COMPETENCE AND COMPETENCY: GUIDELINES FOR SPIRITUAL COMPETENCE IN TEACHER EDUCATION AND THEIR IMPACT.

Abstract

This article examines the nuanced differences between “competence” and “competence” in pedagogical terms, emphasizing their relevance to a competency-based approach to education. Drawing on the scientific definitions of theorists such as I.A. Zimnyaya and N. Chomsky, competence is defined as a general intellectual and socio-professional characteristic, while competence represents a more operational, rule-based application. The discussion is concerned with the role of competencies in the modernization of education, emphasizing their integration of knowledge, practical skills, motivations, and value-based components proposed in European frameworks. Particular attention is paid to moral competence in teacher training, identifying it as an important part of the civic and ethical competencies necessary to educate ethical, culturally sensitive teachers. The article analyzes the key competencies of lifelong learning and their spiritual aspects, and suggests strategies for developing these characteristics in future teachers that are consistent with global educational paradigms that prioritize personal fulfillment, employability, and active citizenship. The goal is to create a theoretical framework for integrating spiritual competence into teacher education curricula to address contemporary social challenges.