Lifelong learning competence development of mining students and academic integrity: Case study of language courses

Abstract

Purpose. State-of-the-art description of faculty members (teaching language courses) attitude towards distinguishing of life-long learning competences evaluation and on purpose formation for mining students. Methods. The data were obtained from the paper questionnaires developed on the basis of theoretical analysis of scientific sources considering the issues of lifelong learning and academic integrity concepts and their implementation into the mining students training. Findings. The peculiarity of faculty members delivering language courses to lifelong learning competences of mining students consists in the fact that the teaching staff recognizes the importance of lifelong learning competences for modern professional in mining, but does not consider them as teaching goals. Mathematical competence and basic competences in science and technology, sense of initiative and entrepreneurship, and communication in foreign language are considered as the most important competences. As it was demonstrated, the efforts aimed at the development of lifelong competences do not correspond to the rating, as the faculty members consider other competences as the primary goals of their courses. Originality. The attitude of faculty members delivering language courses to mining students towards lifelong learning competence described in the Reference Framework of European Commission was investigated. The attitude of faculty members to the issue of lifelong learning competence formation was considered as a reason of low efficiency of students’ knowledge formation resulting in their poor lifelong learning and academic integrity skills. Practical implications. The results obtained are important for development of master and bachelor programmes in mining aimed at international level, as they enable modernization of existing programmes with respect to modern concepts of lifelong learning and academic integrity.