scholarly journals Environmental Professional Competence Education: A Need of University Students and Present and Future Society

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Aymee Alonso Gatell ◽  
Nivia T. Álvarez Aguilar ◽  
Jaime Arturo Castillo Elizondo
Keyword(s):  
University Students ◽  
Professional Competence ◽  
Future Society

scholarly journals The effect of motivation of success of university students on personal-professional competence: Mediation role of lifelong learning tendency

2020 ◽  
Vol 9 (3) ◽  
pp. 583
Author(s):  
Halil Ekşi ◽  
Mustafa Özgenel ◽  
Esin Metlilo
Keyword(s):  
University Students ◽  
Lifelong Learning ◽  
Structural Equation ◽  
Professional Competence ◽  
Equation Model ◽  
Professional Competencies ◽  
Competence Motivation ◽  
The Relationship ◽  
Positive Significant Correlation

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.

Motivational Orientation As a Factor in the Formation of Professional Competence of University Students

2021 ◽  
Vol 10 (3) ◽  
pp. 70-73
Author(s):  
Valentina Bikbulatova ◽  
R. Rabadanova ◽  
A. Kagosyan
Keyword(s):  
University Students ◽  
Learning Outcomes ◽  
Learning Process ◽  
Professional Competence ◽  
Educational Process ◽  
Motivational Orientation

This article reveals the process of forming the professional competence of university students. In conditions when the learning process becomes more and more formalized and depersonalized, the teacher should focus on clarifying the motivational sphere in order to form the most important cognitive motives in students. Motivational orientation influences not only the student's learning outcomes, but also changes the educational process itself. What is this influence - positive or negative, developing or standardizing, how universal and intense is it? The strength, effectiveness, form of influence, the predominance of certain functions are determined by the scientific and methodological guidance and management of the educational process by the teacher.

TEACHING A PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE AT A UNIVERSITY UNDER THE CONDITIONS OF NEO-INDUSTRIAL ECONOMIC DEVELOPMENT

2020 ◽  
Author(s):  
I. A. Vorob’eva
Keyword(s):  
Economic Development ◽  
Foreign Language ◽  
University Students ◽  
Professional Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
University Student ◽  
Practical Application ◽  
Industrial Economic

The article is devoted to professionally-oriented a foreign language teaching at a university, which today is one of the links of training a competitive specialist. The author describes the meaning of practical application of a foreign language. The problem of searching a way to improve the quality of foreign language teaching of university students is considered. A foreign language is considered as a means and as a way to improve the professional competence of a university student.

scholarly journals Research on Creativity and Personality Convergence Education to Enhance University Students' Future Competencies

2021 ◽  
Vol 15 (3) ◽  
pp. 11-28
Author(s):  
Jeong-Jin Youn ◽  
KyoungEun Kim ◽  
MI-Seung Yun ◽  
Jae-jin Jang
Keyword(s):  
University Students ◽  
Teaching Methods ◽  
Digital Literacy ◽  
Common Good ◽  
Teaching Method ◽  
University Education ◽  
Data Utilization ◽  
Technology Application ◽  
Future Society ◽  
Communication Ability

This study proposes some of the elements of competencies that university students must have for coping with life in a society of the future. Furthermore, it proposes a particular teaching method to effectively strengthen these future competencies. In order to carry out this research, a review of previous studies, as well as an analysis of pertinent literature, were conducted in order to ascertain the competencies in question. In addition, three Delphi surveys were conducted by 10 experts in each major field involved. The results showed that future university students would require the following competencies: creativity and personality competency (problem solving ability, curiosity, a challenging spirit, cognitive flexibility, responsibility, leadership, etc.), a common good competency (common good sensitivity, inclusiveness, empathy and communication ability, etc.), and convergence competency (humanities literacy, engineering literacy, aesthetic literacy, etc.), and digital technology application competency (digital literacy, big data utilization, computing thinking, etc.). The results of this study can be used to develop a plan for the advancement of university education-one that meets the various needs of students living in any given future society. Moreover, it can also provide some ideas for the development of educational content by applying certain future competencies and future teaching methods.

scholarly journals Analysis of the development efficiency of the Moscow Electronic School resources by future computer science teachers on the basis of practical training sites

2021 ◽  
Vol 18 (1) ◽  
pp. 45-61
Author(s):  
Albina R. Sadykova ◽  
Irina V. Levchenko ◽  
Lyudmila I. Kartashova
Keyword(s):  
University Students ◽  
Computer Science ◽  
Science Teachers ◽  
Professional Competence ◽  
Activity Index ◽  
Network Activity ◽  
Educational Activity ◽  
Practical Training ◽  
Pedagogical Training ◽  
Moscow City

Problem and goal. The practical (pedagogical) training sites based on Moscow schools in the context of effective development of the resources of the Moscow Electronic School by future computer science teachers are analyzed. The goal is to identify the correlation of the digital footprint obtained as a result of the development of the school network activity index based on data on the actions of teachers and students in e-learning environments and of educational organizations identification corresponding to this index, as well as the methodological activity of schools in Moscow - the bases of practical (pedagogical) training of future computer science teachers. Methodology. The analysis of regulatory documents and the database of Moscow schools, where the Moscow City University students of the Computer Science direction are engaged in practical (pedagogical) training, reflection on the content of the knowledge obtained, search for criteria for selecting basic schools for conducting practical (pedagogical) training of future computer science teachers, local pedagogical experiment were used. Results. It was found out that the activity of schools in the development and use of educational resources of the Moscow Electronic School is not a prerequisite for cooperation with these schools. At the same time, the knowledge of information technologies, including the technology of working with the resources of the Moscow Electronic School, by future subject teachers, is an integral part of the professional competence of a modern teacher, and especially a computer science teacher. Conclusion. The basic criteria for selecting sites for industrial practices of future computer science teachers, in particular students of the Moscow City University, are proposed. The formulated criteria for selecting basic schools for conducting practical (pedagogical) training of university students will allow them to successfully solve the tasks set for this type of educational activity, achieve their goals and form professional and pedagogical competencies.

Self-educational Competence as an Integral Part of the Professional Competence of Future Agricultural Students

2020 ◽  
Vol 6 (2) ◽  
pp. 41-49
Author(s):  
Natalia A. Оliinyk
Keyword(s):  
University Students ◽  
Computer Technology ◽  
High Speed ◽  
Work Performance ◽  
Professional Competence ◽  
Competence Development ◽  
Control Group ◽  
Technical Developments ◽  
Four Levels ◽  
Experimental Group

The author analyses the content of the development of selfeducational competence of students of agricultural educational institutions with the help of interactive computer technologies. High speed of science development quickly renders any knowledge acquired by students in high school obsolete and reveals the urgent need for the development of self-educational competence. In conditions of widespread computerisation and active use of the latest modern technical developments in everyday life, the use of interactive computer technology appears to be the most effective and promising line of self-educational competence development among university students. Four components of self-educational competence are identified: knowledge; motivation; activity; communication. In accordance with these components, criteria, indicators, and tools were developed to determine the self-educational competence development of university students through interactive computer technology. The pedagogical experiment took place from 2017-2019 based on Chernyatyn College of Vinnytsia National Agrarian University. The survey covered 87 students of four faculties, 26 people were in the control group and 61 people in the experimental group. To standardise the initial results of diagnostic tests and questionnaires, percentiles were used. After calculating percentiles for each component of self-educational competence, a table of standardisation was composed. Four levels of component development of self-educational competence were identified: low, below average, above average, and high. The purpose of the formative phase of the experiment was the model testing of self-educational competence development in university students through interactive computer technology. The analysis of indicators of transition of students to a high level of development of self-educational competence demonstrated that the process of development of self-educational competence of students of experimental group passes more effectively than at students of control group. The reason was the experimental work performance to implement structural and functional models for self-educational competence development of university students through interactive computer technology

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