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DOI: https://doi.org/10.15507/1991-9468.26303.555-572

UDC 37-057.874

 

Development of Educational Competence in Primary School: A Systems-Genetic Approach

Vladimir A. Mazilov
Dr.Sci (Psychol.), Professor, Head of the Chair of General and Social Psychology, Yaroslavl State Pedagogical University named after K.D. Ushinsky (108, bld. 1 Respublikanskaya St., Yaroslavl 150000, Russian Federation), ORCID: https://orcid.org/0000-0003-0646-6461, Scopus ID: 13004734300, Researcher ID: F-9746-2013, SPIN-code: 8082-5199, This email address is being protected from spambots. You need JavaScript enabled to view it.

Yuriy N. Slepko
Dr.Sci (Psychol.), Professor, Dean of the Faculty of Education, Yaroslavl State Pedagogical University named after K.D. Ushinsky (108, bld. 1 Respublikanskaya St., Yaroslavl 150000, Russian Federation), ORCID: https://orcid.org/0000-0001-6768-4652, Scopus ID: 56111886000, Researcher ID: AAF-8745-2019, SPIN-code: 6602-7202, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract
Introduction. In primary general education, a discrepancy is observed between the declared and actual learning outcomes in primary school. When declaring the level of structural design, the latter in the presented example and scientific research implement an analytical approach to understanding the development of primary school students. This approach remains prevalent in modern educational psychology. The purpose of the study is a psychological analysis of the structure and dynamics of the development of primary general education outcomes: the systemically organized competencies of primary school students.
Materials and Methods. To provide a theoretical and methodological justification for a systemic approach to understanding the outcomes of primary general education, a theoretical analysis of the competence of a model of the psychological structure of university competencies was used. An empirical analysis of the structure and development of primary school students’ scientific skills was conducted using expert assessment. The results were processed using mathematical statistics methods: descriptive statistics, comparison, and analysis of the psychological structure. The sample size of experts (primary school teachers) was 719. The total number of assessed expert assistants was 17,509.
Results. The psychological structure of primary school students’ academic competence is understood as the result of the joint activity of the student and teacher. Therefore, the outcome of primary education impacts the structure of competence in motivating learning activities, goal setting, presenting the results of solving an educational problem, knowledge and implementation of the subject and educational activities, engaging solutions, developing educational programs, responsibility, control, and reflection on the results of activities, and the student’s abilities and personal qualities. The following system-genetic characteristics of primary school students’ academic competence have been identified: uneven and heterochronic development, the cyclical nature of the competence system’s development, and the basic system-forming competencies – goal setting, knowledge and understanding of the subject and educational activities, and developing an educational program.
Conclusion. The results of the study open up opportunities for a systemic understanding of the results of primary general education and the observation of interrelations between various types of functions. The established rules for developing academic competence allow for more effective management of the primary general education process and the development of primary school students. The results will be useful for primary school teachers, school psychologists, school administrators, and education authorities.

Keywords: activity systemogenesis, primary school students’ competencies, psychological structure of academic competence, heterochronicity of competence development, motivation for academic activity

Funding: This study was supported by grant No. 24-18-00061 from the Russian Science Foundation, https://rscf.ru/project/24-18-00061/ (2024–2026).

Conflict of interest: The authors declare no conflict of interest.

For citation: Mazilov V.A., Slepko Yu.N. Development of Educational Competence in Primary School: A Systems-Genetic Approach. Integration of Education. 2026;30(3):555–572. https://doi.org/10.15507/1991-9468.26303.555-572

Authors’ contribution:
V. A. Mazilov – formulation of overarching research goals and aims; development of methodology; oversight and leadership responsibility for the research activity planning and execution.
Yu. N. Slepko – application of formal techniques to analyse study data; conducting a research and investigation process; specifically visualization.

Availability of data and materials. The datasets used and/or analysed during the current study are available from the authors on reasonable request.

All authors have read and approved the final manuscript.

Submitted 15.11.2025;
revised 13.04.2026;
accepted 20.04.2026.

 

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