The Impact of COVID Pandemic Consequences on Public Demand for Competence Formation in Humanitarian Education

Abstract

The COVID pandemic has affected all human activity, most of all education. Lockdowns obliterated traditional teaching. Student attitudes towards educational format and content have also changed. The aim of this paper is to evaluate the impact of the pandemic consequences on public demand for competence formation in humanitarian education. Gathered through systemic written surveys (Project Tuning methodology) and interviewing the respondents (173 faculty and 322 students), participants to CIES-2020 and PPPMSF-2021 international conferences, the data were systematized, rated and analyzed using the methods of statistical analysis. Consequently, actual public demand for student competences was formulated. Top five choices by the faculty include: 1) ability to adapt to and act in new situation; 2) commitment to safety; 3) ability to search for, process and analyze information; 4) skills in the use of information and communications technologies; 5) ability to evaluate and maintain the quality of work. The student choices differ from faculty prioritizing the abilities: 1) to work autonomously; 2) to design and manage projects; 3) to adapt to and act in new situation; 4) to apply knowledge in practical situations; 5) to work in an international context. The results have shown a statistically significant difference between the public demand prior to the pandemic and after the introduction of social distancing measures. Views of faculty and students on the importance of particular competences have remained divergent, and the specific priorities are changing. One noticeable trend is prioritizing the ability to adapt to new situations by both faculty and students.

Formation of Emotional Security of Students during the Period of Training in Conditions of Military Conflict

“…However, reader and author associations in the process of reading an artistic text served in this case not so much as an artistic task, but as a pedagogical one. Extreme conditions require attention to both the subject and the tools of education, prepared in turn by the conditions of the pandemic (Maslov, Y., & Pypenko І., & Melnyk, Yu., 2021);(Sahu, P., 2020). Thus, emotional competencies in the process of reading fiction (or using it when learning a foreign language) become the main ones in the period of extreme learning conditions, since the wave-like nature of the unfolding of conflicts dictates a change in the thematic and emotional context.…”

“…Their experiment among teachers and students of Karazin National University, allowed them to identify priority innovations of distance learning for teachers: 1) the ability to adapt and act in a new situation; 2) commitment to security; 3) the ability to search, process and analyze information; 4) skills of using information and communication technologies; 5) the ability to assess and maintain the quality of work. And also for students: 1) to work independently; 2) design and manage projects; 3) adapt and act in a new situation; 4) apply knowledge in practical situations; 5) work in an international context (Maslov, Pypenko, Melnyk, 2021). Monitoring the views of teachers and students revealed a common denominator for both categories -the priority of the ability to adapt to new situations.…”

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

“…The application of situational learning for postgraduate students of the software course is disclosed in [25]. The structure of competencies for teaching and learning in innovation centers in the 21st century to predict learning in the post-COVID-19 era is presented in [26,27]. A diagnosis of the first-year teacher training program of the university is disclosed in [28].…”