METHODS FOR FORMING MODERN META-SUBJECT COMPETENCIES IN PRIMARY SCHOOL STUDENTS

Аннотация

In the context of rapidly evolving global challenges and the increasing need for adaptable, lifelong learners, the development of meta-subject competencies in primary education has become an educational imperative. Meta-subject competencies—such as critical thinking, collaboration, creativity, and self-regulation—transcend individual disciplines and equip students with transferable skills necessary for future academic and personal success. This paper explores theoretical foundations and contemporary pedagogical strategies aimed at fostering these competencies in primary school settings. Through an extensive review of literature and critical discussion, the study highlights the importance of learner-centered approaches, teacher facilitation, socio-emotional learning, and the effective integration of technology. It further examines the challenges in assessing and institutionalizing such competencies, considering contextual variations and the need for systemic reform. The findings suggest that while the path to effective competency-based education is complex, holistic strategies that blend cognitive, emotional, and technological dimensions hold significant promisefor developing well-rounded, future-ready learners. Keywords: Meta-subject competencies, primary education, 21st-century skills, critical thinking, learner-centered pedagogy, digital learning, socio-emotional development, interdisciplinary learning, formative assessment, educational innovation. Introduction. The transformation of education systems in the 21st century has led to a fundamental rethinking of what it means to be educated in an increasingly complex, interconnected, and technology-driven world. One of the most significant shifts in this regard is the growing emphasis on the development of meta-subject competencies—a set of overarching skills and cognitive strategies that enable learners to apply knowledge flexibly across a range of subject areas and real-life contexts. Unlike subject-specific competencies, which are confined to individual disciplines, meta-subject competencies (also referred to as transversal or cross-curricular competencies) encompass critical thinking, creativity, collaboration, self-regulation, communication, digital literacy, and the ability to engage in reflective and independent learning. The early development of such competencies is now widely recognized as essential, particularly within the framework of primary education. This stage in a child's development is not only critical for acquiring basic literacy and numeracy skills, but also for shaping the cognitive and social foundations that support future learning. Studies in developmental psychology (Bruner, 1966; Vygotsky, 1978) emphasize the importance of early social interaction, scaffolded learning, and guided exploration in constructing mental schemas that are transferable across contexts. In this sense, the primary school becomes a fertile ground for cultivating learning habits andthinking strategies that transcend the boundaries of traditional subjects. The urgency to integrate meta-subject competencies into primary education is further amplified by global educational policy frameworks. For instance, theOECD’s Education 2030 Framework outlines a vision of education that centers on the development of agency, adaptability, and global competence. http://www.internationaljournal.co.in/index.php/jasass 756 Volume 15Issue 06, June 2025 Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023: 6.995, 2024 7.75 Similarly, UNESCO advocates for curricula that prepare learners to meet global challenges such as climate change, digital transformation, and social inequality—challenges that require more than just knowledge; they demand complex problem-solving, empathy, cooperation, and ethical reasoning. Despite widespread agreement on the importance of meta-subject competencies, there remains a significant gap between policy aspirations and classroom implementation. Many educators face challenges in translating abstract competency frameworks into concrete teaching strategies, especially within the constraints of standardized curricula and assessment systems. Traditional models of instruction—often characterized by rote learning and teacher-centered approaches—are ill-suited to fostering the active, inquiry-based, and collaborative environments in which meta-competencies thrive. In response to these challenges, a growing body of educational research has explored a variety of innovative methodologies for competency-based learning at the primary level. These include, but are not limited to, project-based learning (PBL), inquiry-based instruction, integrated thematic units, digital and game-based learning, formative assessment practices, and socio-emotional learning frameworks. Moreover, the integration of technology and the use of adaptive learning platforms have opened up new possibilities for personalized, competency-driven instruction that can respond to the di