• Natalia Dmitrenko Vinnytsia Mykhailo Kotsiubynskyi State Pedagogicl University (UA)
  • Oksana Voloshyna Vinnytsia Mykhailo Kotsiubynskyi State Pedagogicl University (UA)
  • Alla Beldii Danylo Zabolotny Medical College (UA)
  • Valentyna Hrebenova Vinnytsia Mykhailo Kotsiubynskyi State Pedagogicl University (UA)
  • Vitalii Zelinskyi Vinnytsia Mykhailo Kotsiubynskyi State Pedagogicl University (UA)
  • Olha Pinaieva Vinnytsia Mykhailo Kotsiubynskyi State Pedagogicl University (UA)



adolescents, application of case method, components of social competence, didactic requirements, educational institution environment, key features of social competence, person’s social competence


The study is devoted to the actual problem of the formation of social competence of adolescents. The aim of the research is to present the theoretical essence of the social competence and try the method of forming the social competence of teenagers out in practice. It is stated that the formation of the personal social competence is one of the key tasks of the present-day school due to the main school documents and the guidelines for the schoolchildren education in educational institutions. It is justified that social competence is an acquired skill that can be formed and developed throughout the person’s life. The developed social competence determines the status of an individual in society and affects personal success in further professional activities.

In the study, the social competence is presented as universal personal qualities, knowledge, skills, behavioural models, which are required for person’s successful socialization. The key features of social competence are: 1) recognition of the person’s value-motivational sphere; 2) readiness to solve complex tasks (state of internal psychological mobilization); 3) persistence of the manifestation of this quality. It was found that important components of social competence for today’s adolescence are: the ability to find constructive models of behaviour in various problem situations; navigate in the information space; apply the acquired theoretical knowledge in practice; the ability to work in groups, to cooperate with peers and older people; the ability to resolve productively conflict situations, based on the understanding of mental, ethnic, and cultural characteristics of different social strata of the population; the ability to conduct business electronic correspondence with various recipients, etc.

Diagnostics for determining the manifestation of social competence of schoolchildren is presented, which is based on Doll’s theory of social competence. The study describes the method of forming the social competence of teenagers by means of the case method. The didactic requirements for the use of the case method in order to form the researched quality are revealed, namely: saturation of the content of the cases with a meta-subject social context, multi-problems; connection of tasks with life priorities, interests, values of teenagers; the use of cases, that involves a combination of curricular and extracurricular activities, actualization of interdisciplinary knowledge, social experience of students; use of cases based on group work; implementation of the principle of cooperation in the process of solving cases, performance by the teacher of the role of moderator.



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How to Cite

Dmitrenko, N., Voloshyna, O., Beldii, A., Hrebenova, V., Zelinskyi, V., & Pinaieva, O. (2023). FORMATION OF ADOLESCENTS’ SOCIAL COMPETENCE IN EDUCATIONAL INSTITUTION ENVIRONMENT. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 2, 158-167.