Will the Competency-Based Approach to Education Be Preserved in the Context of Changes in the Organization of Higher Education in Russia?
https://doi.org/10.31992/0869-3617-2025-34-10-78-102
Abstract
In connection with Russia’s withdrawal from the Bologna Process, approaches to the organization of domestic higher education are being revised. But this mainly concerns the issue of level-based education. At the same time, Russia’s entry into the Bologna Process has led to changes not only in the levels of higher education, but also in some of its other aspects. One of these aspects is the competency-based approach to learning. This article examines the question of whether it is subject to revision in connection with a possible future reorganization of higher education in Russia. To answer this question, the authors assess the current state of the competency-based approach to learning in higher education in Russia. This assessment is determined on the basis of a study of the current level of interpretation of the essence of the competency-based approach and related concepts in scientific and regulatory literature, the degree of development of competency systems used in Russian universities, the current state of the criteria used to assess the formation of competencies, as well as the perception of the competency-based approach by students and university teachers. As a result of the conducted research, both positive and problematic aspects of the application of the competence-based approach to training in higher education in Russia at the current stage of its development are identified and systematized. The article substantiates and brings up for discussion three possible scenarios for the future use of the competence-based approach in the process of further development of higher education in Russia. The opinion on the most appropriate and probable of these scenarios is argued. Recommendations for the implementation of this scenario are substantiated. This article may be of interest to the organization of higher education in universities, as well as to developers of higher education standards.
About the Authors
T. U. Druzhilovskaya
Lobachevsky State University of Nizhni Novgorod
Russian Federation
Russian Federation
Tatyana U. Druzhilovskaya – Dr.Sci. (Economics), Professor, Department of Accounting
23 Gagarina ave., Nizhny Novgorod, 603950
E. S. Druzhilovskaya
Lobachevsky State University of Nizhni Novgorod
Russian Federation
Russian Federation
Emilia S. Druzhilovskaya – Ph.D. (Economics), Associate Professor, Department of Accounting
23 Gagarina ave., Nizhny Novgorod, 603950
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