DEVELOPING LEARNERS’ PROFESSIONAL COMPETENCIES BASED ON THE COMPETENCY-BASED APPROACH IN THE HIGHER EDUCATION SYSTEM

Abstract

The competency-based approach is a key guideline in modern higher education and represents a methodological foundation aimed at developing learners’ ability to apply knowledge and skills in professional and real-life situations. The study addresses the relevance of competency formation among master’s students as a critical indicator of educational quality and modernization of academic programs.

The aim of this study was to determine the level of awareness of master's students of the Faculty of Philosophy and Political Science regarding the competency-based approach, their attitudes toward the applied educational practices, and to identify program components that contribute to or hinder the formation of key competencies. Particular attention is paid to learners’ perceptions of the content of academic programs and the teaching methods used.

From a scientific point of view, the study clarifies how educational transformations in master’s programs are perceived, from a practical point of view, it formulates specific directions for improving curriculum.

Methodologically, the study is based on a quantitative and qualitative analysis of data obtained through a survey of 83 master's students. A Likert scale and thematic analysis of open-ended responses were used.

The results show that most learners support the idea of a competency-based approach, value practice-oriented formats, and recognize the importance of structured educational progress. A small number of respondents point to a weak connection between formal competency statements and the actual content of disciplines.

This study contributes to the understanding of the implementation practices of the competency-based approach in master’s degree and highlights the importance of taking learners’ opinions into account. The practical significance lies in the possibility of using the obtained results in updating curricula and teaching methods in the higher education system.

The results can be used to improve master’s degree programs by aligning learning outcomes with professional competencies and refining teaching methods.