THE CONCEPT OF STEM COMPETENCIES IN THE EDUCATIONAL ENVIRONMENT OF A GENERAL SECONDARY EDUCATION INSTITUTION

Introduction. The article examines the essence of the concept of STEM competence in the educational environment of a general secondary education institution according to regulatory documents and scientific research. The relevance of the study is due to the need to prepare young people for a rapidly changing world and to work in high-tech areas, which are key to the sustainable development of society. At the same time, the lack of a clear definition of STEM competence in the regulatory documents of Ukraine complicates its implementation in the educational process. Purpose. The purpose of the study is to determine the essence of STEM competence in the educational environment of a general secondary education institution and substantiate its key components. Methods. The study is based on an analysis of psychological, pedagogical and methodological literature on the essence of STEM competence. The study examines the works of researchers and methodologists who were involved in the formulation of this concept, and their interpretations of STEM competence. Various approaches to defining STEM competence are analyzed, including its components such as cognitive, reflective-analytical, operational-activity and value-motivational elements, emphasizing its importance for innovative activity. The study also emphasizes the need to harmonize the conceptualization of STEM competence in Ukraine with international standards, in particular in the context of sustainable development. Results. As a result of the analysis, the constituent elements of STEM competence in general secondary education institutions are proposed. These include, in particular, mathematical, natural science, innovation and information and communication competences, as well as the need to integrate sustainable development competences into the educational process. The results obtained contribute to the understanding and implementation of STEM education in Ukraine, emphasizing its importance for the development of critical thinking, engineering and research activities among students. Originality. The study provides a structured interpretation of STEM competence, adapted to the Ukrainian educational context, bridging the gap between international educational standards and the national regulatory framework. Conclusions. Based on the analysis, the article proposes a structured model of STEM competence specifically for general secondary education institutions. The results of the study contribute to a more complete understanding of STEM education in Ukraine, emphasizing its key role in the development of critical thinking, engineering competencies, and scientific research abilities among students. The article forms the components and definitions of STEM competence for implementation in secondary education institutions.