• Nikolay Tsankov Faculty of Pedagogy South-West University „Neofit Rilski“ – Blagoevgrad, Bulgaria



the nature of the relation competence -competency, transversal competences, development of transversal competences – didactic concretization of approaches, principles and conditions


The contemporary socio-cultural and educational situation points the attention to the analysis and construction of opportunities for the formation and development of transversal competences in school education. It is expedient therefore that within the process of education in all school subjects and throughout all ages and cognitive activities the decisions for the design of a suitable educational environment should be systematized and specified in such a way as to guarantee that knowledge and skills can be continuously regrouped in accordance with context. In other words, these skills and the knowledge they are based on, should form the foundation of transversal competences that can be applied regardless of age and activities. The design of invariant technologies for the development of transversal competences is also related to the coordination of a variety of approaches, principles and conditions of education in such a manner as to provide effectiveness when these technologies are specifically applied as variants. This creates a necessity for a didactic interpretation of the means of development of transversal competences. Additionally, it poses a necessity to improve teachers’ special preparation and qualification to design educational environment that can guarantee the achievement of transversal competences as an educational outcome. The present research offers opportunities to realize this goal in an integrative and integrating process rather than as an isolated endevour on part of the teachers or as an unorganized effort on part of the students. This in turn poses some new requirements to the system of school education as a whole.


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How to Cite

Tsankov, N. . (2020). DEVELOPMENT OF TRANSVERSAL COMPETENCES IN SCHOOL EDUCATION (A DIDACTIC INTERPRETATION). International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 5(2), 129–144.