TRANSFORMATIONAL COMPETENCES AS GUIDELINES FOR SCHOOL EDUCATION 2030

Modern educational priorities have undergone significant changes, focusing on the formation of citizens capable of adaptation, creativity, innovation, openness, tolerance, and independent learning throughout life. Today, many countries strive to educate individuals who can take responsibility for their own decisions and actions in different roles ‒ as students, parents, teachers, managers, employees or employers. In this context, there is a need to understand and define the concept of transformational competencies. In 2015, the Organisation for Economic Co-operation and Development (OECD) launched the Education 2030 project, aimed at updating the set of competencies necessary for modern graduates to lead successful lives. This initiative marked a conceptual shift: key competencies were no longer seen as the ultimate goal of education but were instead expanded into the idea of transformative competencies. These competencies not only help students adapt to change but also equip them with the tools to shape their future, contributing to both personal development and societal well-being. This article, based on an analysis of scientific literature, educational documents, and OECD recommendations, explores the essence of transformative competencies and justifies their necessity for improving Ukraine’s national educational standards. The authors conclude that integrating transformative competencies into school education is a crucial step in preparing Ukrainian students for responsible citizenship and successful self-realization in a dynamic world. The current domestic orientation towards the formation and development of key competencies, as defined in educational standards for general secondary education, needs to be reconsidered. The result of schoolwork should be oriented towards the development of transformational competencies.