FUTURE COMPETENCIES IN HIGHER EDUCATION: THE CHALLENGES OF DIGITAL TRANSFORMATION AND WAR

Abstract

Introduction. Digital transformation, the spread of artificial intelligence, rapid changes in the labour market, and wartime challenges require higher education to reconsider the intended outcomes of professional training. In this context, disciplinary knowledge must be combined with the capacity to think critically, cooperate with others, use digital technologies responsibly, and remain effective under risk and uncertainty. The aim of the study is to provide a theoretical rationale for the structure of future competencies and to develop the author’s 4D model (Think – Interact – Digitalize – Adapt) as a conceptual basis for modernising professional training in higher education. The methodology integrates systemic, competency-based, and prognostic approaches and applies analysis, synthesis, generalisation, and comparison of research publications and strategic documents issued by the OECD, UNESCO, the European Commission, and the World Economic Forum. Scientific novelty. Future competencies are defined as an integrated system of cognitive, social, and digital competencies together with resilience competencies. Their role in professional activity, civic participation, and the social self-realisation of the individual is specified. The study shows that universities develop these competencies through student-centred and interdisciplinary learning, research and team projects, digital educational practices, international cooperation, psychological support, and a socially inclusive learning environment. The scientific novelty consists in the author’s 4D model, which combines cognitive (Think), social (Interact), digital (Digitalize), and resilience-adaptive (Adapt) components, and in treating resilience competencies as an independent structural component rather than an auxiliary personal quality. Conclusions. The proposed model integrates international approaches to future competencies and adapts them to the needs of Ukrainian higher education amid war, post-war recovery, and digital change. It can guide curriculum modernisation, the formulation of learning outcomes, the development of inclusive learning environments, and the assessment of student competencies.