О чем не говорит размер эффекта: методология исследований формирования универсальных компетентностей

Вопросы образования. 2025. № 1. С. 197–232.

Mikhailova A., Avdeenko N., Chentsova A., Pashchenko T.

The results of a systematic review of intervention research, that evaluates the effectiveness of practices for the formation of key competencies, are presented. The aim of the study is to identify characteristics of interventions conducted to evaluate the practices of forming critical and creative thinking, which can be used as distinguishing features in the design of relevant experiments. A categorization of the research design elements that may further influence the interpretation of the results is made: the conceptualization of the construct being formed, the instruments used to measure it, and the practices used in the intervention. Seven types of interventions are identified and organized according to the principle of increasing the complexity of the intervention, namely its duration and relevance to the educational context. The elements that contribute to the complexity of the intervention are described. The results of the review can be taken into account when designing experiments that evaluate the effectiveness of pedagogical practices, as well as when interpreting the results of such experiments to inform educational policy choices.

Keywords: креативность, critical thinking, критическое мышление, педагогические практики, эксперимент, creativity, experiment, key competencies, Универсальные компетентности, pedagogical practices, methodological transparency, методологическая транспарентность