Keyword: «competences»

An increasing number of scientists and experts claim that humanity will face a radical change in the economic and social structure in the near future, a new type of specialists will be needed for the new economy. The article examines the paradigms of modern society, namely the situation of uncertainty, digitalization, automation, sustainable development and crises threatening society, including climate catastrophe and the risk of mankind extinction. These modern realities contribute to the formation of the VUCA world (volatility, uncertainty, complexity and ambiguity), which, in turn, require the development of certain competences. Effective work in a situation of uncertainty presupposes preadaptive development – the ability to forecast future crises and the ability to prepare for them. The COVID-19 pandemic has triggered changes in many areas of life and work. Thus, the skills of remote work and digital communications have become the most popular. Today, the most priority competences are technical and digital ones. The fourth industrial revolution is changing the landscape of many professions and blurring the lines between the digital, physical and biological worlds. Digital society and computerization are not possible without sustainable development, which implies studying the Earth's ecosystem and understanding the role of Humankind in it. Regenerative approaches that seek to reduce the damage from human activity are becoming the most significant. Remaining a part of nature, the regenerative economy actualizes the competences necessary for successful functioning in modern conditions. The article focuses on the formation of not only technical, but also "soft" competences, namely the understanding of innovation, environmental literacy, critical thinking, analytical skills, teamwork skills, ability to negotiate and exert influence, emotional intelligence, communication, leadership. Undoubtedly, modern realities pose challenges to the education system and dictate the need to introduce new methods and approaches to teaching and training of teaching staff. The new role of the teacher requires the development of innovative approaches to educational activities for the greatest effectiveness. The teacher is increasingly acting as a good conductor of the educational process. Consequently, it is necessary to develop modern competences and "correct" thinking – a set of views, worldviews and habits in order to form the desired professional behavior among teachers.

The subject of analysis in this article is the position and role of social– humanitarian disciplines in a technical university. The authors pay attention to the fact that these disciplines play an important role in the scientist global-view and in the formation of general cultural competences. It is emphasized that the most important competencies are: to work in a team, to bear conscious and legal responsibility, readiness for self– development.

The issues of psychological and pedagogical support to families with young children are under the close attention of the government: the need for psychological and pedagogical support of the family from the educational organization is of particular importance at an early age of the child – during this period, the child's development proceeds at a tremendous speed, the compensatory capabilities of the child's body are very high. The earlier possible deviations in the child's health are detected, the higher is the probability of correcting them both physically and mentally. Pedagogical support of the family should begin long before the child enters an educational organization, this poses a number of tasks for preschool education teachers, such as: ways to provide pedagogical assistance to the family, forms of support, the content of work in areas, the ethics of cooperation in the parent-teacher-child triad. In the article, the author provides the results of the study of the level of professional competences formation among teachers of preschool education, which make it possible to carry out psychological and pedagogical support of families with young children in practice. Theoretical and empirical methods were used in the study. Among the theoretical methods, the author used the analysis of psychological, pedagogical, philosophical literature on the problem of the research; system-structural and comparative analysis of pedagogical processes and phenomena; study, generalization and scientific analysis of pedagogical experience; modeling. The empirical ones involved observation, conversation, study of the results of activities, expert assessment, pedagogical experiment; methods of statistical processing of the data obtained, their graphical interpretation. The results of the study indicate the growing contradictions between the need for psychological and pedagogical support of families, on the one hand, and the insufficient level of the necessary professional competences formation in teachers who provide this support, on the other hand. The tenets, criteria, conclusions contained in the article can be applied in the system of additional professional education when designing advanced training courses for teachers working with families with young children.

Due to the rapid advancement of science and technology and the globalization of society, there is an increasing demand for high-quality science education and its popularization in secondary schools. The growing amount of information and the increasing complexity of science subjects, the updating of federal state standards, and the modernization of the educational system necessitate the clarification of the essence, structure, and functions of the process of professional competence formation among science teachers. The aim of this research is to study the process of professional competence formation among science teachers, including a comprehensive analysis of the essence, structure, and functions of this phenomenon. The research methods included theoretical methods (system analysis and generalization of accumulated pedagogical experience, normative and legal documentation on the research topic) and empirical methods (questionnaires aimed at obtaining quantitative and qualitative data, statistical methods of data analysis). The specifics of the conceptual apparatus were determined, which includes two interrelated groups of concepts: "formation" and "development" in the context of philosophical and pedagogical approaches, as well as the phenomena of "competence", "competency", and "professional competence" from the standpoint of philosophy, psychology, and pedagogy. A survey of the teaching staff was conducted, including questions in the field of formation of professional personal characteristics necessary for effective pedagogical agency in science subjects. The analysis of domestic and foreign scientific literature, normative acts in the field of education, and empirical data obtained during the research allowed us to formulate the author's original definition of the process of professional competence formation among science teachers, to reveal the essence, structure, and functions of the studied phenomenon, and to develop a conceptual model aimed at creating conditions for continuous development of the personal potential of physics, chemistry, and biology teachers, contributing to the improvement of the quality of pedagogical activity. The organizational and pedagogical conditions that ensure the unity of science teachers’ professional competence formation were formulated. The theoretical significance of the research lies in the comprehensive analysis of information devoted to the research problem. Based on the analysis, the essence, structure, and functions were determined, which formed the basis of the model of professional competence formation among science teachers. The practical significance of the research lies in the potential of applying the obtained model to update the content of methodological work in physics, chemistry, and biology, to modernize the content of professional development programs, and to clarify the normative documentation regulating the activities of teachers implementing educational programs in science subjects.

The study of the development of different types of thinking in university students is quite relevant today. In the modern conditions of a rapidly changing reality, it is important to train specialists of a new type, capable of acting on the basis of flexible algorithms, independently designing new methods, algorithms and types of activity. The development of such abilities is determined by the special type of thinking – inventive thinking, the development of which in specialists requires new approaches and methods in training. The development of inventive thinking can also be determined by the content of training. The article presents the study of the problem of developing inventive thinking in university students, that is, thinking that allows them to critically evaluate incoming information and transform it, thereby applying new activity algorithms, rather than copying existing ones. Training of personnel who can quickly solve complex and non-trivial problems, transform existing algorithms and sequences of actions within the framework of educational, work and other activities is relevant. At the present stage, there is rather weak methodological support of teachers who train students in educational organizations of higher education system, in terms of developing inventive thinking. The aim of the study is to analyze the conditions for developing inventive thinking among students of educational organizations of higher professional education, including within the framework of studying disciplines of the natural science cycle. The following tasks were solved: approaches to the problem of developing inventive thinking were analyzed; pedagogical conditions for the development of inventive thinking (organizational, conditions of the content of training, methodological conditions) were identified. The potential of the content of natural science disciplines as one of the means of developing inventive thinking was analyzed. In the course of the work, a number of pedagogical conditions was identified that could contribute to the development of inventive thinking. The theoretical significance of the study lies in the fact that the work systematizes approaches to defining and understanding the essence of inventive thinking. An approach to understanding inventive thinking is presented: both as an integrative quality of the individual and as a system of competences formed in the process of learning and other activities. The main conditions for the development of inventive thinking are identified. The practical significance of the presented study lies in the fact that in the course of the work, recommendations were given for the development of inventive thinking of students in the framework of university training.