THE STEM-NAVIGATOR MODEL AS A TOOL FOR DEVELOPING KEY COMPETENCIES IN UPPER SECONDARY SCHOOL STUDENTS

Abstract

The article explores the implementation of the STEM-navigator model within the framework of the modern educational landscape, emphasizing its role in fostering students' technical and critical competencies. It is established that the integration of STEM disciplines (Science, Technology, Engineering, and Mathematics) into the learning process serves as an effective pedagogical tool for the development of key competencies, particularly autonomy, technological literacy, and creativity. The authors examine the core pedagogical conditions essential for the successful deployment of this model in general secondary education institutions. A dedicated STEM-navigator model has been developed, embodying an interdisciplinary approach to teaching and integrating various facets of STEM education into a coherent instructional framework. The study highlights that the application of this model enhances student engagement in technical subjects, promotes the development of critical thinking skills, and supports the effective resolution of complex, real-world problems. This article contributes to the advancement of educational innovation and the improvement of learners' professional preparedness by integrating interdisciplinary knowledge and emerging technologies into contemporary educational practice.

Purpose of the Article: The aim of this article is to conduct a comprehensive analysis of the educational potential of robotics as a means of interdisciplinary integration of science, technology, engineering, the arts, and mathematics (STEAM) within the contemporary educational process. The study also seeks to substantiate a set of pedagogical conditions necessary for the effective implementation of educational robotics in the learning environment of general secondary education institutions in Ukraine.

Research Methodology: The study is grounded in a systematic review of academic literature in the field of STEM education, an analysis of current approaches to subject integration within the STEM framework, as well as an exploration of both national and international pedagogical practices. The research is based on theoretical models of STEM education, with particular emphasis on active learning methodologies and inquiry-based learning approaches.

Scientific Novelty: The scientific contribution of the study lies in the theoretical justification, development, and visualization of an innovative pedagogical model titled the “STEM Navigator,” designed as a tool for cultivating key competencies among upper secondary school students. For the first time, a scientifically grounded set of pedagogical conditions has been proposed for implementing the STEM-navigator model within the educational process. These conditions include the integration of project-based and inquiry-driven learning, formative assessment strategies, the digitalization of the learning environment, the individualization of learning trajectories, and the engagement of students in practice-oriented STEM activities.

Conclusions. The findings of the study indicate that integrating the STEM-navigator model into the educational process serves as a powerful mechanism for fostering students’ key competencies, particularly autonomy, technological literacy, and creativity. Student involvement in activities grounded in the STEM framework contributes to their holistic development, enhances interest in technical disciplines, and facilitates the acquisition of skills essential for future professional success.