Keywords
competency-oriented learning
integrated learning
activity-based approach
formative assessment
cross-cutting skills
educational process
primary school age
How to Cite
Abstract
Abstract. The relevance of the study is determined by the need to implement the competency-based model of primary education in accordance with the State Standard of Primary Education of the New Ukrainian School, which requires reorienting the educational process from knowledge acquisition to the development of key competencies, cross-cutting skills, and the ability of primary school pupils to apply acquired knowledge in practical situations. This issue has become particularly significant in the context of modernizing primary education, introducing integrated learning, formative assessment, and activity-based teaching approaches. The purpose of the article is to investigate the specific features of developing key competencies in primary school pupils within the implementation of the State Standard of Primary Education of the New Ukrainian School and to substantiate approaches to improving the effectiveness of this process. The study employed methods of scientific literature analysis and synthesis, regulatory and legal analysis, comparative analysis, systematization, and structural-logical generalization. The regulatory foundations of the competency-based approach established by the State Standard of Primary Education were examined, and the essence of key competencies and cross-cutting skills as expected learning outcomes was clarified. Organizational requirements for the educational process, as well as contemporary teaching methods, instructional forms, and pedagogical techniques contributing to the development of key competencies in primary school pupils, were analyzed. It was found that the highest educational effectiveness is achieved through the integrated application of interdisciplinary learning, inquiry-based and project-based activities, problem-based learning, cooperative learning, and formative assessment. The study identified that the implementation of the competency-based approach is constrained by insufficient integration of educational content across learning areas, the persistence of reproductive teaching practices, difficulties in designing competency-oriented learning tasks, inconsistency between expected learning outcomes and assessment practices, and varying levels of teachers' methodological readiness to implement the requirements of the State Standard of Primary Education. The necessity of improving competency-oriented lesson design, expanding integrated learning practices, systematically applying formative assessment, and strengthening the practical orientation of learning activities was substantiated. It was concluded that the development of key competencies should be ensured through a holistic educational process integrated across all learning areas and types of learning activities in accordance with the requirements of the State Standard of Primary Education. Prospects for further research include the development of methodological tools for assessing the level of key competency development in primary school pupils, investigating the effectiveness of contemporary pedagogical technologies, and examining the specific features of their implementation in the context of the digital transformation of primary education.
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