Аннотации:
In the context of the transformation of the modern higher education system, the supraprofessional competencies (soft skills) necessary for future specialists in the humanitarian
field, in particular, social educators, are of particular importance. The present study is
aimed at studying the effectiveness of problem-based learning (PBL) as a method of forming
key soft skills among students of the educational program “Social Pedagogy” of the L.N.
Gumilyov Eurasian National University. The theoretical part of the study includes an
overview of international and domestic scientific discourse on flexible skills and a problemoriented approach. In the empirical part, the methods of pedagogical experimentation,
questionnaires, self-assessment of competencies, and quantitative analysis of the dynamics
of soft skill development during the semester were applied. The results indicate a positive
correlation between the intensity of students’ participation in PBL practices and the level
of development of skills such as critical thinking, teamwork, communicative competence,
and time management. The study also identified institutional and methodological barriers
to the implementation of PBL in Kazakhstan’s educational practice, including the lack of
trained facilitators and the lack of adapted cases. Based on the data obtained, a model
of a localized PBL strategy integrated into the training of social educators is proposed.
The research contributes to the development of the methodological culture of teacher
education and opens up prospects for creating a sustainable system of soft skills formation
in universities in Kazakhstan.
