Abstract:
The main goal of the education system is to prepare specialists equipped with
transversal skills. These skills have the potential to find optimal decisions for complex
problems in the future, as well as one of the most pressing issues in society today.
Transversal skills are the basis for the formation of digital and information literacy, critical
thinking, leadership, communication, problem-solving and etc., as well as the knowledge
that will help the future to discover the skills.
The purpose of the research presented in the article is to conduct an empirical study that will
allow us to determine the transversal skills of future specialists.
At the theoretical level, the article provides an analysis of the concepts of «transversality»
and «transversal skills».
An empirical part was carried out through the methodologies «XXI century digital skills
instrument aimed at working professionals: Conceptual development and empirical
validation» (Ester v.Laar, Alexander J., Jan M., Jos de Haan) and «Communicative and
organizational abilities» (V.V. Sinyavsky, V.А. Fedoroshin) to diagnose transversal skills
which were mentioned above. In order to define the level of critical thinking was used
Starkey Lauren’s test was in the adaptation of E.V. Lutsenko. As a result of the research,
there were identified and differentiated the transversal skills of future teachers.
