cовременный рынок труда заинтересован в специалистах, обладающих транспрофессиональными компетенциями. В статье обосновывается необходимость ориентации на транспрофессионализм при разработке содержания профессионального образования специалистов в области культуры и образования; подчеркивается роль социально-гуманитарных знаний для их подготовки к работе в условиях синтеза и конвергенции профессиональных компетенций, принадлежащих к разным профессиональным областям; отмечается потребность в реализации транспрофессиональных моделей подготовки специалистов в сфере культуры и образования за счет совместных усилий представителей социономических профессий, педагогов, менеджеров, психологов, специалистов-практиков.
the modern labor market is interested in specialists with trans-professional competencies. The article substantiates the need for orientation towards professionalism in the development of the content of professional education of specialists in the field of culture and education; emphasizes the role of social and humanitarian knowledge in preparing these specialists for work in the context of the synthesis and convergence of professional competencies belonging to different professional fields; there is a need for the implementation of trans-professional models of training specialists in the field of culture and education due to the joint efforts of representatives of socionomic professions, teachers, managers, psychologists, and practitioners.
In this study, the relationship between motivations for success, personal-professional competencies and lifelong learning tendencies of university students were investigated. The study group consists of 344 University students from Turkey and Kosovo. In this research, the collection of data was done by “Personal-Professional Competencies Perception Scale, “Success Oriented Motivation Scale” and “Lifelong Learning Tendency Scale”. In order to determine the relationship between variables in the analysis of the data, correlation analysis was performed and tested with the structural equation model. According to the results of the research; there was a positive significant correlation between motivation for success and personal professional competence, and a positive significant relationship between lifelong learning and personal-professional competence. Motivation for success positively affects personal-professional competencies and lifelong learning tendencies. It has been determined that lifelong learning tendency is a partial tool in this relationship.
The article reveals the essence of interactive technologies. Their application in the system of vocational education, in particular in the chemistry classes, enables the teacher to better assess the students 'knowledge and abilities, develop a creative, professional capable person, a skilled worker, develop students' entrepreneurial behavior patterns, active livelihood, purposefulness, self-confidence, skills of rational use of time, of its internal resources.
Problem and Aim. The system of Russian higher education provides opportunities for master’s degree studies in one direction for bachelors with different formed professional competencies, therefore, the task of overcoming the competence imbalance, development and alignment of competencies among all undergraduates is urgent for a university teacher. The purpose of the article is to identify the role of project activities in the formation of professional competencies among undergraduate students studying in the direction of “Pedagogical Education (Media Education)”. Methodology. The conducted content analysis of final qualification works revealed the main types of media projects developed and implemented by undergraduates: media projects related to the work of press centers of educational institutions and institutions of additional education; media projects aimed at organizing and conducting creative competitions, media festivals, specialized shifts; Internet projects, the use of multimedia in the educational process; creation of films, videos, media texts. With the help of a questionnaire survey of graduates, a high level of formation among masters of professional competencies in the use of multimedia tools in educational and extracurricular activities was revealed. In conclusion, it is concluded that in the development and implementation of media projects, undergraduates develop the necessary professional competencies both in the field of journalism and in the field of media pedagogy.
The future of higher education is intrinsically linked with developments on new technologies and computing capacities of the new intelligent machines. In this field, advances in artificial intelligence open to new possibilities and challenges for teaching and learning in higher education with the potential to fundamentally change governance and the internal architecture of institutions of higher education. The role of technology in higher learning is to enhance human thinking and to augment the educational process, not to reduce it to a set of procedures for content delivery, control, and assessment. With the rise of AI solutions, it is increasingly important for educational institutions to stay alert and see if the power of control over hidden algorithms that run them is not monopolized by tech-lords. This chapter will cover all the positive and negative aspects of AI technologies on teaching, learning, and research in higher education.
Abstract Comics are a medium distinct from and yet tied to other forms of storytelling. A rich body of theory exists on the nature of the medium, its narrative techniques and the visual language unique to it. In light of the increasing interest in digital interactive technologies,
however, there is a need to examine how the current theoretical understanding of comics is complicated by interactivity, as has been studied for other media such as text-based stories and games. This article outlines an exploratory study that introduced interactions, reminiscent of the Quick-Time
Events found in games, into a four-panel comic. The results of this study, based on exposure to experimental prototypes, followed by retrospective protocol analysis and qualitative interviews, begin to shed light on various theoretical implications of including interactivity. These include
empirical support that the notion of comics as an interconnected multiframe remains valid in the context of interactivity; the relative hierarchy between the iconic image and interactive elements; functions of interactivity within the comic form; the role of challenge; and the role of fluency
and learning. These findings highlight possible ways in which the inclusion of interactivity expands current theory regarding the comic form, serving as openings for future theory-building.
What library/information science education offerings are relevant to preparing graduates for careers in the special library sector? The strengths and weaknesses of education for special librarianship; the match between SLA's competencies statement and what is being taught in LIS master's degree programs; and the role of SLA in continuing education are discussed.
The article examines the modern trajectories of teaching a foreign language using information technology. The analysis of research by domestic and foreign scientists on the problems of optimization and choice of strategies in teaching a foreign language is given. Special attention is paid to the role of communication technologies and Internet resources in mastering speech skills and professional competencies. The characteristics of the types of Internet resources and their importance in teaching a foreign language are given.
The concept of intellectual readiness for learning, which is considered as the main condition for successful education at a university, is defined. Developed competencies of BSc students in training area 35.03.06 “Agro engineering” were analyzed. This analysis demonstrates the importance of knowledge of the basic mathematical and natural laws for solving typical problems and participating in experimental professional research. The role of the “Electrical Materials”course in the development of students’ general professional and specific professional competencies is revealed. The paper presents the research results identifying the relationship between the mental development level, formed in general education, and the success of mastering the “Electrical materials” course. At the same time, knowledge of scientific concepts, the development of the classification mental operation and the ability to perform mental actions by analogy turned out to be determining. According to the results of the research, five groups of students were identified. They differ in the success of the acquisition of knowledge and proximity to the socio-psychological standard. Quantitative and qualitative indicators of their mental development characteristics were also described. The specificity of the relationships between the parameters of intellectual readiness and success in mastering the discipline is described. It is concluded that it is necessary to stimulate the mental development of students in the process of developing professional competencies, taking into account the specific features of the structure of intellectual abilities, improving methods for assessing intellectual readiness.
The effect of motivation of success of university students on personal-professional competence: Mediation role of lifelong learning tendency
