A Review of Human Competence in Educational Research - Levels of K-12, College, Adult, and Business Education

Oct 15, 2026

Uploaded by Grenda

A Review of Human Competence in Educational Research synthesizes key competences research to clarify how human competence functions. The study identifies two implication-rich themes: key competences show a holistic structure across different aspects, and contextual and cultural influences affect competence operation. By integrating four competence characteristics and three competence domains, the review highlights achievements in research on human characteristics linked to key competences and outlines needs for future inquiry, supported by an educational research survey.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Introduction

Competence: Definition and Domains

Definition of Competence

Special Section: Education Reform and Competency-Based Education

Competency-based education reform overview

Review Scope Across Education Levels

K-12

College

Adult

Business education

Themes and Implications for Future Research

Asia Pacific Education Review Copyright 2007 by Education Research Institute 2007, Vol. 8, No.3, 500-520. A Review of Human Competence in Educational Research: Levels ofK-12, College, Adult, and Business Education Minseong Kim Soonkyoung Youn Jongho Shin Minjeong Park Kyoung-Oh Song Tacksoo Shin Jeongmin Chi Deokhee Seo Sungdoo Hong Brain Korea 21 Academic Leadership Institute for Competency-Based Education (Seoul National University) Korea The purpose of this study is to review the main perspectives or issues dealt with in the research on considered tobe key competences, in order to develop a fuller understanding of how human competence functions. As a result of this review, two themes considered as having important implications for the actual practices can be identified: that there exists an holistic nature with different aspects of a given competence and that influences of a contextual and cultural nature are factors which affect the operation of human competence. By incorporating four characteristics and three domains of competence with the review conducted in this study, we began to appreciate what the research on human characteristics related to key competences has achieved and what is needed for future research. Key words : competence, key competences, human ability Introduction Responding to the increasingly diverse and rapid changes in our global and knowledge-based contemporary society, many countries, stimulated by the initiative of the OECD (2000), have tried to consolidate their human Minseong Kim, Soonkyoung Youn, Minjeong Park, Kyoung-Oh Song, Tacksoo Shin, BK 21 Academic Leadership Institute for Competency-based Education Reform, Department of Education, Seoul National University, Korea; Jongho, Shin, Department of Education, Seoul National University, Korea; Jeongmin Chi, Seoul National University Education Research Institute, Korea; Deokhee Seo, Korean Educational Development Institute, Korea; Sungdoo Hong, Kwangju Women's University, Korea. Correspondence concerning this article should be addressed to Soonkyoung Youn, 10-1-601, BK 21 Academic Leadership Institute for Competency-based Education Reform, Department of Education, Seoul National University, Korea. e-mail: todory2 @[gmail.com](gmail.com) resources in order to cope with these challenges. In line with this effort, competence has been considered as an important concept to describe human ability, one which is necessary for dealing with new challenges in our current society. Consistent with this, many researchers and educators have tried to understand what competences are most critical for meeting these demands (Rychen & Salganik, 2003) . Although such efforts to identify key competences have become prevalent, the directions of those efforts does not seem to go toward appropriate understanding of the nature and characteristics of each competencey. Rather, key competences seem to serve as an instrument to deal with external demands brought into a given situation. For example, in the education sector, the discussion of key competences has been conducted for the purpose of providing a list of school leaving requirements and educational objectives, sometimes with a more long-term goal to innovate an educational curriculum. In the economic area, a primary focus has been on evaluating or managing Special Section: Education Reform and Competency-Based Education key competences in responding to new and changing situations in the workplace (Rychen & Salganik, 2003) . Further, specific situations in which each country is fallen in influenced how key competences have been identified and served for specific innovations and plans demanded in the country. Such different demands on the roles of key competences seem to lead to keeping our interests away from establishing a knowledge base which can provide the means of capturing the essential aspects of each competency and particular conditions in which competence can be developed proper

FAQs

What is the purpose of the study on key competences?

To review major perspectives and issues in research on considered key competences, developing a fuller understanding of how human competence functions and develops.

What two themes does the review identify as important for practice?

First, key competence has a holistic nature with different aspects; second, contextual and cultural factors influence how human competence operates.

How does the paper structure its review of educational research?

It starts with the concept of competence and domains, then reviews educational research on human characteristics across four sections: K-12, college, adult, and business education.

Oct 15, 2026

Uploaded by Grenda