Pedagogical strategies for developing systemic thinking in future teachers based on the competence approach

Abstract

In the modern educational landscape, the competence-based approach plays a crucial role in shaping the professional and cognitive skills of future teachers. One of the essential components of professional competence is systemic thinking, which enables teachers to perceive pedagogical phenomena in an interconnected and holistic manner. This article explores pedagogical strategies aimed at developing systemic thinking in future teachers through the competence approach. The research highlights the importance of integrating interdisciplinary learning, problem-based teaching methods, reflective practices, and digital technologies in teacher education. It emphasizes that systemic thinking is not only a mental skill but also a methodological foundation that allows teachers to plan, analyze, and evaluate educational processes more effectively. The article also proposes a model of competence-oriented pedagogical strategies that support the formation of systemic thinking by linking theoretical knowledge with practical experience. The results of the study demonstrate that the competence-based approach significantly enhances the ability of future teachers to think critically, identify cause-effect relationships, and apply holistic perspectives in solving pedagogical problems. The findings contribute to improving the quality of teacher training programs and fostering innovative, reflective, and system-oriented educators for the 21st century.