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MECHANISMS OF FORMING A CONNECTION BETWEEN THE INVOLVEMENT OF EDUCATION SEEKERS IN EDUCATIONAL AND EXTRACURRICULAR ACTIVITIES AND THE DEVELOPMENT OF COMPETENCIES
Abstract
Objective: This article delves into the interplay among academic engagement, extracurricular involvement, and the cultivation of critical thinking skills among university students. The study investigates potential correlations between students' participation in extracurricular activities and their proficiency in collaborative teamwork within university settings. Furthermore, it explores whether students' academic engagement aligns with the timely completion of their bachelor's programs. Drawing comparisons with the American educational context, the article also employs the theory of student engagement in higher education to provide insights into these phenomena.
Methods: The research employs a systematic and comprehensive analysis of academic phenomena, utilizing factor and evolutionary approaches to explore the relationships between academic engagement, extracurricular participation, and critical thinking development among university students.
Results: The study unveils potential connections between students' involvement in extracurricular activities and their ability to engage effectively in university team collaborations. It also examines the potential influence of academic engagement on the timely completion of bachelor's programs. The article draws on the theory of student engagement in higher education to illuminate these dynamics, particularly by referencing experiences in the American educational context.
Conclusion: The significance of this research lies in its contribution to understanding the intricate dynamics between academic engagement, extracurricular activities, and the development of critical thinking skills in university students. The findings underscore the importance of exploring these relationships to enhance the overall educational experience. Further insights from the theory of student engagement provide a valuable framework for interpreting these phenomena within the broader context of higher education.
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DOI: http://dx.doi.org/10.21902/Revrima.v1i43.6748
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