There is a problem in evaluating improvements in education effectiveness that is related to the
selection of appropriate, clear assessment criteria and methods for measuring the results of the
educational process. This article discusses the possibility of using the students’ subjective well-being
as a criterion for internal evaluation of the educational system effectiveness in a children’s center.
It describes indicators of subjective well-being and methods for studying them. The process was
tested at the All-Russian Children’s Center “Ocean” in 2019. Two cohorts participated in the study:
‘Parus’ (92 people aged 13 to 17 years, average age 14.7 years) and ‘Brigantine’ (74 people aged
11 to 17 years, average age 15.2 years) – a total of 168 people. To study the cognitive component
of well-being, the level of satisfaction among students in “Ocean,” and the opportunity to realize
their needs in this children’s center were assessed. The study used a modified methodology of
international index of personal well-being, a modified version of the techniques ‘Level of correlation
values and accessibility in various spheres of life’ developed by E. B Fantalova. To assess the
emotional component of pupils’ well-being, their prevailing emotional background was studied
using a modified version of the questionnaire ‘Feelings in school’ developed by T. N. Klyuyeva).
The subjective well-being indicators in specific aspects of the children’s center life were analyzed,
both for the center as a whole and separately for the cohorts. This analysis made it possible to assess
the possibilities of fulfilling different children’s needs in the Centre, the number of areas where
there was an internal conflict (due to insufficient subjective availability of value) and an internal
vacuum (due to excessive presence of low-value phenomena in the child’s life). An integral indicator
of misalignment was taken into account, showing the degree of internal dissatisfaction and the
obstacles to basic life needs.
Journal Volume Number : 17
The Development of Digital Competencies and Digital Literacy in the 21st Century: A Survey of Studies
The development of digital competencies and digital literacy in the 21st century is one of the most
urgent in the theory and practice of modern education. The need for an understanding of the analysis
of scientific knowledge on this issue is confirmed by the high demand for digital competencies of
specialists in the labor market. The paper organizes and presents publication trends in the field of
human digital abilities, with an emphasis on in-depth study of topics in higher education. Reviews
and analytical work were carried out using the Web of Science, Google Scholar, RSCI (eLibrary).
The analysis was based on the 120 most cited publications for the period from 2000 to 2020 and this
article provides a final overview of 55 articles. The results are presented in visual-graphic form. In
particular, the concepts related to digital abilities used in scientific everyday life are presented in the
form of a pyramid of concepts: from the basic concept of ‘digital skills’ to the broadest meaning of
the concept of ‘digital literacy.’ The word cloud reflects the most frequently used words in scientific
works describing human abilities in the digital sphere. The article presents a graphical visualization
of the factors influencing the formation and development of digital literacy and digital competencies
of university students. The results obtained will be of interest to researchers of digital literacy
and digital competencies, teachers, and university leaders in the implementation of educational
programs.
A Toolkit to Assess the Level of Universal Competencies (Soft Skills) of Pedagogical University Students
As science and technology develops rapidly and the knowledge gained over the years of study devalues
equally rapidly, a university should not only provide students with specific, highly professional
knowledge and skills, but also develop universal competencies (soft skills), which include the ability
to self-study, self-development, communication and cooperation, creativity, critical thinking and
others. These are the skills that are increasingly valuable and will be more valuable in the future for
the personal and professional success of a young specialist demanded by an employer.
In the absence of unified and validated methods for diagnosing universal competencies, and with the
uncertainty and inconsistency relating to the basic set of soft skills required for a young specialist at
the start of his/her professional career, difficulties arise in organizing the educational process in high
education to integrate the development of hard and soft skills. The aim of the study was to develop a
toolkit for assessing and monitoring the level of development of universal competencies in students
of a pedagogical university.
The proposed toolkit was tested at the Institute of Natural Science and Sports Technologies of the
Moscow City University. It made it possible to identify strengths and weaknesses in the educational
process, acting as a sensitive diagnostic tool and facilitating the choice of a strategy aimed at
increasing its effectiveness for developing students’ universal competencies. The proposed approach
is universal and can be used in different contexts.
Diagnostics of Student Teachers’ Pedagogical Thinking Based on a Competence Approach
In the didactics of higher education, the issue of professional thinking development (so-called
pedagogical thinking) for students majoring in pedagogics remains insufficiently studied. At the
same time, pedagogical thinking, and the methods of its development and diagnostics can provide
clear guidelines for teaching individualization and correction mechanisms. These methods should
focus on fostering the professional qualities for future teachers.
The purpose of the article is to describe the proprietary technology for diagnosing the level of students’
pedagogical thinking – future preschool teachers – using the group expert assessment method.
Research methods and techniques. The study was carried out through a competency-based approach,
which coordinates the competence-oriented goals of future teachers’ professional training with the
level of their pedagogical thinking. The method of the group expert assessment was used to justify
the structure, content, and students’ pedagogical thinking levels. We involved qualified university
instructors and pre-school teachers as experts.
Findings. We determined the basic structure of pedagogical thinking and its development levels for
these students. This helped to define the choice of teaching aids and targeted assistance to students
within individual educational pathways. The article shows the interrelation of components and
interdependence of the pedagogical thinking for students with the structural components of the
professional and pedagogical competence for a bachelor degree student.
The novelty of the research. The authors propose a methodology for diagnosing the development
level of students’ pedagogical thinking which is coordinated with the competence-oriented goals
of their professional training. The federal-state educational standard of higher education and the
Professional standard “Teacher (pedagogical activity in the field of preschool, primary, basic and
secondary education)” determines the content of these goals.
Practical significance. The findings of the research can be applied by administrative authorities and
university instructors for planning individual educational pathways of undergraduate students, as
well as of post-graduate students studying the current issues of preschool education.