Modeling a system for developing global competencies in university students

The experience of foreign universities in the USA, England, and Germany on the research topic has been studied and described. Based on this, key thematic blocks were identified, and a survey among university faculty members was conducted. The concept of "global competency" is defined as an aggregate of three aspects: cognitive; positive-emotional social orientation; civic responsibility. Global competencies are presented as an integral part of preparing students for successful life and professional activity in the modern world. The development of global competencies among university students is currently an important innovative direction in Russian and Kazakhstani education. An analysis of works addressing the development and implementation of theories and practices related to global competencies suggests that this activity remains at a relatively low level within the Russian and Kazakhstani educational systems. The study highlights the lack of systematic development of global competencies among students and identifies unresolved issues in fostering these competencies in Russian and Kazakhstani universities. It is noted that universities lack an effective system for developing global competencies as a component of future specialists' functional literacy. Based on the results of the survey of university faculty members, a list of aspects requiring systematic solutions is presented. These include: the absence of a strategic direction for developing global competencies at the university level; the lack of standardized, minimized educational content for fostering global competencies; a fragmented approach to addressing the development of global competencies; the absence of a systematic technological solution to the issue; the underdevelopment of assessment tools for determining the level of students' global competence formation; the lack of methodological requirements for incorporating the global competence component into curricula. Scientific mechanisms for modeling a system to develop global competencies in students are substantiated, taking into account research results and the practical experience of foreign educators and researchers, as well as the current state of the issue in Russian and Kazakhstani universities. A model for a system of developing global competencies in university students is presented. The model includes the following components: faculty acquisition of conceptual foundations in global competencies; standardized content for assessing students' global competencies; standardized content for fostering global competencies in students; a methodological system for developing global competencies in students (including technological solutions); requirements for faculty readiness to foster global competencies in students; the content of a comprehensive evaluation of the university's activities in developing students' global competencies. The results of pilot testing for individual fragments of the model in Russian and Kazakhstani universities are described, and the effectiveness of the proposed model is demonstrated. The authors declare no conflicts of interests.

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