This paper presents the results of a research on the importance of key (intercultural, digital, social, personal and methodical) competences in foreign languages curricula. We devised a questionnaire for the purposes of this research and interviewed 100 foreign language teachers in the Republic of Serbia employed at elementary schools, high schools and higher education institutions, as well as language schools, with the goal of identifying the manner and the extent to which foreign language teachers assist and enable students to develop key competences as part of foreign language curricula. Furthermore, the research had the purpose of shedding light on teachers’ experiences regarding the development of their own key competences, as well as their attitudes towards the importance of key competences for the further education and professional life of students. The results of the analysis emphasize the fact that teachers devote significant attention to the development of key competences and that they are aware of their importance for the future professional life of their students. The interviewed teachers believe that personal and social competences are of key importance, whereas they perceive intercultural, digital and methodical competences as slightly less important. As regards curricular activities that teachers devise in order to facilitate the development of students’ key competences, digital competences are associated with the largest deficit. On the other hand, teachers are highly satisfied with their level of key competences. They have mostly acquired such competences on their own and through professional training. Their academic education has contributed to the satisfactory development of key competences to the least extent.
Katarina Krželj, PhD is an assistant professor at the Faculty of Philosophy, University of Belgrade.
Nina Polovina, PhD is an assistant professor at the Faculty of Transport and Traffic Engineering, University of Belgrade.