Universal Competencies Research Articles

The category of understanding in the process of forming postgraduate students' research competencies

Introduction. The capacity to solve research problems is one of the key universal competencies of future highly qualified specialists. Meanwhile, the process of understanding occupies the central position in research activity. However, the problem is that, unlike most epistemological procedures, the experience of understanding, deeply personal and often unique, is difficult to explore and transmit.Purpose setting. In this connection, the purpose of the research carried out at the Department of Philosophy, Sociology and Religious Studies of the KSPU named after V. P. Astafiev during 2017–2021 was to trace the dynamics in postgraduate students» ideas about the phenomenon of understanding. More precisely, to identify their reflected experience of understanding and, accordingly, the features of formation of research competencies.Methodology and methods of the study. The target group included about 50 respondents annually. A typical and non-standardized interview, a survey, a participant observation, elements of the comparative method and longitudinal study, content analysis, logical analysis, and the phenomenological method were used. Surveys, conversations, unstructured interviews conducted among students not only allowed to reveal their ideas about the phenomenon of understanding, but also become a tool for forming these ideas, a means of learning and development. At the same time, the educational process itself acquires the features of a scientific search.Results. The answers showed that students clearly distinguish epistemological concepts, choose the right definitions, evaluate statements. 75 % of respondents did not make any obvious mistakes. Data were obtained concerning the perception of the difference between the natural sciences and the humanities, between explanation and understanding, as well as data concerning attitudes to a number of other problems.Conclusion. It has been established that by the end of the first year of study, postgraduate students demonstrated a number of stable achievements: they were aware of the key position of understanding in the system of epistemological procedures and categories; they were able to see the multidimensionality of understanding, its non-reducibility to other epistemological procedures and categories; they master post-nonclassical cognitive strategies and are open to new paradigms in science, education, and social practice. As the comparative analysis shows, the dynamics of students' epistemological preferences is reflecting the trends observed in science and education (a turn from a normative approach to an interpretative-humanistic one, and some other trends).

Implementation of the Bilingual Model in Primary, Middle and High School Levels

The purpose of this article is to analyze the effectiveness of the implementation of bilingual education, taking into account the methodological and organizational issues. The methodological issues include the issues of goal setting, teaching principles and selected methods and pedagogical technologies. The correlation of disciplines in the curriculum, as well as the problems of educational and methodological support for bilingual study of individual disciplines can be considered as issues of organizational nature. The analysis of the problem field of research shows that the prevailing processes of globalization and digitalization of society lead to changes in the requirements to the types and level of development of professional and universal competences of graduates at all levels of education. In Russia, as in many countries, there is a growing demand for bachelor’s and master’s degree programs in English and, accordingly, for bilingual education in schools and colleges with active use of English. The novelty of the work lies in the description of the real experience of modernization of the educational process in the educational institution in the implementation of the bilingual model of learning in both primary and basic and secondary general education. Research methodology and methods: in writing the article the methods of induction and deduction, methods of comparative analysis and synthesis of information, the analysis of various forms of questionnaire survey were used.

Дискуссионная компетенция в структуре подготовки современного инженера

Introduction. In the course of the study we have identified a contradiction consisting, on the one hand, in the increased requirements to the level of communicative training of technical specialists in post-industrial society. On the other hand, there is an almost complete lack of research on the problem of forming a discussion competence of future engineers. Based on the abovementioned, the author has formulated the goal of this paper. It consists in defining the place of the discussion competence in the structure of modern engineer training, caused by the networking and socio-technical transformation of technical activity. Theoretical analysis. The generalization of philosophical and pedagogical approaches to the study of engineering activity (EA) allowed us to classify the functions of a modern engineer according to the nature of the tasks to be solved. The classification revealed that under the influence of networking and socio-technical transformation of engineering activity there is a growing demand for engineers who are ready to implement professional tasks based on socio-technical functions. The correlation between the engineers’ mastery of the discussion competence and the effectiveness of their implementation of sociotechnical functions: design, research, organizational and managerial, was revealed. Conclusion. The study made it possible to draw a general conclusion about the need to distinguish the discussion competence as an independent element in the structure of universal competences and to include discussion training in the curriculum of technical universities in two directions: traditional (offline discussions) and network (online discussions).

A survey on self-assessment of “soft skills” formation in bachelors majoring in nursing

The development of “soft skills” applicable to healthcare professionals is a necessary factor for the formation of a highly qualifed specialist engaged in medical activity. Aim. The aim of the survey is to study the formation of “soft skills” while undergraduates at Nursing Institute obtain higher medical education. Materials and methods. It has led to the analysis of four key competencies “4K”. The comparative analysis was used to describe the names of universal competencies included into the Federal State Educational Standard for Bachelor’s degree in “Nursing” and the meaning of “4K” competencies. Fulltime students of Saratov State Medical University named after V.I. Razumovsky majoring in “Nursing” were engaged into the questionnaire. It has been revealed that the development of “4K” competencies is important for medical professional staff.Results. The present study confrmed that the training for “Nursing” at the Bachelor level following the Federal State Educational Standard contributes to the development of “soft skills”.Conclusion. Based on the data obtained from the survey, we may conclude that the four key competencies “4K” are well formed in Bachelor of Nursing. However, the lack of information on the concept and structure of “soft skills” among students has been determined. More detailed information can be found by the use of special educational technologies and methods for mastering the “soft skills”.

Designing a Program of Educational Work at a Pedagogical University

The subject of the study is the process of developing a student education program as part of an educational program at a pedagogical university. The article includes a description of the program design algorithm, which includes analytical, target, design, substantive, procedural, organizational and reflexive steps. Also, the content of the article reflects the main ideas and stages reflecting the logic of educational work at the university, taking into account the course of study and the results provided for by the relevant standard of higher education. According to our research logic, the following stages of the educational work program are distinguished: stage 1 "Value-semantic self-determination" (1st year); stage 2 "Professional self-determination" (2-3 courses); stage 3 "Professional self-actualization" (4-5 courses); stage 4 "Professional self-realization" (young specialist). The basis of each stage is a system of interconnected tracks that determine the directions of solving educational tasks in a certain period of mastering an educational program by a student. The main conclusions of the study are the following ideas that actualize the process of designing an educational work program: -educational work is part of the educational process and a component of the university environment; -educational work is of an event-activity nature; -educational work is variable, focused on voluntary self-determination and freedom of choice by students of activities; -educational work is carried out on the basis of the binary of educational influences on students in the university environment and the manifestation of the subjective position of students; -the results of educational work are part of the educational results of the Federal State Educational Standard and are formulated in terms of universal and general professional competencies. The novelty of the results obtained is determined by an innovative approach to design and the relative novelty of the phenomenon of considering the education program as part of the educational program, the appearance of which is associated with the corresponding amendments to the Federal Law "On Education in the Russian Federation" dated July 31, 2021.

Podcasts as a means of pedagogic university students’ universal competences development at foreign language classes

The article analyses future pedagogues’ universal competences that can be developed at foreign language classes at pedagogic university. As a result of the abovementioned universal competences components analysis the conclusion that foreign language podcasts can be a means of their development, is made. Having studied Russian and foreign methodology researches, the author gives the definitions to the term “podcast”, she indicates the websites where a foreign language teacher can find podcasts for its classes; she describes various types of podcasts that can be employed to develop students’ language and speech skills which are the elements of universal competences expected to be developed at foreign language classes. The stages of working with podcasts that were tested in the process of experimental teaching the students of three pedagogic university faculties were characterised in the article. At English classes, students first listened to authentic and educational podcasts, offered by the teacher, with subsequent creation of their own podcasts, their demonstration and assessing each other’s results using the criteria devised by the teacher. The author provides examples of podcasts that can be offered to students while discussing various topics. At the end of the article the questionnaire results of students participating in listening and creating podcasts are given, the conclusion about the advantages of podcasts as a means of teaching a foreign language is made.

Educational potential of problem-based learning as a pedagogic technology in the structure of higher education

The article considers the method of creating a problem-oriented environment in foreign language classes at a higher education institution as topical technology that develops students’ universal and professional competences, contributes to a deeper understanding of the studied material and the application of the knowledge in practice than in the experience of classical education. The questions of technological principles of this pedagogic technology are studied and the advantages and disadvantages of its implementation are analysed. The article aims to explore the theoretical side of the issue and exhibit the possibilities of this concept of making higher education classes with the possibility to conceptually change the learning process, namely radical rethinking of the teacher – student roles and the overall academic content of their collective activities.

Оценка готовности к профессиональному саморазвитию у обучающихся по направлению «Специальное (дефектологическое) образование»

The aim of the study is to substantiate the need to form readiness for professional self-development among students in Bachelor Degree Program in the direction 44.03.03 Special (Defectological) Education. The article analyses the content of Bachelor Degree programs in the direction 44.03.03 Special (Defectological) Education and the requirements for obtaining the qualification category of teachers (highest, first) in order to determine the universal competencies and general professional competencies necessary for the professional self-improvement of students; the readiness of students - future teachers-defectologists of Moscow City University and Moscow Region State Pedagogical University for further professional self-development was assessed. The scientific novelty lies in the comparison of the competencies provided by the Federal State Educational Standard in the direction of training 44.03.03 Special (Defectological) Education and the criteria for awarding the qualification category of pedagogical workers. The results of the study are the following: the level of readiness of students studying in the direction of “Special (Defectological) Education” for professional self-development was revealed; a number of features of professional competencies formation among third-year and fourth-year students in the corresponding area of training were formulated.

Assessing method for meta-professional competencies in Russian educational institutions

University graduates may face challenges when solving actual business problems because of their lack of soft skills, which are often inferior to their hard skills. Their knowledge (hard skills) may be at a good level, but they often lack developed universal competencies (soft skills). The paper discusses the methodology for assessing the meta-professional competencies of university students based on the results of the pilot year of the project “Assessment and development of managerial competencies in Russian educational institutions”. The research developed psychometric methods and applied as assessment tools: a universal personality questionnaire, a vitality questionnaire, tests for the analysis of numerical and verbal information. The paper provides descriptions and justifications for the validity and tests reliability used to diagnose universal competencies, as well as the procedure for creating a composite construct. The authors propose a method for creating a composite score to combine the results of assessment using a battery of tests and questionnaires. The resulting composite score makes it possible to consider the links between the evaluated constructs and simplify the interpretation of the evaluation results.

The 60th anniversary of the Department of Philosophy and Cultural Studies

The article describes the main stages of formation and development of the Department of Philosophy and Cultural Studies within the context of the history of the Ural State Mining University. The current state and prospects of the Department are analyzed according to its three main activity: teaching and methodological, research and development, and social education. Academic subjects are developed to meet the requirements of modern educational policy and aimed at developing students’ universal and professional competences. The subject of scientific research at the department reflects trends in modern humanitarian knowledge development. The social education of the Department is aimed at finding new forms of career guidance counselling. The mission of the Department in the strategic development of the university is defined.

Approaches to Develop Digital Competences to Create a Portrait of the Graduate of the Future

The purpose of this article is to analyze pedagogical technologies that are used to develop digital competencies and digital literacy in primary, middle, and high schools. Analysis of the problem field of research shows that increasing modernization of the industry associated with the processes of digitalization and automatization of technological lines to significant changes in the labor market, as well as adjustments in the portraits of graduates of both schools and higher education institutions. Transformation to an information and digital society causes other ways of presenting information as well as an emphasis on the development of relevant universal competences: critical and analytical types of thinking; ability to work and systematize large volumes of information; leadership skills, as well as the basics of time-management for organizing and planning independent work. The novelty of the work lies in the description of the real experience of modernization of the educational process in the private educational organization "Funscool", evaluation of the advantages and disadvantages of applied technologies compared to similar examples in secondary education in Russia or Europe, USA. At the same time, the analysis was carried out both for real-time and distance learning formats. Research methodology and methods: in writing the article methods of induction and deduction, methods of comparative analysis and synthesis of information were used, the analysis of various forms of questionnaire survey was carried out.

Структура и содержание опыта эмоционально-ценностного отношения студентов вуза к объектам и явлениям окружающего мира

The aim of the study is to determine the structure and content of university students’ experience of an emotional-value attitude to objects and phenomena of the surrounding world. The author identifies the features of the content of the emotional, cognitive and conative components of students’ experience of an emotional-value attitude to objects and phenomena of the surrounding world, which are summarised and organised in the logic of “Nature - Person - Society”. The scientific novelty of the study lies in identifying and characterising the structural components of students’ experience of an emotional-value attitude to objects and phenomena of the surrounding world in accordance with the logical chain: “Nature - Person Himself/Herself - Health - Work/Profession - Other People - Native Land - Fatherland - World as a Whole”. As a result, the emotional, cognitive and conative structural components of the experience of an emotional-value attitude to nature, a person himself/herself, health, work/profession, other people, native land, Fatherland and the world as a whole have been characterised; the features of the structure and content of students’ experience of an emotional-value attitude have been shown taking into account their manifestation in universal competencies (the Federal State Education Standard of Higher Education 3++).

Industrial and sports cluster as a tool for the development of universal and general professional competencies of future specialists in the field of physical culture and sports

The organization of training in the direction of training 49.03.01 Physical culture should be carried out in accordance with the requirements of the federal state educational standard of higher education and taking into account the specifics of the development of the sphere of physical culture and sports at the federal, regional and municipal levels. Preparation of future specialists for their professional activities is implemented in the process of formation of universal and general professional competencies regulated by the Federal State Educational Standard of Higher Education. In this article, the features of the organization of cluster interaction were considered on the example of the industrial and sports cluster of the Sverdlovsk region, within the framework of studying the activities of which it is possible to form competencies for the disclosure of the personnel potential of specialists in the field of physical culture and sports, as well as increase their competitiveness in the labor market.

ФОРМИРОВАНИЕ УНИВЕРСАЛЬНЫХ КОМПЕТЕНЦИЙ У ОБУЧАЮЩИХСЯ С ПОМОЩЬЮ РЕАЛИЗАЦИИ ПРОГРАММЫ «ЛУЧШИЙ АКТИВ»

In the context of changing trends in the development of Russian society, the information war for the “minds” of young people, the problem of education and prevention plays an important role at the state level. The recent tragic events in our country associated with the manifestations of “schoolshutting” and “collumbine” prove the relevance of the problem of preventive education of young people. Today, such pedagogical categories as “education” and “prevention” should be considered in a single interconnected university environment, due to the increase in negative manifestations among young people. We believe that the mission of the university today is the formation of a safe educational and preventive environment, which will be aimed not only at the safety of students, but also at comprehensive, harmonious and professional development. For the organization of this environment, we offer a special pedagogical impact — the “Best Asset” program, which contributes to the formation of this environment and is a kind of tool for the assimilation of universal competencies among students. Since modern education in Russia is built on a competence-based approach, the essence of which is to acquire the necessary key competencies that satisfy the labor market. We believe that the “Best Asset” program as a means of organizing the educational and preventive environment of the university should meet modern realities and form universal competencies among students, which are so necessary for employers. The article discusses the formation of universal competencies among students through the implementation of the “Best Asset” program at the university.

ПРОЕКТНАЯ ТЕХНОЛОГИЯ КАК ИНСТРУМЕНТ МНОГОМЕРНОГО ОБРАЗОВАНИЯ В ВУЗЕ

In the context of the transformation of modern education and the entry of society into the era of digitalization, the role of universities in the development of universal competencies and flexible skills of students is increasing. The ability to creative activity, creative thinking, the ability to find a common language with representatives of different cultures becomes a condition for the success not only of a specialist in the profession, but also of a person on the scale of the state. And the ability to combine at a professional level special and supra-professional, communicative, project skills allows us to talk about the multidimensionality of the individual and the educational reality corresponding to the needs of the individual. Mastering design technology during training allows students not only to organize their own creative result-oriented activities, but also to develop personal qualities and flexible skills. Therefore, the purpose of this work is to substantiate the project technology as a tool of multidimensional education, which allows us to achieve the planned educational results. To achieve this goal, methods of observation and analysis of theoretical sources and comparison of empirical data were used. A study was also conducted on the dynamics of the level of awareness and application of project technology as a flexible competence among students, and the results obtained were described. At the same time, multidimensionality as one of the qualitative characteristics of higher education is considered in this paper from the standpoint of the analysis of the missions of universities, the prevailing attention to the development of flexible skills and universal competencies of students, as well as digitalization as an objective reality. As a result of the conducted research, it can be concluded that the higher education system in Russia, multidimensional in nature, should be based on project tools in order to be able to meet the current challenges of our time.

Revisiting the formation of universal competencies of foreign students

Foreign citizens study at Russian universities according to educational programs in accordance with the Federal State Educational Standard, designed for pre-university training of Russian citizens. This is especially evident in the formation of universal competencies (UC). The identification and search for the solution to the problems that arise in this case determine the relevance of the research. We set a goal to determine how significant the differences were between the content of pre-university Russian and foreign education, which is necessary for the formation of UC-11 – citizenship and UC-9 associated with it – inclusive culture, using the method of comparative analysis. Documents on foreign education served as the material.When developing an educational program in terms of the formation of UC-11, universities take into account continuity with the general educational subject of social science, which Russian students study at a basic or advanced level. In this regard, the content of foreign education was assessed from the standpoint of the presence of the disciplines of the subject area «Social sciences». The analysis carried out showed their complete or partial absence in pre-university foreign education. Meanwhile, it turned out that the inclusive position of many foreign students, unlike Russian students, was practically formed. Thus, the university needs to develop individual educational programs for foreign students, providing for the expansion of the list of variable and optional disciplines, changing the ratio of contact work with a teacher and student’s independent work. The optimal form remains the previous or parallel development of a specially designed additional educational program.

ПРИМЕНЕНИЕ КОМПЬЮТЕРНОГО ГЕОМЕТРИЧЕСКОГО МОДЕЛИРОВАНИЯ ДЛЯ РЕШЕНИЯ УЧЕБНЫХ И ПРИКЛАДНЫХ ИНЖЕНЕРНО-СТРОИТЕЛЬНЫХ ЗАДАЧ

This work develops an algorithm for solving computational and graphical work from a cycle of constructive problems of engineering and construction design (construction graphics) using CAD, based on the transition from the traditional method of solving this problem (building a 2D drawing manually) to the method of computer geometric modeling. The application of geometric 3D modeling as a useful CAD tool for solving educational and applied problems is considered. The algorithmization of the solution from the cycle of graphic works on the training course “engineering and computer graphics”, which is the basis for solving problems of engineering and construction design, is shown. A comparison is made between the classical method of solving an engineering problem and using CAD. The use of computer graphic modeling methods using CAD systems facilitates solving the problem, calculating the necessary data, visualizing the results, and contributing to the mastery of universal and professional competencies for students. Their use is expedient in solving applied problems on the training course “engineering and computer graphics” for students of engineering and construction.

Сопровождение учителей технологического профиля в области сквозных цифровых технологий

The article updates the problem of supporting technology teachers as they master end-to-end digital technologies. The experience of one of the large pedagogical universities in the field of conducting advanced training courses, educational intensives, master classes, educational events based on the technology park of universal pedagogical competencies, creating internship sites on the basis of educational organizations, supervising specialized engineering classes is presented.

Transdisciplinary methods in socio-economic and environmental research

The article presents a theoretical overview characterizing the research potential of transdisciplinary methods. The empirical part was conducted in the South of Russia (Stavropol Krai) in July 2023; it summarizes the practices of using transdisciplinary methods in the analysis of socio-economic and environmental processes. The professional community of environmentalists of Stavropol Krai was involved in the development of strategic vectors of interaction with university education to solve a common task –the training of highly qualified specialists in demand by production. In the course of the study we assessed the involvement of the professional community of ecologists in the processes of interaction with university teachers; the quality of training of graduates of environmental educational programs of higher education; we identified the practiced and promising types of interaction between the professional community of ecologists and the university. The research shows the importance of universal professional competencies for the successful work of a graduate of environmental educational programs. The data obtained provide an understanding of the importance of new research strategies using transdisciplinary approaches in the analysis of socio-economic and environmental processes.

Preservation of health of medical students, including those with special educational needs: current problems

The article analyzes the experience of developing health preservation competencies of medical students in the context of blended learning and application of innovative health preservation techniques. Health preservation is a multilevel problem that requires an integrated approach implying readiness of medical graduates to respond flexibly to the changing landscape of their professional activities; therefore, the article discusses some promising options of mastering universal competencies and their integration into the educational process while factoring in the current knowledge on hygiene education, patterns of thinking, psychology of consciousness, decision-making and practical skills, all of which should be developed and consolidated by applying the various current forms, technologies and methods of work.