The Role of Forecasting Skills in Competency-Based Education for Master's Students

Abstract

This conceptual review examines the role of forecasting skills in competency-based education for master's students preparing for professional careers in pedagogy. It synthesises pedagogical, psychological, and methodological scholarship on competence, forecasting, and prognostic activity in order to clarify the structure and educational significance of prognostic competence. The review indicates that prognostic competence extends beyond the acquisition of theoretical knowledge. It integrates diagnostic analysis, anticipation of alternative outcomes, pedagogical modelling, evidence-informed decision-making, and reflective regulation of professional action. The article proposes that these capacities should be developed across the master's curriculum rather than confined to a single course. Problem-based learning, scenario analysis, research projects, practicum-based forecasting tasks, and structured reflection are identified as particularly suitable pedagogical mechanisms. The analysis also distinguishes exploratory, programmatic, project, and organisational forecasts and relates them to expert, factographic, statistical, and extrapolative methods. It is concluded that the systematic development of forecasting skills can strengthen master's students' analytical thinking, research competence, professional judgement, and readiness to manage uncertainty in educational practice.