Entrepreneurship Competence Model for Supporting Learners Development at All Educational Levels

The development of entrepreneurship competence considering a broad view of entrepreneurship requires a systematic approach to determine the validated content of learning and methodological basis for supporting learners’ entrepreneurial attitudes and behaviour. There is still relatively little research in this area at all levels of education. Addressing entrepreneurship competence as key competence of lifelong learning allows to broaden the understanding and describe the development of different aspects of entrepreneurship competence through meaningful and supportive interactions in the learning environment. This will allow a better understanding of how to support entrepreneurship competence in various courses and age groups. In this article, a framework of entrepreneurship competence called the Comprehensive Entrepreneurship Competence Model (CECM) is proposed. The development of an entrepreneurship competence model relies on the theory of systems thinking. The CECM model focuses on the developmental perspective (fundamental processes of human development) that is not emphasised in other models. The article also suggests how to support the development of entrepreneurship competence systematically at all levels of education through embedding entrepreneurship competence into the curricula, study programmes of different subjects and overall learning processes.

A proposal of ethical competence model for cyber security organization

A proactive cyber security plan to safeguard confidential information and privacy still lacks initiatives to avoid frequent harmful attacks. Cybersecurity professionals must possess ethical competence and prove worthy of overseeing valuable information for efficient decision‐making since ethical competence is fundamental for daily practice. There is a need to define what it means to be ethically competent in the era of IR4.0. The previous competence models still lack consideration of both artificial intelligence (AI) and emotional intelligence (EI) skills. AI brings new opportunities to cyber security organizations that focus on AI skills related to cognitive Intelligence or intelligent quotient (IQ). EI, which refers to emotional quotient (EQ), is a good predictor of ethical competence as it can perceive and express emotions precisely to facilitate thought to understand and manage emotions. However, practically, most cyber security organizations focused on AI skills and disregarded EI skills' roles. This research proposes a cyber artemotional model that blends AI skills and EI skills for cyber security employees. This research would benefit cyber security organizations with cyber artemotional model as employees ethical competence assessment, and it is in line with the demand of IR4.0.

Examining the dimensionality of pre-service teachers’ enthusiasm for teaching by combining frameworks of educational science and organizational psychology

The aim of this study was to obtain a holistic understanding of pre-service teachers’ enthusiasm for teaching (a subject) by examining its structure as well as relevant factors that may be related to it in the first phase of teacher education. For this purpose, we considered two strands of research: educational science and organizational psychology. Accordingly, the professional competence model and the job demands and resources model helped to identify factors that are associated with pre-service teachers’ enthusiasm for teaching. Responses of 211 pre-service biology teachers indicated that enthusiasm for teaching can be considered as one-dimensional. Moreover, we found positive relationships between enthusiasm for teaching and academic self-concept, intrinsic career choice motives and occupational commitment. In contrast, we detected negative relations between enthusiasm for teaching and both emotional exhaustion and intention to quit. No significant relations could be found for enthusiasm for teaching and both professional knowledge and extrinsic career choice motives. Our findings highlight the importance of enthusiasm for teaching in the earliest stage of teachers’ careers. Thus, our study points out relevant factors that could help to maintain high enthusiasm and to keep (pre-service) teachers healthy and in the profession.

Talent Management and Professional Standards: Research on the Level of Development of University Students' Competencies

The central place in the presented article is devoted to talent management: the theoretical foundations of talent management in the personnel management system are reflected – its concept and essence, its significance in modern conditions are considered. Talent is considered as a set of necessary competencies, on the basis of which the value of the competence approach in identifying talents is established. Within the framework of the study, based on the professional standard of a specialist in personnel management, a competence model was developed, according to which talents were determined among students of the training direction "Personnel Management" of the Ural Federal University named after the first President of Russia B. N. Yeltsin. The results of the study demonstrate that the student training program at the university corresponds to the model of key competencies of a specialist in personnel management, and, therefore, meets the requirements of the professional standard. However, it requires improvement in the development of a number of competencies.

Transcultural Competence Model: An Inclusive Path for Communication and Interaction

The impact of transnational migration and globalization on human society, along with emerging multiple identities, calls for reconceptualization of the meaning of cultural competence and a shift toward transcultural competence—a mode of being and learning in which humans communicate and interact among cultures in a very diverse and dynamic environment. Embracing transculturalism perspective calls for integration of new concepts and approaches in communication and education that promote active participation, adaptation, and interaction. To this end, this essay examines the holistic model for developing transcultural competence that involves inquiry, framing, and positionality that challenge our taken-for-granted frames of references and expand our worldviews. The study also explores how educators and learners develop cognitive, emotional, and social qualities, engaging in dialog and critical reflection that informs our actions as the catalyst for positive social change and transformation. Implementing this holistic perspective toward transcultural education can create an inclusive environment for communicating, interacting, and learning without opposing cultural, national, and ethnic binaries.

A multidimensional adapted process model of teaching

In the present study, we aimed to specify the key competence domains perceived to be critical for the teaching profession and depict them as a comprehensive teacher competence model. An expert panel that included representatives from seven units providing university-based initial teacher education in Finland carried out this process. To produce an active construction of a shared understanding and an interpretation of the discourse in the field, the experts reviewed literature on teaching. The resulting teacher competence model, the multidimensional adapted process model of teaching (MAP), represents a collective conception of the relevant empirical literature and prevailing discourses on teaching. The MAP is based on Blömeke et al.’s, Zeitschrift für Psychologie, 223, 3–13, (2015) model which distinguishes among teacher competences (referring to effective performance of teachers’ work), competencies (knowledge, skills, and other individual competencies underlying and enabling effective teaching), and situation-specific skills of perceiving, interpreting, and making decisions in situations involving teaching and learning. The implications of the MAP for teacher education and student selection for initial teacher education are discussed.

A competence model for training programs in inclusive education

The implementation of inclusion poses fundamentally new requirements for the professional competencies of teachers, which in turn determines the need for an empirically based competence model of a teacher of an inclusive educational organization. A complex of university programs for teacher training specifying the inclusive competencies could be used as an appropriate empirical base of the study. However, this research logic has not yet been implemented and the study was devised to fill this gap. Its purpose was to build a structural and meaningful model of an inclusive teacher based on an analysis of inclusive competencies presented in the teachers’ educational programs of universities. Content analysis was used to study the texts of 59 basic educational programs. Frequency and factor analysis of the matrix of representation of competency indicators in educational programs was also carried out. It was found that the semantic core of the inclusive competencies of the teacher reflects the need to take into account the special psychological and pedagogical status of children in terms of their personal position in learning, the originality of their development, health status and their specific educational needs. The integral inclusive competences of the teacher are the readiness to: organize an inclusive educational process as a whole; organize an individually oriented educational route; individual / collaborative support; and organize psychological and pedagogical support; substantive / instrumental knowledge related to working with students with disabilities. The competence profiles of teachers, set by university educational programs, are not fully consistent with both the existing theoretical models of the inclusive teacher competencies and the conditions for the implementation of inclusive practice. The research results include ideas about five-component structure of teacher’s inclusive competence. The practical significance is in the identification of the essence of the contradictions in the content of the university training of teachers for work in inclusive education, the elimination of which will contribute to improving the quality staffing of the inclusive education system.

THE MECHANISM OF PRACTICAL APPLICATION OF THE COMPETENCE MODEL OF A UNIVERSITY GRADUATE BASED ON DIGITAL TECHNOLOGIES

Today, the issues of mastering the current training program at the university are of concern to school graduates, applicants and students of the universities. Often, the question of choosing a promising profession arises even at school – after all, which exams the student will have to prepare for depends on it. At the same time, often, the choice of a future profession is made more and more intuitively, on the recommendation of close relative; employers and universities are very little involved in this process today. In addition, the employer does not have any significant tools to influence the formation of the competencies of a future university graduate, only indirectly influencing the training process. The article analyzes the shortcomings of the existing interaction between students, employers and the university. The scientific novelty of the research consists in the formation of a mechanism for the practical application of the competence model of training students based on the use of the capabilities of modern digital technologies, which is supposed to be implemented by developing and creating a digital platform for the employment of graduates, providing training of specialists on request of specific organizations. This will make it possible to satisfy the organization's demand for highly qualified personnel with targeted practice-oriented training, influence the formation of the required competencies "on request", as well as more effectively provide employment opportunities for graduates. Despite the significant experience of interaction between employers and job seekers on various electronic resources, modern platforms do not presuppose the influence of the employers on the competence of the student, and force them to deal with the finished product of training - a graduate, spending time and other resources on his targeted training at the workplace. The proposed digital platform is designed to solve this problem.

Designing a competence model and indicators for achieving competencies in the direction 05.03.02 Geography

Профессиональная готовность выпускника бакалавриата по направлению подготовки 05.03.02 География должна иметь мотивацию и направленность. На современном этапе развития обучения, по данному направлению подготовки важно формирование у обучающихся умение прогнозировать саморазвитие в выбранной профессиональной деятельности. Целью работы является обеспечение необходимого уровня профессиональной готовности будущих бакалавров географии, посредством проектирования компетентностной модели выпускника, на всех этапах профессионального обучения в вузе, в контексте требований Федарального государственного образовательного стандарта высшего образования по применению в образовательном процессе компетентностного подхода. Формирование профессиональной готовности будущих бакалавров географии должно осуществляться через возможность предоставления им в образовательной среде вуза ситуаций формирования, как теоретических знаний, так и практических умений, профессиональных навыков, чувства сопричастности к профессиональному сообществу и механизмов диагностики и самодиагностики индивидуального профессионального стиля и уровня компетентности. Эти требования должны найти отражение в компетентностной модели выпускника и индикаторах достижения компетенций. Professional readiness of a bachelor's degree graduate in the field of training 05.03.02 Geography should have motivation and orientation. At the present stage of the development of training, in this area of training, it is important to form the ability of students to predict self-development in their chosen professional activity. The aim of the work is to ensure the necessary level of professional readiness of future bachelors of geography, through the design of a graduate's competence model, at all stages of professional training at a university, in the context of the requirements of the Federal State Educational Standard of Higher Education for the application of a competence-based approach in the educational process. The formation of professional readiness of future bachelors of geography should be carried out through the possibility of providing them with situations of formation in the educational environment of the university, both theoretical knowledge and practical skills, feelings of belonging to the professional community and mechanisms of diagnosis and self-diagnosis of the individual professional and level of competence. These requirements should be reflected in the competency model of the graduate and indicators of achievement of competencies.