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<p>The recognition that transversal competences are increasingly needed to face the challenges of the ever-changing world has given rise to work examining students’ development of transversal competences (TVCs) during their university time. This approach argues in favor of embedding transversal competences as well as health literacy competence and subject-based competences in curricula. The mini-study presented herein first posits a logical model for the integration of transversal competences in university curricula, supplemented with a qualimetric model comprising 6 factors associated with transversal competences. The resulting tools for transversal competence evaluation and self-assessment were next applied in a pilot questionnaire study of a small group of management students at a local university. Overall, the findings support the claim that students’ TVC development requires a new educational paradigm based on a holistic approach to competence-based learning that involves the harmonious development of a person’s TVCs and subject-based competences. Moreover, the results may serve as a reference for future studies on transversal competences and health literacy in particular, as well as for teachers and researchers in related fields.</p>
</abstract>

The recognition that transversal competences are increasingly needed to face the challenges of the ever-changing world has given rise to work examining students’ development of transversal competences (TVCs) during their university time. This approach argues in favor of embedding transversal competences as well as health literacy competence and subject-based competences in curricula. The mini-study presented herein first posits a logical model for the integration of transversal competences in university curricula, supplemented with a qualimetric model comprising 6 factors associated with transversal competences. The resulting tools for transversal competence evaluation and self-assessment were next applied in a pilot questionnaire study of a small group of management students at a local university. Overall, the findings support the claim that students’ TVC development requires a new educational paradigm based on a holistic approach to competence-based learning that involves the harmonious development of a person’s TVCs and subject-based competences. Moreover, the results may serve as a reference for future studies on transversal competences and health literacy in particular, as well as for teachers and researchers in related fields.

Developing Students’ Transversal Competences Through Cultivation of Health Literacy Competence

Simon Kuznets Kharkiv National University of Economics

Department of Pedagogy, Foreign Philology and Translation

Marketing of Scientific and Research Organizations

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

The recognition that transversal competences are increasingly needed to face the challenges of the ever-changing world has given rise to work examining...

Developing Students’ Transversal Competences Through Cultivation of Health Literacy Competence

Publié en ligne: 20 juil. 2021

Pages: 35 - 52

DOI: https://doi.org/10.2478/minib-2021-0008

Mots clés
transversal competences, health literacy competence, subject-based competences, holistic approach, competence-based education, qualimetric model

© 2020 Tetyana Borova et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Developing Students’ Transversal Competences Through Cultivation of Health Literacy Competence

Publié en ligne: 20 juil. 2021

Pages: 35 - 52

DOI: https://doi.org/10.2478/minib-2021-0008

Mots cléstransversal competences, health literacy competence, subject-based competences, holistic approach, competence-based education, qualimetric model

© 2020 Tetyana Borova et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
transversal competences, health literacy competence, subject-based competences, holistic approach, competence-based education, qualimetric model