Problem-Oriented Learning as a Method of Developing Soft Skills Among Students of Pedagogical Specialties
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| Опубліковано в:: | Education Sciences vol. 15, no. 7 (2025), p. 861-884 |
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| Автор: | |
| Інші автори: | , , , |
| Опубліковано: |
MDPI AG
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| Предмети: | |
| Онлайн доступ: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| 024 | 7 | |a 10.3390/educsci15070861 |2 doi | |
| 035 | |a 3233140725 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Perizat, Sanatbay |u Department of Pedagogy, L.N. Gumilyov Eurasian National University, 010008 Astana, Kazakhstan; shalgynbayeva_kk@enu.kz (K.S.); assylbekova_mp@enu.kz (M.A.) | |
| 245 | 1 | |a Problem-Oriented Learning as a Method of Developing Soft Skills Among Students of Pedagogical Specialties | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a In the context of the transformation of the modern higher education system, the supra-professional competencies (soft skills) necessary for future specialists in the humanitarian field, in particular, social educators, are of particular importance. The present study is aimed at studying the effectiveness of problem-based learning (PBL) as a method of forming key soft skills among students of the educational program “Social Pedagogy” of the L.N. Gumilyov Eurasian National University. The theoretical part of the study includes an overview of international and domestic scientific discourse on flexible skills and a problem-oriented approach. In the empirical part, the methods of pedagogical experimentation, questionnaires, self-assessment of competencies, and quantitative analysis of the dynamics of soft skill development during the semester were applied. The results indicate a positive correlation between the intensity of students’ participation in PBL practices and the level of development of skills such as critical thinking, teamwork, communicative competence, and time management. The study also identified institutional and methodological barriers to the implementation of PBL in Kazakhstan’s educational practice, including the lack of trained facilitators and the lack of adapted cases. Based on the data obtained, a model of a localized PBL strategy integrated into the training of social educators is proposed. The research contributes to the development of the methodological culture of teacher education and opens up prospects for creating a sustainable system of soft skills formation in universities in Kazakhstan. | |
| 610 | 4 | |a United Nations Educational Scientific & Cultural Organization | |
| 651 | 4 | |a Kazakhstan | |
| 653 | |a Soft skills | ||
| 653 | |a Pedagogy | ||
| 653 | |a Education reform | ||
| 653 | |a Higher education | ||
| 653 | |a Students | ||
| 653 | |a Medical education | ||
| 653 | |a Curricula | ||
| 653 | |a Communication | ||
| 653 | |a Humanitarianism | ||
| 653 | |a Questionnaires | ||
| 653 | |a Adaptation | ||
| 653 | |a Teamwork | ||
| 653 | |a Colleges & universities | ||
| 653 | |a Teachers | ||
| 653 | |a Research methodology | ||
| 653 | |a Time management | ||
| 653 | |a Critical thinking | ||
| 653 | |a Problem based learning | ||
| 653 | |a Quantitative analysis | ||
| 653 | |a Focus Groups | ||
| 653 | |a Educational Practices | ||
| 653 | |a Literature Reviews | ||
| 653 | |a Competence | ||
| 653 | |a Learning Motivation | ||
| 653 | |a Learning Processes | ||
| 653 | |a Instructional Materials | ||
| 653 | |a Communication Skills | ||
| 653 | |a Educational Change | ||
| 653 | |a Job Skills | ||
| 653 | |a Ethics | ||
| 653 | |a Student Motivation | ||
| 653 | |a Data Analysis | ||
| 653 | |a Social Environment | ||
| 653 | |a Evaluative Thinking | ||
| 653 | |a Educational Assessment | ||
| 653 | |a Learning Modules | ||
| 653 | |a Barriers | ||
| 653 | |a National Standards | ||
| 653 | |a Skill Analysis | ||
| 700 | 1 | |a Guldana, Smailova |u Department of Pedagogy, Kazakh National Pedagogical University Named After Abay, 050010 Almaty, Kazakhstan; guldana-s@api.edu.kz | |
| 700 | 1 | |a Shalgynbayeva Kadisha |u Department of Pedagogy, L.N. Gumilyov Eurasian National University, 010008 Astana, Kazakhstan; shalgynbayeva_kk@enu.kz (K.S.); assylbekova_mp@enu.kz (M.A.) | |
| 700 | 1 | |a Marziya, Asilbekova |u Department of Pedagogy, L.N. Gumilyov Eurasian National University, 010008 Astana, Kazakhstan; shalgynbayeva_kk@enu.kz (K.S.); assylbekova_mp@enu.kz (M.A.) | |
| 700 | 1 | |a Tauekelova Anar |u Faculty of Pedagogy and Philology, Arkalyk Pedagogical Institute Named After I. Altynsarin, 110300 Arkalyk, Kazakhstan; tauekelova@api.edu.kz | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 7 (2025), p. 861-884 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3233140725/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3233140725/fulltextwithgraphics/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3233140725/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |