EVOLUTION OF STATE STANDARDS OF PRIMARY EDUCATION IN UKRAINE: FROM THE KNOWLEDGE-BASED PARADIGM TO THE COMPETENCY-BASED APPROACH

Abstract

The рurpose of the article is to analyze the evolution of state standards of primary education in Ukraine and characterize changes in approaches to designing the content of primary education.

Methodology. The article was prepared on the basis of historiographical, source-study, problem-chronological, comparative, hermeneutic, and systemic approaches. Their application made it possible to determine the state of scholarly development of the problem, analyze normative and scientific sources, trace the evolution of state standards of primary education in Ukraine, compare approaches to designing its content at different stages, and identify changes in educational orientations.

Scientific novelty. The scientific novelty of the study lies in clarifying the stages of standardization of the content of primary education during the period of Ukraine’s independence and characterizing their main trends in the context of the transition from the knowledge-based paradigm to the competency-based one.

Conclusions. The evolution of state standards of primary education in Ukraine demonstrates a gradual transition from regulating educational content and requirements for pupils’ preparation to focusing on key competencies, cross-cutting skills, and compulsory learning outcomes. The updating of standards confirms their role as an instrument for modernizing the content of primary education in accordance with contemporary challenges and the developmental needs of primary school pupils.