The Structure Of Educational Process Design Competence: Analysis Based On An Acmeological Model

Abstract

Educational reforms, competency-based standards, and the expansion of inclusive and digitally mediated learning environments have made the ability to design the educational process a core professional requirement for contemporary educators. Yet “design competence” is often described either too narrowly as a set of planning skills or too broadly as a general indicator of pedagogical professionalism. This article offers an acmeologically grounded analysis of educational process design competence and proposes a structural model that explains its internal composition and developmental logic. The purpose of the study is to conceptualize the structure of educational process design competence through an acmeological lens that treats professional growth as movement toward sustainable mastery, reflexive self-regulation, and value-meaning maturity. The study is based on integrative theoretical analysis of pedagogical, psychological, and acmeological literature and on conceptual modeling that translates acmeological constructs into the functional tasks of educational design. The results present a structural interpretation of design competence as an integrative, multi-component formation that includes value-meaning orientation, conceptual-analytical knowledge, operational-technological capability, communicative-cooperative readiness, reflexive-evaluative regulation, and creative-transformative capacity. The model clarifies how these components interact in real design activity and how competence develops from reproductive planning to authorial, context-sensitive design supported by reflection and professional self-development. The discussion considers diagnostic implications, risks of formalization, and program design opportunities in teacher education and professional development systems. The article concludes that an acmeological model enables both clearer operationalization of design competence and more humane, developmentally realistic pathways for cultivating it in future and practicing educators.