its social significance; professional development and development of the personality of future specialists; acquisition of practical experience by students of education regarding the implementation of innovative technologies and project activities; purposeful mastery of professional skill and specialty; the formation of a culture of mastery and the readiness of qualified specialists for professional activity. It is specified that the formation of professional competence of future specialists in the process of professional training is oriented towards: purposeful formation of a complete system of professional competences in the process of professional training; development of motivational potential; enrichment of the development of individual and professional qualities, formation of self-assertion, improvement of personal and professional assets, acquisition of one's own style of work; accumulation of experience in professional skills for effective performance of professional activities, improvement of professional abilities and skills for further self-actualization, self-improvement of professional activities, development of quick adaptation to full-fledged future activities; improvement of assets of creative and scientific research, enabling professional self-development in professional activity. The study of the continuity of the development of future specialists to professional activity requires further development.

FORMATION OF SOCIAL COMPETENCE OF CHILDREN WITH COMPLEX DEVELOPMENTAL DISORDERS: IMPLEMENTATION OF THE "INTEGRATED SOCIAL AND ARTISTIC COURSE «MY WORLD» WITHIN THE NATIONAL EDWEY PLATFORM

The article is devoted to the formation of social competence of children with complex developmental disorders (ASD, ADHD, cerebral palsy, intellectual disability, Down syndrome, childhood schizophrenia) and raising the level of professional, inclusive competence of specialists, social educators of rehabilitation centres and other special institutions working with this category of wards. The article highlights a number of legislative documents on professional development of pedagogical staff, identifies free Ukrainian learning platforms for representatives of the educational community (EdWey, EdEra, Prometheus, WiseCow, Ukrainian Google Team, EduHub, Coursera, PostNauka). Based on the analysis of educational content from these educational platforms, the main directions and topics of the curricula of in-service training courses covering aspects of inclusive practice, features of inclusive education, practice-oriented approaches to working with children with developmental disabilities, including in wartime, are presented. The article highlights training courses for parents and representatives of children with developmental disabilities that contribute to the development of inclusive competence, open up opportunities for expanding the correctional knowledge, skills and abilities necessary for correct and effective work with children with developmental disabilities. The deficit of advanced training courses for social workers and specialists working with children with complex developmental disorders is outlined. The content of the author's "Integrated social and artistic course "My world" for children with complex developmental disorders" as an opportunity for advanced training of pedagogical and social workers within the National Edwey Platform is revealed, the results of students' training / check for the period of study are highlighted.

FORMATION OF GENDER COMPETENCE IN THE PROCESS OF TRAINING FUTURE SOCIAL WORKERS

The article highlights the need to develop gender competence in future social work professionals and the use of an integrated approach in this field. The study aims to theoretically substantiate the peculiarities of gender competence formation in future social workers. The implementing possibilities for the Strategy of Gender Equality in Education until 2030 have been identified. The availability of gender studies in institutions of higher education has been analyzed. It is stated that domestic training programmes have the gender component included in curricula of various specialities. The studies in the field of gender equality and social work demonstrate that although there are specific disciplines that include aspects of preventing discrimination and violence against women, they need updating and adapting to modern challenges. The article analyses training and scientific programmes in the speciality “231 Social Work” in terms of content and specifics of preparing specialists to perform their duties taking into account the requirements of gender equality. It has been found that most of them are based on the requirements of state standards for the formation of competencies in human rights and anti-discrimination. It is emphasized that Pavlo Tychyna Uman State Pedagogical University has established Gender Centre that is a member of the All-Ukrainian Centre for Gender Education in Ukraine. Training future specialists in the specialty “231 Social Work”, forming their ability to carry out professional activities in compliance with human rights and the principle of gender equality, and developing competencies in preventing and combating gender discrimination are among the Centre’s main tasks. The author substantiates the need to form gender competence in future social workers by including a gender approach in the educational process as specialised disciplines revealing applied aspects of gender equality and participation in non-formal education play an important role there.

ТЕСТОВИЙ КОНТРОЛЬ РІВНЯ СФОРМОВАНОСТІ АНГЛОМОВНОЇ ЛЕКСИЧНОЇ КОМПЕТЕНТНОСТІ У ЗДОБУВАЧІВ ОСВІТИ ЗАСОБАМИ МОБІЛЬНИХ ТЕХНОЛОГІЙ

The article is devoted to the problem of the formation of English lexical competence among students of basic secondary education. It was found that the introduction of digital technologies, in particular, mobile technologies, into the educational process will be effective. It was found that they can become a catalyst for active language learning, providing students with the opportunity to improve their skills and identify needs for further development. It was found that the use of mobile technologies for test control makes it possible to take into account the individual characteristics of learning, to stimulate the active participation of students in their own learning and to ensure constant monitoring of their progress. The purpose of the article is determined: to study the peculiarities of conducting a test control of the level of formation of English lexical competence in students of basic secondary education by means of mobile technologies. The essence of mobile technologies, which is determined by the range of portable electronic devices that make it possible to optimize learning processes, is clarified. The means of mobile technologies for the formation of English-language lexical competence in students of education are outlined. Levels of formation of English lexical competence (initial, intermediate, advanced), mobile applications for diagnosis (Quizizz, Quizlet, Duolingo, Google Forms, Socrative, Cambridge English Dictionary) and features of test control (flexibility of time and place, interactivity and multimedia, adaptability) are determined tests, individual learning trajectory, communication and information exchange, fraud protection, access control, automated processing of results, online resources for additional study). It was found that the integration of innovative approaches, consideration of individual needs and systematic monitoring of progress by means of test control can significantly increase the effectiveness of training and prepare students of basic secondary education for the challenges of global society. Key words: mobile technologies, application, English lexical competence, education seeker.

АКМЕОЛОГІЧНА КОМПЕТЕНТНІСТЬ ПЕРСОНАЛУ ДКВС УКРАЇНИ ЯК ЗАПОРУКА ЙОГО БЕЗПЕЧНОЇ ДІЯЛЬНОСТІ

The purpose of the article – is to investigate the importance of forming acmeological competence and its impact on the security component of the process of service activity of the State Criminal and ExecutiveService personnel of Ukraine. The methodology of the study is based on modern educational and scientific approaches to the formation of acmeological competence of penitentiary personnel. The components of service training that have a significant impact on the improvement and self-improvement of the employee, which will contribute to the physical and intellectual growth in achieving acmeological competence in professional activities, are analyzed. Conclusions. It is proved that motivation plays an important role in achieving the acmeological competence of the staff of the personnel of the State Criminal and ExecutiveService of Ukraine, which encourages the employee to master new knowledge within the framework of official activities, in turn, constant updating of knowledge provides guidance for achieving the employee’s ambitious purposes and allows them to rise to the top of professionalism. Key words: acmeology, acmeological competence, personnel of the State Criminal and ExecutiveService of Ukraine of Ukraine, professional training of personnel, service training, service activity, educational process, safe activity.

ПРОФЕСІЙНА КОМПЕТЕНТНІСТЬ ТА ОСОБИСТІСНІ ЯКОСТІ ВИКЛАДАЧА ФІЗИЧНОЇ КУЛЬТУРИ ЗАКЛАДУ ВИЩОЇ ОСВІТИ ЗІ СПЕЦИФІЧНИМИ УМОВАМИ НАВЧАННЯ

The level of physical and psychophysical training of higher education students, whose future professional activity will be directly related to the performance of complex official tasks, namely: detention, external and internal inspection, escorting offenders, use of weapons, etc. depends on the professional skills of the physical education teacher. Therefore, the formation of professional competence and the development of personal professionally important qualities of physical education teachers in higher education institutions with specific learning environments is an urgent problem and requires attention and continuous improvement. The purpose of the article is to study the peculiarities of professional competence and development of professionally important qualities of physical education teachers in higher education institutions with specific learning conditions. The methodology of the study is based on the analysis of literary sources and the synthesis of pedagogical observation. Results of the study and conclusions. The article reveals the modern understanding of the professional competence of a physical education teacher of a higher education institution with specific learning conditions. The author substantiates the need to improve the professional competence and development of personal professionally important qualities of a physical education teacher of a higher education institution. Innovative ways of professional development of physical education teacher of higher education institution with specific learning conditions are proposed, namely: trainings, webinars, scientific and practical events. Key words: physical education teacher, competence, competence, professional competence, professionally important qualities of a teacher, professional skills.

The Influence of the Teacher’s Psycho-Physiological States on the Development of Professional Competencies in the Course of the Military Aggression

The aim of the article is to determine the specifics of the impact of the correctional programme of psycho-physiological conditions on the development of the professional competence of general secondary school teachers. The Diagnostics of Mental States of the National Academy of Sciences and the Impact of Event Scale - Revised (IES-R) were used to obtain reliable data on the psycho-physiological state of the individual. A specialized online test for teachers was used to obtain data on the teachers’ competence aimed at determining informational competence, testing to determine the teacher’s subject methodical competence, observation of communicative competence. A formative experiment was planned and conducted. It was established that average indicators of psycho-physiological state prevail among teachers. The positive impact of the developed corrective programme on the teachers’ activity and mood was proved. It was concluded that the change in the psycho-physiological states of “invasion” and “avoidance” significantly depends on current social conditions, in particular, on the stability of the safety component. It was found that the correctional programme levelled the connections between the teachers’ subject methodical competence and the current psycho-physiological state. It was established that the teachers’ communicative competence continues to correlate after the completion of the programme with psycho-physiological comfort and general emotional background. In general, we can talk about the relative effectiveness of the developed corrective programme. The obtained results can be used to optimize programmes of continuous postgraduate education in the context of the development of resistance to the stresses of wartime. The prospects for further research are expanding the arsenal of methods for studying the teachers’ psycho-physiological state and clarifying gender differences in the teachers’ experience of stress. Received: 2 February 2024 / Accepted: 25 April 2024 / Published: 5 May 2024

Instructional design of blended learning in higher education: an analytical review of international research

Relevance. The relevance of this study lies in the fact that in modern conditions the huge potential of constantly updated digital educational technologies is not sufficiently used in blended learning. Purpose. The purpose of the study was to rethink traditional learning in accordance with the requirements of digital time, to consider the possibilities and contradictions of online learning, as well as to study blended learning in more depth. Methodology. The research tasks involved analysing literature at the intersection of pedagogy, psychology, information technology, and technical sciences. Also, comparative analysis, modelling, and synthesis were used. As a research methodology, interdisciplinary, systemic, activity, synergetic approaches, project methods, and blended learning didactics were implemented, the results of the experiment were analyzed and its results were summarized, and the differentiation of digital resources in education was compared. Results. It was determined that a methodology for assessing the formation of general and professional competencies of students through blended learning can be achieved by creating tools for measuring expected competencies. The results of previous studies have revealed the lack of resources that can provide a link between online and offline learning, and the need to develop a blended learning design using digital communication in learning. The analysis of the process of transformation of education during the pandemic and after it revealed the lack of didactic and technological justification for blended learning. Conclusions. The study provides a comprehensive analysis of blended learning in the digital era, offering practical tools and highlighting areas for further development in educational practices. Keywords: blended learning; instructional design; digital communications; information technology; educational trends; new directions in learning; multimedia

Principles for Training Students in Circular Economy Skills: Pedagogical and Ecological Areas

The purpose of the study is to substantiate the principles of the formation of students' competencies in the circular economy in the pedagogical and ecological aspect, taking into account the achievement of the sustainable development goals. The methodological basis of the research is the systematic approach, which in pedagogy is aimed at revealing the value of pedagogical objects, identifying their various forms, components, types and relationships between them, which makes it possible to present the acquisition of competences among students for activities in the conditions of the circular economy as a whole presentation of actions using various forms, methods, means of teaching students in heigher education institutions. In the article, the epistemology of social challenges in the direction of achieving the sustainable development goals due to the implementation of the principles of the circular economy and the need in this context for the formation of relevant competencies of students of higher education institutions is substantiated. The characteristics that should correspond to the competence of the circular economy according to the characteristics of the integrated quality of the individual have been determined. The components that form the competences of the circular economy have been identified, which include: axiological, cognitive, practical-technological, and institutional.

ЕФЕКТИВНІ СТРАТЕГІЇ ДЛЯ ПОКРАЩЕННЯ НАУКОВОЇ КОМУНІКАЦІЇ АНГЛІЙСЬКОЮ МОВОЮ

The article discusses the main strategies for improving scientific communication in English. It has been determined that the process of obtaining a university education includes educational and research components. The educational component includes the formation of English-language academic competence, the research component requires mastery of a scientific style of speech, since the essence of scientific communication in English is the exchange of information between a group of people united by common ideas and interests. In addition, it has been determined that effective formation of scientific communication in English for students is possible if a systematic approach to learning a foreign language is implemented. Formal (scientific publications and dissertation defenses) and informal communication in a virtual environment (conversations of scientists, speeches at conferences, electronic correspondence, other forms of computer communication) have been considered. Various aspects of scientific communication have been analyzed. It has been found that effective scientific communication requires an understanding of the audience (interacting with different groups, such as scientists, students, the public, politicians and financial partners, requires adapting the communication approach to their unique interests, technical level and perception of information), creating active interaction (creating forums for discussion where scientists and the audience can exchange ideas, questions and answers), using simple and understandable speech (avoiding complex terms and technical vocabulary, using analogies, definitions), using visual aids (interactive presentations, videos, graphics), use of modern technologies (social networks Twitter, Facebook and LinkedIn, websites and multimedia tools). Based on the analysis, the conclusions have been drawn that effective scientific communication is possible if the right strategies and tools are used. We see the study of scientific communication as a component of scientific and pedagogical activity as a perspective for further exploration.

Financial literacy of technical university students: self-assessment of the state and dynamics of its development

Introduction. In the context of the rapid development of digital financial technologies, an increase in banking services and fraudulent schemes, the problem of a low level of financial illiteracy among the population is becoming acute. Proper management of your own finances is useful knowledge that will help you achieve financial well-being and stability. Poor understanding of trends in the global economy and country development plans; response to advertising without critical thinking, recalculation of numbers, inability to see hidden commissions and other negative factors leading to loss of capital, all this is the reason for the formation of financial competence of the younger generation. The purpose of the study is to analyze technical university students’ self-assessment of their financial literacy. Materials and methods. The research material was based on survey data from 230 students of the Stupino branch of the Moscow Aviation Institute (Russian Federation). Statistical differences were assessed using the χ²-Pearson goodness-of-fit test. Results. It was revealed that digitalization and lockdown contributed to increasing the motivation of technical university students to master financial literacy: 99.1% of students use financial services, 76.1% of respondents are aimed at increasing their level of financial literacy and are ready to gain knowledge as part of the course program (54.3%) or through the introduction of a separate subject (36.1%) and only 9.6% of respondents believe that studying personal finance management issues at the university is maximized. The analysis showed that in a comparative analysis of respondents’ answers in 2020 and 2023, statistical differences are significant (χ²obs > χ²cr) for almost all questions of the second module. Thus, the observed value of the Pearson criterion χ²obs = 7.33 exceeds the critical value χ²cr = 3.84 at the significance level α = 0.05 by almost two times for questions about the key rate of the Central Bank. Students are interested in the discount rate, understanding its role in solving financial issues. For the group of issues related to investing in financial markets, statistical differences are also significant (χ²obs = 27.8 при χ²cr = 11.07, α = 0.05). Respondents in 2023 are showing greater interest in trends in the stock, foreign exchange and other markets. There are also significant statistical differences in the group of questions about acquiring knowledge in the field of financial literacy (χ²obs = 22.79, χ²cr = 5.99 at a significance level of α = 0.05). Engineering students surveyed in 2023 are ready to study personal finance management in college. Conclusion. The study showed the feasibility of introducing elective classes on financial literacy at a university, where innovative approaches using quest technologies, master classes, and intellectual and entertaining quizzes can help engineering students overcome gaps in managing their own finances.

Development of scientific speech of master's students in architecture

Introduction. The pertinence of the considered problem is stipulated by the fact that nowadays the research aspect is becoming an important part of the master's degree programs in the world's leading architectural schools, and mastering research skills requires the ability to properly present the results of the conducted research in a master's thesis. In the scientific literature there is a growing number of publications dedicated to the formation of professional research competence and skills of writing research texts in native and foreign languages among master's degree architect students. Unresolved problems include the preparation of programs, selection of content and conditions of implementation of such courses. The integrated objective of the paper is to propose a tested structural and content model of the course on the development of scientific speech of future architects. Research methods. The content of the lecture and practical course is based on the author's manuals and the author's monograph, on the material of modern Russian and foreign research on scientific functional style, the study of the language (vocabulary and terminology) of architecture. Texts from literary sources of interest to architects were used as examples. Research results. Successful accomplishment of course objectives is the result of the development and implementation of the structural and content model of teaching in the educational process, including the author's course program and the basic author's methodology, inextricably linked with modern philological studies of architectural and construction discourse, including the sublanguage of architecture and architectural terminology. With the discipline's focus on the formation of general language, universal and professional culture of future masters of architecture it is advisable to use a cross-genre methodological model of teaching with the reliance on the leading principles of construction and implementation of the course such as educational content selection, scientific approach, rationality, historicism, taking into account the motivation and needs of students, accessibility of didactic material, individual approach in teaching, educational teaching and interactivity described information could be interesting for teachers of the Russian language of architectural and construction universities. Conclusion. The described course helps architecture graduate students to broaden their general cultural and professional outlook, to get an idea of another kind of language – scientific language and its genres, scientific communication in Russian, and to master the skills of Russian scientific writing. The course gives students a new perspective on the texts they produce, helps them to understand their own identity as a linguistic person who is as much responsible for the creation of written texts as for the results of architectural and urban planning projects.

FORMATION OF HEALTH-SAVING COMPETENCE FOR PERSPECTIVE PHARMACISTS IN THE PROCESS OF PROFESSIONAL TRAINING: THEORETICAL CONCEPTS

The article describes the content of key competencies, the content of which is a set of universal knowledge acquired by an individual, which is characterised by a wide level of generalisation, including general scientific and general professional categories, concepts, laws, principles, and regularities of functioning of science, technology, and modern Ukrainian society. The article describes the components of the concept of «health-saving competence», which is several important key competencies for a perspective pharmacist that contribute to the preservation of his/her health and adherence to a healthy lifestyle and at the same time create a holistic model of this competence. Within these competencies, the following competencies are distinguished and described: cognitive, general psychological, informational, emotional, reflective, and communicative. In addition, health-saving values and value orientations are highlighted and characterised. The author defines the essential features and content of the first general theoretical concept of the issue of the formation for perspective pharmacists’ health-saving competence in the process of professional training. In the same context, the author specifies and characterises the content of the following theoretical concepts - conceptual and categorical. As educational legislative acts and governmental documents regulating the formation of health-saving competence for perspective pharmacists at medical universities are important in the context of our research issue, therefore, these legislative acts and governmental documents constitute the essence of the third theoretical concept of the formation of the phenomenon being investigated. Thereby, it has been proved that nowadays the educational process in medical universities should be subordinated to the main purpose - to create conditions for the effective obtaining of systematic professional knowledge by perspective pharmacists, the acquisition of skills and social experience in maintaining their health and the health of other people.

СТРУКТУРА ТА ПРИНЦИПИ ФУНКЦІОНУВАННЯ ОСВІТНЬОГО СЕРЕДОВИЩА УНІВЕРСИТЕТУ В КОНТЕКСТІ ІНШОМОВНОЇ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ СОЦІАЛЬНОЇ СФЕРИ

The article deals with the structure and principles of functioning of the university educational environment. Based on the analysis of the concept of environment in its educational context, the main types of environment are identified - social, informational and linguistic. Within the framework of the concept of social environment, its main parameters (social and material) are defined. The informational environment of a higher education institution is presented as a set of three main components - the university's educational policy, management standards and electronic management. The interdependence of the informational and educational environment is noted; the generalized concept is defined as a set of information resources and technologies based on the regulatory framework of a particular country and educational standards adopted for a particular area of training. The language, foreign language and professionally oriented foreign language environment of a higher education institution is analyzed as a powerful factor in the formation of foreign language competence of future specialists. The categorical and conceptual relationship of the educational environment, educational system and educational space is clarified. The conclusion is made that the educational environment of a higher education institution is a component of the public educational space, characterized by common spatial and educational features, has its own specificity, determined by the possibilities of autonomy and the specifics of subject-subject relations within the university. The leading components of the university educational environment are substantiated - regulatory, socio-cultural, socio-communicative, informational and technological, material and technical. The basic principles of the functioning of the university educational environment are noted: systematic, holistic, humanistic, autonomous, and social responsibility.

The model of future philologists linguistic professional training for foreign language communication in the field of speechwriting and business administration

Introduction. The process of globalization covers all spheres of life of the modern society. The volume of intercultural communication is significantly increasing. The number of business contacts between various industrial enterprises is growing. Due to the fact that the international partnership requires coordination and communication planning, the tasks of training specialists competent in the field of business communication, including foreign-language ones, are updated. One needs appropriate training for mastering the skills to formulate one’s idea correctly, to express it clearly and briefly, including the choice of the appropriate tone and format, the language units. You should also master the skills to analyze the received information, interpret the meaning and relevance. Knowledge, skills of foreign-language business communication is an important professional quality that is necessary for specialists involved in speechwriting and business administration. The purpose of the study is to present a projected model for training students in the field of Philology, whose profile is Speechwriting Business Administration for the implementation of business foreign language communication. There is a revealed contradiction between the insufficient development of theoretical and methodological grounds for the formation of the universal competence in the field of business foreign-language communication of the future bachelor in the field of speechwriting and business administration, on the one hand, and a social order for a competent bachelor of this profile, on the other hand. It conditioned the relevance of the study on planning the model of linguistic training, which allows future bachelors in the field of speechwriting and business administration to master successfully the universal competencies, primarily in the field of foreign-language business communication. In this we see the relevance of the study. Materials and methods. The regulatory documentation, scientific literature of domestic and foreign scientists on the problem of the research was studied and analyzed. The methodological foundations of the study are a set of approaches: competent, system-activity, communicative, professional-oriented. In the work we use theoretical research methods – analysis (the analysis of scientific literature and basic pedagogical concepts), synthesis, generalization, modeling. Study results. The study conducted by the authors made it possible to design a model of future bachelors, foreignlanguage and linguo-professional training in the field of speechwriting and business administration. It is aimed at mastering the universal competence in the process of studying a foreign language. The characteristics of the main structural blocks of the model (target, theoretical and methodological, meaningful, technological, diagnostic and effective) are presented. Conclusion. The further direction of the study was determined: the identification of the effectiveness of the developed model in the process of experimental training of future bachelors in the field of Philology, whose profile is Speechwriting and Business Administration.

MEANS OF FORMING DIGITAL COMPETENCE OF FUTURE EDUCATORS

Today’s challenges place high demands on teachers. There is a transition to the information and digital age. The active use of digital technologies in education contributes to the effectiveness of the educational process at all levels and the formation of professional competencies of future specialists. The formation of competences is inextricably linked with the informatization of education.A modern teacher must be able to quickly perceive and process information, be able to work with modern digital and technical means, use the latest online environments in professional activities.Personality development begins in childhood. Teachers-educators face a modern task ‒ the formation and development of such competencies of preschoolers that would contribute to the active socialization of the child.In the light of positive trends and existing problems, the preparation of students of vocational pre-university education institutions for professional activities deserves special attention. The success of the digitization of the economy and the social sphere, as well as the improvement of the quality of human life, depends on the confident and competent application of the digital competences formed by them in professional activities.In general, digital competence is considered as one of the key competences of a modern person for lifelong learning. The concept is new, therefore, both in the domestic and foreign scientific contexts, a unified approach to the definition of digital competence has not yet been formed.The article is devoted to an overview of the phenomena of “digital education”, “digital competence” and “digital literacy”; the article considers the means of forming the digital competence of future specialists of preschool education institutions.

Informatics Competencies of Students in a Doctor of Nursing Practice Program: A Descriptive Study.

Health systems that apply artificial intelligence (AI) are transforming the roles of healthcare providers, including those of Doctor of Nursing Practice (DNP) providers. These professionals are required to utilize informatics knowledge and skills to deliver quality care, necessitating a high level of informatics competencies, which should be developed through well-structured courses. The purpose of this study is to assess the informatics competency scale scores of DNP students and to provide recommendations for enhancing the informatics curriculum. An online informatics course was offered to students enrolled in a Bachelor of Science in Nursing to DNP program, and their informatics competency, which includes three subscales, was evaluated. Online survey data were collected from Fall 2021 to Fall 2022 using the "Self-Assessment of Informatics Competency Scale for Health Professionals." An analysis of 127 student responses revealed that students demonstrated competence in overall informatics competency and in one subscale: "applied computer skills (clinical informatics)." They showed proficiency in the "basic computer skills" and the "role" subscales. However, they reported lower competency in managing data and integrating standard terminology into their practice. The findings offer detailed insights into the current informatics competencies of DNP students and can inform informatics educators on how to enhance their courses. As healthcare institutions increasingly depend on AI applications, it is imperative for informatics educators to include AI-related content in their curricula.

SOCIO-CULTURAL COMPETENCE OF STUDENTS LEARNING FOREIGN LANGUAGE COMMUNICATION: BASED ON ENGLISH AND GERMAN LANGUAGE MATERIALS

This work is devoted to the theoretical foundations of the formation of socio-cultural competence of students of higher education institutions. In the context of economic, political, and legal convergence between Ukraine and Western partner countries, the importance of the level of education is clearly understood. Socio-cultural competence serves as a platform for interaction between different nationalities and peoples, fostering their comprehensive cooperation and the realization of ambitious plans. Therefore, socio-cultural competence is considered an attribute of high professionalism. The analysis of the views of various scientists regarding the definition of socio-cultural aspect and socio-cultural competence, as well as the definition of their structure, was carried out. Socio-cultural competence is at the intersection of country studies, linguistic and sociolinguistic competences. It was determined that the development of communication skills should be carried out through the prism of the cultural values of the people and speakers of the target language. The main methods of forming this competence among students are singled out. The article analyzes, systematizes, and summarizes scientific works, distinguishing the following 2 main stages of formation of socio-cultural competence: the stage of schematization and the stage of independent interpretation of socio-cultural phenomena. The process of developing sociocultural competence includes the following stages: linguistic, situational, and integrative. At these stages, the teacher should use a variety of game or creative tasks. It is emphasized that authentic materials play a decisive role in the formation of socio-cultural competence of students, because they are maximally enriched with natural lexical content, reflect the color and behavioral characteristics of a certain target nation.