MODEL FOR DEVELOPING THE READINESS OF ACADEMIC STAFF TO IMPLEMENT THE COMPETENCY-BASED APPROACH IN TEACHING THE EDUCATIONAL COMPONENT “METHODOLOGY AND ORGANIZATION OF SCIENTIFIC RESEARCH”
DOI:
https://doi.org/10.11603/m.2414-5998.2026.3.16587Keywords:
competency-based approach; educational component; formation model; pedagogical conditionsAbstract
The development of biotechnology in contemporary conditions is regarded as one of the leading factors of scientific, technological and economic advancement of state, which determines increased requirements for the professional training of future master’s students in specialty G21 “Biotechnology and bioengineering”. Social challenges associated with the modernization of the G field “Engineering, manufacturing and construction” highlight the need to improve the content and organization of the educational process in higher education institutions, particularly through the implementation of a competency-based approach. In this context, special importance is attached to preparing academic teaching staff for the application of modern educational technologies in the teaching of professional disciplines. In 2025, the educational program “Industrial and pharmaceutical biotechnology” for the second (master’s) level was accredited at the Faculty of Pharmacy of Bogomolets National Medical University. The structure of this program includes the educational component “Methodology and organization of scientific research”. The aim of the study was to develop a model for forming the readiness of academic teaching staff to implement a competency-based approach in teaching this educational component. The authors propose a structural-functional model that includes three interrelated components: target, organizational-managerial, and evaluative-resultative. For each of these components, the relevant factors were identified, their functional roles were characterized, and the interrelations between them were substantiated. It was established that the readiness of teachers to implement the competency-based approach should be considered as a combination of motivational, theoretical, and practical components. The positive dynamics in the development of these components is associated with the formation of teachers’ subject position in educational activity, mastery of the theoretical and methodological foundations of the competency-based approach, adherence to the principles of didactic appropriateness, and the development of communication skills for organizing collaborative educational activities.
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