FACTORS OF THE EFFECTIVENESS OF THE CREDIT-MODULE SYSTEM AIMED AT FORMING COMMUNICATION COMPETENCE IN PRIMARY EDUCATION

Abstract

This article examines the pedagogical factors that ensure the effective organization of the process of developing communication competence among future primary school teachers within the credit–module system. The study analyzes the conditions that contribute to enhancing students’ readiness for communication, increasing their active participation in the learning process, and improving their communication competence through interactive and reflective approaches. It also substantiates the impact of the credit–module system on the pace of mastering module content, the development of independent learning activities, collaboration skills, and the expansion of students’ communicative experience. The article outlines methodological approaches and practical recommendations aimed at supporting the integrated development of motivational, cognitive, activity-based, and personal components of communication competence. According to the research results, the educational process organized on the basis of the credit–module system significantly contributes to developing effective communication skills among future primary school teachers, improving the quality of professional competence, and fostering communicative culture. The outcomes of this study hold practical value for enhancing the quality of primary education, improving the learning process, and designing a methodological model aimed at developing communication competence..