Updating the taxonomy of educational goals in the context of contemporary professional education challenges

Introduction. The revision of existing taxonomies of educational goals is driven by the increasing volume of information, its continual updating, and the need for flexible application in educational and professional contexts.

Aim. The present research aims to enhance the taxonomy of educational goals by integrating them in accordance with contemporary requirements for learning outcomes. These include a human-centered approach to continuous professional and personal development, mastery of interpersonal communication skills, and effective interaction with the digital environment and artificial intelligence.

Methodology and research methods. The study is grounded in key methodological principles, including interdisciplinarity, correspondence, anthropology, and a personality-oriented approach. It also draws on the ideas of L. S. Vygotsky (cultural-historical theory) and S. L. Rubinstein (the unity of consciousness and activity). The primary methods employed were the analysis of scientific literature and theoretical modelling.

Results and scientific novelty. The classical taxonomy of educational objectives by B. Bloom has been expanded to include the categories of “representation” and “attitude”, resulting in a final version comprising eight levels: representation, knowledge, understanding, application, analysis, synthesis, evaluation, and attitude. The category of “representation” serves as an intermediate stage between elementary cognitive processes and higher psychological functions and can be developed into knowledge through necessary refinement, a process functionally supported by the mechanism of anticipation. The category of “attitude” is integral, as the combination of its individual components fosters the development of students’ metacognitive skills and incorporates ethical considerations into the acquisition and application of knowledge and skills.

Practical significance. The expanded taxonomy of educational goals can serve as a foundation for adjusting the educational outcomes of programmes, as well as for developing methodological materials and specific tasks in the field of vocational education.

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