CONTINUITY OF SCHOOL AND VOCATIONAL EDUCATION IN THE FORMATION OF RESEARCH COMPETENCIES OF LEARNERS

Abstract

The article provides a theoretical analysis of the problem of forming research competencies of learners in the context of ensuring continuity between school and vocational education. The relevance of the study is determined by contemporary educational transformations, the implementation of the competency-based approach, and the need to prepare learners capable of independent cognitive and research activities.
The study analyzes scientific approaches to defining the essence of the concept of research competence and reveals its integrative nature and structural components, including motivational-value, cognitive, activity-based, information and communication, and reflective components. It is substantiated that the formation of research competence is a gradual process carried out throughout the learner’s educational trajectory and requires coherence of educational content and learning outcomes at different levels of education.
Special attention is paid to the analysis of the principle of continuity as a pedagogical condition for ensuring the consistent development of research skills from general secondary to vocational and higher education. The article highlights the features of content-related and methodological continuity in the formation of research competencies and outlines the role of innovative educational technologies, project-based activities, tutoring support, scientific clubs, and student self-governance in fostering learners’ research activity.
The article summarizes theoretical findings and formulates practical recommendations aimed at ensuring continuity between school and vocational education in the process of forming learners’ research competencies.