Educational hub as a space for the development of professional and practical competence of environmental safety specialists

Authors

DOI:

https://doi.org/10.15587/2519-4984.2022.253044

Keywords:

educational hub, innovative teaching methodology, professional and practical competencies, environmental safety specialists

Abstract

The article contains the results of scientific research in the field of application of educational hubs in the process of training specialists in environmental safety. The analysis of the current Ukrainian regulatory documentation on the implementation of Sustainable Development Strategy dominants and provisions of the Law of Ukraine "On Environmental Protection" through environmental education of the society has been made. The problem of formation and development of professional and practical competence of environmental safety specialists in lifelong learning is updated in view of the constantly changing requirements for environmental safety at the enterprise and the territory of its influence. The analysis of professional and practical competence of environmental safety specialists by integral, general and special components has been made. The role of educational hubs for students through the provision of educational and scientific sessions of different duration and intensity using different learning styles (cooperative and competitive, cognitive and emotional, activity and observation, practical and theoretical) has been determined. A methodology of introducing an educational hub into the process of training specialists in environmental safety has been created. It has been established, that the process of the educational hub implementation has four stages: informational and organizational, evaluative and analytical, practical and technological, summarizing. The effectiveness of the implemented educational hub is proved by enabling the customers of educational services to create more complex educational and scientific and professional and practical products through exchange and cooperation, taking into account the collective integrated experience of professional activity. A model for assessing the formation of professional and practical competencies of environmental safety specialists according to indicators that include personal and professional qualities, practical and technological and organizational and managerial skills has been developed

Author Biographies

Nataliia Bordіug, Polissia National University

Doctor of Pedagogical Sciences, Professor

Department of Ecology

Svitlana Tolochko, Institute of Problems on Education of National Academy of Educational Sciences of Ukraine

Doctor of Pedagogical Sciences

Laboratory of Extracurricular Education

Tetyana Les, Polissia National University

Department of Foreign Languages

References

  1. Stratehiia staloho rozvytku «Ukraina – 2020» (2015). Ukazo Prezydenta Ukrainy No. 5/2015. 12.01.2015. Available at: https://zakon.rada.gov.ua/laws/show/5/2015#Text
  2. Pro okhoronu navkolyshnoho pryrodnoho seredovyshcha (1991). Zakon Ukrainy No. 1264-XII. 25.06.1991. Available at: https://zakon.rada.gov.ua/laws/show/1264-12#Text
  3. Pro vnesennia zmin do Polozhennia pro poriadok zdiisnennia innovatsiinoi osvitnoi diialnosti (2017). Nakaz Ministerstva osvity i nauky Ukrainy No. 994. 11.07.2017. Available at: https://zakon.rada.gov.ua/laws/show/z1171-17#Text Last accessed: 04.08.2020
  4. Standart vyshchoi osvity za spetsialnistiu 183 «Tekhnolohii zakhystu navkolyshnoho seredovyshcha» haluzi znan 18 «Vyrobnytstvo ta tekhnolohii» dlia pershoho (bakalavrskoho) rivnia vyshchoi osvity No. 1241. 13.11.2018 (2018). Available at: https://mon.gov.ua/ua/osvita/visha-osvita/naukovo-metodichna-rada-ministerstva-osviti-i-nauki-ukrayini/zatverdzheni-standarti-vishoyi-osviti
  5. Standart vyshchoi osvity za spetsialnistiu 183 «Tekhnolohii zakhystu navkolyshnoho seredovyshcha» haluzi znan 18 «Vyrobnytstvo ta tekhnolohii» dlia druhoho (mahisterskoho) rivnia vyshchoi osvity No. 378. 04.03.2020 (2020). Available at: https://mon.gov.ua/storage/app/media/vishcha-osvita/zatverdzeni%20standarty/2020/03/183-technology-zachisty-seredovisa-M.pdf
  6. Artomov, I. V. (Ed.) (2015). Innovatsii u vyshchii osviti: hlosarii terminiv i poniat. Uzhhorod: PP «AUTDOR – ShARK», 160.
  7. Ohiienko, O. I. (Ed.) (2016). Innovatsiina diialnist vchytelia. Kyiv: NAPN Ukrainy, 120.
  8. Natsionalnyi osvitno-naukovyi hlosarii (2018). Kyiv: TOV «KONVI PRINT», 524.
  9. Pearce, J. (2019). Teaching Science by Encouraging Innovation in Appropriate Technologies for Sustainable Development. Available at: https://hal.archives-ouvertes.fr/hal-02120521
  10. Tolochko, S. (2020). Teacher-innovator as an organizer of educational activity in the conditions of student-centered teaching. Academic Notes Series Pedagogical Science, 189, 79–84. doi: http://doi.org/10.36550/2415-7988-2020-1-189-79-84
  11. Kraus, N. M., Kraus, K. M., Kryvoruchko, O. S. (2017). Osvitni innovatsiini khaby: teoretychnyi kontent ta pozytyvni ochikuvannia yikh funktsionuvannia. Strategic Systems in Management. Madrid: EDEX, 78–86.
  12. Nait, Dzh. (2015). Obrazovatelnie khabi: kto vkladivaet sredstva v iikh razvytye? Mezhdunarodnoe visshee obrazovanye, 79, 8–10.
  13. Goodman, J. (2015). Library, community campus, learning hub: the community educational development challenge. The Australian Library Journal, 64 (3), 217–223. doi: http://doi.org/10.1080/00049670.2015.1041218
  14. Knight, J. (2018). International Education Hubs. Knowledge and Space. Springer Nature, 637–655. doi: http://doi.org/10.1007/978-3-319-75593-9_21
  15. Bordіug, N. (2017). Role of interdisciplinary integration in the formation of professional competence in future ecologists. ScienceRise: Pedagogical Education, 4 (12), 26–30. doi: http://doi.org/10.15587/2519-4984.2017.100185
  16. Tolochko, S. V., Shkodyn, A. (2017). Formuvannia ekolohichnoi kompetentnosti studentiv ahrotekhnichnykh spetsialnostei VNZ. Ekolohichni nauky, 18-19, 165–172.
  17. Bordiug, N., Rashchenko, A., Les, T. (2020). Workshop as a method of training future experts in techogenic and environmental safety. ScienceRise: Pedagogical Education, 3 (36), 38–41. doi: http://doi.org/10.15587/2519-4984.2020.200263
  18. Tolochko, S., Lymar, V. (2016). Innovation aspects of the postindustrial society. Trends in Education, 9 (1), 253–258. doi: http://doi.org/10.5507/tvv.2016.037
  19. Sivarajah, R. T., Curci, N. E., Johnson, E. M., Lam, D. L., Lee, J. T., Richardson, M. L. (2019). A Review of Innovative Teaching Methods. Academic Radiology, 26 (1), 101–113. doi: http://doi.org/10.1016/j.acra.2018.03.025
  20. Subramanian, D. V., Kelly, P. (2019). Effects of introducing innovative teaching methods in engineering classes: A case study on classes in an Indian university. Computer Applications in Engineering Education, 27 (1), 183–193. doi: http://doi.org/10.1002/cae.22067
  21. Orazbayevaa, K. (2016). Professional Competence of Teachers in the Age of Globalization. International Journal of Environmental & Science Education, 11 (9), 2659–2672.
  22. Foulger, T. S., Graziano, K. J., Schmidt-Crawford, D. A., Slykhuis, D. A. (2017). Teacher Educator Technology Competencies. Jl. of Technology and Teacher Education, 25 (4), 413–448.
  23. Suyudi, M., Suyatno, S., Rahmatullah, A. S., Rachmawati, Y., Hariyati, N. (2022). The Effect of Instructional Leadership and Creative Teaching on Student Actualization: Student Satisfaction as a Mediator Variable. International Journal of Instruction, 15 (1), 113–134. doi: http://doi.org/10.29333/iji.2022.1517a
  24. Xhomara, N. (2022). Critical thinking: student-centred teaching approach and personalised learning, as well as previous education achievements, contribute to critical thinking skills of students. International Journal of Learning and Change, 14 (1), 101–120. doi: http://doi.org/10.1504/ijlc.2022.119513
  25. Ouh, E. L., Irawan, Y. (2019). Applying case-based learning for a postgraduate software architecture course. Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE, 457–463. doi: http://doi.org/10.1145/3304221.3319737
  26. Pérez-Sanagustín, M., Kotorov, I., Teixeira, A., Mansilla, F., Broisin, J., Alario-Hoyos, C. et. al. (2022). A Competency Framework for Teaching and Learning Innovation Centers for the 21st Century: Anticipating the Post-COVID-19 Age. Electronics, 11 (3), 413. doi: http://doi.org/10.3390/electronics11030413
  27. Maslov, Y. V., Pypenko, I. S., Melnyk, Y. B. (2021). The Impact of COVID Pandemic Consequences on Public Demand for Competence Formation in Humanitarian Education. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13 (4). doi: http://doi.org/10.21659/rupkatha.v13n4.26
  28. Medina Rivilla, A., Ruiz-Cabezas, A., Pérez Navío, E., Medina Domínguez, M. C. (2019). Diagnóstico de un programa de formación de docentes en competencias para el primer año de universidad. Aula Abierta, 48 (2), 239–250. doi: http://doi.org/10.17811/rifie.48.2.2019.239-250
  29. Bordiug, N. (2019). Criteria and formation levels of professional competences of specialists of the nature protection branch in ecological monitoring. ScienceRise: Pedagogical Education, 4 (31), 4–7. doi: http://doi.org/10.15587/2519-4984.2019.174106

Downloads

Published

2022-01-31

How to Cite

Bordіug N., Tolochko, S., & Les, T. (2022). Educational hub as a space for the development of professional and practical competence of environmental safety specialists. ScienceRise: Pedagogical Education, (1(46), 12–17. https://doi.org/10.15587/2519-4984.2022.253044

Issue

No. 1(46) (2022)

Section

Pedagogical Education

License

Copyright (c) 2022 Nataliia Bordіug, Svitlana Tolochko, Tetyana Les

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Our journal abides by the Creative Commons CC BY copyright rights and permissions for open access journals.

Authors, who are published in this journal, agree to the following conditions:

1. The authors reserve the right to authorship of the work and pass the first publication right of this work to the journal under the terms of a Creative Commons CC BY, which allows others to freely distribute the published research with the obligatory reference to the authors of the original work and the first publication of the work in this journal.

 2. The authors have the right to conclude separate supplement agreements that relate to non-exclusive work distribution in the form in which it has been published by the journal (for example, to upload the work to the online storage of the journal or publish it as part of a monograph), provided that the reference to the first publication of the work in this journal is included.