European Education Research Articles

LIFELONG LEARNING IN THE CONTEXT OF EUROPEAN VECTOR OF PEDAGOGICAL SCIENCE

Global and integral tendencies, world educational processes that are widely developed in society and require new approaches in educational sciences and practices, have the educational society oriented to the cardinal conceptual ideas and principles inherent to European education. The author, on the basis of analysis, and using scientific methods of synthesis and data generalization, makes an attempt of representing the necessity of following the provisions of Memorandum on Lifelong Learning, Copenhagen declaration, Bologne declaration, International standard education classification, other legislative acts and documents, in reforming and modernization of the educational sphere in Ukraine. The research of scientists of the National Academy of Educational Sciences of Ukraine has been also analyzed in order to prove and to substantiate the requirement of time – to introduce lifelong education and to study its peculiarities and all aspects in all their variety. The author outlines the main conceptual notions of the research and connected notions, namely lifelong learning, adult education, continuous education, and others. Functions of educational activities are briefly outlined for better understanding of their value under contemporary conditions; the role and meaning of lifelong education for individual and professional development and self-perfection are revealed. The topicality of the analytical research presented is also stipulated by the fact that the basis of the globalized world is “knowledge society”, and information becomes a tool of achieving success in personal life and profession. Lifelong education will also increase the intellectual potential of every individual and every state; thus, this new trend in education will provide an effective response to modern challenges, it will improve the educational system as a whole and will increase economic competition. Therefore, revealing the content and the significance of the terms under research: lifelong education, adult education, continuous education, their functions in the contemporary world that undergoes processes of globalization and internalization, will provide the possibility of introducing the new educational processes and phenomena. Research potential and educational sciences can be enriched with further scientific studies in the direction for a successful and sustainable development of society.

CHEMISTRY EDUCATION IN THE BALKAN REGION: TRENDS, CHALLENGES AND OPPORTUNITIES

According to the European Commission, education, science, technology, research and innovation are a prerequisite for achieving a sustainable EU economy. EU leaders have agreed to work towards a European Education Area by 2025 to take full advantage of education, training, and culture (EU, 2019). Scientific literacy takes center stage in major reforms in education and is often presented as a key goal of science education. This is due to the idea that scientific literacy could be a prerequisite for the economic survival and technological development of the society, at least if judged by the research based on correlations between large-scale international testing results and country’s economic prosperity level (Hanushek & Woessmann, 2010). Chemical literacy presents a significant constituent part of scientific literacy, given that the use of various chemicals plays a vital role in our daily lives whether we are talking about food, medicine, clothing or climate change.

Languages of origin and education in Europe: A systematic review

AbstractEuropean education policies have tended to cultivate linguistic hegemony and preserve cultural uniformity, which has made it difficult for schools to support different cultural backgrounds. This has contributed to the promotion of artificial monolingual interactions that reinforce linguistic decapitalisation processes. The aim of the review on which this article reports was to investigate the treatment and education of languages of origin in Europe. We present findings from a systematic review of scientific articles published during the period 2010–2020. The main findings indicate that language and nationality are equated in European discourses and that public policies are promoted accordingly. These articulations draw on models that alternate between assimilationism and multiculturalism. Both assimilationist and multiculturalist approaches are detrimental to the supposed objective: that of promoting multilingualism. Thus, it is urgent that a consensus be reached, and certain public policies and educational practices promoted which are respectful of linguistic diversity, since the future social cohesion of our multicultural societies depends on this.

ІННОВАЦІЇ В СУЧАСНОМУ УКРАЇНСЬКОМУ УНІВЕРСИТЕТІ В УМОВАХ РЕФОРМУВАННЯ ВИЩОЇ ОСВІТИ УКРАЇНИ

The article explores the concept of innovation in modern education of Ukraine, which is going through reforms and is referred to by the Ministry of Education and Science of Ukraine as one of the key characteristics of the country’s educational process in terms of integration into academic and educational framework of the European Union. Educational innovation is seen by the author as an upgrade of the entire system, which was made possible with the introduction of an appropriate action plan (new approaches, teaching methods), which improved the system’s performance. The dichotomous nature of innovation is studied as a combination of its static (the statement of the changes that have occurred) and dynamic (the upgrading process as such) aspects. Educational innovations in Ukraine were enabled by the democratization of society and the creation of an overall innovative environment, which laid the intellectual foundation for implementing innovations in national higher education institutions. Based on the analysis of fundamental changes suggested by the Ministry (eliminating education monopoly) and the use of innovative technologies intrinsic to the European education system (credit-module system, interactive learning, project-based learning, person-oriented approach to professional training, distance and blended learning), the author has testified to a more flexible operation system for Oles Honchar Dnipro National University and its subdivisions (the possibility of subdivision-bound management and independence in content development, choice of learning aims and methods, planning research work) as well as to a more student-centered and student-motivating approach (the possibility of choosing activities and tasks, types of educational information leaning on the lesson stages and student’s cognitive profiles). Therefore, educational innovations are forward-looking, yet they require financial support and in-depth understanding.

Digital Transitions in Higher Education: European Dimension

In the article, the trends and approaches to digital transitions in higher education in the context of quality assurance are revealed based on the analysis and synthesis of the strategies of the global and European dimension, presented in the documents of the UN and the European Commission, as well as in the analytical and guiding documents of the EHEA. The global social development goals of the UN and the European Education Area are agreed primarily in terms of equal access to quality higher education for vulnerable populations, modernization of higher education institutions to create an inclusive educational environment, and are required the introduction of digitalization in higher education in order to achieve them. A trend towards the spread of digitally enhanced learning and teaching (DELT) in the EHEA covering both the traditional format of providing higher education and distance education has been revealed. The main approaches to providing digital higher education have been determined. A partnership approach to assuring high-quality and inclusive digital higher education requires the consolidation of public efforts based on the partnership of various stakeholders, and national policies and legislation should provide for such partnership and mechanisms for its implementation. The investment approach to financing the resource provision of quality digital higher education involves attracting appropriate investments in connectivity, equipment, and organizational potential and skills for successful digital transition in higher education. Digitally competency approach to the development of professional standards for University teachers and their professional development, re-training and professional excellence in the context of digital transition. An open approach to creating digital courses on platforms available for obtaining degree qualifications, partial qualifications and micro-credentials. A systematic approach to the creation and development of digital study programmes, which provides for high-quality educational content and quality assurance of digital higher education, in particular digital teaching, learning and assessment. It is emphasized that national strategic and other documents in higher education should be harmonized with international documents and strategies regarding digital transition in higher education to effectively introduce high-quality digital higher education in Ukraine and overcome the challenges of the state of war.

Rare disease education in Europe and beyond: time to act

People living with rare diseases (PLWRD) still face huge unmet needs, in part due to the fact that care systems are not sufficiently aligned with their needs and healthcare workforce (HWF) along their care pathways lacks competencies to efficiently tackle rare disease-specific challenges. Level of rare disease knowledge and awareness among the current and future HWF is insufficient. In recent years, many educational resources on rare diseases have been developed, however, awareness of these resources is still limited and rare disease education is still not sufficiently taken into account by some crucial stakeholders as academia and professional organizations. Therefore, there is a need to fundamentally rethink rare disease education and HWF development across the whole spectrum from students to generalists, specialists and experts, to engage and empower PLWRD, their families and advocates, and to work towards a common coherent and complementary strategy on rare disease education and training in Europe and beyond. Special consideration should be also given to the role of nurse coordinators in care coordination, interprofessional training for integrated multidisciplinary care, patient and family-centered education, opportunities given by digital learning and fostering of social accountability to enforce the focus on socially-vulnerable groups such as PLWRD. The strategy has to be developed and implemented by multiple rare disease education and training providers: universities, medical and nursing schools and their associations, professional organizations, European Reference Networks, patient organizations, other organizations and institutions dedicated to rare diseases and rare cancers, authorities and policy bodies.

Does female representation on corporate boards boost the strengthening of internal control in socially responsible firms?

This study examines the relationship between corporate social responsibility and the effectiveness of internal control, while simultaneously examining board gender diversity to check whether female directors contribute to corporate transparency or not. The sample of the study comprises 15,231 firm-year observations of companies listed on the Shanghai and Shenzhen stock exchanges from 2013 to 2018. The raw data for variable calculation come from authoritative and reputable sources, such as China Stock Market and Accounting Research (CSMAR), DIB Internal Control database, and RKS CSR score. The empirical study shows that socially high-performing firms possess a more effective internal control mechanism. However, the paper failed to find a positive association of gender diversity on the board with internal control effectiveness, and failed to attest reinforcing effect of female directors on internal control in socially responsible firms. This study suggests that in China’s institutional environment, female directors are unlikely to contribute to increased corporate transparency. This study is useful for both regulators and company management to establish a master plan and tactics for board composition to improve corporate transparency, taking into account the effect of the investigated phenomena within the jurisdiction under study. AcknowledgmentThis paper is co-funded by the European Union through the European Education and Culture Executive Agency (EACEA) within the project “EMBRACING EU CORPORATE SOCIAL RESPONSIBILITY: CHALLENGES AND OPPORTUNITIES OF BUSINESS-SOCIETY BONDS TRANSFORMATION IN UKRAINE” 101094100 — EECORE — ERASMUS-JMO-2022-HEI-TCH-RSCH-UA-IBA / ERASMUS-JMO-2022-HEI-TCHRSCH https://eecore.snau.edu.ua/

Doctoral education in Europe: models and propositions for transversal skill training

PurposeThis paper aims to investigate existing practices of transversal skills training in doctoral education and provide recommendations for improvement for universities, industry and doctoral students in Europe. The results offer a detailed picture that has implications for the design of doctoral education programs that aim to support transferable skills development and graduate employability.Design/methodology/approachA qualitative research method was used for this study; thus, data gained from existing literature were the most significant aspect of this study, serving as the key approach to answering the research questions. A literature review approach, which involved synthesizing and analyzing existing literature, was adopted in this study. Essential themes were identified and collected from literature through an inductive coding technique to find answers to questions in this study.FindingsThe research highlights the importance of coordinated efforts to improve transversal skills training in doctoral education programs. Universities must adapt their curriculum to meet industry skill requirements and provide enabling support for faculty innovative teaching. Private enterprises must continue to provide training for doctoral graduates employed in the industry because not all skills can be taught and developed in the university. Doctoral students themselves must be intentional about creating industry networks for acquiring transferable skills needed in nonacademic jobs.Social implicationsIn response to industry demands, a university should not be seen as a place where doctoral students formulate a theory about the net ideology of a discipline but as a place for socializing, interacting, arguing critically and developing transferable skills for various careers. The advocacy for transversal skill training in doctoral education positively impacts society, producing doctoral researchers with an innovative mindset. Universities must continue improving existing skill-based training and work-integrated learning practices while seeking new collaboration with various industry sectors.Originality/valueThis study provides relevant ideas for faculty, industry and doctoral students on enhancing the employability of doctoral graduates through the development of transversal skills.

THE EUROPEAN DIMENSION OF THE DEVELOPMENT OF INNOVATIVE ACTIVITIES IN THE FIELD OF HIGHER EDUCATION

the presented study, based on the analysis of scientific and pedagogical literature, themain key positions characterized by the introduction of the European dimension in higher education aredefined: the European orientation of education, which provides for the exit of curricula beyond nationalborders and reflects the concept of the unity of diversity; European knowledge, which includes the studyof the history and current situation of Europe, its culture, the educational systems of European countries,the main directions of the development of education in Europe; European multiculturalism, associatedwith awareness of the multicultural nature of the European community, fostering respect for otherpeoples, ensuring equal opportunities for all students regardless of their ethnic or religious affiliation;European linguistic competences, which involves mastering at least two European languages whilestudying, improving qualifications outside one's country and communicating in these languages withcolleagues abroad; European professionalism, which is acquired during the training process and gives theopportunity to work in any European country; European humanity, which means recognition and respectfor such values as human rights, democracy and freedom; European quality assessment, which is one ofthe tools for achieving openness, credibility, transparency of achieved successes and compatibility ofEuropean systems of higher education personnel training.The main problems related to the practical implementation of the Bologna recommendations in Ukrainehave been identified. It has been found that the reform of higher education includes not only a functionalaspect, but also a substantive one (the content of personnel training). Barriers that prevent the introductionof the Bologna process into the national system of higher education are considered: substantive, whichmeans the impossibility of adequately matching the content and level of programs; normative(legislative), which allows for the legitimate implementation of the necessary measures; resource-based,which implies a lack of financial resources and competent personnel for full-fledged work within theframework of modernization; informative, which reduces the awareness of potential integrationparticipants about the possibilities and prospects of connecting to the Bologna process; language, whichdeprives educational institutions, teachers, students of the chance to participate in pan-European orbilateral programs, or reduces their effectiveness. It was determined that the Ukrainian system ofpersonnel training has every chance not only to be organically integrated into the integration process, butalso to contribute to the improvement of education in Europe.

REVIEWING THE KENYAN PHYSICAL EDUCATION CURRICULUM THROUGH A DE-COLONIZATION EFFORT

Physical education is an educational process that uses physical activity as a means to help individuals acquire skills, fitness, knowledge, and attitudes that contribute to their optimal development and well-being. The history of PE in Africa dates back to pre-colonial times. In the pre-colonial period, traditional African physical activities and recreation were characterized by being local and community-based. The recreational and physical activities reflected the lifestyle of the said community paying attention to the specific needs of that particular community. People engaged in traditional games and sports activities such as wrestling, racing exercises, stick fights, hunting with the use of spears and arrows, board games, bullfights, dances, and rustling among others. These activities were mainly driven by the need for survival and prestige. At the advent of colonization, the Europeans introduced western and European education systems in Africa and most of their colonies. Western-oriented physical education was also introduced and this opened the door to European games and competitive and team sports. This was propagated at the expense of local and traditional African physical activities which were perceived as barbaric. Consequently, physical education as a subject attracted a cold reception right from the onset. However, even though viewed negatively, the same aspects of physical education aspects introduced by the colonialists have persisted in post-colonial Africa. Very little has changed in terms of the content as well as the approach to teaching. This has seen the subject relegated to the periphery in favor of what is considered academic subjects. In addition to its being viewed as being too much western-oriented, physical education has also been criticized for having been introduced to achieve other non-educational objectives such as military training, training of lower-rank civil servants, the transmission of middle-class values of conformity and also for deferred gratification, and social control. Consequently, to date despite numerous studies linking physical education participation and cognitive development, it has been difficult to show that link in Africa. The emphasis on competitive team sports that were introduced by the colonialists has also seen the subject being viewed as of no value beyond the school, especially for those with no interest in sports. This paper argues that for physical education to play its rightful role within the education sector, there is a need to decolonize the teaching of the same. Teachers need to contextualize the games and sports so as to make them more relevant to the participants. They also need to emphasize how the skills learned and knowledge gained can be useful beyond school life and this will make the subject more meaningful for the participants.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0261/a.php" alt="Hit counter" /></p>

International Students’ Social Integration Experiences During Their Higher Education in Europe

The increase in academic mobility in Europe has inspired many to contribute to the special literature regarding internationalization. This contribution is quite timely, as the need to understand the ties between higher education and internationalization is great. Considering that mobility has predominantly occurred in Western Europe, special attention must be focused on Eastern Europe’s Higher Educational endeavors. This study focuses on the Central European country of Hungary, and therein more specifically on its second largest city, Debrecen. The University of Debrecen currently hosts around 7000 international students, and every year this number increases. With such promising and ever-increasing numbers, it is a constant mission of the university to research and report on the life experiences of its international students, regarding their academic, social, and cultural aspects. In this present study the focus will be the social aspect of students whose nationality is represented by more than one hundred persons at the university. Content analysis was employed to analyze structured interviews to identify categories. The findings reveal four main categories to be relevant in their social adaptation: (1) the university, (2) networks students build, (3) language barriers, and (4) healthcare.

A social and philosophical analysis of the values of European education

The modern European education system is strongly influenced by the global trends of civilizational development. In the axiological dimension, there is a balancing act between the dynamic trends of innovativeness and traditional elements of the authenticity of the educational environment. The socio-philosophical value segment in education is at the stage of searching for optimal synergetic interactions at local and global levels. The scientific exploration aims to comprehend the peculiarities of social value elements of the European educational space and to renew a separate axiological cluster of the socio-educational paradigm of modernity. The article aims to structure theoretically outlook and practically dynamic socio-philosophical value concepts and their correlation in the European educational environment. The study used general scientific and scientific-pedagogical methods with the involvement of synergetic methodological principles. The results of the study indicate axiological gaps between traditionality and innovation in the European educational system and the need for the alignment of value constants. A promising direction of research is the formation of a progressive value paradigm, in which the system of values will meet the requirements of the time and become a guide to social development in general. So, in the modern educational system two types of values are relevant: dynamic, practically oriented - mobility, inclusiveness, innovativeness; fundamental, theoretical, and ideological - humanization, tolerance, identity.

Rethinking the role of planning and materiality in the Americanization of management education: The case of London Business School

In recent years, much has been written about the so-called ‘Americanisation’ of management education in Europe in the post-1945 era. One area that has relatively little attention in this literature, however, is the impact that material and spatial factors had on efforts to import US models of management education overseas. This study begins to redress this issue by focussing in-depth on the challenges involved in the design, planning, and construction of the physical spaces of the London Business School—one of the most prominent advocates of the US model of management education in this period. In the process, it contributes to the literature on Americanisation, as well as our understanding of the history of business schools, by illustrating how the historical trajectories of such institutions can be influenced and shaped by external actors, material constraints, and other contingent factors related to the planning and building of a business school.

Artificial intelligence for oral and dental healthcare: Core education curriculum

ObjectivesArtificial intelligence (AI) is swiftly entering oral health services and dentistry, while most providers show limited knowledge and skills to appraise dental AI applications. We aimed to define a core curriculum for both undergraduate and postgraduate education, establishing a minimum set of outcomes learners should acquire when taught about oral and dental AI. MethodsExisting curricula and other documents focusing on literacy of medical professionals around AI were screened and relevant items extracted. Items were scoped and adapted using expert interviews with members of the IADR's e-oral health group, the ITU/WHO's Focus Group AI for Health and the Association for Dental Education in Europe. Learning outcome levels were defined and each item assigned to a level. Items were systematized into domains and a curricular structure defined. The resulting curriculum was consented using an online Delphi process. ResultsFour domains of learning outcomes emerged, with most outcomes being on the “knowledge” level: (1) Basic definitions and terms, the reasoning behind AI and the principle of machine learning, the idea of training, validating and testing models, the definition of reference tests, the contrast between dynamic and static AI, and the problem of AI being a black box and requiring explainability should be known. (2) Use cases, the required types of AI to address them, and the typical setup of AI software for dental purposes should be taught. (3) Evaluation metrics, their interpretation, the relevant impact of AI on patient or societal health outcomes and associated examples should be considered. (4) Issues around generalizability and representativeness, explainability, autonomy and accountability and the need for governance should be highlighted. ConclusionBoth educators and learners should consider this core curriculum during planning, conducting and evaluating oral and dental AI education. Clinical significanceA core curriculum on oral and dental AI may help to increase oral and dental healthcare providers’ literacy around AI, allowing them to critically appraise AI applications and to use them consciously and on an informed basis.

Franken, Leni & Bill Gent (2021), Islamic Religious Education in Europe

Franken, Leni & Bill Gent (2021), Islamic Religious Education in Europe

European Education: Phenomenon, Myth, or Project?

The paper discusses issues of reforming the system of higher professional education in Russia. The authors state that the main goals of organizing the European zone of higher education were alien to the Russian educational tradition and were not implemented in Russia over the past two decades. Moreover, these efforts have led to the destruction of the unified educational space of the country, a decline in the quality and accessibility of education, and the loss of value-based worldviews. Analyzing the situation, the authors of the article reveal the underlying causes of failure in the fundamental incompatibility of the socio-cultural paradigms of European and Russian education. A comparative analysis of the activities of European and Russian universities formed the basis for the statement about the necessary and reasonable formation of a national education system capable of a productive dialogue with the Euro-American civilization. The authors speak in favor of the approach would meet the Russian national features and ensure the sustainable development of the Russian educational system.

Мировоззренческие основы образования: обзор российского опыта

The article is devoted to the problem of ideological justification of the educational process. The implementation of the social function of transferring knowledge and cultural experience from generation to generation is impossible without relying on the reproduction of the connection of human life and society with absolute values. In this sense, the image of a "priest standing behind the teacher" is introduced and used. The Russian cultural tradition demonstrates several historically determined ways of ideological substantiation of pedagogy. European education develops as a continuation of the ancient tradition, and in Russia, thanks to Church Slavonic writing, the biblical tradition has become the paradigm of culture. Despite the external succession from Byzantium, Russia remained outside the influence of the ancient spirit. This internal factor, combined with the Mongol invasion and the subsequent two-hundred-year period of cultural decline, led to the fact that the emerging domestic tradition of education borrowed its forms from Europe. This resulted in various crisis phenomena in Russian history up to the revolution of the early 20th century and the collapse of the Soviet system at the end of it. Today, we can state the need for a conscious rejection of the Western worldview paradigm in favor of traditional Russian spiritual and moral values, which presuppose the priority of the spiritual over the material. The absolute and universal nature of the fundamental values of culture is of fundamental importance for the education system.

Appreciation of an alternative: Dutch alumni look back on their science master, a work-based learning vs a research-oriented approach

The Science, Business and Policy Program (SBP) of the University of Groningen has been a work-based learning program for science master students since two decades. This program, a direct consequence of the Bologna declaration of education in Europe, has a distinctive position in European science curricula. Here, we use a web-based survey (N = 242), comparing alumni perceptions on the SBP program (N = 111) with a research oriented master (ROM, N = 131). Alumni from both programs predominantly had a content-driven motivation to choose for either the ROM or SBP format. For SBP alumni, this preference was also inspired by the master’s focus on society and a career outside academia. We assessed self-perceived learning outcomes using an extended version of the Science Student Skills Inventory. Both groups were positive about the academic level of their program. Scientific content knowledge and practical research skills were perceived as sufficient by both groups, although significantly higher in the ROM group. Both groups were equally positive about obtained skills in academic reasoning and would have preferred more disciplinary content knowledge. The SBP group perceived their skills on teamwork, multidisciplinary working, leadership, ethical thinking and project work to be significantly higher compared to ROM alumni. The SBP group felt significantly more prepared for a career outside academia and the ROM group for a career in academia. Relatively the ROM group missed career preparation. Both specific work-based learning and classical research approaches were seen as valid ways to obtain a high-quality, science master level, although for different career ambitions.

School-based sexuality Education in Europe and Central Asia

Abstract Introduction In 2016, the BZgA and the European Network of the International Planned Parenthood Federation initiated an extensive survey regarding the development and current status of sexuality education (SE) in Europe and Central Asia, which included 25 selected countries of the European WHO Region. Since 2000, remarkable progress has been made in the region in developing and integrating SE curricula in school settings. The majority of the surveyed countries teach basic elements of SE in schools. Yet, in about half of the countries, there is still some reticence in understanding the benefits of SE for the health and well-being of young people. In countries with fully developed comprehensive SE programmes, the school is the main source of information on sexuality for young people. In the other countries young people tend to rely on information from friends or peers and the internet. The findings also showed a gap in teacher training on sexuality education. Methods The Survey included a detailed questionnaire, among member associations of IPPF EN and government agencies responsible for SE. A random sample was drawn from the 50 states of the region which is considered representative for the entire region. All 25 IPPF EN members and 16 of the 25 government agencies responded. Results and discussion Remarkable progress has been made in developing and integrating SE in formal school curricula. In 11 of the 21 countries, SE is a mandatory teaching subject, and in six additional countries it is partly mandatory. In four additional countries it is optional. Despite the progress, there are still shortcomings and gaps in providing the full spectrum of SE. Conclusions If provided, SE tends to focus primarily on the biological aspects and prevention of HIV/STIs and unwanted pregnancy. There is a need to broaden the spectrum of topics that are addressed to include gender equality, sexuality, violence and sexual abuse, human rights and empowerment.

The Role of Mobile Technologies in the Development of Key Competencies – a Review Study

Modern education is based on the development of key competencies. By developing key competencies, we should prepare pupils and students for real life, i.e. for their beneficial integration into society and their professional life. At the same time, digital devices are penetrating education, of which mobile technologies have a strong position in education. Much research has looked at the impact of mobile technology on the learning process, motivation and learning fixation, but does this technology have an impact on the development of key competencies? These thoughts led the authors to produce a review study that maps the role of mobile technology in the development of key competencies. The paper aims to analyse the available literature and determine the current state of the art on the issue described above. In the theoretical part of the paper, the authors describe the theoretical background that formed the basis for the development of the review study. The theoretical part of the thesis deals with the area of mobile technologies in education, where the authors define the term mobile technologies and briefly outline their position in education. Another area discussed is key competencies, where the authors define the term, describe their role in the context of European education, and focus in detail on key competencies for learning, problem solving, communicative competencies, and digital competencies. The last theoretical area described is the the research methodology, in which the authors focus exclusively on defining the concept of a review study. The research part contains the methodology of the conducted research, where the specific procedure of the review study is described. 50 publications were selected and analysed in detail, and the information found was recorded in a table. The results of the research do not only contain conclusions about which key competencies are developed by mobile technologies but also look at, among other things, what level of education uses this technology or how different countries perceive this issue. The results of the research can serve as a basis for further research that can look at the relationship between mobile technology and specific key competencies.