<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202024000200075</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Schoolchildren's preparation for modern work habits: the role of teacher and open questions]]></article-title>
<article-title xml:lang="es"><![CDATA[Preparación de los escolares para hábitos laborales modernos: el papel del docente y las preguntas abiertas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Agayev]]></surname>
<given-names><![CDATA[Shahrza Ogul]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Azerbaijan State Pedagogical University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Azerbaijan</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<volume>16</volume>
<numero>2</numero>
<fpage>75</fpage>
<lpage>82</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202024000200075&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202024000200075&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202024000200075&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of this article is to analyze the pressing challenges surrounding the contemporary labor training of schoolchildren. Central to this analysis is the recognition of the profound impact of technology on shaping the workforce's competencies. Then, it justifies the imperative need for cultivating personal, general professional competencies among schoolchildren, emphasizing the pivotal role such competencies play in navigating the complexities of the modern job market. To accomplish this the transformative role of educators in preparing students for modern work habits is of special relevance. We highlight that educators in addition to facilitating the learning process should be provocatory, so the benefits of open-ended questions as a pedagogical tool emerge for serving not only as knowledge transfer but also as critical thinking, problem-solving, and adaptability catalysts towards ever-evolving workforce demands. Considering the above, this research clarifies practical measures formal schooling must prioritize in an increasingly vocational skill-driven economy like Azerbaijan, where people require lifelong learning over one-time preparation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo de este artículo es analizar los desafíos apremiantes que rodean la formación laboral contemporánea de los escolares. Un elemento central de este análisis es el reconocimiento del profundo impacto de la tecnología en la configuración de las competencias de la fuerza laboral. Entonces, se justifica la necesidad imperativa de cultivar competencias profesionales personales y generales entre los escolares, enfatizando el papel fundamental que desempeñan dichas competencias en la navegación por las complejidades del mercado laboral moderno. Para lograr esto, el papel transformador de los educadores al preparar a los estudiantes para los hábitos de trabajo modernos es de especial relevancia. Resaltamos que los educadores además de facilitar el proceso de aprendizaje deben ser provocadores, por lo que emergen los beneficios de las preguntas abiertas como herramienta pedagógica por servir no sólo como transferencia de conocimiento sino también como catalizadores del pensamiento crítico, la resolución de problemas y la adaptabilidad hacia un futuro cada vez más exitoso. demandas laborales en evolución. Teniendo en cuenta lo anterior, esta investigación aclara las medidas prácticas que la escolarización formal debe priorizar en una economía cada vez más impulsada por las habilidades vocacionales como la de Azerbaiyán, donde las personas requieren un aprendizaje permanente en lugar de una preparación única.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Professional competencies]]></kwd>
<kwd lng="en"><![CDATA[Skill development]]></kwd>
<kwd lng="en"><![CDATA[Effective teaching]]></kwd>
<kwd lng="en"><![CDATA[Work adaptability]]></kwd>
<kwd lng="en"><![CDATA[educational transformation]]></kwd>
<kwd lng="es"><![CDATA[Competencias profesionales]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo de habilidades]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza efectiva]]></kwd>
<kwd lng="es"><![CDATA[Adaptabilidad laboral]]></kwd>
<kwd lng="es"><![CDATA[Transformación educativa]]></kwd>
</kwd-group>
</article-meta>
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