PEDAGOGICAL AND METHODOLOGICAL FACTORS OF IMPLEMENTING A COMPETENCY-BASED APPROACH IN LITERATURE TEACHING IN GRADES 5–7 DURING MARTIAL LAW

Tamila  Yatsenko; Olesia  Slyzhuk; Nataliia  Hohol; Nataliia  Hrychanyk; Nataliia  Deviatko

Tamila Yatsenko Doctor of Pedagogical Sciences, Senior Researcher, Chief Researcher, Department of Teaching Ukrainian Language and Literature, Institute of Pedagogy, National Academy of Educational Sciences of Ukraine, Kyiv, Ukraine https://orcid.org/0000-0002-6121-7495
Olesia Slyzhuk Candidate of Pedagogical Sciences, Associate Professor, Leading Researcher, Department of Teaching Ukrainian Language and Literature, Institute of Pedagogy, National Academy of Educational Sciences of Ukraine, Kyiv, Ukraine https://orcid.org/0000-0002-7696-6157
Nataliia Hohol Doctor of Pedagogical Sciences, Professor, Department of Ukrainian Language, Literature and Teaching Methods, Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Hlukhiv, Ukraine. https://orcid.org/0000-0003-0780-6237
Nataliia Hrychanyk Candidate of Pedagogical Sciences, Associate Professor, Department of Ukrainian Language, Literature and Teaching Methods, Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Hluhiv, Ukraine. http://orcid.org/0000-0002-0616-6832
Nataliia Deviatko Candidate of Philosophical Sciences, Associate Professor, Department of Philosophy, Communal Institution of Higher Education ‘Dnipro Academy of Continuing Education’ of Dnipropetrovsk Regional Council, Dnipro, Ukraine https://orcid.org/0000-0003-0162-1194

Keywords: Literary education. Student's personality. Key competencies. Pedagogical conditions. Competence-based approach.

Abstract

The study addresses the urgent need to ensure continuity and quality of school literary education under prolonged martial law by adapting a competency-based approach to a crisis educational environment. The problem of forming reading literacy and life skills in basic secondary students is critical due to its influence on critical thinking, information processing, and cultural identity. The purpose was to assess the effectiveness of an adapted competency-based approach to literature teaching in grades 5–7 and its impact on reading literacy and life skills. The methodology combined pedagogical observation, learning outcome analysis, reading literacy testing, and quantitative and qualitative data processing. Results confirmed that adapted competency-based methods improve literacy, foster critical and creative thinking, and strengthen communication and research skills. Structured tasks, interdisciplinary integration, digital resources, and psychological support sustained motivation. The practical significance lies in rapid adaptability during emergencies, with scalability to other subjects, enhancing its value for modern education.

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