Identifying the competencies of future masters of pedagogical specialities in designing a safe educational environment based on higher education standards

Abstract

The article discusses the problem of preparing future masters of pedagogical specialities to design a safe educational environment by identifying relevant competencies based on higher education standards. Objective. Identify the competencies required by future masters of pedagogical specialities for the effective design of a safe educational environment, based on an analysis of the provisions of the higher education standard and modern approaches to the professional training of teachers. Methods. Study and analysis of scientific sources to reveal the essence of theoretical and methodological approaches to the research problem; theoretical generalisation and systematisation, used to characterise the problem field of the research, comparative analysis to correlate the competences of the educational and professional programme with the components of a safe educational environment; structural and component analysis to clarify the content of the competences being defined; generalisation of the results obtained. Results. It has been established that a safe educational environment in a higher education institution is a multi-component system that includes security and infrastructure (physical aspect), psychological and social (psychological, socio-cultural, environmentally inclusive and health-preserving aspects), digital and information (digital aspect) and organisational and value-based (organisational and legal, patriotic and civic aspects) components. As a result of the correlation of competencies of the educational and professional programme ‘Educational and Pedagogical Sciences’, developed on the basis of the Standard of Higher Education of Ukraine for the speciality ‘Educational and Pedagogical Sciences’, with the defined components of a safe educational environment, their content relevance and structural consistency were confirmed, since the general and professional competencies laid down in the programme correlate with the content of each component of a safe educational environment. The content and composition of the competencies required by future masters for the effective design of a safe educational environment were specified, and their functional affiliation with the relevant components was outlined, ensuring the integrity and systematic nature of the professional training of students. Conclusions. The study made it possible to conceptually define the importance of the competency-based approach in preparing future masters of pedagogical specialities to design a safe educational environment. The proposed system of competencies is consistent with modern requirements for the professional activities of teachers and ensures that students are able to take into account the complex risks, needs and resources of the educational space. The results obtained can be used as a basis for the development of content modules aimed at forming master's students' skills in designing a safe educational environment. The integration of such modules into the educational programme will contribute to its substantive updating, ensure the consistency of training in specific competencies and serve as a methodological basis for the further improvement of the professional training of future teaching specialists.