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Este conteúdo utiliza a Licença Creative Commons Attribution 4.0 International License
Open Access. This content is licensed under a Creative Commons attribution-type BY
Revista Brasileira de Educação do Campo
Brazilian Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.e16955
Formation of Professional Competence Among Students of
Rural Institutions of Education in the Context of COVID-19
Sergii Chyrchyk1, Alla Rudencenko2, Oleksandr Livshun3, Oksana Poltavets-Guida4, Volodymyr Tymenko 5
1 Kyiv State Academy of Decorative and Applied Arts and Design named after Mykhailo Boychuk, Kyiv, Ukraine. 2 Kyiv State
Academy of Decorative and Applied Arts and Design named after Mykhailo Boychuk, Kyiv, Ukraine 3 Khmelnytskyi National
University, Khmelnytskyi, Ukraine. 4 Kyiv State Academy of Decorative and Applied Arts and Design named after Mykhailo
Boychuk, Kyiv, Ukraine. 5 Kyiv State Academy of Decorative and Applied Arts and Design named after Mykhailo Boychuk, Kyiv,
Ukraine
Author for correspondence: drvel@ukr.net
ABSTRACT. The main purpose of the article is to study the
main qualities of the formation of professional competence
among students of rural institutions of education in the
context of COVID-19. In the modern world, where
knowledge and technology are updated faster than the life of
one generation of people, the educational process should be
directed not only to mastering basic knowledge but also to
acquiring the need, skills, and abilities to independently
assimilate new knowledge and information throughout life
and effectively use them in practice. The research
methodology involves the use of IDEF0 technology. The key
result of the study is the presented methodological approach
to modeling and the model itself. The novelty and value of
the results obtained lie in the presented model and blocks.
Keywords: pedagogy, rural education, creative growth,
coronavirus pandemic, modeling, methodical approach,
diagrams.
Chyrchyk, S., Rudencenko, A., Livshun, O., Poltavets-Guida, O., & Tymenko, V. (2023). Formation of Professional Competence Among Students of Rural
Institutions of Education in the Context of COVID-19…
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Formação de competência profissional entre alunos de
Instituições Rurais de ensino no contexto da COVID-19
RESUMO. O objetivo principal do artigo é estudar as principais
qualidades da formação de competência profissional entre
estudantes de instituições rurais no contexto da COVID-19. No
mundo moderno, onde o conhecimento e a tecnologia são
atualizados mais rapidamente do que a vida de uma geração de
pessoas, o processo educacional deve ser direcionado não
apenas para o domínio do conhecimento básico, mas também
para a aquisição da necessidade e habilidades para assimilar de
forma independente novos conhecimentos e informações ao
longo da vida, e usá-las efetivamente na prática. A metodologia
de pesquisa envolve o uso da tecnologia IDEF0. O principal
resultado do estudo é a abordagem metodológica apresentada
para modelagem e o próprio modelo. A novidade e valor dos
resultados obtidos residem no modelo e blocos apresentados.
Palavras-chave: pedagogia, educação do campo, crescimento
criativo, pandemia do coronavírus, modelagem, abordagem
metódica, diagramas.
Chyrchyk, S., Rudencenko, A., Livshun, O., Poltavets-Guida, O., & Tymenko, V. (2023). Formation of Professional Competence Among Students of Rural
Institutions of Education in the Context of COVID-19…
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Formación de Competencias Profesionales entre
Estudiantes de Instituciones de Educación Rurales en el
Contexto del COVID-19
RESUMEN. El artículo tiene como propósito principal
estudiar las principales cualidades de la formación de la
competencia profesional entre estudiantes de instituciones de
educación superior rurales en el contexto del COVID-19. En el
mundo moderno, donde el conocimiento y la tecnología se
actualizan más rápido que la vida de una generación de
personas, el proceso educativo debe estar dirigido no solo a
dominar los conocimientos básicos, sino también a adquirir la
necesidad, destrezas y habilidades para asimilar de manera
independiente nuevos conocimientos y información a lo largo
de la vida y utilizarlos eficazmente en la práctica. La
metodología de investigación implica el uso de la tecnología
IDEF0. El resultado clave del estudio es el enfoque
metodológico presentado para el modelado y el modelo en sí.
La novedad y valor de los resultados obtenidos radica en el
modelo y bloques presentados.
Palabras clave: pedagogía, educación rural, crecimiento
creativo, pandemia de coronavirus, modelado, enfoque
metódico, diagramas.
Chyrchyk, S., Rudencenko, A., Livshun, O., Poltavets-Guida, O., & Tymenko, V. (2023). Formation of Professional Competence Among Students of Rural
Institutions of Education in the Context of COVID-19…
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Introduction
The concept of competence-based education and educational competence came to us
from foreign countries, where it is widely used. Researchers understand human competence
as a specially organized complex of knowledge, skills, and abilities acquired in the learning
process. They allow a person to define, that is, to identify and solve, regardless of the
situation, the problems characteristic of a particular field of activity (Hanke, Ifenthaler &
Seel, 2011).
In modern conditions, domestic researchers use the concepts of "competence" and
"competence". An analysis of the scientific literature concerning this problem gives grounds
to note that the concept of "competence" is traditionally used in the sense of "the terms of
reference and rights", and "competence" is usually associated with awareness, authority,
qualifications, or "the totality of the necessary knowledge and personality traits, which
gives the right to professionally approach the solution of issues in a certain area.
Considering professional competence from the standpoint of acmeology, it is
advisable to single out the following main types of it: special competence, which ensures
possession of professional activities at a high level and the ability to design further
development; social competence, which determines the possession of a common (group)
professional activity, appropriate forms of communication, pedagogical interaction;
personal competence, which ensures the mastery of the methods of personal self-expression
and self-development, which oppose the professional deformation of the personality. The
presence of the above types of competence means the maturity of a person in professional
activities, communication, the formation of a professional personality, in the formation of
his skills (Glover et al., 2016; Sylkin, 2021).
But, highlighting atomic competencies concerning professional competence, it should
be noted that professional competence is not a total set of certain atomic competencies but
is a hierarchical system of interrelated atomic competencies that tend to change over time.
The competency-based approach focuses on the final result of the educational process
and aims to form a future specialist's readiness to effectively use potential opportunities and
external resources to achieve the set goals.
Competitive specialists must have professional skills based on modern specialized
knowledge of a particular industry and a high level of professional competence based on
critical thinking and the ability to apply theoretical achievements in practice (Brenner,
2016).
Chyrchyk, S., Rudencenko, A., Livshun, O., Poltavets-Guida, O., & Tymenko, V. (2023). Formation of Professional Competence Among Students of Rural
Institutions of Education in the Context of COVID-19…
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One of the leading tasks of rural education institutions at the present stage of
modernization of the higher education system is the search for forms of its integration with
science and production, increasing the role and responsibility of a specialist, ensuring the
quality of training specialists at the level of international requirements, in particular,
overcoming the gap between the level of theoretical knowledge of students and practical
skills of their application in the process of professional activity (Schott & Seel, 2015).
It should be noted that there are some gaps in the scientific and practical literature that
we seek to correct. For example, scholars such as Brenner (2016) and Azano (2019) propose
a number of areas for improving rural education and professional competence but present
this without a proper methodological approach.
Taking this into account, the main purpose of the article is a theoretical study of the
current features of the formation of professional competence among students of rural
institutions of higher education in the context of COVID-19.
Methodology
The main purpose of the article is a theoretical study of the current features of the
formation of professional competence among students of rural institutions of higher
education in the context of COVID-19. For this, a number of methods were applied, which
form the research methodology. The study was carried out using the following theoretical
methods: systems analysis and synthesis, induction and deduction, comparison,
classification, generalization, systematization, idealization, and abstraction. In addition, the
IDEF0 functional modeling method was used to graphically display the results obtained.
Systematization, generalization, and abstraction concerned the information received
during the analysis of the literature and were used to form conclusions.
Functional modeling IDEF0 is a technology for describing the educational system as a
whole as a large number of interrelated actions, or functions within it (for example,
professional and professional competence). It is important to note the functional orientation
of IDEF0 - the blocks of the educational system are studied independently of the objects
that ensure their implementation. The functional point of view makes it possible to separate
the aspects of the purpose of the system from the aspects of its physical implementation.
Chyrchyk, S., Rudencenko, A., Livshun, O., Poltavets-Guida, O., & Tymenko, V. (2023). Formation of Professional Competence Among Students of Rural
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Research Results
Rural education has played and continues to play a special role in society, constituting
the domestic educational system, influencing the social, economic, cultural, and spiritual,
development of the village, and solving problems associated with the harmonious
development of the individual in conditions of social transformations.
The problems of the rural school are increasingly becoming the focus of attention of
the state and the public (Bansak & Starr, 2021):
- how to create an attractive and sufficiently serious system of education in the
village, giving priority to the differentiation and individualization of education?
- how to draw public attention to the need for rural education?
- how to prevent the collapse of the network of small-scale rural educational
institutions?
- how to avoid the impact of demographic changes that annually devastate villages
and rural educational institutions?
At the present stage, according to the recommendations of UNESCO, on the transition
to the concept of human competence and the provisions of the National Qualifications
Framework, the term "competence" is becoming the leading term in assessing the level of
qualification of an employee, the most important criterion for vocational training and an
integral indicator of the quality of the workforce.
The relevance of the problem of developing competence among future skilled workers
in the process of choosing and implementing a professional career is because the system of
rural education should provide graduates with an effective tool for adapting to life in
changing social and production conditions, namely: to form practical skills that support any
professional functions, significant for the life of a person and society; stimulate the ability
to work effectively in a team; interact productively with the social educational environment;
constantly improve yourself. The problem of the formation of social and professional
competence of students of future skilled workers is very relevant in the context of
preserving and maintaining the psychological health of the nation (Kryshtanovych,
Gavrysh, Khltobina, Melnychuk & Salnikova, 2020).
In accordance with the modernization of rural education, the main goal of vocational
education is to train a qualified worker of the appropriate level and profile, competitive in
the labor market, competent, responsible, fluent in his profession, capable of effective work
in his specialty at the level of European standards, ready for professional growth. A modern
Chyrchyk, S., Rudencenko, A., Livshun, O., Poltavets-Guida, O., & Tymenko, V. (2023). Formation of Professional Competence Among Students of Rural
Institutions of Education in the Context of COVID-19…
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student-future skilled worker plans his future professional activity, which requires him to
have professional competence, cultural, socio-psychological, developing, and projective
functions that ensure the development of the individual in the context of human-centrism.
The formation of these features depends on the state of professional training of future
skilled workers in rural education, where not only special professional qualifications should
be provided, but also the formation of a future skilled worker - a person of culture. Essential
in the process of forming the competence of future skilled workers in the context of
choosing and implementing a professional career is a combination of traditional and
innovative teaching methods (Arlinwibowo, Retnawati, Kartowagiran & Kassymova, 2020).
Professional competence is a fundamental and integral cognitive, social, and
professional activity. By fundamentality, we mean the main or main characteristics that
form a kind of framework of the human personality and provide an understanding of the
world, worldview, self-determination, self-knowledge, self-esteem, and self-development of
the individual. In turn, integrality acts as a quality of personality, characterized by
multilevelness, complexity, connectedness of personal qualities, and characteristics that
manifest themselves holistically and combine many indicators.
In this understanding, the professional competence of a person is his personal,
integrative properties that form the quality, manifested in the adequacy in decision-making
when performing professional tasks in various social and professional situations.
The process of formation of professional competence among rural students in the
context of choosing and implementing a professional career is facilitated by industrial
practice under the guidance of teachers of professionally oriented disciplines and masters of
industrial training in modern production conditions. During vocational training in the rural
education system, students-future skilled workers acquire professional skills, discover ways
and means
formation of knowledge, and professional skills in the future working profession in
the context of a professional career.
In our opinion, to improve the process of forming professional competence among
students of rural educational institutions, we used the methodology of functional modeling.
The first step in the formation of this model is the creation of a tree of nodes for achieving
the ultimate goal - "Improving the professional competence of students in rural educational
institutions in the context of COVID-19" (Fig. 1). For convenience, we denote this goal by
the symbol A0.
Chyrchyk, S., Rudencenko, A., Livshun, O., Poltavets-Guida, O., & Tymenko, V. (2023). Formation of Professional Competence Among Students of Rural
Institutions of Education in the Context of COVID-19…
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Figure 1 - The tree of nodes for achieving the ultimate goal A0 - "Improving the professional competence of
students in rural educational institutions in the context of COVID-19"
Improving the professional competence of students in rural educational institutions in the context of
COVID-19
A0
A3
A2A1
The formation of a holistic own
worldview among students, based
on moral universal values
Rejection of authoritarian methods in
training and education
Mastering by students of institutions of
rural education methods and forms of
interaction that stimulate activity and create
emotional and psychological comfort
Source: Development by authors.
The next step in the modeling method we have chosen will be the creation of a context
diagram that will demonstrate the auxiliary elements, as well as the inputs and outputs of
the process of improving the formation of professional competence of students in rural
educational institutions in the context of COVID-19 (Fig.2).
Figure 2 - The context diagram that will demonstrate the auxiliary elements.
Improving the professional competence of
students in rural educational institutions in
the context of COVID-19
C1
M1
І1
Current legislation of rural
educational institutions International law rural
educational institutions
Proposals of improving the professional
competence of students in rural educational
institutions in the context of COVID-19
Mechanisms of
organizational and technical
support
Financial and material,
technical, personnel, legal
resources A0
C1
M2
Mechanisms of rural
educational institutions
O1
O2
Information on the current state of development of
professional competence of students of rural
education institutions in the context of COVID-19
Chyrchyk, S., Rudencenko, A., Livshun, O., Poltavets-Guida, O., & Tymenko, V. (2023). Formation of Professional Competence Among Students of Rural
Institutions of Education in the Context of COVID-19…
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Source: Development by authors.
The final stage of the modeling process is the creation of a decomposition of the first
level of achieving the ultimate goal A0 - "Improving the professional competence of
students in rural educational institutions in the context of COVID-19" (Fig.3).
Figure 3 - The decomposition of the first level of achieving the ultimate goal A0 - "Improving the professional
competence of students in rural educational institutions in the context of COVID-19".
Source: Development by authors.
All diagrams and graphs were created by appropriate vector modeling programs. The
blocks were formed taking into account the data from scientific and practical sources and
the involvement of experts in rural education.
Professionally significant personal properties of the formation of social and
professional competence in students - future skilled workers acquire self-confidence,
exactingness, tolerance, etc. The need of young people for self-determination and self-
Information about the
progress of the stage A2
Information about the
progress of the stage A3
Rejection of authoritarian methods in
training and education
The formation of a holistic own
worldview among students,
based on moral universal values
Mastering by students of
institutions of rural education
methods and forms of
interaction that stimulate
activity and create emotional
and psychological comfort
A1
A2
A3
Mechanisms of rural
educational institutions
Mechanisms of
organizational
and technical
support
Control over the progress of
the stage
A2
Control over the progress of the
stage
A3
Control over the
progress of the stage
A1
Current legislation of rural
educational institutions International law rural
educational institutions
Information about the
progress of the stage A1
Proposals of improving the
professional competence of
students in rural educational
institutions in the context of
COVID-19
Information on the current state
of development of professional
competence of students of rural
education institutions in the
context of COVID-19
Financial and material,
technical, personnel, legal
resources
Chyrchyk, S., Rudencenko, A., Livshun, O., Poltavets-Guida, O., & Tymenko, V. (2023). Formation of Professional Competence Among Students of Rural
Institutions of Education in the Context of COVID-19…
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realization, the desire for self-affirmation, and self-improvement are not only stimulated by
the processes taking place in society but also require social and professional-pedagogical
support in determining their place in the system of educational relations. In this context, the
development of the social and professional competence of young students is becoming one
of the priority tasks of the modern system of integrated lifelong rural education
(Kryshtanovych, Chorna-Klymovets, Semeriak, Iryna Mordous & Zainchkivska, 2022).
The problem of developing professional competence is the subject of analysis of many
areas of scientific knowledge at the same time, has different approaches to its solution, and
gives rise to a wide variety of theoretical generalizations that are not always consistent with
each other. Interest in the problem of socio-professional competence arose in the theory of
speech communication, sociology of management, and socio-professional psychology.
Thus, it can be argued that professional competence is the internal potential of a
person (knowledge, abilities, representation abilities, algorithms of actions, systems of value
strategies), which then manifests itself in the competence of students of future specialists in
the chosen specialty (Geng, Law & Niu, 2019).
The study of the phenomenon of professional competence in pedagogical science is
just beginning. So the researchers put forward a number of provisions that emphasize the
complexity of the study of this phenomenon: today there are no age models of social and
professional competence; when determining socio-professional competence, such factors as
the attractiveness of a person, grooming, clothing, physical skills are not taken into account;
it is very difficult to diagnose professional competence; no developments are substantiating
the influence of social and professional interaction on the development of professional
competence (Mair, Battilana & Cardenas, 2012).
The complex issues, the solution of which is of significant theoretical and practical
interest, is to find and substantiate the principles of educational work as a way to develop
professional competence among students of rural educational institutions in the process of
obtaining vocational education.
Discussion
Thus, four interrelated components can be distinguished in the structure of
professional competence: motivational, cognitive, behavioral, and value-semantic (Azano &
Biddle, 2019). The motivational component reflects the readiness, interest, desire, and need
Chyrchyk, S., Rudencenko, A., Livshun, O., Poltavets-Guida, O., & Tymenko, V. (2023). Formation of Professional Competence Among Students of Rural
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to be guided by the behavior of generally accepted norms in society, in cooperation with
colleagues, to perform professional tasks. Building the hierarchy of this terminological
construction, we define "competence" as a component of a person's general and professional
culture, as a willingness to carry out complex culturally appropriate activities (Helesh,
Eremenko & Kryshtanovych, 2021).
It is incompetence that the procedural activity and behavioral component of the
professional culture of students of future qualified specialists studying in rural areas is
clearly expressed.
Based on this, the leading criterion for the quality of training is its "competence",
reflecting not only the possession of a system of knowledge, skills, and abilities necessary
directly for productive work and a comprehensive approach to the process and results of
labor but also the development of the personal, social, intellectual potential of the employee,
its professionally important qualities allow in the future, in accordance with the increasing
demands of the market, to evaluate and master the new content of the professional activity.
As practice shows, with the development of forms of ownership, the requirements for
workers in the labor market also change. The complication of production equipment and
technological processes causes an increase in demand for the level of qualification and
quality of the workforce. The professional personal qualities of specialists who are in
special demand in the labor market are independence, creativity, professional mobility and
flexibility, the ability to solve social and professional problems, analyze various situations,
mastery of cooperation techniques, the ability to manage resources (including time), interact
with others people, groups and collectives, to be ready for civil responsibility for the
decisions made and the consequences of their professional activities (Kryshtanovych,
Kryshtanovych, Chubinska, Khromova & Sylkin, 2022).
In this regard, the main result of the education of a graduate of rural education
institutions should be universal qualities and characteristics, including learning outcomes, a
system of values, incentive forces for a particular type of activity, behavior, cultural
acquisition, interaction with the surrounding reality (Johnson, Kuhfeld & Soland, 2021).
Modern scientific and pedagogical studies of professional competence are indicated
by an increase in the effectiveness of future professional activity, an improvement in
professional activity, an improvement in internal culture, and an increase in the ability to act
in accordance with the norms of professional competence. The formation of the socio-
professional competence of students-future qualified specialists is due to the improvement
Chyrchyk, S., Rudencenko, A., Livshun, O., Poltavets-Guida, O., & Tymenko, V. (2023). Formation of Professional Competence Among Students of Rural
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of the process of modernization of the system for improving professional competence as a
component of continuous professional integrated rural education, carrying out professional
activities of students-future qualified specialists (Kryshtanovych, Kotyk, Tiurina, Kovrei &
Dzhanda, 2020).
Joining the opinion of leading domestic and foreign scientists in the field of social
professional competence, we believe that these professional properties provide the
formation of social and professional competence in the context of a professional career.
Conclusions
Society needs rapidly adapting professionally competent young people capable of
taking risks, independently choosing areas of activity, and success-oriented behavior. The
main task of an educational institution in the context of the implementation of the «
new rural school» concept is not to teach, but to teach the student to learn, to master
subjects and key competencies. But key competencies increase personal potential, expand
employment opportunities, promote social integration, and promote active citizenship. The
student does not acquire competencies in isolation, but when studying various subjects at all
stages of education and in extracurricular activities. Now it is not enough to give the student
knowledge. Student needs to be taught how to use them. Knowledge and skills associated
with the student's value orientations form his life competencies necessary for successful
self-realization in life, study, and work (Bosak, et al., 2021).
The formation of professional competence of students of rural educational institutions
is one of the main tasks of an educational institution, which must create all the necessary
conditions for this.
One of the most important components of high-quality training of specialists that meet
the needs of the present is practical training since it contributes to a deeper perception of the
chosen specialty and faster adaptation of graduates to working conditions in production in
market conditions;
The system of organizational and methodological support of professional and practical
training of students in the current economic conditions requires a significant reorganization
to revive and increase the effectiveness of practical training of students.
Organizational and methodological support of professional and practical training of
students of rural educational institutions provides for conducting targeted, systematic career
Chyrchyk, S., Rudencenko, A., Livshun, O., Poltavets-Guida, O., & Tymenko, V. (2023). Formation of Professional Competence Among Students of Rural
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guidance work with young people throughout the entire period of study; optimization of
forms of organization of training based on the activity approach; orientation of the content
of educational material from the cycles of disciplines to the future professional activity of a
specialist, to the development of professional motivation; ensuring the relationship between
theoretical and practical training of students; systemic formation of motivational attitudes
for independent work in mastering the future specialty by students.
It is also possible to identify the main factors influencing the formation of
professional competence of students in rural educational institutions: professional and
cognitive interest and professional orientation of the student, his value orientations; material
and technical base of the educational institution; technology of training young specialists in
higher educational technical institutions; professional competence of teachers; cognitive and
special abilities of the student; content of practical training; forms and methods of practical
training.
The research methodology involves the use of IDEF0 technology. The key result of
the study is the presented methodological approach to modeling and the model itself. The
novelty and value of the results obtained lie in the presented model and blocks.
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Chyrchyk, S., Rudencenko, A., Livshun, O., Poltavets-Guida, O., & Tymenko, V. (2023). Formation of Professional Competence Among Students of Rural
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15
Article Information
Received on July 17th, 2023
Accepted on July 20th, 2023
Published on October, 04th, 2023
Author Contributions: Sergii Chyrchyk: designed the study, prepared the plan, wrote the first draft of the manuscript and
edited the final version. Alla Rudencenko: designed the study, prepared the plan, wrote the first draft of the
manuscript and edited the final version. Oksana Poltavets – Guida: designed the study, prepared the plan, wrote the
first draft of the manuscript and edited the final version. Volodymyr Tymenko: designed the study, prepared the plan,
wrote the first draft of the manuscript and edited the final version. Volodymyr Tymenko designed the study, prepared the plan,
wrote the first draft of the manuscript and edited the final version. All authors read and approved the final manuscript.
Conflict of Interest: None reported.
Article Peer Review
Double review.
Funding
No funding.
How to cite this article
APA
Chyrchyk, S., Rudencenko, A., Livshun, O., Poltavets-Guida, O., & Tymenko, V. (2023). Formation of Professional
Competence Among Students of Rural Institutions of Education in the Context of COVID-19. Rev. Bras. Educ. Camp., 8,
16955. http://dx.doi.org/10.20873/uft.rbec.e e16955
ABNT
CHYRCHYK, S.; RUDENCENKO, A.; LIVSHUN, O.; POLTAVETS-GUIDA, O.; TYMENKO, V. Formation of Professional
Competence Among Students of Rural Institutions of Education in the Context of COVID-19. Rev. Bras. Educ. Camp.,
Tocantinópolis, v. 8, e16955, 2023. http://dx.doi.org/10.20873/uft.rbec.e e16955
